Nurse Education in Practice最新文献

{"title":"Investigating clinical decision-making in bleeding complications among nursing students: A longitudinal mixed-methods study","authors":"Patrick Lavoie ,&nbsp;Alexandra Lapierre ,&nbsp;Marie-France Deschênes ,&nbsp;Khiara Royère ,&nbsp;Hélène Lalière ,&nbsp;Imène Khetir ,&nbsp;Michelle E. Bussard ,&nbsp;Tanya Mailhot","doi":"10.1016/j.nepr.2024.104140","DOIUrl":"10.1016/j.nepr.2024.104140","url":null,"abstract":"<div><h3>Aim</h3><p>To describe undergraduate nursing students’ clinical decision-making in post-procedural bleeding scenarios and explore the changes from the first to the final year of their program.</p></div><div><h3>Background</h3><p>Bleeding is a common complication following invasive procedures and its effective management requires nurses to develop strong clinical decision-making competencies. Although nursing education programs typically address bleeding complications, there is a gap in understanding how nursing students make clinical decisions regarding these scenarios. Additionally, little is known about how their approach to bleeding management evolves over the course of their education.</p></div><div><h3>Design</h3><p>Longitudinal mixed-methods study based on the Recognition-Primed Decision Model.</p></div><div><h3>Methods</h3><p>A total of 59 undergraduate students recorded their responses to two clinical decision-making vignettes depicting patients with signs of bleeding post-hip surgery (first year) and cardiac catheterization (final year). Their responses were analyzed using content analysis. The resulting categories capture the cues students noticed, the goals they aimed to achieve, the actions they proposed and their expectations for how the bleeding situations might unfold. Code frequencies showing the most variation between the first and final years were analyzed to explore changes in students’ clinical decision-making.</p></div><div><h3>Results</h3><p>Nearly all students focused on two primary categories: ‘Bleeding’ and ‘Instability and Shock.’ Fewer students addressed six secondary categories: ‘Stress and Concern,’ ‘Pain,’ ‘Lifestyle and Social History,’ ‘Wound Infection,’ ‘Arrhythmia,’ and ‘Generalities in Surgery.’ Students often concentrated on actions to manage bleeding without further assessing its causes. Changes from the first to the final year included a more focused assessment of instability and shifts in preferred actions.</p></div><div><h3>Conclusions</h3><p>This study reveals that nursing students often prioritize immediate actions to stop bleeding while sometimes overlooking the assessment of underlying causes or broader care goals. It suggests that concept-based learning and reflection on long-term outcomes could improve clinical decision-making in post-procedural care.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104140"},"PeriodicalIF":3.3,"publicationDate":"2024-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002695/pdfft?md5=358d340da8d8c01309bfeba1d65208a6&pid=1-s2.0-S1471595324002695-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244011","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":"Exploring the integration of culturally and linguistically diverse nurses and nursing students in healthcare: A cross-sectional study","authors":"R.-M. Martikainen ,&nbsp;H.-M. Kuivila ,&nbsp;M. Koskenranta ,&nbsp;S. Kamau ,&nbsp;A. Oikarainen ,&nbsp;N. Matinlompolo ,&nbsp;J. Juntunen ,&nbsp;K. Mikkonen","doi":"10.1016/j.nepr.2024.104129","DOIUrl":"10.1016/j.nepr.2024.104129","url":null,"abstract":"<div><h3>Aim</h3><p>To investigate the factors that influence the integration of CALD nurses and nursing students into the healthcare system and to explore their perception of integration.</p></div><div><h3>Background</h3><p>In many countries, strengthening the nursing workforce requires a ramping up of international recruitment. Culturally and linguistically diverse (CALD) nurses and nursing students experience significant challenges when integrating into new healthcare systems.</p></div><div><h3>Design</h3><p>Data for this cross-sectional observational study were collected electronically from CALD nurses (n = 15) and from nursing students (n = 87).</p></div><div><h3>Methods</h3><p>Three new instruments were developed and used to measure nurses’ own role at work, cultural and linguistic diversity at work, and the professional competence development. Likert scale from 1 to 4 was used to evaluate the agreement rate. The study data were analysed using K-means cluster analysis to determine the integration profiles.