Pub Date : 2024-07-11DOI: 10.1016/j.nepr.2024.104060
Objective
This study explores the impact of simulation-based training on nursing students' readiness to respond to patient deterioration in clinical practice.
Background
With limited in-hospital training opportunities, nursing educators seek alternative strategies to teach clinical skills. Simulation-based training offers a controlled environment for skill development and refinement.
Design
A narrative research design was used to examine the experiences of senior undergraduate nursing students (n = 12) at a private university in the Western United States.
Methods
Data were collected through semi-structured interviews conducted via Zoom.
Results
The study identified three key themes: the application of simulation experiences to real-world settings, the aspects of simulation training valued by students and the role of simulation in emotional regulation and coping. The findings highlight the importance of simulation training in preparing nursing students for clinical emergencies.
Conclusions
Simulation training enhances clinical judgment and emotional resilience in nursing students, equipping them to handle emergent patient care. Integrating simulation into nursing curricula prepares students for clinical roles and nurse educators can enhance this by creating realistic clinical challenges in simulations.
{"title":"Responding to patient deterioration from simulation to practice: A narrative study of undergraduate nursing students","authors":"","doi":"10.1016/j.nepr.2024.104060","DOIUrl":"10.1016/j.nepr.2024.104060","url":null,"abstract":"<div><h3>Objective</h3><p>This study explores the impact of simulation-based training on nursing students' readiness to respond to patient deterioration in clinical practice.</p></div><div><h3>Background</h3><p>With limited in-hospital training opportunities, nursing educators seek alternative strategies to teach clinical skills. Simulation-based training offers a controlled environment for skill development and refinement.</p></div><div><h3>Design</h3><p>A narrative research design was used to examine the experiences of senior undergraduate nursing students (<em>n</em> = 12) at a private university in the Western United States.</p></div><div><h3>Methods</h3><p>Data were collected through semi-structured interviews conducted via Zoom.</p></div><div><h3>Results</h3><p>The study identified three key themes: the application of simulation experiences to real-world settings, the aspects of simulation training valued by students and the role of simulation in emotional regulation and coping. The findings highlight the importance of simulation training in preparing nursing students for clinical emergencies.</p></div><div><h3>Conclusions</h3><p>Simulation training enhances clinical judgment and emotional resilience in nursing students, equipping them to handle emergent patient care. Integrating simulation into nursing curricula prepares students for clinical roles and nurse educators can enhance this by creating realistic clinical challenges in simulations.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141623916","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}
Pub Date : 2024-07-11DOI: 10.1016/j.nepr.2024.104059
Houssem Eddine Ben-Ahmed , Chantal Cara , Sylvain Brousseau
Aim
The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers.
Background
A caring pedagogical relationship is a powerful strategy to foster students’ learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students’ learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation.
Design
This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program.
Results
This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled “Educator’s conscientization regarding barriers to the development of a caring pedagogical relationship”. According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators’ dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators’ experiences and (d) educators’ disinterest in students’ learning.
Conclusions
Leaving caring pedagogical relationships’ barriers unaddressed has shown adverse impacts on students’ learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students’ apprenticeship and suggest political actions to build caring and inclusive simulation environments.
{"title":"Raising nurse educators’ awareness regarding caring pedagogical relationships’ barriers to foster inclusive simulation settings: Insights from a phenomenological study","authors":"Houssem Eddine Ben-Ahmed , Chantal Cara , Sylvain Brousseau","doi":"10.1016/j.nepr.2024.104059","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104059","url":null,"abstract":"<div><h3>Aim</h3><p>The purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers.</p></div><div><h3>Background</h3><p>A caring pedagogical relationship is a powerful strategy to foster students’ learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students’ learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation.</p></div><div><h3>Design</h3><p>This study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program.</p></div><div><h3>Results</h3><p>This paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled “Educator’s conscientization regarding barriers to the development of a caring pedagogical relationship”. According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators’ dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators’ experiences and (d) educators’ disinterest in students’ learning.</p></div><div><h3>Conclusions</h3><p>Leaving caring pedagogical relationships’ barriers unaddressed has shown adverse impacts on students’ learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students’ apprenticeship and suggest political actions to build caring and inclusive simulation environments.</p></div><div><h3>Study Registration Number</h3><p>CERSES-19–050-D.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001884/pdfft?md5=a8eb28db0dc60d90148f05b0cb3b76a2&pid=1-s2.0-S1471595324001884-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141606363","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}
Pub Date : 2024-07-10DOI: 10.1016/j.nepr.2024.104065
Zhuo-er Huang , Zhuo-heng Li , Xing Qiu , Yi-hua Chen , Wang-lin Luo , Ya-qian Fu , Yang Xiong , Qi-feng Yi
Aim
To identify latent profiles of narrative competence in nursing students and examine the association between the potential competence profiles and professional identity from a person-centred perspective.
