Nurse Education in Practice最新文献_第2页

‘Listen with an open-heart always’ – A qualitative study exploring transformational learning opportunities for Australian midwifery students participating in a virtual international study experience 始终敞开心扉倾听"--一项定性研究，探索参加虚拟国际学习体验的澳大利亚助产士学生的转型学习机会。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104174

Heather J. Wallace , Theresa M. Harvey

Aim

To explore whether virtual short term international study experiences (VSTISE) facilitate transformational learning.

Background

Transformational learning is recognised as beneficial and desirable for health students to experience. Such learning may contribute to students developing deeper understanding of themselves and of those to whom they provide care. Transformational learning has been demonstrated to increase students’ confidence with and empathy for, caring for people from diverse backgrounds, increasing students’ knowledge and awareness of social justice and health equity issues. Previously, undergraduate midwifery students at an Australian University have had the opportunity to potentially experience transformational learning through participation in short-term international experiences. Covid-19 resulted in the transitioning from face-to-face international experiences to virtual, online programs.

Design

A qualitative research design was informed by transformational learning theory, with a reflexive thematic analysis process. Bachelor of Midwifery students from an Australian University who were participating in the virtual programs were invited to take part. Critical reflective journal entries were guided by prompt questions aligned with a reflective model.

Method

Reflective thematic analysis of students’ written reflections guided by a transformational learning framework.

Results

Ten students consented and shared their critical reflective journal entries. Transformational learning is possible via virtual international study programs, with midwifery students demonstrating such learning in domains such as developing cultural sensitivity, developing insight into privilege and power and increasing recognition of the importance of a global midwifery identity.

Conclusions

Virtual programs may increase equitable access to international opportunities while deepening cultural sensitivity, compassion and professional growth of midwifery students.

目的：探讨虚拟短期国际学习经历（VSTISE）是否有助于转型学习：背景：变革性学习被认为是有益的，也是医学生所希望体验的。这种学习有助于学生更深入地了解自己和他们的护理对象。事实证明，转型学习能增强学生对护理不同背景人群的信心和同理心，增加学生对社会正义和健康公平问题的了解和认识。此前，澳大利亚一所大学的助产士本科生曾有机会通过参加短期国际体验活动来体验转型学习。Covid-19的结果是从面对面的国际体验过渡到虚拟的在线项目：设计：以转型学习理论为指导，采用定性研究设计，并进行反思性专题分析。澳大利亚一所大学参加虚拟课程的助产士学生应邀参加了研究。批判性反思日记由与反思模式一致的提示性问题引导：方法：在转型学习框架的指导下，对学生的书面反思进行反思性专题分析：结果：10 名学生同意并分享了他们的批判性反思日记。通过虚拟国际学习项目，助产士学生在培养文化敏感性、提高对特权和权力的洞察力以及增强对全球助产士身份重要性的认识等领域展示了转型学习的可能性：结论：虚拟课程可以增加公平获得国际机会的机会，同时加深助产士学生的文化敏感性、同情心和专业成长。

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引用次数: 0

Benefits of inter-institutional collaboration, cooperation and coordination in improving professional confidence and competence of student nurses 机构间协作、合作和协调对提高护士学生的专业信心和能力的益处。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104157

Foluke Stella Bosun-Arije, Albara Alomari, Joanne Jaramillo

引用次数: 0

Implementing a Trauma-informed approach in undergraduate nursing student clinical education: Strategies for clinical nurse educators 在本科护理学生临床教育中实施创伤知情方法：临床护士教育者的策略。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104187

Giuliana HARVEY, Catherine CARTER-SNELL

Aim

To discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment.

Background

Undergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders.

Design

A discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences.

Method

With relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students.

Results

The key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during, and after experiences.

Conclusion

A trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families, and their colleagues.