</p></div><div><h3>Results</h3><p>Three integration profiles (A, B, and C) were identified based on the participants' self-assessed perceptions of integration. Perceptions of each profile ranged from low (≤2.49) to high (≥3.50), with most being intermediate (2.50–3.49). Further, the perceptions of integration were lowest in Profile A and highest in Profile C. The profiles differed statistically significantly in all other measured integration areas, except CALD nurses’ language skills and in the nurses’ ability to develop their skills. Individuals educated in Finland, who have clinical practice experience and assessed their language proficiency at least at an intermediate level, demonstrated better performance, a deeper understanding of the nurse's role in healthcare, greater confidence in their skills, and fewer experiences of discrimination.</p></div><div><h3>Conclusions</h3><p>Integration is weakest among those with lower language skills and who completed their education outside of Finland. Healthcare organisations should develop integration models and mentoring programmes informed by new insights to support the integration of CALD nurses into the healthcare system. These models and programmes could help CALD nurses and nursing students to better understand their roles in healthcare.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104129"},"PeriodicalIF":3.3,"publicationDate":"2024-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002580/pdfft?md5=0b55a60ed8ba04ca5df9ba48cd17015f&pid=1-s2.0-S1471595324002580-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142263638","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 effect of artificial intelligence supported case analysis on nursing students' case management performance and satisfaction: A randomized controlled trial","authors":"Seda Akutay ,&nbsp;Hatice Yüceler Kaçmaz ,&nbsp;Hilal Kahraman","doi":"10.1016/j.nepr.2024.104142","DOIUrl":"10.1016/j.nepr.2024.104142","url":null,"abstract":"<div><h3>Background</h3><p>Rapid developments in artificial intelligence have begun to necessitate changes and transformations in nursing education.</p></div><div><h3>Objective</h3><p>This study aimed to evaluate the impact of an artificial intelligence-supported case created in the in-class case analysis lecture for nursing students on students' case management performance and satisfaction.</p></div><div><h3>Design</h3><p>This study was a randomized controlled trial.</p></div><div><h3>Method</h3><p>The study involved 188 third-year nursing students randomly assigned to the AI group (n=94) or the control group (n=94). An information form, case evaluation form, knowledge test and Mentimeter application were used to assess the students' case management performance and nursing diagnoses. The level of satisfaction with the case analysis lecture was evaluated using the VAS scale.</p></div><div><h3>Results</h3><p>The case management performance scores of the students in the artificial intelligence group were significantly higher than those of the control group (p&lt;0.05). There was no statistically significant difference in satisfaction levels between the artificial intelligence (AI) group and the control group (p&gt;0.05).</p></div><div><h3>Conclusions</h3><p>The study's results indicated that AI-supported cases improved students' case management performance and were as effective as instructor-led cases regarding satisfaction with the case analysis lecture, focus and interest in the case. The integration of artificial intelligence into traditional nursing education curricula is recommended.</p></div><div><h3>Clinical trials registration number</h3><p><span><span>https://register.clinicaltrials.gov</span><svg><path></path></svg></span>; (NCT06443983).</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104142"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244013","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 impact of unfolding case studies combined with think-aloud strategies on the clinical reasoning and self-directed learning abilities of postgraduate students: A mixed methods study","authors":"Yuehai Yu ,&nbsp;Yuanjing Qiao,&nbsp;Yaoyao Zhu ,&nbsp;Hao Pei ,&nbsp;Yuting Wang,&nbsp;Qingyang Zhu,&nbsp;Shuo Liu","doi":"10.1016/j.nepr.2024.104132","DOIUrl":"10.1016/j.nepr.2024.104132","url":null,"abstract":"<div><h3>Aim</h3><p>To conduct unfolding case studies and test their effectiveness in improving clinical reasoning, teamwork and self-directed learning among postgraduate students.