Background
According to the Ring theory of personhood, nursing students can develop their professional identities from individual, relational and social aspects through interaction with patients, as well as listening to, understanding and responding to patients' disease narratives. However, few studies have examined the relationship between narrative competence and professional identity through the quantitative method.
Design
A cross-sectional analytic study.
Methods
A total of 472 nursing students responded to the survey between March and May 2023. The Professional Identity Questionnaire for Nurse Students and the Narrative Competence Scale were given to participants. Latent profile analysis was conducted to identify narrative competence profiles. The Bolck-Croon-Hagenaars method was used to analyse whether these latent profiles for narrative competence affected nursing students’ general, individual, interpersonal and social professional identities.
Results
Latent profiles were identified as “low narrative competence” (12.1 %), “relatively low narrative competence” (39.9 %), “moderate narrative competence” (40.1 %) and “high narrative competence” (7.9 %). The profiles only show level differences rather than combinations of competence areas. These profiles had varying effects on the nursing students’ general professional identities, as well as their individual, relational and social professional identities.
Conclusion
This study highlights the significance of providing tailored guidance and support to nursing students, taking into account their unique narrative competency profile, to promote the formation of professional identity from individual, relational and social aspects. Nursing educators should effectively distinguish nursing students with inadequate narrative competence and value patients’ disease narratives to promote narrative competence and professional identity.
Aim To identify latent profiles of narrative competence in nursing students and examine the association between the potential competence profiles and professional identity from a person-centred perspective.背景根据人格环理论，护理专业学生可以通过与患者的互动，以及倾听、理解和回应患者的疾病叙述，从个体、关系和社会等方面发展其专业身份。然而，很少有研究通过定量方法研究叙事能力与职业认同之间的关系。设计横断面分析研究。方法2023年3月至5月期间，共有472名护理专业学生回答了调查问卷。向参与者发放了《护理专业学生职业认同问卷》和《叙事能力量表》。通过潜在特征分析，确定了叙事能力特征。结果发现的潜在特征包括 "低叙事能力"（12.1%）、"相对低叙事能力"（39.9%）、"中等叙事能力"（40.1%）和 "高叙事能力"（7.9%）。这些概况只显示了水平差异，而不是能力领域的组合。这些特征对护生的一般职业认同以及个人、关系和社会职业认同产生了不同的影响。结论本研究强调了根据护生独特的叙事能力特征为其提供有针对性的指导和支持的意义，从个人、关系和社会方面促进其职业认同的形成。护理教育者应有效区分叙事能力不足的护生，重视患者的疾病叙事，以促进叙事能力和专业认同。
{"title":"Latent profiles of narrative competence and professional identity among nursing students: A cross-sectional analytic study based on the Ring theory of personhood","authors":"Zhuo-er Huang , Zhuo-heng Li , Xing Qiu , Yi-hua Chen , Wang-lin Luo , Ya-qian Fu , Yang Xiong , Qi-feng Yi","doi":"10.1016/j.nepr.2024.104065","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104065","url":null,"abstract":"<div><h3>Aim</h3><p>To identify latent profiles of narrative competence in nursing students and examine the association between the potential competence profiles and professional identity from a person-centred perspective.</p></div><div><h3>Background</h3><p>According to the Ring theory of personhood, nursing students can develop their professional identities from individual, relational and social aspects through interaction with patients, as well as listening to, understanding and responding to patients' disease narratives. However, few studies have examined the relationship between narrative competence and professional identity through the quantitative method.</p></div><div><h3>Design</h3><p>A cross-sectional analytic study.</p></div><div><h3>Methods</h3><p>A total of 472 nursing students responded to the survey between March and May 2023. The Professional Identity Questionnaire for Nurse Students and the Narrative Competence Scale were given to participants. Latent profile analysis was conducted to identify narrative competence profiles. The Bolck-Croon-Hagenaars method was used to analyse whether these latent profiles for narrative competence affected nursing students’ general, individual, interpersonal and social professional identities.</p></div><div><h3>Results</h3><p>Latent profiles were identified as “low narrative competence” (12.1 %), “relatively low narrative competence” (39.9 %), “moderate narrative competence” (40.1 %) and “high narrative competence” (7.9 %). The profiles only show level differences rather than combinations of competence areas. These profiles had varying effects on the nursing students’ general professional identities, as well as their individual, relational and social professional identities.</p></div><div><h3>Conclusion</h3><p>This study highlights the significance of providing tailored guidance and support to nursing students, taking into account their unique narrative competency profile, to promote the formation of professional identity from individual, relational and social aspects. Nursing educators should effectively distinguish nursing students with inadequate narrative competence and value patients’ disease narratives to promote narrative competence and professional identity.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593780","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}
