Nurse Education in Practice最新文献

Aim: This study aimed to evaluate nurses' baseline understanding of diagnostic stewardship (DS) principles and the impact of an educational intervention on their knowledge and practices.

Background: Antimicrobial resistance (AMR), driven by inappropriate antibiotic use, is a critical global health threat. Effective antimicrobial stewardship (AMS) requires integrating DS to ensure accurate diagnoses through proper test requisition, specimen handling and timely reporting. However, understanding and implementation of DS remains poor in general, contributing to inappropriate antibiotic use. Nurses play a crucial role in DS, yet their potential is underused, highlighting the need for targeted educational interventions.

Design: A quasi-experimental pre-post study conducted from September 2022 to March 2023.

Methods: A gap analysis assessed nurses' baseline knowledge of DS informing the development of an online training program. In the intervention phase, pre-and post-assessments measured knowledge improvements after the intervention.

Results: In phase 1, 310 out of 517 nurses completed the gap analysis, with an average score of 6.59 out of 20 (range: 2-13; median score: 6.5). In phase 2, 228 of 613 nurses completed both pre- and post-tests, showing a significant improvement in scores from 4.69 (median 5), in pre-test to 6.22 (median 6) in post-test.

Conclusion: The educational intervention significantly enhanced nurses' knowledge of AMR, specimen selection, culture indications and collection techniques. Sustained training is vital to strengthen diagnostic practices, reduce inappropriate antimicrobial use and combat AMR.

Objective: This study aimed to evaluate the impact of escape games on nursing students' intravenous (IV) drug administration knowledge and skills while exploring their learning experiences.

Background: Drug administration is one of the most critical responsibilities in nursing, requiring knowledge and precision. Traditional teaching methods may not sufficiently address gaps in clinical skills and knowledge retention. This highlights the need for innovative approaches like escape games to enhance student learning, particularly in high-risk tasks like IV drug administration.

Design: A mixed-methods study with an explanatory sequential design was conducted.

Methods: The study was conducted with 80 nursing students at the Faculty of Nursing, University X, from March to June 2024. The students were randomly divided into two groups: the intervention group, which participated in escape games designed to reinforce IV drug administration skills, and the control group, which received traditional education. Quantitative data were collected through the Objective Structured Clinical Examination (OSCE) as pre-test, post-test, and follow-up tests. Qualitative data were gathered through semi-structured, face-to-face, in-depth interviews and then analyzed using content analysis.

Results: Quantitative analyses showed that the intervention group significantly outperformed the control group in post-test and follow-up test scores (p < 0.05). Qualitative findings revealed that students found escape games enjoyable, motivating, and effective in improving knowledge retention and stress management skills.

Conclusion: Escape games proved to be an effective method for enhancing nursing students' IV drug administration knowledge, skills, motivation, collaboration, and stress management, supporting their use in nursing education.

Aim: This study aimed to develop students' learning confidence by increasing their motivation and satisfaction.

Background: Nursing students with limited healthcare work experience often have difficulty fully understanding and sympathizing with patients' medical concerns. They also worry about their theoretical knowledge diminishing with time. A multimodal teaching strategy was recommended, including jigsaws, concept maps and group cooperative learning.

Design: This study used a qualitative approach to evaluate learning confidence among nursing students.

Method: This study analyzed 160 reflection reports and 14 interview transcripts using initial, focused and theoretical coding. Study quality was assessed based on credibility, originality, resonance and usefulness. The study data were collected from September 2022 to January 2023.

Results: The main categories of encapsulated learning were jigsaw, concept map, cooperative learning and acknowledging progress in learning. The jigsaw and group learning methods synergistically increased the learning effectiveness of the other. This interactive learning significantly affected the measurable progress and learning outcomes, as confirmed by students and others. As a spiral process, this positive learning cycle built students' confidence.

Conclusions: This study demonstrates the practical implications of using peer interaction as a learning strategy. Nursing students can enhance their creative and critical thinking skills by engaging in deep thinking while creating concept maps to analyze a given case, leading to tangible learning outcomes. The sense of progress and recognition that students experience can significantly increase their learning confidence.

Aim: To explore the teaching and learning methods used in bioscience education for undergraduate nursing students and evaluate their effectiveness for knowledge acquisition and student satisfaction.

Background: Understanding bioscience is essential for nurses to provide effective patient care. Despite its importance, students often struggle with the complex content and limited learning time.

Design: A mixed-methods systematic review was employed following the PRISMA guidelines.

Methods: Four databases (CINAHL, Medline, Web of Science and PubMed) were searched using keywords related to nursing education and bioscience. Inclusion criteria focused on peer-reviewed studies published from 2003 to 2023 that evaluated teaching or learning methods for bioscience in undergraduate nursing students. A narrative synthesis was conducted.

Results: This review includes 98 studies from 28 countries. Active learning methods generally improved student engagement, understanding, and retention of knowledge. Technology-enhanced learning provided immersive and interactive experiences, despite cost and scalability challenges. Traditional teaching methods were valued by students for their insights and application to clinical practice. Blended learning approaches catered to diverse learning preferences and improved learning.

Conclusions: Most teaching and learning approaches appear to improve bioscience education for undergraduate nursing students, supporting short-term improvements in knowledge and student satisfaction. No single active learning method was identified as the most effective. Effective support and learning opportunities both in and out of the classroom are important, as are strategies to allow application of theory to practice. Future research should further evaluate the long-term impact of different teaching and learning methods for bioscience in undergraduate nursing education.

Aim: This study explored the achievement of workplace capabilities synonymous with nursing practice. It investigated progressive development of workplace performance, against requisite standards of practice, of corresponding cohorts of student nurses during their final year placement and registered nurses during their graduate year, in south-eastern Queensland, Australia.