</p></div><div><h3>Background</h3><p>Postgraduate students, as advanced nursing professionals in clinical settings, are the driving force behind the rapid development of the nursing profession. Effective clinical reasoning is a fundamental nursing skill that postgraduate students must cultivate, having a direct impact on patient health outcomes. The development and usation of unfolding case studies, which reflect the evolving conditions of patients, combined with think-aloud teaching methods, can enhance postgraduate students' clinical reasoning abilities and foster communication and self-reflection, thereby achieving this goal.</p></div><div><h3>Design</h3><p>Mixed methods design.</p></div><div><h3>Methods</h3><p>The Nurses' Clinical Reasoning Scale and the Nursing Students' Self-Directed Learning Ability Scale were used to evaluate the clinical reasoning and self-directed learning abilities of nursing students. A qualitative exploratory design with a think-aloud interview technique was employed to explore the clinical reasoning process of nursing students in unfolding cases. Twenty-one nursing students completed the questionnaire survey. Data analysis was conducted using Wilcoxon signed-rank tests, Spearman correlations, regressions and inductive content analysis.</p></div><div><h3>Results</h3><p>After implementing the case study, there was a statistically significant improvement in students' clinical reasoning, self-directed learning and teamwork abilities. Think-aloud analysis revealed that the cognitive strategies most employed by students in clinical reasoning were 'Making choices', 'Forming relationships', 'Searched for information' and 'Drawing conclusions'.</p></div><div><h3>Conclusion</h3><p>Unfolding case studies combined with think-aloud strategies provide a conducive learning environment for postgraduate students, effectively enhancing their clinical reasoning and self-directed learning abilities.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104132"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173066","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 nurse mentors' job crafting: A longitudinal study on missed nursing care across student supervision","authors":"Nadya Golfenshtein ,&nbsp;Yarden Azriel ,&nbsp;Anat Drach-Zahavy ,&nbsp;Einav Srulovici","doi":"10.1016/j.nepr.2024.104143","DOIUrl":"10.1016/j.nepr.2024.104143","url":null,"abstract":"<div><h3>Aim</h3><p>To compare the job crafting strategies nurse mentors use when mentoring students versus during periods of respite and to assess the effectiveness of these strategies in reducing instances of missed nursing care (MNC).</p></div><div><h3>Background</h3><p>Nurses who serve as mentors may have to train a group of nursing students on top of their routine nursing duties. The corresponding high workloads and limited resources may force them to decide which nursing care to delay or omit (i.e., MNC). The mentors’ initiative and the actions they take to address the multiple job requirements which do not align with the organization's resources are referred to as job crafting strategies. Mentors can use these strategies to shape their role as nurses as well as their role as mentors, depending on their motives and personality.</p></div><div><h3>Design</h3><p>A longitudinal study with data collected at two time points.</p></div><div><h3>Methods</h3><p>One hundred nurse mentors completed validated questionnaires assessing job crafting strategies, MNC and work overload while actively mentoring students. Eighty returned for a follow-up during a non-mentoring period three months later. Data analysis included paired t-tests and hierarchical multivariable linear regressions.</p></div><div><h3>Results</h3><p>No significant differences were found in MNC between the two points (1.83 SD 0.6 vs. 1.82 SD 0.75; p=0.942). A decrease in hindering demands was noted during active mentoring compared with respite (2.6 SD 0.97 vs. 2.84 SD 0.96; p=0.038). Enhancing structural job resources was significantly negatively correlated with MNC during active mentoring, while enhancing challenging job demands was positively correlated with MNC during these periods (β=0.48, p=0.18 and β=-0.35, p=0.014, respectively).</p></div><div><h3>Conclusion</h3><p>Nurse mentors can effectively reduce MNC by focusing on enhancing structural resources and limiting challenging demands during mentoring periods. It is essential for healthcare organizations to support nurse mentors with manageable workloads and necessary resources to maintain high-quality care.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104143"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244012","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 students’ perceptions and satisfaction with a self-learning methodology in simulated environments: A mixed-methods study","authors":"Rocío Romero-Castillo ,&nbsp;Miguel Garrido-Bueno ,&nbsp;Pablo Fernández-León","doi":"10.1016/j.nepr.2024.104141","DOIUrl":"10.1016/j.nepr.2024.104141","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study was to explore the perceptions and satisfaction of last-year nursing students with the Self-Learning Methodology in Simulated Environments (MAES©).