Pub Date : 2024-07-10DOI: 10.1016/j.nepr.2024.104062
Anthony Summers , May El Haddad , Roslyn Prichard , Karen-Ann Clarke , Joanne Lee , Florin Oprescu
Aim
This qualitative study aims to explore the perspectives of nursing students regarding the application and integration of generative Artificial Intelligence (AI) tools in their studies.
Background
With the increasing prevalence of generative AI tools in academic settings, there is a growing interest in their use among students for learning and assessments.
Design
Employing a qualitative descriptive design, this study used semi-structured interviews with nursing students to capture the nuanced insights of the participants.
Methods
Semi-structured interviews were digitally recorded and then transcribed verbatim. The research team reviewed all the data independently and then convened to discuss and reach a consensus on the identified themes.
Results
This study was conducted within the discipline of nursing at a regional Australian university. Thirteen nursing students, from both first and second year of the programme, were interviewed as part of this study. Six distinct themes emerged from the data analysis, including the educational impact of AI tools, equitable learning environment, ethical considerations of AI use, technology integration, safe and practical utility and generational differences.
Conclusions
This initial exploration sheds light on the diverse perspectives of nursing students concerning the incorporation of generative AI tools in their education. It underscores the potential for both positive contributions and challenges associated with the integration of generative AI in nursing education and practice.
{"title":"Navigating challenges and opportunities: Nursing student's views on generative AI in higher education","authors":"Anthony Summers , May El Haddad , Roslyn Prichard , Karen-Ann Clarke , Joanne Lee , Florin Oprescu","doi":"10.1016/j.nepr.2024.104062","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104062","url":null,"abstract":"<div><h3>Aim</h3><p>This qualitative study aims to explore the perspectives of nursing students regarding the application and integration of generative Artificial Intelligence (AI) tools in their studies.</p></div><div><h3>Background</h3><p>With the increasing prevalence of generative AI tools in academic settings, there is a growing interest in their use among students for learning and assessments.</p></div><div><h3>Design</h3><p>Employing a qualitative descriptive design, this study used semi-structured interviews with nursing students to capture the nuanced insights of the participants.</p></div><div><h3>Methods</h3><p>Semi-structured interviews were digitally recorded and then transcribed verbatim. The research team reviewed all the data independently and then convened to discuss and reach a consensus on the identified themes.</p></div><div><h3>Results</h3><p>This study was conducted within the discipline of nursing at a regional Australian university. Thirteen nursing students, from both first and second year of the programme, were interviewed as part of this study. Six distinct themes emerged from the data analysis, including the educational impact of AI tools, equitable learning environment, ethical considerations of AI use, technology integration, safe and practical utility and generational differences.</p></div><div><h3>Conclusions</h3><p>This initial exploration sheds light on the diverse perspectives of nursing students concerning the incorporation of generative AI tools in their education. It underscores the potential for both positive contributions and challenges associated with the integration of generative AI in nursing education and practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141593781","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}
Pub Date : 2024-07-10DOI: 10.1016/j.nepr.2024.104067
Aim
This study was conducted to determine the mediating role of pediatric nursing competence in the relationship between self-efficacy in pediatric drug administration and medical error tendency in nursing students.
Background
The self-efficacy of nursing students towards drug administration knowledge and practices is one of the determinants of achieving the goals of nursing education programs related to drug administration.