目的：讨论临床护士教育者在支持护理本科生在临床环境中学习的同时，整合创伤知情方法的策略：背景：护理专业本科生暴露于与临床相关的危急事件的风险，加上其较高的个人创伤率（如不良童年经历），增加了体验式学习的复杂性。与临床相关的危急事件可能会损害护理专业学生的学习能力和身心健康。临床相关危重事件的影响可能会延伸到未来护士的留用和招聘，因为学生会质疑对护士职业身份的认知。创伤的累积效应可能会影响护理专业学生的心理健康，使他们容易出现与创伤相关的症状和失调：设计：通过一篇讨论文章来支持在临床学习经验中应用创伤知情方法：方法：结合相关文献，强调创伤知情方法可用于开发和维护安全环境，从而促进护理专业学生的学习并优化其健康和福祉：结果：美国药物滥用和心理健康服务管理局（Substance Abuse and Mental Health Services Administration）概述的创伤知情方法的主要假设和原则是临床护士教育者在准备临床、体验期间和体验后可采用的建议策略的基础：结论：创伤知情方法可以鼓励护理本科生在未来的临床实践中采纳关键原则，从而有效地为患者、家庭和同事提供支持。

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引用次数: 0

Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study 卫生和福利专业职前人员在合作预防和早期干预儿童虐待方面的毕业素质：定性研究

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104176

Lauren Elizabeth Lines , Tracy Alexis Kakyo , Helen McLaren , Megan Cooper , Nina Sivertsen , Alison Hutton , Lana Zannettino , Donna Hartz , Julian Grant

Aim

This study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment.

Background

Child maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification.

Design

Qualitative, World Café approach with online roundtable discussions.

Methods

Twenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis.

Results

Graduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice.

Conclusions

Our study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.

背景儿童虐待是一个全球性的公共卫生问题，但人们对卫生和福利专业人员在初始职前资格培训期间如何做好跨专业应对儿童虐待的准备知之甚少。方法25名参与者参加了2023年10月举行的三次在线圆桌会议之一。与会者是来自澳大利亚的护士、助产士和社会工作者，他们在高等教育、专业监管和/或儿童保护方面具有专长。通过归纳式主题分析法对数据进行了分析。结果毕业生在职前教育期间并没有为合作应对儿童虐待做好充分准备。研究结果确定了四个重点核心领域，以便卫生和福利专业人员能够有效合作应对虐待儿童问题。核心领域被描述为毕业生的素质，包括知识、技能和价值观等广泛领域，可在多个实践领域中迁移。结论我们的研究提出了核心素质，这些核心素质对于卫生和福利专业人员的职前教育至关重要，可使毕业生具备合作应对虐待儿童问题的能力。主要障碍包括缺乏共同的跨专业语言和优先事项，这意味着未来的工作应就基本知识、技能和价值观达成共识。一个承认学科细微差别的共同理解对于为课程提供信息至关重要，它能使未来的专业人员具备合作减轻虐待儿童造成的伤害的能力。

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引用次数: 0

Effect of virtual reality training on clinical skills of nursing students: A systematic review and meta-analysis of randomized controlled trials 虚拟现实培训对护理专业学生临床技能的影响：随机对照试验的系统回顾和荟萃分析。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104182

Mei-Yu Lin , Mei-Zen Huang , Pao-Chin Lai

Aim

To assess the effects of virtual reality training on the cognitive, affective and psychomotor domains in nursing education among nursing students.

Background

The use of virtual reality in nursing education immerses students in realistic and interactive environments, greatly enhancing their learning experiences. However, research on its effectiveness in nursing education has shown inconsistent results, particularly regarding its impact on learner emotions related to clinical skills.

Design

Systematic review and meta-analysis.

Method

Related studies were sourced from PubMed, Cochrane, Web of Science and Embase databases from their inception until October 3, 2024. Comprehensive Meta-Analysis software was used for data analysis and the risk of bias was assessed using the Risk of Bias Tools.

Results

Eight randomized controlled trials met our inclusion criteria. The results revealed that virtual reality training significantly enhanced the development of clinical skills, having a positive impact on the cognitive, affective and psychomotor learning domains in nursing students. The following effect sizes were obtained: (1) knowledge: 0.237 (95 % CI: 0.054–0.421, p = 0.011); (2) skill: 0.682 (95 % CI: 0.299–1.064, p < 0.001); (3) self-confidence: 0.287 (95 % CI: 0.008–0.567, p = 0.044); and (4) learning satisfaction: 0.458 (95 % CI: 0.256–0.661, p < 0.001).

