Nurse Education in Practice最新文献

Aim: To compare the effects of traditional and platform-based case-based learning (CBL) on undergraduate nursing students' academic performance, self-efficacy, clinical decision-making and critical thinking abilities.

Background: Traditional CBL can improve students' academic performance but faces challenges in the era of "Internet + education." It is unclear whether platform-based CBL is as effective as traditional CBL.

Design: Cluster randomized controlled trial.

Method: A total of 88 undergraduate nursing students from two classes were recruited using cluster sampling and separated into two groups by class. The control group (n = 45) received traditional CBL, and the experimental group (n = 43) received platform-based CBL. Academic performance, self-efficacy, clinical decision-making, critical thinking disposition and experimental group's learning records from the online platform were evaluated.

Results: No difference was found between the two groups in overall academic performance, but formative evaluation and final examination scores in the course differed. Compared with the control group, the experimental group presented significant differences in self-efficacy and clinical decision-making. There was no difference between the total clinical thinking disposition scores; however, truth-seeking, systematicity and self-confidence exhibited significant differences. Concerning student progression, all experimental students advanced from "Grade I" to "Grade V" or "Grade IV". The usability questionnaire's average score regarding the platform was 77.03 (SD 7.43) and the top dimension was teaching utility.

Conclusion: Compared with traditional CBL, platform-based CBL may better enhance self-efficacy and clinical decision-making abilities in nursing undergraduate students.

Aim: To describe and analyze the relational skills of nephrology nurses.

Background: Chronic kidney disease (CKD) profoundly affects patients' psychosocial well-being. Nephrology and dialysis nurses meet clinical demands while providing vital emotional support. Managing CKD across diverse clinical settings requires specific relational skills, yet variability in nursing education across sectors may limit the development of holistic competencies crucial for delivering, high-quality care.

Design: Scoping review.

Methods: This scoping review followed the Arksey and O'Malley framework and JBI methodology, adhering to PRISMA-ScR guidelines. Database searches included Cochrane, PubMed, CINAHL, Embase, Scopus, Web of Science and ASSIA. Quality assessment used the JBI framework, with stakeholder engagement to inform standardized frameworks for relational skills.

Results: From 6274 records, nine studies were included. Key relational competencies for nephrology nursing were identified, including relational care, communication and end-of-life support. These competencies highlight the importance of empathy, active listening and building therapeutic alliances. In hemodialysis, such skills aid patients in adapting to therapy and managing symptoms. In outpatient care, they promote psychological well-being, self-management and therapeutic communication. In palliative care, they alleviate emotional burdens and facilitate discussions about treatment choices. Stakeholder consultations validated these findings, underscoring their clinical relevance and prioritizing skills like active listening and shared decision-making, thus anchoring the results in real-world practice.

Conclusion: Relational skills are essential in nephrology nursing care in different settings and foster emotional support and trust, promoting factors such as therapeutic autonomy and end-of-life communication. Educational initiatives should prioritize the enhancement of these skills to improve nephrology patient care.

Aim/objective: To empower nursing graduate students, in master's or doctoral programs, through distance-accessible methods for conducting integrative reviews, enhancing their ability to transition from clinical to publication-oriented writing.

Background: Mastering literature review methods is vital for advancing evidence-based practice. Integrative reviews, inclusive of multiple research methodologies, offer a comprehensive approach suited for nursing students. However, transitioning from clinical to publication-oriented writing poses challenges, necessitating innovative solutions.

Design: This discussion presents strategic writing methods, including technologies for distance-accessible collaboration and data organization, framework use and critical analysis skills to support nursing graduate students in conducting integrative reviews.

Methods: Approaches for preparing and developing an integrative review are outlined, including integrating online tools and collaborative platforms and structured frameworks to guide data organization and critical analysis. Two published integrative reviews exemplifying these approaches are presented.

Results: Distance-accessible and strategic approaches have significantly improved the quality of integrative literature reviews conducted by nursing graduate students. These innovations have equipped students with essential skills for navigating the contemporary academic landscape.

Conclusions: Embracing innovative approaches and staying informed about technological advancements empowers nursing graduate students to excel in their research pursuits. This contributes to evidence-based practice and nursing scholarship in the evolving healthcare landscape.

Aims: This study evaluated the effectiveness of a pressure injury educational intervention on nurses' knowledge, attitudes, self-efficacy and perceived barriers.

Background: Pressure injuries remain a global healthcare challenge. Efficient teaching strategies like immersive learning are crucial to translating theoretical knowledge into practical skills.

Design: A single-center, partially randomized participant preference (PRPP) controlled trial was conducted in a regional teaching hospital.

Method: A total of 335 nurses consented to participate, with 79 in the experimental group and 218 in the control group completing the study. The experimental group received an immersive learning intervention that included learning manuals, multimedia videos and workshops designed to enhance pressure injury management. In contrast, the control group's immersive learning intervention involved only the use of learning manuals. Assessments were conducted both before and immediately after the intervention to measure outcomes, including knowledge, attitudes and self-efficacy related to pressure injury care.

