Nurse Education in Practice最新文献_第4页

Learning from perinatal grief and loss: Insights from midwifery student focus groups 从围产期悲伤和损失中学习：来自助产学学生焦点小组的见解。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104269

Annabel Sheehy , Rachel Thompson , Loretta Musgrave

Aim

To explore Australian midwifery students’ learning experiences with death and their learning needs for these encounters.

Background

Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death.

Method

A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data.

Results

The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) Ill-equipped for perinatal mortality; 2) Caught amidst divergent viewpoints of perinatal mortality; and 3) Identifying learning needs for death-related clinical care. Variations across the cohorts were evident.

Discussion

Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area.

Conclusions

This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.

目的：探讨澳大利亚助产学学生与死亡的学习经历以及他们在这些遭遇中的学习需求。背景：助产士照顾那些经历围产期悲伤和损失的妇女。这些事件所需的护理是复杂的，具有临床挑战性。对助产学学生关于丧亲护理的学习要求和为涉及围产期死亡的临床遭遇做准备的了解有限。方法：采用描述性定性研究。四个焦点小组与学生参与者进行了讨论。数据是用录音收集的，然后逐字抄录。数据分析使用布劳恩和克拉克框架，反思性主题分析从原始数据中得出连贯的故事。结果：分析了17例参与者的资料。四个学生群体的统一意义模式出现了三个主题：1)对围产期死亡率的准备不足；2)围产期死亡率存在不同观点；3)确定死亡相关临床护理的学习需求。各组之间的差异是显而易见的。讨论：由于在学术学习、实践技能和在实习期间接触死亡经验方面的差距，参与者对围产期死亡率感到措手不及。她们在参与围产期死亡护理方面经常受到限制。参与者强烈希望对围产期死亡进行专门培训，并获得更好的临床经验支持。研究结果强调了在这一领域创造有意义的学习机会需要支持和资源。结论：本研究强调了助产士学生对围产期死亡率临床遭遇的准备不足。它呼吁采取全面和有针对性的教育干预措施，以解决已发现的差距，并使学生更好地为未来的实践做好准备。

{"title":"Learning from perinatal grief and loss: Insights from midwifery student focus groups","authors":"Annabel Sheehy , Rachel Thompson , Loretta Musgrave","doi":"10.1016/j.nepr.2025.104269","DOIUrl":"10.1016/j.nepr.2025.104269","url":null,"abstract":"<div><h3>Aim</h3><div>To explore Australian midwifery students’ learning experiences with death and their learning needs for these encounters.</div></div><div><h3>Background</h3><div>Midwives care for women who experience perinatal grief and loss. The care required in these events is complex and clinically challenging. There is limited understanding of midwifery student learning requirements regarding bereavement care and preparation for clinical encounters involving perinatal death.</div></div><div><h3>Method</h3><div>A descriptive qualitative study was undertaken. Four focus groups were conducted with student participants. Data were collected using an audio-recorded and then transcribed verbatim. Data were analysed using the Braun and Clarke framework, reflexive thematic analysis drew coherent stories from the raw data.</div></div><div><h3>Results</h3><div>The data of 17 participants was analysed. Unified meaning-patterns across the four student cohorts emerged as three themes: 1) <em>Ill-equipped for perinatal mortality</em>; 2) <em>Caught amidst divergent viewpoints of perinatal mortality</em>; and 3) <em>Identifying learning needs for death-related clinical care</em>. Variations across the cohorts were evident.</div></div><div><h3>Discussion</h3><div>Participants felt unprepared for perinatal mortality due to gaps in academic learning, practical skills and exposure to death experiences during placements. They often faced restrictions on involvement in perinatal death care. Participants strongly desired specific training on perinatal death and better-supported clinical experiences. The findings highlight the need for support and resources to create meaningful learning opportunities in this area.</div></div><div><h3>Conclusions</h3><div>This study highlights the perceived inadequacies in the preparedness of midwifery students for clinical encounters of perinatal mortality. It calls for comprehensive and tailored educational interventions to address the identified gaps and better equip students for future practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104269"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014413","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}

引用次数: 0

Developing leadership and resilience through early access master’s education for newly graduated, adult nurses: A cross-sectional survey

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104276

Oonagh Carson , Toni McAloon , Sonja McIlfatrick

Aim

To explore the impact of an early access master’s experiential programme on leadership skills and resilience in new graduate nurses.