Design
The sample of the descriptive and correlational study consisted of a total of 303 3rd and 4th-year students taking the Pediatric Health and Diseases Nursing course at the Department of Nursing. Data were collected using the Pediatric Nursing Competency Scale (PNCS), the Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSC) and the Medical Errors Tendency Scale (METS). Pearson correlation analysis, linear regression analysis, independent groups t-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) test were used to analyze the data. In addition, hierarchical regression analyses regarding the mediation effect were performed using PROCESS Model 4 developed by Hayes (2013) for SPSS.
Results
When the correlation levels between the total scores of MASSC, PNSC and METS were analyzed, a positive moderate correlation was found between PNSC and MASSC total scores, a positive weak correlation was found between METS and MASSC total scores and a positive weak correlation was found between METS and PNSC total scores (p<0.05). As a result of the analysis, the model was found to be significant and the total change in METS was explained by 17.3 % of the total change in METS (F=63.289;p=0.000). It was found that PNSC was a partial mediator variable between MASSC and METS.
Conclusion
As a result of the study, it was determined that pediatric nursing competence had a partial mediating role in the relationship between pediatric drug administration self-efficacy and medical error tendency in nursing students.
{"title":"The mediating role of pediatric nursing competence in the relationship between pediatric drug administration self-efficacy and medical error tendency in nursing students","authors":"","doi":"10.1016/j.nepr.2024.104067","DOIUrl":"10.1016/j.nepr.2024.104067","url":null,"abstract":"<div><h3>Aim</h3><p>This study was conducted to determine the mediating role of pediatric nursing competence in the relationship between self-efficacy in pediatric drug administration and medical error tendency in nursing students.</p></div><div><h3>Background</h3><p>The self-efficacy of nursing students towards drug administration knowledge and practices is one of the determinants of achieving the goals of nursing education programs related to drug administration.</p></div><div><h3>Design</h3><p>The sample of the descriptive and correlational study consisted of a total of 303 3rd and 4th-year students taking the Pediatric Health and Diseases Nursing course at the Department of Nursing. Data were collected using the Pediatric Nursing Competency Scale (PNCS), the Medication Administration Self-Efficacy Scale in Children for Nursing Students (MASSC) and the Medical Errors Tendency Scale (METS). Pearson correlation analysis, linear regression analysis, independent groups t-test, one-way analysis of variance (ANOVA) and post hoc (Tukey, LSD) test were used to analyze the data. In addition, hierarchical regression analyses regarding the mediation effect were performed using PROCESS Model 4 developed by Hayes (2013) for SPSS.</p></div><div><h3>Results</h3><p>When the correlation levels between the total scores of MASSC, PNSC and METS were analyzed, a positive moderate correlation was found between PNSC and MASSC total scores, a positive weak correlation was found between METS and MASSC total scores and a positive weak correlation was found between METS and PNSC total scores (p<0.05). As a result of the analysis, the model was found to be significant and the total change in METS was explained by 17.3 % of the total change in METS (F=63.289;p=0.000). It was found that PNSC was a partial mediator variable between MASSC and METS.</p></div><div><h3>Conclusion</h3><p>As a result of the study, it was determined that pediatric nursing competence had a partial mediating role in the relationship between pediatric drug administration self-efficacy and medical error tendency in nursing students.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141707252","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}
The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children’s nursing programmes across the Republic of Ireland and the United Kingdom.
Background
Communication between a children’s nurse and a child/young person influences a child/young person’s healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children’s nursing curricula.
Design
A mixed method, online anonymous self-report survey design was adopted.
Methods
Programme Leads of undergraduate children’s nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study.
Results
Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children’s nurse education.
Conclusions
This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children’s nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy.