Results: Both groups showed significant improvements in knowledge, attitudes and self-efficacy post-intervention (p < .05). The experimental group demonstrated significantly higher post-test scores compared with the control group (p < .05). Pearson correlation analysis revealed a strong positive relationship between knowledge and attitude (r = 0.592, p < .001).

Conclusion: The immersive educational intervention significantly improved nurses' knowledge, attitudes and self-efficacy in managing pressure injuries. The experimental group showed greater progress, emphasizing the value of interactive multimedia tools and workshops in nursing education. The strong correlation between knowledge and attitude highlights the importance of comprehensive educational approaches in enhancing patient care and addressing healthcare challenges.

Aim: This study aims to evaluate the impact of interprofessional education on first-year medical and nursing students' attitudes, readiness to learn and interprofessional socialization using a randomized controlled trial.

Background: Interprofessional collaboration is crucial in healthcare to enhance patient safety and outcomes. Interprofessional education (IPE) promotes teamwork, communication and understanding of professional roles among healthcare professionals.

Design: The study was conducted using a randomized controlled pretest-posttest experimental design.

Methods: The randomized controlled trial was conducted from January to June 2024 at Atatürk University's Faculties of Medicine and Nursing. The sample consisted of 120 first-year students, randomly assigned to experimental and control groups. Data were collected using the "Sociodemographic Information Form," "Interprofessional Attitude Scale," "Interprofessional Learning Readiness Scale," and "Interprofessional Socialisation and Valuing Scale." The experimental group participated in 16 hours of interprofessional education over four weeks, including simulated patient applications, role-play and group work. The control group continued with standard education without interprofessional training.

Results: Interprofessional education resulted in significant improvement in students' interprofessional attitudes, particularly among nursing students, whose scores changed positively compared with the control group. Additionally, interprofessional socialization and valuing levels improved significantly in the experimental group. However, no substantial change was observed in the readiness for interprofessional learning in the experimental or control groups.

Conclusions: Interprofessional education had a positive impact on the attitudes and socialization of medical and nursing students, highlighting the importance of incorporating IPE into healthcare curricula to foster collaboration and improve patient care.

Aim: The purpose of this study was to evaluate the effect of the Escape Room and Storytelling methods on nursing students' learning about the topic of stress response.

Background: It is recommended that new generations be trained using innovative teaching methods that differ from traditional teaching methods. The Escape Room and Storytelling methods are among the techniques that have been used and recommended for this purpose.

Design: The study was conducted with a randomized, controlled design.

Methods: Thirty-five (n = 35) second-year undergraduate nursing students were randomly divided into two groups, one group was trained on stress response using the Escape Room method, while the other group was trained using the Storytelling method. Focus-group interviews were conducted with the students after the interventions.

Results: There was a significant difference between the groups in terms of the median post-intervention knowledge assessment score. It was determined that the students in the Escape Room group scored significantly higher than those in the Storytelling group (p < 0.05) CONCLUSIONS: The use of these methods, which ensure the active participation of students and increase their motivation, effectively contributes to meeting the educational needs of students and increases their level of satisfaction.

Aim: This study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels.

Background: Nursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success.

Design: The study employed a randomized controlled pre-test-post-test experimental design.

Methods: This study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy.

Results: Students in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p < 0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p < 0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p = 0.001), where the experimental group outperformed the control group.

Conclusions: As a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

Aim: To report the development and validation of an assessment approach for competency-based nursing education in low-income settings BACKGROUND: Adopting a competency-based curriculum has been linked with the resource-intensive, programmatic assessment approach. However, implementing this approach in low-income contexts has challenges. Nursing education institutions in low-income contexts reported difficulties implementing programmatic assessment. These challenges threaten the outcomes of the assessment innovation, highlighting the need to develop a tailored approach to assessment for these contexts.

Design: A modified e-Delphi study METHODS: The modified e-Delphi was used to refine and validate a proposed assessment approach following the recommendations of Conducting and REporting of DElphi Studies. Nine health professions education experts, with qualifications or publications in educational assessment, or curriculum design and development, were purposively sampled to validate the proposed assessment approach. Consensus was reached at ≥ 70 % after two iterative rounds. Items included in the two rounds were the six domains which described organisational contexts in terms of the people, the culture and technological infrastructure.

Results: Eleven out of 47 items in round one did not reach the set ³ 70 % consensus. The 11 items were refined and sent for round two. A total of 46 items were included in the final approach. The results report the developed assessment approach for competency-based nursing education in low-income settings.

Conclusions: A contextually relevant assessment approach should be underpinned by empirical evidence and knowledge of the context. Nursing institutions should support faculty development in assessment to enhance the implementation and sustainability of the assessment approach.