Nurse Education in Practice最新文献

Aim: Grounded in Self-Determination Theory, this qualitative study explores the multifaceted motivations influencing first-year undergraduate nursing students' career choices. It challenges the traditional emphasis on altruism and examines the impact of the evolving healthcare landscape.

Background: The dynamic nature of healthcare, exacerbated by global events such as the COVID-19 restrictions, necessitates a deeper understanding of the diverse factors shaping students' decisions to pursue nursing. This understanding is pivotal for developing effective strategies to attract and retain a resilient nursing workforce equipped to navigate future challenges.

Design: A qualitative research design was employed, using semi-structured interviews for an in-depth exploration of the motivational factors.

Methods: Thematic analysis was used to analyze interview data.

Results: Five key themes emerged, highlighting the diversity of motivations: (a) Migration and Nursing: Pathways to Opportunities, (b) Breaking Down Barriers: Tuition-Free Incentives Expand Nursing Aspirations, (c) Financial Stability and Global Career Opportunities, (d) Expanding Career Horizons: Beyond Traditional Nursing Roles, and (e) Redefining Nursing Through Gender Dynamics.

Conclusions: Undergraduate nursing students' career choices are driven by various factors, including migration aspirations, financial aid and security, global opportunities, and challenging gender stereotypes. These findings underscore the need for governments, policymakers, healthcare, and educational institutions to acknowledge and address these diverse motivations to attract and retain a resilient nursing workforce.

Aim: Analyse the psychometric properties of the Moral Sensitivity Questionnaire in nursing care and to examine the level of moral sensitivity among nursing students in Spain.

Background: Ethical sensitivity is essential in nursing for patient care and decision-making. Assessing nursing students' moral sensitivity aids in developing training strategies for improved care.

Design: The study was conducted in two phases: (1) analysis of psychometric properties involving nursing students; and (2) a cross-sectional study design.

Method: The study included 611 Spanish nursing students, recruited through non-probability sampling. A self-report questionnaire, socio-demographic data and the Moral Sensitivity Questionnaire were used for data collection. To assess the psychometric properties, both confirmatory factor analysis and exploratory factor analysis were performed. Data were analysed using Student's t-test, analysis of variance (ANOVA) and Pearson correlation. Data analysis was performed using SPSS for Windows v28, with a significance level set at p < 0.05.

Results: The study included 611 nursing students. The adjustment indices of the exploratory factor analysis indicate an excellent fit when items 18, 20 and 21 are grouped in Dimension 1, contrary to the proposal made by Campillo et al. The questionnaire demonstrated high reliability and validity. Second-year students and those from the SJD Campus showed higher moral sensitivity. No differences were found based on work experience.

Conclusion: This study validated the Moral Sensitivity Questionnaire for nursing students, revealing its reliability. Early ethical training enhanced moral sensitivity, particularly in second-year students, while institutional values and campus focus significantly influenced scores. Gender and experience were negligible.

Aim: To conduct a bibliometric and content analysis of publications on educational games in the field of nursing education.

Background: Educational games are an innovative active teaching method. Its use in nursing education has advantages; it has the potential to support students' active participation in the educational process.

Design: Bibliometric and content analysis.

Methods: The data for this study were screened from the Web of Science database. Bibliometric analysis and data visualization were performed using VOSviewer and Bibliometrix software, employing techniques such as scientific mapping and performance analysis. For content analysis, a synthetic knowledge synthesis approach based on bibliometric mapping was adopted.

Results: A total of 223 publications involving 819 authors were analyzed. These publications appeared in 87 different journals, with an average of 1.67 citations per publication. The journals "Nurse Education Today" and "Clinical Simulation in Nursing" featured the highest number of articles. The USA and Spain were leading countries in terms of total link strength, connections and the number of articles and citations. The most frequently cited author was Gómez-Urquiza (n = 308). Commonly used keywords included "nursing education," "gamification," "serious games," and "nursing students." The content analysis revealed five primary themes: 1) technology in nursing education, 2) effects of educational games, 3) applications of educational games in nursing education, 4) types of educational games used in nursing education and 5) gamification in the learning-teaching process.

Conclusions: Research on educational games in nursing education is on the rise. The findings of this study provide new insights for researchers interested in the application of educational games in nursing education.