{"title":"Scoping communication training in undergraduate children’s nursing programmes: A mixed method study examining delivery methods and content","authors":"Martina Kennedy , Lucy Bray , Holly Saron , Louca-Mai Brady","doi":"10.1016/j.nepr.2024.104056","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104056","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study was to scope communication curriculum reported as currently being delivered within undergraduate children’s nursing programmes across the Republic of Ireland and the United Kingdom.</p></div><div><h3>Background</h3><p>Communication between a children’s nurse and a child/young person influences a child/young person’s healthcare experience. Despite an identified need for a comprehensive and effective communication curriculum within undergraduate nursing, there is a notable gap of understanding of the delivery and content of communication training within children’s nursing curricula.</p></div><div><h3>Design</h3><p>A mixed method, online anonymous self-report survey design was adopted.</p></div><div><h3>Methods</h3><p>Programme Leads of undergraduate children’s nursing programmes in the Republic of Ireland and the United Kingdom were asked to report on how communication training is delivered to students on undergraduate children's nursing programmes. The Checklist for Reporting of Survey Studies (CROSS) was used for the reporting of this study.</p></div><div><h3>Results</h3><p>Thirty-two programme leads completed the survey (51 % response rate). Findings show variability in the delivery and content of communication training across Higher Educational Institutions. Core communication modules featured across all nursing programmes, however, only two programme leads reported delivering standalone child-centred communication modules. Communication training was not always delivered by an educator with professional experience of children and young people in healthcare. Curriculum capacity had an impact on the delivery of communication training, with clinical practice being relied on to supplement child specific communication training. Programme leads highlighted the need for greater inclusion of child voice in shaping and delivering undergraduate children’s nurse education.</p></div><div><h3>Conclusions</h3><p>This study shows that while communication is covered as a core part of the undergraduate nursing curriculum across the Republic of Ireland and the United Kingdom, it generally lacks a focus on children and young people and is not always supported by educators with professional experience of children and young people in healthcare. More work needs to focus on equipping undergraduate children’s nurses with the unique skills needed to communicate effectively with children and young people and incorporate learnings into nursing pedagogy.</p></div><div><h3>Registration number</h3><p>to be included in abstract after acceptance.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001859/pdfft?md5=ff7c3c7a48ed5066cf15f4897541d82a&pid=1-s2.0-S1471595324001859-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141605324","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}
Pub Date : 2024-07-06DOI: 10.1016/j.nepr.2024.104057
Aim
This study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school.
Background
Feedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics.
Design
Qualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation.
Methods
We carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data.
Results
Content analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called “Feedback in Education: Sociocultural Influences for Students and Teachers”, expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called “Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students”, which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth.
Conclusions
Faculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining po
{"title":"How is feedback perceived by Brazilian students and faculty from a nursing school?","authors":"","doi":"10.1016/j.nepr.2024.104057","DOIUrl":"10.1016/j.nepr.2024.104057","url":null,"abstract":"<div><h3>Aim</h3><p>This study aims to explore the perceptions of feedback among undergraduate students and faculty members at a Brazilian private nursing school.</p></div><div><h3>Background</h3><p>Feedback plays a crucial role in the socioemotional development of learners, with its interpretation varying across different sociocultural contexts. Student evaluations frequently express dissatisfaction regarding both the quality and quantity of feedback received. Conversely, delivering feedback poses a challenge for faculty, requiring the establishment of an empathetic connection that fosters trust and credibility. Brazil, being a developing country characterized by social disparities and economic challenges, presents a unique backdrop for examining feedback dynamics.</p></div><div><h3>Design</h3><p>Qualitative research, employing Inductive Content Analysis, was used to understand feedback perceptions in Brazilian nursing education. Symbolic interactionism was adopted as methodological framework and guided data interpretation.</p></div><div><h3>Methods</h3><p>We carried out five virtual focus groups composed of a group of teachers (n=5) and four of students (n=34). Semi-structured interviews guided data collection. The recorded sessions were subsequently analyzed to identify key themes and codes. Symbolic interactionism was employed as a framework to derive meaning from qualitative data.</p></div><div><h3>Results</h3><p>Content analysis generated two categories that reveal the perception of teachers and students in the feedback process. The first, called “Feedback in Education: Sociocultural Influences for Students and Teachers”, expresses the beliefs and interpretations of students and teachers within the shared feedback environment. The second called “Challenging resonance, transformative construction: Navigating the dualities of feedback for teachers and students”, which elucidated how relational dynamics shape behaviors and attitudes, promoting the development of social skills and learning. Faculty's previous feedback experiences significantly influence their self-perception and behavior with students. As a result of the resonance of these past interactions, we recognize that the teaching self also plays a crucial role in the quality and perception of feedback. Furthermore, students construct social reality with similar beliefs and values, they believe in the learning potential generated by feedback. Our findings also corroborate that perceptions of feedback are deeply influenced by the sociocultural context and the narratives corroborate previous findings indicating that, in Brazil, honest feedback can be implicitly perceived as criticism rather than an opportunity for growth.</p></div><div><h3>Conclusions</h3><p>Faculty members often draw on their past experiences when providing feedback, highlighting the adaptive nature of feedback interactions. Additionally, the feedback process is consistently influenced by the commitment to maintaining po","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141637223","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}
Pub Date : 2024-07-06DOI: 10.1016/j.nepr.2024.104058
Christine Minty-Walker , Jim Pettigrew , Leanne Rylands , Leanne Hunt , Nathan J. Wilson
Aims
The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations.
