Nurse Education in Practice最新文献

{"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":"10.1016/j.nepr.2024.104104","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104104"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","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}

{"title":"Artificial intelligence in nursing education: A scoping review","authors":"Igal Lifshits ,&nbsp;Dennis Rosenberg","doi":"10.1016/j.nepr.2024.104148","DOIUrl":"10.1016/j.nepr.2024.104148","url":null,"abstract":"<div><h3>Aim</h3><div>To explore recent empirical studies on implementation of artificial intelligence in nursing education in hospital settings through the prism of the Strengths, Weaknesses, Opportunities and Threats (SWOT) model.</div></div><div><h3>Background</h3><div>In the last decade, artificial intelligence has markedly influenced healthcare and nursing domains, particularly in improving care and educational processes for nursing staff. Despite its ongoing integration in nursing education, an understanding of its impact remained limited.</div></div><div><h3>Design</h3><div>Scoping review.</div></div><div><h3>Methods</h3><div>A systematic search using PubMed and ScienceDirect databases, following PRISMA guidelines, identified relevant studies. The main inclusion criteria were empirical studies from 2018 onwards and a focus on nursing students/registered nurses in hospital settings. The exclusion criteria were non-empirical documentation such as abstracts, editorials and opinion-related articles, as well as studies in surgical, pediatric, gynecological and mental health nursing.</div></div><div><h3>Results</h3><div>In total, 15 articles were selected from a pool of 6517 documents. The aspects mentioned in the employed literature highlighted the positive impact of artificial intelligence on educational experiences, knowledge acquisition and mental safety. Challenges of the artificial intelligence implementation in the nursing education field, such as technical issues, language barriers and limited realistic experience were also identified.</div></div><div><h3>Conclusions</h3><div>The findings of the review suggest that artificial intelligence provides significant benefits for nursing education. However, continuous evaluation managing weaknesses and maximizing the educational potential of artificial intelligence in the nursing field is crucial.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104148"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432079","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}

{"title":"Exploring gender dynamics and predictors of resilience among nursing students","authors":"Mohammed Munther AL-Hammouri ,&nbsp;Jehad Rababah ,&nbsp;Jorn Dormans","doi":"10.1016/j.nepr.2024.104160","DOIUrl":"10.1016/j.nepr.2024.104160","url":null,"abstract":"<div><h3>Aim</h3><div>This study examined the gender differences in contributing factors to resilience among university nursing students, controlling for the age and year of study.</div></div><div><h3>Background</h3><div>Resilience is a behavioral pattern learned through personal and professional experiences. Resilience is crucial in nursing education and shapes clinical proficiency and care quality that may best target during college years, preparing nursing students for their future careers.</div></div><div><h3>Design</h3><div>Cross-sectional design was used in the current study</div></div><div><h3>Methods</h3><div>Online surveys were used to collect the data from 623 nursing students. Validated instruments assessed resilience, decision fatigue, spiritual well-being, stress overload and spiritual and religious coping. Two regression models were generated to examine gender dynamics in predicting resilience.</div></div><div><h3>Results</h3><div>The results showed that more than half of our sample has low resilience (n = 285, 45.7 %). The regression model significantly predicted more than 60 % of the variance in resilience among male nursing students (F(3, 234) = 123.87, p &lt;.001), with religious well-being, negative spiritual and religious coping and stress overload being significant predictors in the model. The regression model predicting resilience among female nursing students showed that the model significantly predicted about half of the variance (F(4, 378) = 123.87, p &lt;.001) with positive spiritual and religious coping, existential well-being, negative spiritual and religious coping and stress overload being significant contributors in the model.</div></div><div><h3>Conclusion</h3><div>Gender disparities echoed existing literature, advocating gender-sensitive strategies in promoting resilience. Early resilience nurturing through diverse modalities can foster a resilient nursing cohort adept at tackling multifaceted healthcare challenges.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104160"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432077","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}

{"title":"A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study","authors":"Bao-Huan Yang ,&nbsp;Chia-Ying Chung ,&nbsp;Yuh-Shiow Li ,&nbsp;Chueh-Fen Lu","doi":"10.1016/j.nepr.2024.104149","DOIUrl":"10.1016/j.nepr.2024.104149","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course.</div></div><div><h3>Background</h3><div>Fostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes.</div></div><div><h3>Design</h3><div>A quasi-experimental study with pre-test/post-test assessments.</div></div><div><h3>Methods</h3><div>Third-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined.</div></div><div><h3>Results</h3><div>There was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01).</div></div><div><h3>Conclusions</h3><div>Compared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104149"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142357782","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}