Aim: The aim of this study was to substantiate the perceptions and experiences of nursing students related to nurse understaffing in the clinical learning environment.

Background: The quality of the clinical learning environment affects students' learning experiences, shapes their thinking about the profession and can influence their choice to stay or leave the profession. Understaffing in the clinical learning environment has an adverse impact on patient safety, quality of care outcomes and mortality. Understaffing has an impact on students' learning by reducing the quality of supervision and mentoring.

Design: A systematic narrative review.

Methods: Databases of Academic Search Premier, MEDLINE, Psychology and Behavioural Sciences, APA PsycINFO, APA PsycArticles, CINAHL, AMED were searched systematically. The review was reported in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. The reviewers independently conducted study selection, quality appraisal and data extraction. Quality appraisal was performed using the Mixed Methods Appraisal Tool (MMAT). Thematic analysis was used to synthesise the findings.

Results: A total of eight research papers were included. Four themes were identified: inadequate support, feeling unprotected, being seen as a cover for staff shortages on shifts and patients ultimately suffer the consequences of understaffing.

Conclusions: This review revealed that understaffing in the learning environment meant that optimum level of supervision could not be provided, making students feel vulnerable and insecure, students felt unwelcome and used as cover for staff shortages. We recommend further examination of understaffing to inform policy for improvement in student-staff ratio, supervision and facilitation of learning.

Aim: To document, over sixty-eight years from 1956 to 2023, the educational experiences and life choices of forty women in a Canadian baccalaureate nursing program. The longitudinal research spans initial expectations, the educational process, the commitment to a moral culture, the phase of marriage and domesticity, the ultimate choice of careers and culminating in decisions about the profession.

Background: Studies of baccalaureate nursing students has not linked early imaginings to education and its difficulties, or to later life and careers.

Design: The longitudinal focus covers six decades. Methodologically and theoretically, it is phenomenological and symbolic interactionist, focusing on the perspectives of the nurses as an interactive aggregate.

Methods: The work employs qualitative methods with recorded structured and unstructured interviews, informal group discussions, focus groups and ethnographic fieldwork in the training hospital, in the nurses' residence and other venues. The quantitative work involves questionnaires at selected times during their education and later lives.

Results: Traditional plans such as marriage and domesticity, the expected career for nurses, is altered. Attrition of half of the class from the profession is documented. The choices of types of nursing careers and careers in alternate fields are discussed.

Conclusion: Within the context of sixty-eight years of social and ideological change, the research considers a class of nurses from their earliest career plans to final commitments. It highlights the historical options in women's lives, in nursing education and in careers.

Aim: This review explores the provider perspectives regarding cultural competency to pinpoint common themes that emerge from the existing literature.

Background: Cultural competency is vital in healthcare and remains a burgeoning area of interest in the healthcare landscape. Nevertheless, achieving mastery of these competencies remains challenging as health inequities persist that affect the care received by minority populations.

Methods: This integrative review analyzed themes of provider perspectives regarding cultural competency. Relevant studies were retrieved from PubMed and CINAHL and other articles were obtained through manual searches. Only articles that explored nurse/ provider perspectives were considered.

Results: Four major themes were extracted including culturally sensitive communication perspectives, provider attitudes, identified barriers and recommendations for improvement. Subthemes for culturally sensitive communication perspectives include problematic terminology and overgeneralizations, while subthemes developed for provider attitudes include discomfort, judgment, disbelief, unawareness and awareness. Provider-identified barriers to cultural competency included subthemes of language differences, lack of training, resource constraints and resistance to change. Recommendations for improving cultural competency included recognizing knowledge gaps, developing strategies to increase knowledge and finally obtaining organizational and leadership support.

Conclusion: Developing culturally sensitive communication skills is critical to delivering culturally competent care. Provider attitudes are affected by insufficient training, judgment and awareness levels. Negative attitudes could contribute to resistance to change. Provider recommendations to improve cultural competency include the development of a consistent, comprehensive and mandatory training program that identifies specific knowledge gaps. Organizational and leadership support at policy and local levels were necessary to propel meaningful and lasting change.