Background

Succession planning for nursing, requires leadership and resilience development in new nurses. Literature suggests that early access to master’s education can produce nurses with the necessary skills.

Design

A comparative, cross-sectional survey design.

Methodology

A survey using the NHS Leadership Framework Self-Assessment Tool (2012) and Connor-Davidson Resilience Scale 25 (2003) was distributed in September 2021, to graduates, two years, post-registration, from an Adult Nursing programme. Self-assessed scores of graduates enrolled directly onto a non-specialist, master’s initiative were compared with those who did not undertake the initiative.

Results

Findings showed significant correlation between leadership and resilience scores. Master’s participants scored themselves more strongly in six of seven Leadership Domains and four of five resilience factors than those not enrolled on the master’s, with a difference in the overall mean CD-RISC-25 score of 81.69 for master’s graduates, compared with 70.84. Qualitative analysis of examples of additional leadership responsibilities included being in charge, training newer staff and maintaining patient and staff safety.

Conclusion

This study has shown that master’s education, early in graduate nurses’ careers, develops leadership skills and resilience required for new nurse leaders. Investment is needed, therefore, in educational opportunities for these new graduates to enable leadership and resilience development and in creating supportive environments allowing the use of this learning to lead change and influence care delivery. This should have a positive impact on patient outcomes, job satisfaction and aid retention.

{"title":"Developing leadership and resilience through early access master’s education for newly graduated, adult nurses: A cross-sectional survey","authors":"Oonagh Carson , Toni McAloon , Sonja McIlfatrick","doi":"10.1016/j.nepr.2025.104276","DOIUrl":"10.1016/j.nepr.2025.104276","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the impact of an early access master’s experiential programme on leadership skills and resilience in new graduate nurses.</div></div><div><h3>Background</h3><div>Succession planning for nursing, requires leadership and resilience development in new nurses. Literature suggests that early access to master’s education can produce nurses with the necessary skills.</div></div><div><h3>Design</h3><div>A comparative, cross-sectional survey design.</div></div><div><h3>Methodology</h3><div>A survey using the NHS Leadership Framework Self-Assessment Tool (2012) and Connor-Davidson Resilience Scale 25 (2003) was distributed in September 2021, to graduates, two years, post-registration, from an Adult Nursing programme. Self-assessed scores of graduates enrolled directly onto a non-specialist, master’s initiative were compared with those who did not undertake the initiative.</div></div><div><h3>Results</h3><div>Findings showed significant correlation between leadership and resilience scores. Master’s participants scored themselves more strongly in six of seven Leadership Domains and four of five resilience factors than those not enrolled on the master’s, with a difference in the overall mean CD-RISC-25 score of 81.69 for master’s graduates, compared with 70.84. Qualitative analysis of examples of additional leadership responsibilities included being in charge, training newer staff and maintaining patient and staff safety.</div></div><div><h3>Conclusion</h3><div>This study has shown that master’s education, early in graduate nurses’ careers, develops leadership skills and resilience required for new nurse leaders. Investment is needed, therefore, in educational opportunities for these new graduates to enable leadership and resilience development and in creating supportive environments allowing the use of this learning to lead change and influence care delivery. This should have a positive impact on patient outcomes, job satisfaction and aid retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104276"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075952","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}

引用次数: 0

Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104275

Monika Ravik , Gry Merete Bjerkelund , Sigrun Hvalvik , Inger Åse Reierson

Aim/objective

To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors’ experiences and expectations.

Background

Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses’ practical skill learning. However, a gap exists in understanding the mentors’ perspectives on practical skill learning during placements in hospital environments.