</p></div><div><h3>Background</h3><p>As a learning method, clinical simulation uses elements that replicate real clinical practice scenarios and facilitates the acquisition of competencies and learning objectives. Simulations promote critical thinking, knowledge, techniques and teamwork in nursing students. The Self-Learning Methodology in Simulated Environments (MAES©) is a method that integrates problem-based learning with realistic clinical simulation.</p></div><div><h3>Design</h3><p>A cross-sectional mixed-method study implemented a simulation learning method as part of the mandatory nursing training practice; that was registered in Open Science Framework (Registration DOI: <span><span>https://doi.org/10.17605/OSF.IO/R89PZ</span><svg><path></path></svg></span>).</p></div><div><h3>Methods</h3><p>Students were invited to complete a cross-sectional questionnaire about satisfaction with the simulation and were asked to participate in an interview about their perceptions on the simulation. All data were collected in December 2023 in a mid-sized southern Spanish university. A total of 69 last-year nursing students were enrolled in the simulation course and were selected using eligibility criteria.</p></div><div><h3>Results</h3><p>Satisfaction measures showed no significant differences across gender, university access, or age (p&gt;0.05 each). However, strong correlations were found between students' preference for the simulation method and perceived effort value (p&lt;0.001 each). Qualitative analysis identified key themes in different stages of simulation (prebriefing, scenario, briefing, debriefing), simulation benefits (learning, usefulness, positive emotions) and challenges (difficulty, realism, time constraints). Despite some realism concerns, overall, students viewed the methodology positively.</p></div><div><h3>Conclusions</h3><p>The findings of this study underscore the vital role of simulation-based learning in nursing education. As the field of nursing continues to evolve, so too must the educational methods we employ, with simulation-based learning standing at the forefront of this transformative journey.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104141"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002701/pdfft?md5=6ed2603857a920874999fc4e136ba181&pid=1-s2.0-S1471595324002701-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244010","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":"Digital professionalism in preregistration nursing and midwifery students: A scoping review to explore perceptions of professionalism when using social media","authors":"Lyn Gum ,&nbsp;Angela Brown ,&nbsp;Rebecca Royals ,&nbsp;Lisa Matricciani ,&nbsp;Michelle A. Kelly","doi":"10.1016/j.nepr.2024.104128","DOIUrl":"10.1016/j.nepr.2024.104128","url":null,"abstract":"<div><h3>Aim</h3><p>This review aimed to scope the literature by examining preregistration nursing and midwifery students’ perceptions regarding professional use of social media.</p></div><div><h3>Background</h3><p>Digital professionalism refers to the competence required when interacting online, such as social network platforms by maintaining the values and attitudes which align with professional codes of conduct. With increasing social media platforms being used by nursing and midwifery students, there are concerns about professional behaviour and the implications for those who may not be clear on its use in the professional context of their profession.</p></div><div><h3>Design</h3><p>Methodology included utilising best-practice guidelines for undertaking scoping reviews. The PCC framework (population, concept and context) was applied to this review; Population – preregistration nursing and/or midwifery students; Concept/s- professionalism when using social media platforms; and Context – preregistration (undergraduate) or entry level students studying either midwifery or nursing. The databases included in the review were MEDLINE, CINAHL, Embase (OVID) and Scopus due to their relevancy to health professional education, identifying 1087 articles up to May 2024, which were screened independently by two reviewers. Seventeen articles (17) met the inclusion criteria. Content analysis assisted with mapping of themes and subthemes.