{"title":"Nursing student voices: A qualitative thematic synthesis of education elements supporting nursing students' clinical learning during placement","authors":"Robyn Cant ,&nbsp;Colleen Ryan ,&nbsp;Lynda Hughes ,&nbsp;Christine Ossenberg ,&nbsp;Simon Cooper","doi":"10.1016/j.nepr.2024.104150","DOIUrl":"10.1016/j.nepr.2024.104150","url":null,"abstract":"<div><h3>Aim</h3><div>to report a thematic synthesis of students’ narratives in free text comments from a national quality survey of Australian nursing degree students’ clinical placements.</div></div><div><h3>Background</h3><div>Nursing student evaluation surveys are submitted to the Australian National Placement Evaluation Centre. Students in 36 Australian nursing programs are included.</div></div><div><h3>Design</h3><div>Thematic synthesis of nursing students’ narrative comments.</div></div><div><h3>Methods</h3><div>Data were sourced from 10,226 surveys submitted between July and December 2023. From these, the 3640 free text comments were extracted and tabulated to form the sample for synthesis. Three authors conducted a thematic synthesis and all five authors agreed on the findings.</div></div><div><h3>Findings</h3><div>Student’s comments generally portrayed a positive learning culture in clinical placement environments. One dominant theme ‘Support’ was interpreted as giving deeper meaning to students’ perceptions of the help and encouragement of placement facility staff. Three subthemes ‘Welcoming environment’, ‘Providing learning opportunities’ and ‘Teaching strategies’ described students’ ideas of what elements contribute to learning. Ten ways of teaching were revealed in students’ narratives as education activities. Students commonly referred to staff <em>supporters,</em> illustrating that various staff worked to ensure students were supervised during clinical skills practice and that students’ learning objectives were addressed.</div></div><div><h3>Conclusions</h3><div>Staff-student relationships are paramount for students’ learning and students’ narratives revealed perceptions of a generally positive learning environment. The notion of support is implied as vital to nursing students’ positive experience of clinical learning during placements. Curriculum designers, university course convenors and placement partners may use the findings identified in this study to ensure academic and placement facility staff are aware of how best to support students. In this way, institutions may narrow the gap between successful and less successful nursing student clinical placements.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104150"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142367087","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":"The Chinese version of the Nursing Student Academic Resilience Inventory: A validity and reliability study","authors":"Lin Yu ,&nbsp;Lei Liu ,&nbsp;Xiaoting Sun ,&nbsp;Jianmei Gong ,&nbsp;Min Zang ,&nbsp;Jiao Xie","doi":"10.1016/j.nepr.2024.104162","DOIUrl":"10.1016/j.nepr.2024.104162","url":null,"abstract":"<div><h3>Aim</h3><div>To translate and adapt the Nursing Student Academic Resilience Inventory (NSARI) into Chinese and assess its validity and reliability among Chinese nursing students.</div></div><div><h3>Background</h3><div>Nursing students frequently encounter stress during their clinical education and academic resilience is an important skill to help students withstand stress. The NSARI is a valid and reliable tool for assessing the level of academic resilience of nursing students during clinical practice. Currently, there is no valid and reliable measurement tool to assess academic resilience for nursing students in China.</div></div><div><h3>Design</h3><div>A descriptive, methodological and cross-sectional design was used.</div></div><div><h3>Method</h3><div>This study was conducted on 600 nursing students in Northeast China. A socio-demographic form, the Chinese version of the NSARI and the nurse resilience scale were used for data collection between May to November 2023. The exploratory factor analysis and confirmatory factor analysis samples comprised 300 students, respectively, to test the structural validity of the inventory. In addition, internal consistency and invariance analyses were conducted to assess the reliability of the inventory.</div></div><div><h3>Results</h3><div>The Chinese version of NSARI comprises 24 items separated into six dimensions. Exploratory factor analysis extracted six factors, with a cumulative variance contribution rate of 71.908 %. Confirmatory factor analysis showed a satisfactory fit. Cronbach’s alpha coefficient for the internal consistency of the total inventory was 0.939 with a test-retest stability reliability value of 0.957.</div></div><div><h3>Conclusion</h3><div>The Chinese version of NSARI is a valid and reliable measurement tool for assessing the level of academic resilience of nursing students during clinical placement.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104162"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142432078","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}

{"title":"Corrigendum to “The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study” [Nurse Educ. Pract. 80 (2024) 104119]","authors":"Zhifei Qu ,&nbsp;Jingjing Sun ,&nbsp;Li Li ,&nbsp;Lijing Zhao ,&nbsp;Nan Jiang ,&nbsp;Jia Fan ,&nbsp;Jiaxin Zhang ,&nbsp;Bing Liang","doi":"10.1016/j.nepr.2024.104173","DOIUrl":"10.1016/j.nepr.2024.104173","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104173"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142570251","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}

{"title":"Corrigendum to “Quality of work life and work engagement among nurses with standardised training: The mediating role of burnout and career identity” [Nurse Educ. Pract. 58 (2022) 103276]","authors":"Boru Sun ,&nbsp;Lei Fu ,&nbsp;Canbing Yan ,&nbsp;Yanmei Wang ,&nbsp;Ling Fan","doi":"10.1016/j.nepr.2024.104153","DOIUrl":"10.1016/j.nepr.2024.104153","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104153"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142382086","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}