Design

We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed.

Results

The following four categories were identified: ‘experiences vs. expectations in practical skill knowledge’, experiences vs. expectations of engagement’, ‘experiences of attitudes’ and ‘experiences and expectations of emotions’.

Conclusion

This study deepened our understanding of issues concerning student nurses’ practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain.

Tweetable abstract

Registered nurse mentors’ perspectives towards student nurses’ practical skills

{"title":"Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors","authors":"Monika Ravik , Gry Merete Bjerkelund , Sigrun Hvalvik , Inger Åse Reierson","doi":"10.1016/j.nepr.2025.104275","DOIUrl":"10.1016/j.nepr.2025.104275","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors’ experiences and expectations.</div></div><div><h3>Background</h3><div>Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses’ practical skill learning. However, a gap exists in understanding the mentors’ perspectives on practical skill learning during placements in hospital environments.</div></div><div><h3>Design</h3><div>We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed.</div></div><div><h3>Results</h3><div>The following four categories were identified: ‘experiences vs. expectations in practical skill knowledge’, experiences vs. expectations of engagement’, ‘experiences of attitudes’ and ‘experiences and expectations of emotions’.</div></div><div><h3>Conclusion</h3><div>This study deepened our understanding of issues concerning student nurses’ practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain.</div></div><div><h3>Tweetable abstract</h3><div>Registered nurse mentors’ perspectives towards student nurses’ practical skills</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104275"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075954","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}

引用次数: 0

Investigation of the relationship between mathematics anxiety of nursing students and their self-efficacy in drug administration in children 护生数学焦虑与儿童给药自我效能感的关系研究。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104254

Mustafa Belli, Nevin Uslu

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.

目的：探讨护生数学焦虑与儿童给药自我效能感的关系。背景：儿科患者的用药错误通常与剂量计算所需的精度有关，对患者安全构成重大风险。数学焦虑，以恐惧和担心为特征，会损害学生在数学任务中的表现，潜在地降低药物管理的自我效能。设计：采用描述性、横断面、相关性设计，遵循STROBE指南。方法：该研究于2022年5月至7月在土耳其一所公立大学进行，共有175名三年级和四年级的护理专业学生。数据通过社会人口学信息表、儿童药物管理自我效能量表和二维数学焦虑量表收集。统计分析包括描述性统计、t检验、方差分析和Pearson相关。结果：三年级学生药物制备得分高于四年级学生。自愿选择护理的学生自我效能感较高。那些对计算能力有信心的人有更高的自我效能感和更低的数学焦虑。较高的数学焦虑与药物制备分数呈负相关，而计算器的使用与焦虑增加和分数降低有关。数学焦虑与整体自我效能之间无显著相关。结论：减轻数学焦虑，提高数学技能，可提高护生儿童给药自我效能感。护理教育应纳入加强数学能力的策略。

{"title":"Investigation of the relationship between mathematics anxiety of nursing students and their self-efficacy in drug administration in children","authors":"Mustafa Belli, Nevin Uslu","doi":"10.1016/j.nepr.2025.104254","DOIUrl":"10.1016/j.nepr.2025.104254","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine the relationship between nursing students' math anxiety and their self-efficacy in pediatric medication administration.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A descriptive, cross-sectional, correlational design was employed, adhering to STROBE guidelines.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104254"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014410","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

Ageism among newly graduated nurses: The influence of sociodemographic variables and gerontogeriatric nursing education

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104285

Maria José Catalão , Helena Arco , Nuno Carrajola , João Tavares

Aim

This study analyzed the relationship between ageism, sociodemographic variables and gerontogeriatric nursing education in newly graduated nurses to identify key factors influencing ageism.

Background

Ageism presents a significant challenge in healthcare, particularly in caring for older adults. Newly graduated nurses play a crucial role in shaping the future of gerontogeriatric care and their attitudes, behaviors and perceptions towards aging can impact the quality of care.

Design

A nationwide survey of newly graduated Portuguese nurses was performed.

