Nurse Education in Practice最新文献

Aim: To understand the experiences of nursing students participating in a service-learning programme with older adults living in poverty in a high-income country.

Background: Nursing students should be competent in assessing the needs of older people living in poverty as well as in implementing and evaluating the effect of individualised health promotion interventions. Service-learning is a strategy that not only improves the biopsychosocial health of older adults, but also enables nursing students to acquire competence in promoting health and self-care among older adults living in poverty. In addition, these service-learning programmes are known to break down stereotypes and improve attitudes towards older adults. However, there is a lack of research on experiences with service-learning programmes aimed at promoting health and self-care amongst older adults living in poverty in high-income countries.

Design: Qualitative study based on Husserl's phenomenology.

Method: Thirty-three interviews were conducted with nursing students who had participated in a service-learning programme. The data were recorded, transcribed and analysed following the procedure developed by Colaizzi. The study was conducted in accordance with the ethical principles of the Declaration of Helsinki.

Results: Three main themes were drawn from the data analysis: (1) 'From feeling overwhelmed to gratitude: an emotional journey', (2) 'From perceiving poverty as a threat to seeing it as a condition of vulnerability', (3) 'Growing as a person and as a nurse'.

Conclusion: Service-learning programmes with older adults living in poverty have a positive impact on the personal and professional growth of nursing students; their involvement in such programmes could help them to break down social stereotypes, overcome fears of intervening in socially deprived neighbourhoods and become more socially responsible.

Aim: To evaluate the effect of video-assisted self-assessment on nursing students' knowledge and skills in nasogastric catheter (NGS) insertion.

Background: Psychomotor skills are critical in nursing education, but traditional teaching methods often limit students' practice opportunities. Video-assisted learning, especially self-assessment, is an innovative approach for enhancing clinical competencies, yet its use specifically for nursing skill development is under-researched.

Design: Parallel-group Randomized Controlled Trial (Clinical Trials ID: NCT06494267).

Methods: This study involved 65 first-year nursing students at Atatürk University, assigned to an intervention group (video feedback for self-assessment, n = 31) and a control group (no video feedback, n = 34). Both groups received theoretical and practical NGS training. In the intervention group, students' NGS insertion performances were recorded and reviewed for self-evaluation, whereas the control group received no video feedback. Data were collected using a knowledge test, OSCE-based skill checklist and satisfaction questionnaire. Statistical analyses included t-tests and effect size calculations.

Results: Both groups showed significant pre-to-post-test improvements in knowledge and skills (p < 0.05). The intervention group achieved a greater increase in knowledge (mean 60.64 ± 15.53) compared with the control (57.20 ± 18.14; p = 0.417, d=0.203) and a significantly larger improvement in OSCE scores (intervention: 87.61 ± 7.25; control: 61.29 ± 17.51; p < 0.001, d=1.931). Additionally, 94.19 % of intervention group students reported that video-assisted self-assessment facilitated deficiency identification, with 93.55 % noting its support for objective evaluation.

Conclusions: Video-assisted self-assessment significantly enhances NGS placement knowledge, skill performance and self-confidence, demonstrating its effectiveness for improving nursing education outcomes.

Aim: To determine what intervention strategies have been used in interventions aimed at improving the patient health education competence of nursing personnel.

Background: There is a growing body of research on educational interventions for improving nursing personnel's patient health education competence, but there are significant differences in the teaching objectives, content and methods of these studies, as well as a lack of standardized educational strategies.

Design: The scoping review was based on the Joanna Briggs Institute methodology.

Methods: In this study, six databases and the gray literature source, the Google search engine, were searched. A search strategy was developed based on the three-step search method recommended by the Joanna Briggs Institute. Two researchers independently performed study selection and data extraction.

Results: 22 articles reported on the specifics of educational interventions. The duration of these interventions ranged from a minimum of 1.5 hours to a maximum of 3 months. Most interventions employed face-to-face courses as the teaching model. The studies included a variety of teaching methods, with the most frequently mentioned being lectures, discussions, demonstrations, simulations and role-playing. However, most studies lacked specific teaching objectives and none described the educational content of the implementation process. Additionally, none of the studies developed educational content based on a competence framework for patient health education. Few studies reported on long-term effects.