Background: A capable nursing workforce is vital for the provision of safe, quality health care. Internationally, the literature discusses the breadth of capacities required for the practice of nursing. A perennial challenge is comprehensive pre-registration education that ensures new graduate nurses meet standards for practice to provide comprehensive care.

Methods: A quantitative evaluation design was used to assess the progressive development of workplace performance of both student nurses across their final year placement (n = 214) and graduate nurses in their first nine months (n = 197). Capabilities of both cohorts were assessed using the Australian Nursing Standards Assessment Tool (ANSAT), based on Australian registered nurses' standards for practice that has demonstrated utility and validity for both students and graduates.

Results: A total of 642 student assessments and 409 graduate nurse assessments were used for analysis. Findings revealed congruence in weaknesses in workplace performance for both students and graduates. Students and graduates consistently rated lowest in capabilities pertaining to high cognitive tasks that involved analysing data and modifying plans. Of interest, completing comprehensive, systematic assessments was stronger in students than in graduates.

Conclusion: This is the first comparable quantitative study exploring the progressive development of students and graduate nurses' workplace performance aligned to nursing practice standards. Questions of limitations throughout educational learning experiences during industry placement are raised in these findings. Furthermore, it is proposed that educational approaches be organised to address areas identified as weakest on graduation as these are most evident in initial employment. This research explicates a largely undefined area of nursing practice that can inform undergraduate learning priorities.

Aim: Investigate the experience of hospital-based educators becoming person-centred facilitators of learning.

Background: Hospital-based educators working with staff are not well-prepared for their role. No person-centred pedagogical approaches exist specifically for use in hospital settings. Educators are positioned to advance person-centredness in clinical practice. To do so they need knowledge and skills in person-centred approaches. Little is known about how educators transform from teacher-centred approaches to person-centred facilitation. This study investigated how educators learn about and use person-centred principles to acquire educational theory and become person-centred facilitators.

Design: Participatory, action-oriented research METHODS: Guided by four person-centred principles blending relational inquiry and practice development, 10 educators participated in group and individual sessions over 18 months. Data were analyzed using relational inquiry and critical creative hermeneutics.

Results: Becoming person-centred facilitators was enabled through three principles: starting with self, developing community and belonging and bumping against culture and inviting transformation. Participants became person-centred facilitators through intrapersonal, interpersonal and contextual transformations during moments of discovery, reconciliation and action. Competence developed by experiencing and using four methodological principles of taking a relational stance; using active learning to learn in and from practice; being collaborative, inclusive and participatory; and linking creativity with cognition. This model resulted in improved trust, strengthened relationships and more meaningful and robust learning outcomes.

Conclusions: Hospital-based educators can be enabled to become person-centred facilitators by providing them with person-centred learning opportunities. The four methodological principles, as a model for person-centred education, provided an effective preparation and orientation to educational and person-centred theory.

Objectives: This cross-sectional correlational study investigated the relationship between a hidden curriculum and fourth-year nursing students' career plans, professional values, and professional readiness.

Background: The hidden nursing education curriculum can influence professional outcomes. While nursing curriculum is designed to prepare students to become proficient nurses, the hidden curriculum is linked to unintended learning outcomes.

Design: A cross-sectional correlational design.

Methods: The study sample consisted of 103 fourth-year nursing students. Data were collected using a personal information form, "the Hidden Curriculum Evaluation Scale in Nursing Education (HCES-N)", "the Nurses Professional Values Scale-Revised", and "the Nursing Professional Readiness Perception Scale (NPRPS)". Data were analysed using enter and stepwise linear regression. Multivariate and univariate analyses were conducted to compare scale scores based on career planning and participation in career programs, social activities, scientific activities, and out-of-field applications.

Results: Participants had a total HCES-N score of 149.24 (SD 21.41). In the Enter model of the mean HCES-N score, NPRPS was a predictor (F=4.645, p < 0.001). In the stepwise model, participation in scientific activities, the NPRPS, and participation in career programs were predictors (F=9.034, p < 0.001). Multivariate analyses showed a significant difference in at least one of the HCES-N subscales between participants who participated in social (school atmosphere, F=9.214, p < 0.01) and scientific activities (school atmosphere, F=10.510, p < 0.01; professional acquisitions, F=6.761, p = 0.033) and those who did not.

Conclusion: Perceived professional competence is an important predictor of the nursing hidden curriculum. Participation in scientific activities helps nursing students develop versatile skills.

Aim: This study aimed to examine the relationship between nursing students' perception of respectful maternal care and their professional values.

Design: A descriptive and correlation design was used.

Method: The sample were 323 nursing students in the third and fourth year of training. Data collection occurred in 2023. Nursing students completed the Personal Information Form, Students' Perceptions of Respectful Maternity Care Scale and Nurses' Professional Values Scale.

Results: In this study, the mean age of the students was 21.51 (SD 1.26) years. It was determined that 56.3 % of the students were in their 3rd year, 23.2 % were male, 63.5 % chose the nursing profession willingly, 123 students (38.1 %) had previously worked in a pregnancy clinic in clinical practice and 99 students (30.7 %) had observed a vaginal birth. A moderate relationship was found between the students' Respectful Maternity Care Perception Scale total score and the Nurses' Professional Values Scale total score. It was found that the predictors of students' perception of respectful maternity care were human dignity, action and security sub-dimensions and the predictors of nursing students' professional values were the respectful care, security and comfort sub-dimensions of the Students' Perception of Respectful Maternity Care Scale.

Conclusions: Nursing students' perception of respectful maternity care and professional values of nurses were found to be above the mean level. As a result, it is very important to evaluate nursing students' perception of respectful maternal care and its relationship with professional values and to support and strengthen this in nursing education.