Conclusion

Virtual reality nursing training enriches students’ cognitive, emotional and psychomotor skills; provides a secure setting for honing critical skills, thus boosting student confidence; and increases students' overall learning satisfaction, but shows limited impact on improving self-efficacy. Integrating virtual reality into pre-departure nursing technology education and training can enhance students' understanding of the nursing process, improve the accuracy of technical operations and promote overall learning effectiveness.

目的：评估虚拟现实训练对护理专业学生护理教育中认知、情感和心理运动领域的影响：背景：在护理教育中使用虚拟现实技术可使学生沉浸在逼真的互动环境中，从而大大增强他们的学习体验。然而，有关虚拟现实技术在护理教育中有效性的研究结果并不一致，尤其是在对学习者与临床技能相关的情绪的影响方面：设计：系统回顾和荟萃分析：相关研究来自 PubMed、Cochrane、Web of Science 和 Embase 数据库，研究时间从开始到 2024 年 10 月 3 日。使用综合元分析软件进行数据分析，并使用偏倚风险工具评估偏倚风险：八项随机对照试验符合我们的纳入标准。结果显示，虚拟现实培训能显著促进临床技能的发展，对护理专业学生的认知、情感和心理运动学习领域都有积极影响。0.287 (95 % CI: 0.008-0.567, p = 0.044)；(4) 学习满意度：0.458 (95 % CI: 0.256-0.661, p < 0.001)：虚拟现实护理培训丰富了学生的认知、情感和心理运动技能；为磨练关键技能提供了安全环境，从而增强了学生的自信心；提高了学生的整体学习满意度，但对提高自我效能感的影响有限。在出国前护理技术教育和培训中融入虚拟现实技术，可以增强学生对护理过程的理解，提高技术操作的准确性，促进整体学习效果的提高。

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引用次数: 0

Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration 护理专业学生在参加虚拟和浸入式跨专业教育活动后对跨专业合作实践能力的感知：定量探索

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104169

Jill M.G. Bally , Shelley Spurr , Karen Juckes , Erick McNair , Heather Hodgson-Viden , Prosanta Mondal , Roona Sinha

Background

Little is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic.

Aim

To examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework.

Design

A cross-sectional design was used.

Methods

Third year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC.

Results

Participants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46.

Conclusions

The findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.

Aim To examine nursing students' perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities based on competencies from the National Interprofessional Competency Framework.DesignA crosssectional design was used.MethodsThird year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including：调查内容包括：人口统计学项目、修订版专业间协作能力达成情况调查（ICCAS）和专业间教育协作能力自我评估（IPEC）（第 3 版）。学生完成了有关其 IPE 经验的反思性问题。使用描述性统计、配对 t 检验、置信区间和点估计来测量 ICCAS 和 IPEC 所有项目从参与前到参与后的差异。来自城市校园的参与者的 ICCAS 分数（PE 0.38，95 % CI，0.12-0.65）低于来自农村校园的参与者（PE 0.45，95 % CI，0.18-0.72）。与女生相比，男生在参加 IPE 活动前的团队功能得分更高（PE 0.50; 95 % CI,: 0.05-0.95）。IPEC互动项目平均得分为4.03±.50，IPE价值项目平均得分为4.62±0.46，IPE价值项目平均得分为4.62±0.46。

{"title":"Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration","authors":"Jill M.G. Bally , Shelley Spurr , Karen Juckes , Erick McNair , Heather Hodgson-Viden , Prosanta Mondal , Roona Sinha","doi":"10.1016/j.nepr.2024.104169","DOIUrl":"10.1016/j.nepr.2024.104169","url":null,"abstract":"<div><h3>Background</h3><div>Little is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic.</div></div><div><h3>Aim</h3><div>To examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework.</div></div><div><h3>Design</h3><div>A cross-sectional design was used.</div></div><div><h3>Methods</h3><div>Third year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC.</div></div><div><h3>Results</h3><div>Participants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46.</div></div><div><h3>Conclusions</h3><div>The findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104169"},"PeriodicalIF":3.3,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142553092","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of qualified items for nursing education assessment: The progress testing experience 开发合格的护理教育评估项目：进度测试经验。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104199

Bruna Moreno Dias , Lúcia Marta Giunta da Silva , Pedro Tadao Hamamoto Filho , Valdes Roberto Bollela , Carmen Silvia Gabriel

Aim

To analyze the psychometric characteristics of items in the nursing inter-institutional progress testing for the years 2019, 2021, 2022 and 2023.