{"title":"Centrality and bridge connections between cognitive emotion regulation strategies and professional identity among Chinese undergraduate nursing students: A network analysis","authors":"Jingya Liu,&nbsp;Haoran Zhang,&nbsp;Siyu Tao,&nbsp;Jie He,&nbsp;Shuwen Li","doi":"10.1016/j.nepr.2024.104151","DOIUrl":"10.1016/j.nepr.2024.104151","url":null,"abstract":"<div><h3>Aim</h3><div>To construct a network structure for cognitive emotion regulation among Chinese undergraduate nursing students and identify central nodes and to explore the bridge connections between cognitive emotion regulation strategies and professional identity from the perspective of network analysis.</div></div><div><h3>Background</h3><div>Undergraduate nursing students are currently in a poor psychological condition and cognitive emotion regulation strategies can help them use positive approaches to regulate their emotions. There may be a link between cognitive emotion regulation strategies and professional identity.</div></div><div><h3>Design</h3><div>This was a cross-sectional study that used network analysis.</div></div><div><h3>Method</h3><div>A total of 218 Chinese undergraduate nursing students were selected and surveyed using the Cognitive Emotion Regulation Questionnaire and the Professional Identity Questionnaire. A network analysis model was constructed and the related indices were calculated using R 4.3.0 software.</div></div><div><h3>Results</h3><div>Network analysis showed that the central nodes of undergraduate nursing students’ cognitive emotion regulation strategies were positive reappraisal, refocusing on planning and catastrophising; In the bridge network of cognitive emotion strategies and professional identity, professional self-concept, positive reappraisal, benefits of stay and risk of resignation and refocusing on planning were the nodes with the strongest bridge strength.</div></div><div><h3>Conclusion</h3><div>The salient central and bridge nodes can serve as potential targets for interventions aimed at improving the mental health of undergraduate nursing students. Nursing educators must be trained in cognitive emotion regulation and appropriately guided to use positive emotion regulation strategies in their studies and work. Educators should focus on the relation between cognitive emotion regulation and professional identity to improve the mental health of nursing students and stabilise the nursing workforce.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104151"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142356460","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}

{"title":"The effects of incivility on student nurses in the clinical setting: A grounded theory approach","authors":"Lileith Roberts","doi":"10.1016/j.nepr.2024.104124","DOIUrl":"10.1016/j.nepr.2024.104124","url":null,"abstract":"<div><h3>Aim</h3><div>To use a grounded theory approach to explore and understand the encounters of undergraduate nursing students with incivility in the clinical setting so that data-informed strategies for addressing this counterproductive behavior could be developed.</div></div><div><h3>Background</h3><div>Nurses are being called upon to fill ever-increasing responsibilities associated with expanding roles in different specialties within healthcare. One issue that has developed in this high-pressure environment is an increase in incivility in the workplace that spills over into the clinical training environment. As a pervasive problem in the healthcare system, its effects on nursing students could compound the nursing shortage by undermining the integrity of nursing education and discouraging individuals from entering the profession. Therefore, it is vital to construct new theories regarding incivility so that this unprofessional practice can be eradicated or reduced. When this is done, there may be a renewed hope for new nursing students to practice their clinical rotations without feeling disrespected, undermined and intimidated. Students should be able to complete clinical rotations without these unnecessary barriers.</div></div><div><h3>Design</h3><div>Qualitative grounded theory using philosophical underpinnings of symbolic interactionism and pragmatism.</div></div><div><h3>Methods</h3><div>A classical grounded theory approach focusing on the Glaserian Model was used to develop an inductively derived theory from the data. Participants were interviewed about their encounters with incivility and then open coding was used to identify recurring concerns on which a model of the effect of these occurrences could be established. The study sample consisted of 32 participants of which 25 were undergraduate nursing students and seven were graduate students who participated in a focus group. Data were collected through face-to-face (in-person and virtual) structured interviews that were audiotaped. These individuals were recruited by flyers posted at varying strategic points on university campuses.</div></div><div><h3>Results</h3><div>Open coding of student responses revealed three significant areas of concern: feelings of being disrespected, intimidated and undermined, from which the Inhibiting Actions Theory emerged.</div></div><div><h3>Conclusion</h3><div>Nursing students' perceptions of incivility and their attitudes and behaviors toward this occurrence culminated in the Inhibiting Actions Theory, which provides a framework for implementing effective policies and personnel training in clinical settings. The hope is that these research findings will be a call to action for introducing systemic changes in the clinical training environment, thereby improving the clinical experiences of nursing students and patients.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104124"},"PeriodicalIF":3.3,"publicationDate":"2024-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142401666","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}