Pub Date : 2024-09-03DOI: 10.1016/j.nepr.2024.104123
Aim
To explore newly qualified nurses and midwives’ experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives’ transition, such as job satisfaction and intention to leave.
Background
Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention.
Design
A cross-sectional study.
Methods
This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia
Results
A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that ‘having participated in a programme to support newly qualified nurses (OR=0.29; p<.001), ‘participating in mandatory CPD activities’ (OR=0.76; p=0.016) and ‘working in the clinical area of community’ (OR=0.31; p<.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction.
Conclusions
Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.
{"title":"Newly qualified nurses’ and midwives’ experience with continuing professional development during transition: A cross-sectional study","authors":"","doi":"10.1016/j.nepr.2024.104123","DOIUrl":"10.1016/j.nepr.2024.104123","url":null,"abstract":"<div><h3>Aim</h3><p>To explore newly qualified nurses and midwives’ experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives’ transition, such as job satisfaction and intention to leave.</p></div><div><h3>Background</h3><p>Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention.</p></div><div><h3>Design</h3><p>A cross-sectional study.</p></div><div><h3>Methods</h3><p>This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia</p></div><div><h3>Results</h3><p>A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that ‘having participated in a programme to support newly qualified nurses (OR=0.29; p<.001), ‘participating in mandatory CPD activities’ (OR=0.76; p=0.016) and ‘working in the clinical area of community’ (OR=0.31; p<.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction.</p></div><div><h3>Conclusions</h3><p>Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147159532400252X/pdfft?md5=7d4947e5598e79ae02679c86876fef8e&pid=1-s2.0-S147159532400252X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-03DOI: 10.1016/j.nepr.2024.104121
Aim
To explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection.
Background
One approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed.
Design
A qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities.
Methods
This study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically.
Results
Triangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value.
Conclusions
The study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.
{"title":"Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach","authors":"","doi":"10.1016/j.nepr.2024.104121","DOIUrl":"10.1016/j.nepr.2024.104121","url":null,"abstract":"<div><h3>Aim</h3><p>To explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection.</p></div><div><h3>Background</h3><p>One approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed.</p></div><div><h3>Design</h3><p>A qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities.</p></div><div><h3>Methods</h3><p>This study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy & Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically.</p></div><div><h3>Results</h3><p>Triangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value.</p></div><div><h3>Conclusions</h3><p>The study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002506/pdfft?md5=95398ca9ef43602eedaf0a42f741e4bc&pid=1-s2.0-S1471595324002506-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-09-02DOI: 10.1016/j.nepr.2024.104117
Aim
To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.
Background
Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.
Design
A Delphi study.
Methods
The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %).
Results
The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes.
Conclusion
The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.
{"title":"Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study","authors":"","doi":"10.1016/j.nepr.2024.104117","DOIUrl":"10.1016/j.nepr.2024.104117","url":null,"abstract":"<div><h3>Aim</h3><p>To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.</p></div><div><h3>Background</h3><p>Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.</p></div><div><h3>Design</h3><p>A Delphi study.</p></div><div><h3>Methods</h3><p>The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %).</p></div><div><h3>Results</h3><p>The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes.</p></div><div><h3>Conclusion</h3><p>The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142137309","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}
Pub Date : 2024-08-30DOI: 10.1016/j.nepr.2024.104099
Aim/Objective
This review aims to examine and synthesize the existing literature on various teaching strategies for preparing nursing students to initiate conversations with patients with mental health concerns.
Background
The increase in adults experiencing mental illnesses each year in the United States emphasizes the need for proficient communication between healthcare workers and patients with mental health concerns. Nursing students have reported feeling anxious and uncomfortable initiating difficult conversations with patients who have mental illnesses or concerns thus, effective teaching strategies are essential to enhance their communication skills, confidence, and interactions. This scoping review aims to identify and evaluate educational interventions that can better prepare nursing students for these critical conversations.
Design
This scoping review follows PRISMA guidelines and the JBI Manual for Evidence Synthesis.
Method
Scopus, Academic Search Elite, and CINAHL identified 96 potentially relevant articles published between 2013 and 2023. A total of 11 articles met the criteria for inclusion in this review.
Results
Three themes were identified: (1) peer learning, (2) blended learning, and (3) simulation learning. The findings of these articles indicate that simulation is the most widely used teaching strategy for preparing nursing students for mental health nursing.
Conclusion
This review revealed important insight into how implementing various teaching strategies can affect nursing students’ knowledge, skills, and attitudes when communicating with a patient with mental health concerns. Gaps in literature were identified for future research.