Methods

The survey included sociodemographic variables, gerontogeriatric nursing education characterization and the Ambivalent Ageism Scale. The Mann–Whitney test, Kruskal–Wallis and Multiple linear regression were used for data analysis.

Results

The samples included 242 newly graduated Portuguese nurses (median age of 23; 83.9 % women). The results showed that nurses who reported that their clinical training primarily focused on basic care scored significantly higher on the Hostile Ageism (HA) scale (p = 0.038). Moreover, higher scores on the Benevolent Ageism (BA) subscale (p = 0.045) were associated with confidence working with older adults, while higher HA subscale scores were associated with communication difficulties, especially with patients with neurocognitive impairments (p = 0.048). Logistic regression showed a significant relationship between self-reported confidence and BA scores, as well as between an emphasis on basic care in training and increased HA scores.

Conclusions

Ageism among newly graduated nurses stems primarily from educational aspects of the nursing curriculum. These findings suggest improving gerontogeriatric education in nursing curricula, particularly in building confidence and communication skills, could attenuate ageism in this group of healthcare professionals.

{"title":"Ageism among newly graduated nurses: The influence of sociodemographic variables and gerontogeriatric nursing education","authors":"Maria José Catalão , Helena Arco , Nuno Carrajola , João Tavares","doi":"10.1016/j.nepr.2025.104285","DOIUrl":"10.1016/j.nepr.2025.104285","url":null,"abstract":"<div><h3>Aim</h3><div>This study analyzed the relationship between ageism, sociodemographic variables and gerontogeriatric nursing education in newly graduated nurses to identify key factors influencing ageism.</div></div><div><h3>Background</h3><div>Ageism presents a significant challenge in healthcare, particularly in caring for older adults. Newly graduated nurses play a crucial role in shaping the future of gerontogeriatric care and their attitudes, behaviors and perceptions towards aging can impact the quality of care.</div></div><div><h3>Design</h3><div>A nationwide survey of newly graduated Portuguese nurses was performed.</div></div><div><h3>Methods</h3><div>The survey included sociodemographic variables, gerontogeriatric nursing education characterization and the Ambivalent Ageism Scale. The Mann–Whitney test, Kruskal–Wallis and Multiple linear regression were used for data analysis.</div></div><div><h3>Results</h3><div>The samples included 242 newly graduated Portuguese nurses (median age of 23; 83.9 % women). The results showed that nurses who reported that their clinical training primarily focused on basic care scored significantly higher on the Hostile Ageism (HA) scale (<em>p</em> = 0.038). Moreover, higher scores on the Benevolent Ageism (BA) subscale (<em>p</em> = 0.045) were associated with confidence working with older adults, while higher HA subscale scores were associated with communication difficulties, especially with patients with neurocognitive impairments (<em>p</em> = 0.048). Logistic regression showed a significant relationship between self-reported confidence and BA scores, as well as between an emphasis on basic care in training and increased HA scores.</div></div><div><h3>Conclusions</h3><div>Ageism among newly graduated nurses stems primarily from educational aspects of the nursing curriculum. These findings suggest improving gerontogeriatric education in nursing curricula, particularly in building confidence and communication skills, could attenuate ageism in this group of healthcare professionals.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104285"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143275717","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}

引用次数: 0

Feasibility of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi Nursing Students: A randomized controlled trial

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104296

Mahmoud Abdelwahab Khedr , Mukhlid Alshammari

Aim

Determine the effect of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi nursing students.

Background

Nursing students in Saudi Arabia face various challenges that can impact their emotional authenticity, optimism and academic motivation. As the nursing field grows in Saudi Arabia, maintaining a sustainable nursing workforce and defining the scope of practice present challenges. Therefore, investigating feasible interventions to promote the well-being and success of Saudi nursing students is crucial.

Design

A randomized controlled trial research design was followed. Each study participant was randomly assigned 1:1 to either the intervention group or the control group.