Background
Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics’ self-reported insights into the teaching of undergraduate nursing numeracy.
Design
Cross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree.
Methods
Purposive sampling was used to recruit Australian nurse academics (n = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis.
Results
Nurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willing to learn and to teach other methods of calculating medications.
Conclusions
This research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.
{"title":"Nurse academics’ self-reported insights into the teaching of undergraduate nursing numeracy: A national cross-sectional study","authors":"Christine Minty-Walker , Jim Pettigrew , Leanne Rylands , Leanne Hunt , Nathan J. Wilson","doi":"10.1016/j.nepr.2024.104058","DOIUrl":"10.1016/j.nepr.2024.104058","url":null,"abstract":"<div><h3>Aims</h3><p>The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations.</p></div><div><h3>Background</h3><p>Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics’ self-reported insights into the teaching of undergraduate nursing numeracy.</p></div><div><h3>Design</h3><p>Cross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree.</p></div><div><h3>Methods</h3><p>Purposive sampling was used to recruit Australian nurse academics (<em>n</em> = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis.</p></div><div><h3>Results</h3><p>Nurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willi<em>n</em>g to learn and to teach other methods of calculating medications.</p></div><div><h3>Conclusions</h3><p>This research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001872/pdfft?md5=918c8cee87ee97fcb996128abb9adc8f&pid=1-s2.0-S1471595324001872-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141591787","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}
Pub Date : 2024-07-02DOI: 10.1016/j.nepr.2024.104043
Kadriye Sayin Kasar , Cemile Kutmec Yilmaz
Aim
This study has been conducted to determine nursing students' pain management self-efficacy and attitudes towards patients with chronic pain.
Background
Pain is a significant phenomenon that often leads individuals to seek medical attention, influenced by various factors and commonly encountered by healthcare professionals. Adequate knowledge and positive attitudes among nurses play a crucial role in the thorough assessment and effective management of pain, resulting in favorable outcomes for hospitalized individuals.
Design
This study used a descriptive cross-sectional design.
Methods
The research was conducted with 322 undergraduate students who were continuing their education in the autumn semester of the 2023–2024 academic year at Aksaray University, Faculty of Health Sciences, Department of Nursing. Data have been collected by using Student Information Form, Pain Management Self-Efficacy Questionnaire (PMSEQ) and the Attitude of Healthcare Professionals towards Patients with Chronic Pain Scale. Mann-Whitney U, Kruskal-Wallis significance test and Spearman Correlation analysis have been used to evaluate the data.
Results
The mean total score of the PMSEQ was 62.91 (SD 15.58) and the mean total score of the Attitude of Healthcare Professionals Towards Patients with Chronic Pain Scale was 3.94 (SD.52). Those students who willingly opted for the nursing profession, perceived themselves as proficient in managing chronic pain, administered care to patients experiencing pain during clinical placements, believed they received sufficient education in pain management throughout their studies and rated their overall health status as "very poor" demonstrated higher levels of self-efficacy in pain management (p<0.05). As a result of the analysis performed according to the mean scores of the Attitude of Healthcare Professionals Towards Chronic Pain Patients Scale and its sub-dimensions of the students participating in the study, a statistically significant difference has been found according to their gender, academic year and self-sufficiency in pain management (p<0.05). It has been determined that there is a weak positive correlation between the total mean scores of the participants' PMSEQ and the Attitude of Healthcare Professionals Towards Patients with Chronic Pain scale (r=.260; p<0.01).
Conclusions
In this study, as nursing students' self-confidence in pain management self-efficacy increased, their attitudes towards patients with pain also increased positively. In the nursing curriculum, there is a necessity for integrating pain management education and fostering awareness to adequately equip nursing students in addressing the pain requirements of patients.