{"title":"Preparing nursing students to communicate with mental health patients: A scoping review","authors":"","doi":"10.1016/j.nepr.2024.104099","DOIUrl":"10.1016/j.nepr.2024.104099","url":null,"abstract":"<div><h3>Aim/Objective</h3><p>This review aims to examine and synthesize the existing literature on various teaching strategies for preparing nursing students to initiate conversations with patients with mental health concerns.</p></div><div><h3>Background</h3><p>The increase in adults experiencing mental illnesses each year in the United States emphasizes the need for proficient communication between healthcare workers and patients with mental health concerns. Nursing students have reported feeling anxious and uncomfortable initiating difficult conversations with patients who have mental illnesses or concerns thus, effective teaching strategies are essential to enhance their communication skills, confidence, and interactions. This scoping review aims to identify and evaluate educational interventions that can better prepare nursing students for these critical conversations.</p></div><div><h3>Design</h3><p>This scoping review follows PRISMA guidelines and the JBI Manual for Evidence Synthesis.</p></div><div><h3>Method</h3><p>Scopus, Academic Search Elite, and CINAHL identified 96 potentially relevant articles published between 2013 and 2023. A total of 11 articles met the criteria for inclusion in this review.</p></div><div><h3>Results</h3><p>Three themes were identified: (1) peer learning, (2) blended learning, and (3) simulation learning. The findings of these articles indicate that simulation is the most widely used teaching strategy for preparing nursing students for mental health nursing.</p></div><div><h3>Conclusion</h3><p>This review revealed important insight into how implementing various teaching strategies can affect nursing students’ knowledge, skills, and attitudes when communicating with a patient with mental health concerns. Gaps in literature were identified for future research.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142137310","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}
Pub Date : 2024-08-28DOI: 10.1016/j.nepr.2024.104119
Aim
Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction.
Background
Promoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education.
Design
A quasi-experimental design based on a non-equivalent control group pre-test/post-test.
Methods
A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ2 test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores.
Results
Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (P<0.05), but there was no significant change in moral sensitivity (P>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (P<0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (P<0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (P>0.05).
Conclusion
The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.
{"title":"The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study","authors":"","doi":"10.1016/j.nepr.2024.104119","DOIUrl":"10.1016/j.nepr.2024.104119","url":null,"abstract":"<div><h3>Aim</h3><p>Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction.</p></div><div><h3>Background</h3><p>Promoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education.</p></div><div><h3>Design</h3><p>A quasi-experimental design based on a non-equivalent control group pre-test/post-test.</p></div><div><h3>Methods</h3><p>A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ<sup>2</sup> test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores.</p></div><div><h3>Results</h3><p>Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (<em>P</em><0.05), but there was no significant change in moral sensitivity (<em>P</em>>0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (<em>P</em><0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (<em>P</em><0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (<em>P</em>>0.05).</p></div><div><h3>Conclusion</h3><p>The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142123016","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}
Pub Date : 2024-08-28DOI: 10.1016/j.nepr.2024.104105
Aim
To understand the experiences of transition from the perspective of newly qualified mental health nurses and the impact this may have on their potential to remain in the role.
Background
During the transitional period following registration newly qualified nurses experience feelings of being overwhelmed and shock. Internationally there is limited research on factors influencing transitional experiences in the field of mental health.
Design
A qualitative exploration was conducted using thematic content analysis to analyse the data gathered from semi-structured interviews
Method
18 Newly qualified mental health nurses from two NHS Mental Health trusts were interviewed, all within 18 months of registration. Data were analysed and themes generated addressing the research aim.
Results/Findings:
Five themes were co-created using this inductive technique: ‘Transition to new role’, ‘Support for new role’, ‘Professional identity’, ‘Role development’ and ‘Working environment’. These themes are representative headings with the sub-themes making up the contributory content. Themes highlighted issues concerning newly qualified nurses and the transition which included aspects of anxiety and feeling overwhelmed initially. This highlighted the feelings associated with transition and progression through the process of liminality. Supervision was identified in the context of formal support, the presence of which is conducive to a positive transition. Imposter syndrome and experiencing reality shock were common aspects of role development and acknowledging the sense of responsibility gained once registered. Safety was highlighted as many experienced their first role on in-patient environments which was busy and potentially hostile.
Conclusion
The transition of newly qualified nurses in mental health services can prove to be a difficult experience, therefore it requires acknowledgment and careful consideration. Understanding the liminal process may allow staff to appreciate the effect of the transition and to understand that the NQN will face overwhelming and unfamiliar responsibilities. Despite the demands to boost the workforce in mental health services there is a need to understand how best to integrate NQN’s into their role during this transition. Caution must be used if we are not to lose more NQN’s, as despite concerns there are still NQN’s looking to mental health nursing as their future and chosen career.