Method

The study involved 70 nursing students, who were randomly divided into an intervention group (n = 35) and a control group (waiting list) (n = 35). Pre-tests and post-tests were administered to evaluate the impact of motivational interviewing program implemented between April 2024 and mid-August 2024.

Results

Following the intervention, the study group demonstrated substantial enhancements in Authenticity Inventory scores, Academic Motivation Scale scores and dispositional optimism, with p-values consistently below 0.001 and large effect sizes ranging from 0.650 to 0.937. Comparing to the control group, the study group showed marked increases in positive optimism and decreases in negative optimism, alongside a reduction in amotivation.

Conclusion

The study demonstrates that the motivational interviewing intervention led to significant improvements in various aspects of emotional authenticity, including self-awareness, unbiased emotional processing and authentic behaviors and relational orientations. Additionally, the study group exhibited substantial increases in intrinsic and extrinsic academic motivation and a reduction in amotivation.

{"title":"Feasibility of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi Nursing Students: A randomized controlled trial","authors":"Mahmoud Abdelwahab Khedr , Mukhlid Alshammari","doi":"10.1016/j.nepr.2025.104296","DOIUrl":"10.1016/j.nepr.2025.104296","url":null,"abstract":"<div><h3>Aim</h3><div>Determine the effect of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi nursing students.</div></div><div><h3>Background</h3><div>Nursing students in Saudi Arabia face various challenges that can impact their emotional authenticity, optimism and academic motivation. As the nursing field grows in Saudi Arabia, maintaining a sustainable nursing workforce and defining the scope of practice present challenges. Therefore, investigating feasible interventions to promote the well-being and success of Saudi nursing students is crucial.</div></div><div><h3>Design</h3><div>A randomized controlled trial research design was followed. Each study participant was randomly assigned 1:1 to either the intervention group or the control group.</div></div><div><h3>Method</h3><div>The study involved 70 nursing students, who were randomly divided into an intervention group (n = 35) and a control group (waiting list) (n = 35). Pre-tests and post-tests were administered to evaluate the impact of motivational interviewing program implemented between April 2024 and mid-August 2024.</div></div><div><h3>Results</h3><div>Following the intervention, the study group demonstrated substantial enhancements in Authenticity Inventory scores, Academic Motivation Scale scores and dispositional optimism, with p-values consistently below 0.001 and large effect sizes ranging from 0.650 to 0.937. Comparing to the control group, the study group showed marked increases in positive optimism and decreases in negative optimism, alongside a reduction in amotivation.</div></div><div><h3>Conclusion</h3><div>The study demonstrates that the motivational interviewing intervention led to significant improvements in various aspects of emotional authenticity, including self-awareness, unbiased emotional processing and authentic behaviors and relational orientations. Additionally, the study group exhibited substantial increases in intrinsic and extrinsic academic motivation and a reduction in amotivation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104296"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378679","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

The effect of hot and cold debriefing on basic life support competence and reflection in undergraduate nursing students: A qualitative study

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104292

Fahad Zeed Alanezi , Caroline F. Morrison , Robin Wagner , Benjamin Kelcey , Elaine Miller

Aim

To explore the experiences of undergraduate nursing students regarding hot and cold debriefing styles following Basic Life Support (BLS) training.

Background

Debriefing plays a vital role in nursing education, especially in simulation-based experiences. Debriefing is defined as a two-directional, “formal, collaborative, reflective process within the simulation learning activity”. According to the literature, "hot" debriefings take place within minutes to hours after the simulation, while "cold" debriefings can happen within days to weeks. There is insufficient evidence to determine the most effective debriefing methods for undergraduate nursing students.

Design

A qualitative descriptive study was conducted to understand students' perceptions of hot and cold debriefing styles.

Methods

Data were collected through two focus group interviews with 12 undergraduate nursing students. Participants were randomly assigned to hot debriefing (n = 22) or cold debriefing (n = 22), with six students from each group participating in the focus groups.

Results

Five main categories emerged from students' perceptions related to simulation and debriefing experiences: Simulation Experience, Debriefing Experience, Reflection, Debriefing Impact on Learning and Feedback for Educators.