Background

Progress testing is a validated method for evaluating professional undergraduate education, aimed at identifying knowledge gain in a continuous and progressive manner, with potential benefits for nursing education. However, for its results to be useful, the evaluation items used in the test must have good psychometric performance.

Design

A cross-sectional study.

Methods

A sample of 377 items (multiple-choice questions) was applied to 4678 students in four years of progress testing. The difficulty and discrimination indexes were analyzed using descriptive statistics, ANOVA and simple linear regression.

Results

The average difficulty index of the test items ranged between 0.39 and 0.46. The areas of child and adolescent health, women's health and adult health had the most difficult items, while the areas of management, mental health and public health had the least difficult items. Discrimination index ranged from 0.35 to 0.43. There was a difference between discrimination index between the years of application (p < 0.001), with a significant increase in the discrimination index (p < 0.001) in the trend analysis. Students in the final years showed lower levels of difficulty and discrimination when compared with students in the initial years, demonstrating that the test is easier and there is less dispersion of performance among students in the final years.

Conclusions

The items are not difficult and have good discrimination. A gradual annual increase in the discrimination index of the items was observed. This study provides useful information for the psychometric analysis and quality assurance of knowledge assessment items, both for the implementation of similar PT experiences and in the use of multiple-choice questions for other knowledge assessment purposes.

目的：分析 2019 年、2021 年、2022 年和 2023 年护理院校间进度测试项目的心理测量特征：进度测试是评价专业本科教育的一种有效方法，旨在以持续和渐进的方式确定知识的获得情况，对护理教育具有潜在的益处。然而，要使其结果有用，测试中使用的评价项目必须具有良好的心理测量性能：设计：横断面研究：方法：在四年的进展测试中，对 4678 名学生进行了 377 个项目（多项选择题）的抽样测试。采用描述性统计、方差分析和简单线性回归分析了难度和区分度指数：测试项目的平均难度指数介于 0.39 和 0.46 之间。儿童与青少年健康、妇女健康和成人健康领域的项目难度最大，而管理、心理健康和公共卫生领域的项目难度最小。歧视指数在 0.35 至 0.43 之间。在趋势分析中，不同申请年级之间的歧视指数存在差异（p < 0.001），歧视指数显著上升（p < 0.001）。与最初几年的学生相比，最后几年的学生显示出较低的难度和区分度，这表明测试较为简单，最后几年学生之间的成绩分散程度较小：结论：题目不难，区分度较好。结论：测验项目不难，区分度高，测验项目的区分度指数呈逐年上升趋势。这项研究为知识测评项目的心理测量分析和质量保证提供了有用的信息，既有助于类似的教学经验的实施，也有助于将选择题用于其他知识测评目的。

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引用次数: 0

Nurses' experiences of working with robotic assisted surgery in an Irish healthcare setting: A qualitative descriptive design 爱尔兰医疗机构护士在机器人辅助手术方面的工作经验：定性描述设计

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104183

Rita Moloney , Alice Coffey , J.Calvin Coffey , Brid O. Brien

Aim

To explore the experiences of nurses working with robotic assisted surgery patients.

Background

Robotic assisted surgery has grown considerably since its introduction in the 1980’s with more than 6500 da Vinci robots installed worldwide and over 55,000 surgeons trained to use these machines. Nurses play a major role in the successful completion of robotic surgery; however, minimal research has been conducted in the literature to date surrounding robotic assisted surgery nurses’ experiences working in the perioperative department and beyond.

Design

Qualitative descriptive design with thematic analysis.