{"title":"Understanding the experiences of transition for newly qualified mental health nurses and their potential to stay in the role: A qualitative exploration","authors":"","doi":"10.1016/j.nepr.2024.104105","DOIUrl":"10.1016/j.nepr.2024.104105","url":null,"abstract":"<div><h3>Aim</h3><p>To understand the experiences of transition from the perspective of newly qualified mental health nurses and the impact this may have on their potential to remain in the role.</p></div><div><h3>Background</h3><p>During the transitional period following registration newly qualified nurses experience feelings of being overwhelmed and shock. Internationally there is limited research on factors influencing transitional experiences in the field of mental health.</p></div><div><h3>Design</h3><p>A qualitative exploration was conducted using thematic content analysis to analyse the data gathered from semi-structured interviews</p></div><div><h3>Method</h3><p>18 Newly qualified mental health nurses from two NHS Mental Health trusts were interviewed, all within 18 months of registration. Data were analysed and themes generated addressing the research aim.</p></div><div><h3><em>Results/Findings:</em></h3><p>Five themes were co-created using this inductive technique: ‘Transition to new role’, ‘Support for new role’, ‘Professional identity’, ‘Role development’ and ‘Working environment’. These themes are representative headings with the sub-themes making up the contributory content. Themes highlighted issues concerning newly qualified nurses and the transition which included aspects of anxiety and feeling overwhelmed initially. This highlighted the feelings associated with transition and progression through the process of liminality. Supervision was identified in the context of formal support, the presence of which is conducive to a positive transition. Imposter syndrome and experiencing reality shock were common aspects of role development and acknowledging the sense of responsibility gained once registered. Safety was highlighted as many experienced their first role on in-patient environments which was busy and potentially hostile.</p></div><div><h3>Conclusion</h3><p>The transition of newly qualified nurses in mental health services can prove to be a difficult experience, therefore it requires acknowledgment and careful consideration. Understanding the liminal process may allow staff to appreciate the effect of the transition and to understand that the NQN will face overwhelming and unfamiliar responsibilities. Despite the demands to boost the workforce in mental health services there is a need to understand how best to integrate NQN’s into their role during this transition. Caution must be used if we are not to lose more NQN’s, as despite concerns there are still NQN’s looking to mental health nursing as their future and chosen career.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002348/pdfft?md5=d9607e4f8f3ac66b74cb2c6a3aa54e7d&pid=1-s2.0-S1471595324002348-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095065","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-08-28DOI: 10.1016/j.nepr.2024.104120
Aim
This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels.
Background
Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field.
Design
The study was designed as a pre-test post-test randomized controlled experimental study.
Method
Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class.
Results
The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills.
Conclusion
It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.
{"title":"The effect of formative assessment on students' clinical knowledge, skills and self-efficacy levels","authors":"","doi":"10.1016/j.nepr.2024.104120","DOIUrl":"10.1016/j.nepr.2024.104120","url":null,"abstract":"<div><h3>Aim</h3><p>This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels.</p></div><div><h3>Background</h3><p>Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field.</p></div><div><h3>Design</h3><p>The study was designed as a pre-test post-test randomized controlled experimental study.</p></div><div><h3>Method</h3><p>Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class.</p></div><div><h3>Results</h3><p>The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills.</p></div><div><h3>Conclusion</h3><p>It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095056","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}
Pub Date : 2024-08-25DOI: 10.1016/j.nepr.2024.104101
Aim
To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.
Background
Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.
Design
Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.
Methods
Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.
Results
Three main themes emerged: 1) Strategies for Getting In and Out of Nurse Mode, 2) Cultivating Mindful Nursing Practice, and 3) Nursing Student Socialization and Immersion. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not trapped in nurse mode while learning to navigate nurse role identity.
Conclusions
Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.