Conclusions

It is suggested that incorporating simulation followed by debriefing into the nursing curriculum, particularly for teaching BLS, can be highly beneficial. The study highlights the importance of debriefing in simulation-based education and provides recommendations for enhancing debriefing strategies to enhance nursing skills and knowledge.

{"title":"The effect of hot and cold debriefing on basic life support competence and reflection in undergraduate nursing students: A qualitative study","authors":"Fahad Zeed Alanezi , Caroline F. Morrison , Robin Wagner , Benjamin Kelcey , Elaine Miller","doi":"10.1016/j.nepr.2025.104292","DOIUrl":"10.1016/j.nepr.2025.104292","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences of undergraduate nursing students regarding hot and cold debriefing styles following Basic Life Support (BLS) training.</div></div><div><h3>Background</h3><div>Debriefing plays a vital role in nursing education, especially in simulation-based experiences. Debriefing is defined as a two-directional, “formal, collaborative, reflective process within the simulation learning activity”. According to the literature, \"hot\" debriefings take place within minutes to hours after the simulation, while \"cold\" debriefings can happen within days to weeks. There is insufficient evidence to determine the most effective debriefing methods for undergraduate nursing students.</div></div><div><h3>Design</h3><div>A qualitative descriptive study was conducted to understand students' perceptions of hot and cold debriefing styles.</div></div><div><h3>Methods</h3><div>Data were collected through two focus group interviews with 12 undergraduate nursing students. Participants were randomly assigned to hot debriefing (n = 22) or cold debriefing (n = 22), with six students from each group participating in the focus groups.</div></div><div><h3>Results</h3><div>Five main categories emerged from students' perceptions related to simulation and debriefing experiences: Simulation Experience, Debriefing Experience, Reflection, Debriefing Impact on Learning and Feedback for Educators.</div></div><div><h3>Conclusions</h3><div>It is suggested that incorporating simulation followed by debriefing into the nursing curriculum, particularly for teaching BLS, can be highly beneficial. The study highlights the importance of debriefing in simulation-based education and provides recommendations for enhancing debriefing strategies to enhance nursing skills and knowledge.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104292"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388172","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}

引用次数: 0

Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students 中国医学生团队学习同伴评价量表（PES-TBL）的翻译及心理测量学验证。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104257

Shiquan He , Jiayi Guan , Can Xiong , Yunjing Qiu , Yandan Duan , Yan Zhang , Zhiguang Ping , Beilei Lin

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

目的：翻译、文化适应和评估护理和医学专业学生团队学习同伴评价量表（PES-TBL）的心理测量特征。背景：有效的同伴评价工具为协作学习提供了更为科学和客观的评价。然而，中国缺乏为小组学习设计的同伴评估工具。设计：横断面、方法学研究。方法：首次对PES-TBL进行翻译和汉译。由10位护理及临床医学教育专家组成的小组对内容效度进行评估。以本科生和研究生为样本，对量表的心理测量特性进行了评估。评估PES-TBL的可靠性。通过探索性和验证性因素分析来探索和验证其维度和结构效度。结果：共纳入564名学生，整体内容效度指数为0.975。探索性因素分析确定了责任、主动性和协作性三因素结构。量表的信度较好，Cronbach′s α为0.983，Spearman-Brown分半指数为0.916，重测信度指数为0.955。验证性因子分析显示，三因子结构解释了84.336 %的总方差。所有模型拟合指标均在可接受范围内，表明中文版PES-TBL具有良好的结构效度。结论：中文PES-TBL是一种可靠的测试护理和医学生群体学习绩效的工具，在护理和医学教育中具有广泛的应用价值。