Method

The study sample was recruited from three care settings where nurses work with robotic assisted surgery patients including: operating theatre, surgical ward and the community. Ten semi-structured face to face interviews were conducted. Interviews were audio recorded with data transcribed verbatim and analysed using thematic analysis.

Results

Themes included – 1. Limited education specific to robotic assisted surgery, Subthemes: Robotic assisted surgery patient safety concerns; Lacking technical education and training; and Lacking patient postoperative care education. 2. Challenges for nurses working with robotic assisted surgery, Subthemes: Diverse dynamics in the robotic assisted surgery environment; Working with inexperienced staff; and Communication difficulties.

Conclusion

The key findings from this research are that nurses experience of working with robotic assisted surgery patients outside of the perioperative area is limited and all nurses require more education specific to caring for robotic assisted surgery patients to be competent in their roles. Further research from a national and international perspective is required to better understand the needs of nurses working with robotic assisted surgery patients.

背景机器人辅助手术自上世纪80年代问世以来得到了长足发展，目前全球已安装了6500多台达芬奇机器人，超过55000名外科医生接受了使用这些机器的培训。护士在机器人手术的成功完成中扮演着重要角色；然而，迄今为止，围绕机器人辅助手术护士在围手术期部门及其他部门的工作经验的文献研究极少。共进行了 10 次半结构式面对面访谈。对访谈进行了录音，并逐字转录了数据，然后使用主题分析法进行了分析。次主题：机器人辅助手术患者安全问题机器人辅助手术患者安全问题；缺乏技术教育和培训；缺乏患者术后护理教育。2.2. 使用机器人辅助手术的护士面临的挑战，分主题：机器人辅助手术中的各种动态变化：结论本研究的主要发现是，护士在围手术期之外与机器人辅助手术患者共事的经验有限，所有护士都需要接受更多专门针对机器人辅助手术患者护理的教育，以胜任其角色。需要从国内和国际角度开展进一步研究，以更好地了解为机器人辅助手术患者提供服务的护士的需求。

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引用次数: 0

Development and evaluation of a collaborative reflection-based debriefing strategy for simulation-based education using virtual simulations in practical nursing: A randomized controlled trial 开发和评估基于协作反思的汇报策略，用于在实用护理中使用虚拟仿真进行基于仿真的教育：随机对照试验。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104170

Ji-Ah Yun , In-Soon Kang

Aim

To develop and validate a debriefing strategy for simulation-based education in practical nursing that fosters collaborative reflection and enhances nursing competencies. The study assesses the effects on knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and student satisfaction.

Background

Advancements in medical technology and the evolving healthcare landscape have increased nurses’ expectations, prompting nursing education to emphasize practical skills in addition to theoretical knowledge. The shortage of clinical practice wards, increased nursing school enrollments and a focus on patient rights have expanded traditional simulation-based education to include virtual clinical scenarios.

Method

A randomized controlled trial was conducted with 66 fourth-year nursing students (34 in the experimental group and 32 in the control group) at Dongseo University, Pusan, Republic of Korea (IRB No. 2021–023-HR-02). The collaborative reflection-based debriefing comprised four phases: pre-debriefing, emotional relief, exploration of alternatives and expansion of thinking. The experimental group had three intervention sessions; the control group underwent individual debriefing after completing a structured reflective questionnaire. Outcomes were assessed post-intervention and at four and eight weeks. Data were analyzed using independent t-tests and repeated-measures analysis of variance (mixed model).

Results

The experimental group exhibited significantly greater improvements in knowledge, problem-solving skills, self-confidence in clinical decision-making, reflective thinking and satisfaction than the control group.

Conclusion

Collaborative reflection-based debriefing in simulation-based education can improve the nursing competency required in clinical settings.