</p></div><div><h3>Results</h3><p>The year of publication of the 17 primary studies ranged from 2012 to 2023. Twelve studies were cross-sectional, one was a randomised controlled trial, one was a retrospective analysis and three were qualitative designs. A wide number of countries were represented. Social media platforms included Facebook, Instagram, Twitter, WhatsApp, Snapchat, YouTube, WeChat, Ozone, QQ, Sina Weibo, TikTok and LinkedIn. Two major themes represented nursing and/or midwifery student views and experiences with their professional engagement when using social media, with a focus on digital professionalism: <em>Professional Boundaries</em> and <em>Responsibility and Accountability</em>.</p></div><div><h3>Conclusions</h3><p>There is a need to ensure nursing and midwifery students are aware of social media policies and procedures which must have a strong presence within preregistration curricula. Further research is required to co-design and facilitate clear guidelines and further education on digital professionalism.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104128"},"PeriodicalIF":3.3,"publicationDate":"2024-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002579/pdfft?md5=c8bb4e684a28caa7c723700adb5905a5&pid=1-s2.0-S1471595324002579-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244015","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":"Developing an instrument to measure nursing students’ attitudes towards nurses during clinical practice: A quantitative study","authors":"Ali Kaplan ,&nbsp;Özlem Kaplan ,&nbsp;Cevriye Özdemir ,&nbsp;Büşra Emir","doi":"10.1016/j.nepr.2024.104127","DOIUrl":"10.1016/j.nepr.2024.104127","url":null,"abstract":"<div><h3>Aim</h3><p>This study was conducted to develop a valid and reliable measurement tool to determine nursing students’ attitudes towards nurses during the clinical practice.</p></div><div><h3>Background</h3><p>Nurses affect the clinical practice process of nursing students and play an important role in the latter gaining experience. Evaluation of students’ attitudes towards nurses is a critical factor for the training of qualified nurses.</p></div><div><h3>Design</h3><p>This study used a quantitative cross-sectional design.</p></div><div><h3>Methods</h3><p>This study was conducted between February and March 2024 with 408 students studying in the nursing department of a university in Türkiye. The item pool of the scale was formed with 45 items through literature review and qualitative data analysis and presented to 21 experts. After the content validity, the draft scale consisting of 38 items was used as a data collection tool. Lawshe’s Content Validity Ratio, Kaiser-Mayer-Olkin Coefficient, Bartlett’s test, Exploratory Factor Analysis, Principal Component Analysis, Varimax Factor Rotation Method, Confirmatory Factor Analysis, Cronbach’s Alpha Internal Consistency Coefficient, Spearman Correlation Coefficient and Wilcoxon Signed Ranks tests were used to analyze the data.</p></div><div><h3>Results</h3><p>Exploratory factor analysis revealed 28 items and three sub-dimensions in the scale. Cronbach’s alpha internal consistency coefficient was 0.902 for the cooperation and understanding sub-dimension, 0.925 for the communication skills and guidance sub-dimension, 0.723 for the support for professional development sub-dimension and 0.946 for the total scale. According to the confirmatory factor analysis fit index results of the scale, RMSEA value was 0.054 and χ2/df value was 2.189. As a result of the analysis conducted to determine the test-retest reliability, it was determined that all items and factor scores showed significant relationships between the two applications (p&lt;0.001).</p></div><div><h3>Conclusions</h3><p>The scale was found to be a valid and reliable measurement tool that can be used to determine nursing students’ attitudes towards nurses during the clinical practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104127"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172521","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 nursing students’ experiences of contemplating self-injury during their clinical practicums: A phenomenological study","authors":"Fan-Ko Sun ,&nbsp;Ann Long ,&nbsp;Pai-Mei Lin ,&nbsp;Nian-Chian Wu ,&nbsp;YuChun Yao","doi":"10.1016/j.nepr.2024.104137","DOIUrl":"10.1016/j.nepr.2024.104137","url":null,"abstract":"<div><h3>Aim</h3><p>To explore nursing students’ thoughts and feelings about self-injuring during their clinical practicums.</p></div><div><h3>Background</h3><p>Unfamiliar clinical environments pose challenges for nursing students, potentially leading to high levels of stress. When students find it difficult to cope with emotional triggers, some contemplate self-injury. Yet, it is rare to explore nursing students’ thoughts and feelings related to self-injury during their clinical practicums.