{"title":"Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students","authors":"Shiquan He , Jiayi Guan , Can Xiong , Yunjing Qiu , Yandan Duan , Yan Zhang , Zhiguang Ping , Beilei Lin","doi":"10.1016/j.nepr.2025.104257","DOIUrl":"10.1016/j.nepr.2025.104257","url":null,"abstract":"<div><h3>Aim</h3><div>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.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>A cross-sectional, methodological study.</div></div><div><h3>Methods</h3><div>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.</div></div><div><h3>Results</h3><div>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.</div></div><div><h3>Conclusion</h3><div>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</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104257"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967016","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

Nursing students’ experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study 护理专业学生对高收入国家生活在贫困中的老年人服务学习计划的经验：一项现象学研究。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104260

Wladimir Morante-García , Anabel Chica-Pérez , Rocío Ortiz-Amo , Iria Dobarrio-Sanz , Ousmane Berthe-Kone , Cayetano Fernández-Sola , José Manuel Hernández-Padilla

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.

目的：了解高收入国家护理专业学生参与服务学习项目的经验，这些项目涉及生活在贫困中的老年人。背景：护理专业的学生应该有能力评估生活在贫困中的老年人的需求，以及实施和评估个性化健康促进干预措施的效果。服务学习不仅可以改善老年人的生物心理社会健康，而且可以使护理学生获得促进贫困老年人健康和自我保健的能力。此外，众所周知，这些服务学习计划打破了刻板印象，改善了对老年人的态度。然而，缺乏关于旨在促进高收入国家贫困老年人健康和自我保健的服务学习方案经验的研究。设计：基于胡塞尔现象学的定性研究。方法：对参加服务学习项目的护生进行访谈33例。按照Colaizzi制定的程序，对数据进行记录、转录和分析。这项研究是按照《赫尔辛基宣言》的伦理原则进行的。结果：从数据分析中得出三个主要主题：(1)“从不堪重负到感恩：一段情感之旅”，(2)“从将贫困视为威胁到将其视为脆弱的条件”，(3)“作为一个人，作为一名护士在成长”。结论：贫困老年人服务学习项目对护理学生的个人成长和专业成长有积极影响；她们参与这些方案可以帮助她们打破社会陈规定型观念，克服对干预社会贫困社区的恐惧，并变得更有社会责任感。

{"title":"Nursing students’ experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study","authors":"Wladimir Morante-García , Anabel Chica-Pérez , Rocío Ortiz-Amo , Iria Dobarrio-Sanz , Ousmane Berthe-Kone , Cayetano Fernández-Sola , José Manuel Hernández-Padilla","doi":"10.1016/j.nepr.2025.104260","DOIUrl":"10.1016/j.nepr.2025.104260","url":null,"abstract":"<div><h3>Aim</h3><div>To understand the experiences of nursing students participating in a service-learning programme with older adults living in poverty in a high-income country.</div></div><div><h3>Background</h3><div>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.</div></div><div><h3>Design</h3><div>Qualitative study based on Husserl’s phenomenology.</div></div><div><h3>Method</h3><div>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.</div></div><div><h3>Results</h3><div>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'.</div></div><div><h3>Conclusion</h3><div>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.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104260"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014427","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

Perceptions of the ability to efficiently utilise the full scope of midwifery practice in the newly introduced midwifery profession in Nepal 在尼泊尔新引入的助产专业中，对有效利用助产实践的全部范围的能力的认识。

IF 3.3 3区医学 Q1 NURSING

Nurse Education in Practice

Pub Date : 2025-02-01 DOI: 10.1016/j.nepr.2025.104268

Animo Weng , Grit Nestler , Laxmi Tamang , Goma Devi Niraula , Helena Lindgren , Christina Pedersen , Ulrika Byrskog , Kerstin Erlandsson

Aim

To explore the readiness of Bachelor in Midwifery graduates in Nepal to provide midwifery care aligned with the definition competently on graduation and to identify barriers affecting their practice.

Background

Nepal has introduced an internationally standardised BSc midwifery education programme designed to enable midwives to work competently and independently in midwifery care on entering the profession.

Design

A qualitative interview study was conducted and analysed using inductive content analysis.

Methods

Individual interviews were conducted with 8 midwives, 5 educators and 5 students using a guide based on ICM competencies. Participants were recruited from various institutions and universities across Nepal and ethical approval was obtained.