{"title":"Discovering nurse mode: A phenomenological study of nursing student role micro-transitions","authors":"","doi":"10.1016/j.nepr.2024.104101","DOIUrl":"10.1016/j.nepr.2024.104101","url":null,"abstract":"<div><h3>Aim</h3><p>To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.</p></div><div><h3>Background</h3><p>Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.</p></div><div><h3>Design</h3><p>Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.</p></div><div><h3>Methods</h3><p>Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.</p></div><div><h3>Results</h3><p>Three main themes emerged: 1) <em>Strategies for Getting In and Out of Nurse Mode</em>, 2) <em>Cultivating Mindful Nursing Practice,</em> and 3) <em>Nursing Student Socialization and Immersion</em>. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not <em>trapped in nurse mode</em> while learning to navigate nurse role identity.</p></div><div><h3>Conclusions</h3><p>Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076133","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}
Pub Date : 2024-08-23DOI: 10.1016/j.nepr.2024.104103
<div><h3>Aim</h3><p>To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education.</p></div><div><h3>Background</h3><p>Nursing specialty in China was included in the national controlled specialty in 2024, which means signifying an effort to decrease the enrollment of junior college degree nurses, thereby increasing the number of high-quality undergraduate nurses. While the higher the education level of nursing students, the higher their expectations for themselves. However, after entering clinical practice, their social status and job nature are significantly different from those of doctors, which creates a psychological imbalance. In addition, employers lack a reasonable employment mechanism and undergraduate nursing students are used equally with vocational and technical nursing students, making them feel that their self-worth is difficult to realize. Therefore, their professional attitude becomes more negative (<span><span>Meng Wei, 2018</span></span>). In the process of forming professional identity among undergraduate nursing students, the professional role models and clinical experience of specialized nurses can serve as important promoting factors. By increasing interaction with specialized nurses and learning specialized nursing, undergraduate nursing students can better understand the professional role and values of nurses and form positive professional ethics and attitudes (<span><span>Huang et al., 2023</span></span>). To better adapt to the national health needs and assist undergraduates in transitioning to clinical practice, deepening the understanding of the profession and career, the integration of professional education during the internship phase can enable students to recognize their strengths, cultivate an awareness of suitable professions and facilitate a targeted adaptation from academic studies to clinical practice.</p></div><div><h3>Design</h3><p>The researcher initially drafted the interview outline through a literature review and intra-group discussions. To ensure the research content's richness, a semi-structured interview method was adopted. The Colaizzi seven-step analysis method was applied in the analysis.</p></div><div><h3>Methods</h3><p>Employing phenomenological study and purposive sampling, with data saturation as the guiding principle, 24 undergraduate nursing students undergoing internship at a tertiary hospital in China were selected for focus group interviews.</p></div><div><h3>Results</h3><p>Four main themes were extracted from the perspectives of undergraduate nursing students. These themes encompass awareness of specialized nursing and specialized nurses, recognition of specialized nursing education during the internship phase, demands for specialized nursing education during the internship phase and career expectations.</p></div><div><h3>Conclusion
{"title":"Exploration of undergraduate nursing students' perspectives on conducting specialized nursing education during internship: A phenomenological research study","authors":"","doi":"10.1016/j.nepr.2024.104103","DOIUrl":"10.1016/j.nepr.2024.104103","url":null,"abstract":"<div><h3>Aim</h3><p>To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education.</p></div><div><h3>Background</h3><p>Nursing specialty in China was included in the national controlled specialty in 2024, which means signifying an effort to decrease the enrollment of junior college degree nurses, thereby increasing the number of high-quality undergraduate nurses. While the higher the education level of nursing students, the higher their expectations for themselves. However, after entering clinical practice, their social status and job nature are significantly different from those of doctors, which creates a psychological imbalance. In addition, employers lack a reasonable employment mechanism and undergraduate nursing students are used equally with vocational and technical nursing students, making them feel that their self-worth is difficult to realize. Therefore, their professional attitude becomes more negative (<span><span>Meng Wei, 2018</span></span>). In the process of forming professional identity among undergraduate nursing students, the professional role models and clinical experience of specialized nurses can serve as important promoting factors. By increasing interaction with specialized nurses and learning specialized nursing, undergraduate nursing students can better understand the professional role and values of nurses and form positive professional ethics and attitudes (<span><span>Huang et al., 2023</span></span>). To better adapt to the national health needs and assist undergraduates in transitioning to clinical practice, deepening the understanding of the profession and career, the integration of professional education during the internship phase can enable students to recognize their strengths, cultivate an awareness of suitable professions and facilitate a targeted adaptation from academic studies to clinical practice.</p></div><div><h3>Design</h3><p>The researcher initially drafted the interview outline through a literature review and intra-group discussions. To ensure the research content's richness, a semi-structured interview method was adopted. The Colaizzi seven-step analysis method was applied in the analysis.</p></div><div><h3>Methods</h3><p>Employing phenomenological study and purposive sampling, with data saturation as the guiding principle, 24 undergraduate nursing students undergoing internship at a tertiary hospital in China were selected for focus group interviews.</p></div><div><h3>Results</h3><p>Four main themes were extracted from the perspectives of undergraduate nursing students. These themes encompass awareness of specialized nursing and specialized nurses, recognition of specialized nursing education during the internship phase, demands for specialized nursing education during the internship phase and career expectations.</p></div><div><h3>Conclusion","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002324/pdfft?md5=bdfe09918810aceb8f816825e8aa011a&pid=1-s2.0-S1471595324002324-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Degrees of care: The essential role of University Education in Nursing.","authors":"Denise Atkinson, Amanda Carson, Moira Dale, Wendy Irving, Sandra Lucas, Mandy Maxwell, Julie Orr","doi":"10.1016/j.nepr.2024.104104","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104104","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142057003","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}
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