目的：开发并验证实用护理学模拟教学的汇报策略，以促进合作反思并提高护理能力。该研究评估了对知识、解决问题的技能、临床决策的自信心、反思性思维和学生满意度的影响：背景：医疗技术的进步和不断变化的医疗环境提高了护士的期望值，促使护理教育在理论知识之外强调实践技能。临床实践病房的短缺、护理学校招生人数的增加以及对患者权利的关注，都将传统的模拟教学扩展到了虚拟临床场景：方法：在大韩民国釜山东瑞大学对 66 名四年级护理学生（实验组 34 人，对照组 32 人）进行了随机对照试验（IRB 编号：2021-023-HR-02）。基于协作反思的汇报包括四个阶段：汇报前、情绪舒缓、探索替代方案和拓展思维。实验组进行了三次干预；对照组在完成结构化反思问卷后进行了单独汇报。结果在干预后、四周和八周时进行评估。数据采用独立 t 检验和重复测量方差分析（混合模型）进行分析：结果：与对照组相比，实验组在知识、解决问题的技能、临床决策的自信心、反思性思维和满意度方面都有明显提高：结论：在模拟教学中开展以协作反思为基础的汇报，可以提高临床环境中所需的护理能力。

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引用次数: 0

Nursing students’ evaluation of clinical placement education quality: A national database analysis 护理专业学生对临床实习教育质量的评价：全国数据库分析。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2024-11-01 DOI: 10.1016/j.nepr.2024.104185

Colleen Ryan , Areum Hyun , Lynda Hughes , Fiona Bogossian , Simon Cooper

Aim

To report nursing student ratings of clinical placement education quality.

Background

Australian nursing students must complete specified clinical placement hours which must be monitored and evaluated.

Design

A quality improvement evaluation design, incorporating survey.

Methods

Participating universities used QR codes and weblinks to distribute a survey between January and December 2023. The validated Placement Evaluation Tool (PET – Nursing) incorporates 20 items; Clinical Environment (11 items), Cronbach’s alpha =.94 and Learning Support (8 items), Cronbach’s alpha =.96 and one item rating satisfaction.

Results

Nursing students from 36 universities submitted 17,705 evaluations. The PET – Nursing mean quality rating was 82.6/95 and a mean satisfaction with clinical placement rating (item 20) was 8.3/10; indicating perceived quality of education was high. Students over 41 years reported higher satisfaction compared to younger students as did male students. International students and those who did not speak English at home were more satisfied than domestic students and those who spoke English. First year students rated placements higher than other years. Placements in emergency and intensive care departments received significantly higher ratings than other placements, with aged care settings rated the lowest.

Conclusion

This article reports a benchmark of the educational quality of nursing student placement learning in Australia. The results could be relevant to others seeking to improve the quality of students’ clinical learning. Stakeholders need to leverage the reported strengths that enhance student experiences and address the issues and concerns raised to improve the educational quality of nursing students’ clinical learning experiences.

目的：报告护理专业学生对临床实习教育质量的评价：背景：澳大利亚的护理专业学生必须完成规定的临床实习学时，这些学时必须接受监督和评估：设计：质量改进评估设计，包括调查：参与调查的大学在 2023 年 1 月至 12 月期间使用二维码和网络链接发放调查问卷。经过验证的实习评估工具（PET - 护理）包含 20 个项目；临床环境（11 个项目），Cronbach's alpha =.94 和学习支持（8 个项目），Cronbach's alpha =.96 以及一个满意度评分项目：来自 36 所大学的护理专业学生提交了 17 705 份评估报告。PET - 护理的平均质量评分为 82.6/95，对临床实习的平均满意度评分（项目 20）为 8.3/10；这表明感知到的教育质量很高。与年轻学生相比，41 岁以上的学生和男生的满意度更高。国际学生和在家不讲英语的学生比国内学生和讲英语的学生更满意。一年级学生对实习的评价高于其他年级。在急诊科和重症监护室实习的学生对实习单位的评价明显高于其他实习单位，而在老年护理机构实习的学生对实习单位的评价最低：本文报告了澳大利亚护理学生实习学习的教育质量基准。结论：本文报告了澳大利亚护理学生实习学习的教育质量基准，其结果可能与其他寻求提高学生临床学习质量的机构相关。利益相关者需要利用所报告的优势来提升学生的体验，并解决所提出的问题和顾虑，以提高护理专业学生临床学习体验的教育质量。

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