Results

Possibilities and challenges in applying programme content include seven sub-categories: Preparation before clinical education, Midwifery care, The bridging role of midwifery educators, Clinical supervision, Use of evidence-based, respectful and culturally sensitive midwifery practice, independent midwifery practice and Being a role model. The findings indicate that while the BSc programme provides strong theoretical preparation, significant challenges persist in translating this into practice.

Conclusions

While the BSc midwifery programme theoretically prepares students to work competently and independently in midwifery practice, practical challenges hinder its implementation. Addressing these issues, such as improving clinical support, recruiting qualified midwifery educators and establishing a deployment strategy, can enhance midwives' ability to work independently in midwifery care, ultimately improving health outcomes for women, families and communities.

目的：探讨尼泊尔助产学士毕业生在毕业时提供符合定义的助产护理的准备情况，并确定影响其实践的障碍。背景：尼泊尔已经引进了一项国际标准化的理学士助产教育计划，旨在使助产士在进入该行业后能够胜任和独立地从事助产护理工作。设计：进行定性访谈研究，采用归纳内容分析法进行分析。方法：采用基于ICM能力的指南对8名助产士、5名教育工作者和5名学生进行了个别访谈。参与者从尼泊尔各地的不同机构和大学招募，并获得了伦理批准。结果：应用课程内容的可能性和挑战包括七个子类别：临床教育前准备、助产护理、助产教育者的桥梁作用、临床监督、使用循证、尊重和文化敏感的助产实践、独立的助产实践和成为榜样。研究结果表明，虽然理学士学位课程提供了强大的理论准备，但在将其转化为实践方面仍然存在重大挑战。结论：虽然理学士助产学课程在理论上为学生在助产实践中独立胜任工作做好了准备，但实际挑战阻碍了其实施。解决这些问题，如改善临床支持、招聘合格的助产教育者和制定部署战略，可以提高助产士在助产护理方面独立工作的能力，最终改善妇女、家庭和社区的健康结果。

{"title":"Perceptions of the ability to efficiently utilise the full scope of midwifery practice in the newly introduced midwifery profession in Nepal","authors":"Animo Weng , Grit Nestler , Laxmi Tamang , Goma Devi Niraula , Helena Lindgren , Christina Pedersen , Ulrika Byrskog , Kerstin Erlandsson","doi":"10.1016/j.nepr.2025.104268","DOIUrl":"10.1016/j.nepr.2025.104268","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the readiness of Bachelor in Midwifery graduates in Nepal to provide midwifery care aligned with the definition competently on graduation and to identify barriers affecting their practice.</div></div><div><h3>Background</h3><div>Nepal has introduced an internationally standardised BSc midwifery education programme designed to enable midwives to work competently and independently in midwifery care on entering the profession.</div></div><div><h3>Design</h3><div>A qualitative interview study was conducted and analysed using inductive content analysis.</div></div><div><h3>Methods</h3><div>Individual interviews were conducted with 8 midwives, 5 educators and 5 students using a guide based on ICM competencies. Participants were recruited from various institutions and universities across Nepal and ethical approval was obtained.</div></div><div><h3>Results</h3><div>Possibilities and challenges in applying programme content include seven sub-categories: Preparation before clinical education, Midwifery care, The bridging role of midwifery educators, Clinical supervision, Use of evidence-based, respectful and culturally sensitive midwifery practice, independent midwifery practice and Being a role model. The findings indicate that while the BSc programme provides strong theoretical preparation, significant challenges persist in translating this into practice.</div></div><div><h3>Conclusions</h3><div>While the BSc midwifery programme theoretically prepares students to work competently and independently in midwifery practice, practical challenges hinder its implementation. Addressing these issues, such as improving clinical support, recruiting qualified midwifery educators and establishing a deployment strategy, can enhance midwives' ability to work independently in midwifery care, ultimately improving health outcomes for women, families and communities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104268"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014447","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