Conclusion: The diverse intervention strategies demonstrated in these studies could serve as valuable evidence to guide the development of relevant educational programs and facilitate the design of future high-quality educational interventions.

Aim: To explore different types of interprofessional education (IPE) teaching strategies used in pre-licensure interprofessional learning programmes and the effective components of these strategies in promoting student learning, IPE skills, behavioural change, organisational practice, or patient health outcomes.

Background: IPE is rapidly becoming a core element of health professions preparation programmes worldwide, but the differential effects of different ways of delivering IPE are not well documented.

Design: Systematic narrative review.

Method: Systematic searches were completed in four major biomedical databases from inception until 2023. The most dominant approach for each study was used to classify the studies. The standardised effect of different IPE interventions on healthcare professional students' interprofessional learning outcomes were extracted and compared.

Results: Simulation was commonly used by IPE educators in undergraduate health education settings, changing participants' attitudes toward interprofessional learning. In addition, role-play, group discussion, and case studies showed significant benefits in improving communication and collaboration abilities. Based on the component analysis of the included 24 studies, IPE developers were recommended to consider key elements in designing effective education interventions, including a specific teaching setting, a well-designed strategy, an appropriate guiding theory, and suitable educational outcomes which target the learning elements that the intervention was designed to affect.

Conclusion: The available data suggested that no single teaching strategy was superior in improving health students' interprofessional learning outcomes. Controlled intervention studies that randomise similar student populations to different IPE strategies are needed to improve understanding of their comparative effects on different learning outcomes.

Aim: This study aimed to examine the relationship between nursing students' math anxiety and their self-efficacy in pediatric medication administration.

Background: Medication errors in pediatric patients are often linked to the precision required in dose calculations, posing significant risks to patient safety. Math anxiety, characterized by fear and worry, can impair students' performance in mathematical tasks, potentially reducing self-efficacy in medication administration.

Design: A descriptive, cross-sectional, correlational design was employed, adhering to STROBE guidelines.

Methods: The study was conducted between May and July 2022 with 175 third- and fourth-year nursing students at a state university financed by public funds, in Turkey. Data were collected through a sociodemographic information form, a self-efficacy scale for pediatric medication administration, and a two-dimensional math anxiety scale. Statistical analyses included descriptive statistics, t-tests, ANOVA, and Pearson correlation.

Results: Third-year students had higher drug preparation scores than fourth-year students. Students who willingly chose nursing had higher self-efficacy. Those confident in calculation skills had higher self-efficacy and lower math anxiety. Higher math anxiety negatively correlated with drug preparation scores, while calculator use was linked to increased anxiety and lower scores. No significant correlation was found between math anxiety and overall self-efficacy.

Conclusion: Reducing math anxiety and enhancing mathematical skills may improve nursing students' self-efficacy in pediatric drug administration. Nursing education should incorporate strategies to strengthen mathematical competencies.

Aim: This study aimed to assess and identify the priority of educational needs for geriatric nursing competence among Chinese undergraduate nursing students.

Background: The increased aging population puts new challenges in geriatric nursing care. Competence in geriatric nursing is essential for nursing students to be well-equipped to be qualified nurses in their future work to meet the growing demand for geriatric nursing. However, research on the educational needs of geriatric nursing competence among nursing students is limited.

Design: A descriptive study with online questionnaire surveys was conducted.

Methods: The Geriatric Nursing Competence Scale for Clinical Nurses was used to measure nursing undergraduate students' perception of the importance and performance of geriatric nursing competence. Borich'sNeeds Assessment, Important-Performance Analysis (IPA) and the Locus for focus (LF)model were used to analyze thepriorityinnursingstudents' educational needs of geriatric nursing competence.

Results: Items related to geriatric nursing competence had lower performance than importance, emphasizing the need for education. The results showed that three items in the professional practice competence and three items in professional development competence were determined to be the highest priority items by ranking the top 10 in Borich's Needs Assessment and located in the highly important but had low-performance quadrant of IPA and fell within the high-discrepancy and high-importance quadrant of the LF model simultaneously.

Conclusions: The priorities of educational needs for geriatric nursing competence among undergraduate nursing students identified in this study provide a reference for effective educational planning and innovation.

