Nurse Education in Practice最新文献

Aim: To evaluate the effectiveness of the StepUp Learning tool on problem-solving and clinical reasoning skills among first-year undergraduate nursing students.

Background: While various pedagogical strategies aim to foster higher-order cognitive skills such as problem-solving and clinical reasoning, these efforts often lack a cohesive theoretical structure.

Design: Controlled, quasi-experimental design.

Methods: Guided by Kolb's Experiential Learning Theory, 124 first-year students were assigned to intervention (n = 62) or control group (n = 62). Data normality and variance homogeneity were tested; parametric or non-parametric tests were used accordingly. The intervention involved interactive lectures, self-assessments via e-learning and short questions, videos with feedback, and high-fidelity patient simulation (HFPS). Outcomes were assessed at three time points using the self-reported Problem-Solving Inventory and Nurses' Clinical Reasoning Scale.

Results: The intervention group showed significant improvements in problem-solving, reflected in the Approach-Avoidance Style (t = 2.88, p = 0.006) and Problem-Solving Confidence (t = 4.24, p < 0.001), and clinical reasoning (t = -6.16, p < 0.001). Repeated measures ANOVA confirmed these gains over time, whereas the control group showed no significant changes. After adjusting for baseline, ANCOVA revealed higher post-HFPS clinical reasoning scores in the intervention group (F(1121) = 9.01, p = 0.003). Within-group analyses showed significant pre- to post-HFPS improvements in problem-solving and clinical reasoning (all p < 0.001) for the intervention group only.

Conclusions: The StepUp Learning tool, grounded in Kolb's experiential learning cycle, effectively enhances problem-solving and clinical reasoning skills. The findings support the efficacy of a structured, multimodal educational framework that prepares nursing students for complex clinical practice.

Aim: To analyse the literature from the introduction of Project 2000, providing insight into the evolution of the role of the mentor and the understanding of assessment in practice, highlighting areas for development.

Background: The challenges of assessment in practice have been the subject of much research, but none taking a historical perspective of the UK experience.

Design: The following databases were searched from 1990 to 2024; CINAHL+ , PubMed, APA PsycArticles, SCOPUS, Web of Science and Google Scholar.

Review methods: First level screening of titles and abstracts was undertaken by 3 reviewers (n = 7888). Second level screening on full text articles (n = 145) identified 33 articles for inclusion. A rerun from 2022 to 2024 produced 3 more articles for inclusion. Quality appraisal excluded 6 articles, leaving 30 articles for inclusion in the review.

Results: Articles were categorised into pre- and post-introduction of the NMC standards and codes identified from findings. Themes and sub-themes were identified, with four factors emerging as integral to effective assessment in practice. Lack of a clear, shared definition of competence is reflected in confusing documentation. Time to undertake assessments and trusted support were also highlighted.

Conclusions: While standards (NMC, 2008) brought about important changes, this review has highlighted the need for an agreed definition of competence to guide the development of appropriate assessment documentation. Research exploring the benefits in building trusting relationships through the tripartite assessment process is also needed.

Limitations: Only views of UK assessors were considered, while timespan and heterogeneity of data may influence the quality and generalisability of findings.

Aim: To evaluate experimentally the effectiveness of Peyton's four-step teaching method compared with traditional Halsted method in teaching urinary catheterization skills to nursing students.

Background: Technological advances have also facilitated the integration of various pedagogical methods in nursing skills education. However, the implementation process supporting the development of Peyton's approach, which contributes to the acquisition of structured and complex skills, is still not sufficiently understood.

Design: A pre- and post-test, block blind, randomized controlled trial.

Methods: The study was conducted during the academic year with first-year nursing students (n = 217) in Türkiye. The sample consisted of 109 in the intervention group and 108 in the control group. The intervention group received training using Peyton's method, while the control group was taught using the traditional Halsted method. Data were collected using a information, satisfaction, pre- and post-test and a skill checklist.

Results: The intervention group's test scores increased from 55.5 to 77.7, while the control group's increased from 51.9 to 65.2. Additionally, satisfaction were higher in intervention group (6.35 ± 1.89) compared with control group (5.23 ± 2.27). The experimental group students' skill checklist average was 83.87 ± 7.28, while control group students' was 70.53 ± 9.53. The results showed that the difference between the skill checklist scores of the experimental and control groups was statistically significant (p < 0.05).

Conclusion: Peyton's method had greater positive effect on post-test success, skill performance and satisfaction compared with the Halsted method. It is recommended to increase the use of Peyton's teaching model in nursing education.

Aims: We sought to understand how and when student midwives received consultation skills education during their undergraduate programmes.

Background: International standards for midwifery practice demand that women are informed, advised and provided with a myriad of information throughout the childbirth continuum. A consequence of sub-optimal consultation events can lead to dissatisfaction on the woman's part about her care, inaccurate information being provided and ultimately may result in poor care resulting in sub-optimal birth outcomes. Global evidence suggests that this area of education may be under-developed in midwifery programmes.

Design: A descriptive cross-sectional survey examined international approaches to teaching consultation skills in undergraduate midwifery programmes.

Methods: An online questionnaire was distributed to academics in the UK, continental Europe, Australia and New Zealand. Responses were collected between February and May 2023. Data were analysed using the Where-When-What-How framework to identify how consultation skills education was delivered, assessed and integrated into curricula.

Results: Thirty-two questionnaires were returned. Education was provided equally in clinical and academic environments and was threaded through curricula rather than taught as a discreet topic. Elements such as listening skills, shared decision making were included but consideration of structure, length and concluding the session were not prioritised. Various pedagogies were used to deliver the education. Significant variation in how skills were assessed and feedback provided were uncovered.

Conclusion: A definition of 'midwifery consultation' would likely support academic staff as they support student midwives to develop consultation skills, uphold professional standards and support the delivery of optimal care.