</p></div><div><h3>Design</h3><p>A phenomenological approach was used.</p></div><div><h3>Methods</h3><p>Purposive sampling was used and the participants were drawn from nursing students who graduated from universities in Taiwan. In-depth, semi-structured interviews were conducted from August to November 2023. Data saturation was reached after interviewing 15 participants. Colaizzi's seven steps and NVivo software were used for data analysis.</p></div><div><h3>Results</h3><p>Four themes and 14 subthemes emerged. They were: (1) Sensing an emotional crescendo: participants experienced anxieties about clinical educators, assignments, homework and the clinical practicums and these intensified across time. (2) Physical and mental dysregulation: participants experienced physical discomfort, psychological distress and negative thoughts when subjected to overwhelming pressures during their clinical practicums. (3) Unwholesome self-protective behaviors: participants expressed thoughts of self-injury, engaged in self-injurious behaviors, experienced suicidal ideations and attempted suicide as measures of relieving stress. (4) Compassionate self-protective behaviors: participants coped with stress through emotional voicing, modifying situations to adjust stress, reaching out for help, self-compassion and self-care.</p></div><div><h3>Conclusions</h3><p>Findings raise awareness of the need for clinical educators to demonstrate empathy with nursing students who have thoughts of self-injury during their clinical practicums. Further, it is crucial for them to offer timely guidance on the healing process while simultaneously creating nurturing clinical environments wherein students could flourish and grow.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104137"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233679","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 effect of education provided with the escape room game on nursing students' learning of parenteral drug administration","authors":"Nurhan Aktaş ,&nbsp;Zehra Göçmen Baykara ,&nbsp;Deniz Öztürk","doi":"10.1016/j.nepr.2024.104133","DOIUrl":"10.1016/j.nepr.2024.104133","url":null,"abstract":"<div><h3>Aim</h3><p>The present study was conducted to determine the effect of education provided to first-year nursing students with the escape room game on their learning of parenteral drug administration.</p></div><div><h3>Background</h3><p>The use of escape room games in education supports formal education in providing students with professional knowledge and skills.</p></div><div><h3>Design</h3><p>A randomized controlled study design was used in this study.</p></div><div><h3>Method</h3><p>The current study was conducted with 72 first-year nursing students. Data were collected with the Descriptive Characteristics Questionnaire (DCQ), Parenteral Drug Administration Information Test (PDAIT), Parenteral Drug Administration Sub-Checklists (PDASC) and Game Evaluation Form (GEF) between May and June 2022. The initial knowledge and skills of all students participating in the study were measured after completing the parenteral drug administration theoretical course and laboratory skills course. Students were assigned to the intervention (n=36) and control (n=36) groups by the stratified block randomization method according to their initial knowledge and skill measurements. Unlike the control group, the intervention group played the escape room game once in groups of four. The control group was allowed to work freely in the laboratory during this period. The final knowledge and skills of the intervention and control groups were measured immediately after the intervention. Students' skills were measured with an objective structured clinical examination.</p></div><div><h3>Results</h3><p>It was determined that the post-test knowledge level of the students in the intervention group and their post-test skill mean scores for drug withdrawal from an ampoule, subcutaneous injection administration, intradermal injection administration and intravenous push drug administration were higher than those of the students in the control group (p&lt;0.05). Additionally, Intervention group students evaluated the escape room game positively.</p></div><div><h3>Conclusion</h3><p>This study concluded that the escape room game supported formal education and could be used in teaching parenteral drug administration.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104133"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229524","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}