Aim: To explore the elements of nursing identity recognized by nursing students in models developed through the 'Design process' methodology.

Background: The construction of nursing professional identity is a complex process involving identification, group belonging, partial assessments and social representations. Nursing identity is one of the most stereotyped and its formation during the nursing degree has a significant impact on professional development. Design can transform society and communicate a positive nursing identity. The 'Design process' connects conceptual content with real-world contexts, particularly with students' future professional roles.

Design: A qualitative hermeneutic-interpretative phenomenological study was performed.

Methods: 135 first-year nursing students developed 22 informative content documents, which design students used to create 22 models. Nursing students then analyzed the models and responded to an ad hoc questionnaire with open-ended questions.

Results: Two categories 'nurse' and 'nursing' were identified. Students identified the core competencies of the profession in the models and showed that nurses' professional behavior encompasses other traits besides the stereotyped ones. Students perceived 'Design process' methodology was a valuable tool to raise awareness among the population about the nurses' work.

Conclusions: Nurse training is crucial for building professional identity and improving social perceptions. Greater visibility and curricular programs that support identity development are needed. Collaborative work with disciplines like design enhances identity construction and disseminates nursing's true image. The 'Design Process' fosters creativity, problem-solving and innovation in nursing education.

Aim: To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.

Background: Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.

Design: A cross-sectional, methodological study.

Methods: The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.

Results: A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach's α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.

Conclusion: The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education.

Aim: To examine the literature on the impact of Trauma Informed Care education on paediatric health care practitioners' self-reported knowledge and practice.

Background: Psychosocial trauma during childhood is prevalent and linked to increased risk of adverse physical and mental health outcomes. Trauma Informed Care recognises the significant impact of childhood trauma in health outcomes. Education is key to health care practitioners' integrating Trauma Informed Care into practice.

Design: Integrative review of the literature.

Methods: The review employed Whittemore and Knafl's (2005) framework and adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) 2021 statement. A systematic search of Medline, CINAHL and SCOPUS, covering 2019 toMay 2024. Data were critically appraised using the Mixed Methods Appraisal Tool.

Results: Nine studies were included, identifying four themes using Braun and Clarke's thematic analysis: (1) 'awareness and understanding', (2)'self-efficacy and feeling competent', (3)'applying knowledge to practice' and (4)'barriers to implementation'. Following educational intervention, health care practitioners experienced increased knowledge regarding prevalence and impact of trauma for children and families and developed confidence to respond with trauma informed practices.

Conclusions: Findings closely relate to the four components of Trauma Informed Care practice; realising the widespread impact of trauma, recognising symptomology, responding through integrating trauma knowledge into policies and practice and resisting re-traumatisation. The findings illustrate that Trauma Informed Care educational interventions significantly improves health care practitioners' knowledge and practice. In addition, this review supports the implementation of routine Trauma Informed Care education and associated practice policies into paediatric practice settings.

Aim: The study aimed to comprehensively analyze and evaluate the effects of blended learning in nursing education.

Background: Blended learning addresses significant challenges in nursing education by offering flexible and adaptive learning environments that support the development of both theoretical knowledge and practical skills. Its importance grew post-COVID-19. Although some reviews have synthesized its effects in nursing education, they often focused on a limited scope and studies, leaving gaps in understanding its broader impact.

Design: Systematic literature review.

Methods: We employed Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to search for literature published in PubMed, CINAHL, Web of Science, EMBASE, ERIC, Scopus and Cochrane Library from 2000 to June 26, 2024. Two researchers independently screened each article for eligibility and extracted the data.

Results: This review included 54 studies and found that blended learning positively influenced nursing students in five key areas: academic performance and skill development, learning engagement and motivation, self-management in learning, psychological and emotional well-being, learning experience and satisfaction. These were captured in a visual model showing the comprehensive impact of blended learning. Critical research gaps were identified, including a lack of randomized controlled trials and limited studies on mental health and clinical thinking abilities.

Conclusions: The results of the study showed that the effects of blended learning in nursing education were positive and multi-dimensional. Despite some inconsistencies in findings, blended learning was shown to offer significant advantages over traditional learning, though further research is required to address areas of uncertainty.