Background: As artificial intelligence (AI) transforms nursing education, AI literacy is becoming a critical necessity for increasing the career potential and talent of nursing students. Additionally, fostering an innovation mindset promotes adaptability, creativity and openness to new approaches, further boosting students' confidence in their careers. However, few studies have examined the impact of these competencies on nursing students' career and talent self-efficacy, underscoring the need for further investigation.

Objective: To examine the moderating effect of AI literacy on the associations between an innovation mindset and nursing students' career and talent self-efficacy.

Design: Cross-sectional study.

Methods: Data were collected from 596 nursing students who were enrolled in the College of Nursing at Alexandria University, Egypt. Three scales, namely, innovative thinking competencies, assessment of nonexperts' AI literacy and career and talent development self-efficacy, were used. Data were collected during the academic year 2023-2024. Hypotheses were tested via correlation and regression analyses.

Results: This study revealed that nursing students had moderate levels of AI literacy, innovation mindset and career and talent self-efficacy. Nursing students' career and talent self-efficacy were significantly predicted by their innovative mindset and AI literacy. AI literacy significantly moderates the relationship between nursing students' innovation mindset and their career and talent self-efficacy, making it more positive.

Conclusion: This study highlighted that fostering awareness with AI-driven tools could cultivate innovative thinking among nursing students and augment confidence in their talents.

Implications: This study underscores that encouraging nursing talent and career aspirations requires the integration of AI literacy and innovative thinking as core competencies in nursing curricula.

Objective: The aim was to develop a growth mindset assessment scale based on the growth mindset model.

Background: Growth mindset is a critical factor in the development of nursing students, but there are limited tools available to measure growth mindset effectively among nursing students.

Design: A Delphi study and cross-sectional study.

Methods: A questionnaire based on the growth mindset model as the theoretical framework was developed through a literature review, expert consultation and presurvey. From May to July 2024, 755 nursing students from five tertiary hospitals in Shandong Province were randomly recruited as participants and the reliability and validity of the questionnaire were tested.

Results: The growth mindset assessment scale for nursing students comprises 3 dimensions and 24 items. The content validity index (CVI) at the scale item level ranged from 0.833 to 1.00 and that at the scale level was 0.856. A total of 3 common factors were extracted from the analysis, with a cumulative variance contribution rate of 68.483 %. The Cronbach's alpha coefficient of the scale was 0.911 and those of the dimensions were 0.910, 0.933 and 0.938, respectively. With respect to the SEM, the following values were obtained: χ2/df = 2.046, RMSEA = 0.012, CFI = 0.961, NFI = 0.926, IFI = 0.961 and TLI = 0.955.

Conclusions: The growth mindset assessment scale for nursing students has high reliability and validity. The preliminary evidence provided supports the reliability of the growth mindset assessment scale as a measure of growth mindset.

Aim: This study aims to synthesize and analyze a trauma-informed care (TIC) framework and its applications in nursing practice and education.

Design: This study employed a hybrid systematic narrative review.

Methods: Eligible studies were reviewed following the hybrid systematic narrative review guidelines. Peer-reviewed articles published in English between January 2015 and June 2024 were included. These articles were retrieved from CINAHL, PubMed, Web of Science and Scopus databases. Quantitative, qualitative and mixed-methods studies were also included. All the included studies underwent data synthesis, analysis and quality assessment.

Results: Sixteen studies were included: twelve studies examined trauma-informed care (TIC) in nursing practice and four focused on nursing education. Four primary frameworks were identified, with the Substance Abuse and Mental Health Services Administration (SAMHSA) framework being the most referenced. Most nurses held positive attitudes toward TIC, although their knowledge levels were generally moderate. Educational interventions significantly improved the TIC skills of nursing students. Although TIC offers substantial benefits, its implementation remains challenging. These challenges include time constraints, limited resources and concerns regarding potential re-traumatization.

Conclusion: Nurses generally showed positive attitudes toward TIC; however, significant knowledge gaps and implementation barriers remained. Addressing these challenges by incorporating TIC into nursing education could enhance nursing competencies. Standardized TIC education is essential for improving clinical practice and optimizing patient outcomes. Future research should evaluate the effectiveness of TIC in diverse healthcare settings and develop strategies to support nurses in high-pressure environments. Expanding and deepening TIC curricula holds significant potential for enhancing care quality and fostering a trauma-informed healthcare system.