{"title":"Nursing students' pain management self-efficacy and attitude towards patients with chronic pain: What can be done better in education? A cross-sectional study","authors":"Kadriye Sayin Kasar , Cemile Kutmec Yilmaz","doi":"10.1016/j.nepr.2024.104043","DOIUrl":"10.1016/j.nepr.2024.104043","url":null,"abstract":"<div><h3>Aim</h3><p>This study has been conducted to determine nursing students' pain management self-efficacy and attitudes towards patients with chronic pain.</p></div><div><h3>Background</h3><p>Pain is a significant phenomenon that often leads individuals to seek medical attention, influenced by various factors and commonly encountered by healthcare professionals. Adequate knowledge and positive attitudes among nurses play a crucial role in the thorough assessment and effective management of pain, resulting in favorable outcomes for hospitalized individuals.</p></div><div><h3>Design</h3><p>This study used a descriptive cross-sectional design.</p></div><div><h3>Methods</h3><p>The research was conducted with 322 undergraduate students who were continuing their education in the autumn semester of the 2023–2024 academic year at Aksaray University, Faculty of Health Sciences, Department of Nursing. Data have been collected by using Student Information Form, Pain Management Self-Efficacy Questionnaire (PMSEQ) and the Attitude of Healthcare Professionals towards Patients with Chronic Pain Scale. Mann-Whitney U, Kruskal-Wallis significance test and Spearman Correlation analysis have been used to evaluate the data.</p></div><div><h3>Results</h3><p>The mean total score of the <em>PMSEQ</em> was 62.91 (SD 15.58) and the mean total score of the Attitude of Healthcare Professionals Towards Patients with Chronic Pain Scale was 3.94 (SD.52). Those students who willingly opted for the nursing profession, perceived themselves as proficient in managing chronic pain, administered care to patients experiencing pain during clinical placements, believed they received sufficient education in pain management throughout their studies and rated their overall health status as <em>\"very poor\"</em> demonstrated higher levels of self-efficacy in pain management (p<0.05). As a result of the analysis performed according to the mean scores of the Attitude of Healthcare Professionals Towards Chronic Pain Patients Scale and its sub-dimensions of the students participating in the study, a statistically significant difference has been found according to their gender, academic year and self-sufficiency in pain management (p<0.05). It has been determined that there is a weak positive correlation between the total mean scores of the participants' PMSEQ and the Attitude of Healthcare Professionals Towards Patients with Chronic Pain scale (r=.260; p<0.01).</p></div><div><h3>Conclusions</h3><p>In this study, as nursing students' self-confidence in pain management self-efficacy increased, their attitudes towards patients with pain also increased positively. In the nursing curriculum, there is a necessity for integrating pain management education and fostering awareness to adequately equip nursing students in addressing the pain requirements of patients.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141538795","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}
Pub Date : 2024-07-01DOI: 10.1016/j.nepr.2024.104034
Siqi Zhou , Jun Ma , Sisi Fan , Honghong Wang , Wenhong An , Lu Li , Tao Xiao
Aims
This study aims to investigate the status of transition shock and test the mediating effect of job embeddedness on the nursing work environment and transition shock among new nurses.
Background
Transition shock, primarily experienced during the first two years of employment, manifests itself as an unsettling or discordant experience among new nurses, which is caused by the gap between theoretical learning and clinical practice.
Design
This is a cross-sectional survey study, following the STROBE guidelines.
Methods
A cross-sectional study was conducted among 435 new nurses from November to December 2022 in Hunan Province, China. The participants were recruited to complete a sociodemographic information questionnaire and rank 3 standardized scales of transition shock (Cronbach's alpha = 0.918), job embeddedness (Cronbach's alpha = 0.890) and nursing work environment (Cronbach's alpha = 0.946). Then, the data were analysed by SPSS 26.0 and mediation testing was performed using Hayes’ PROCESS macro (Model 4). A p value of < 0.05 was deemed statistically significant.
Results
The mean score with standard deviation of the transition shock scale in new nurses was 88.86 (22.50). The place of origin, working months and weekly working hours were the significant sociodemographic factors that affected the transition shock score in new nurses. Transition shock was found to be negatively related to both job embeddedness (r = −0.468, p < 0.001) and nursing work environment (r = −0.416, p < 0.001), while job embeddedness mediated the relationship between transition shock and nursing work environment (R2 = 0.262, F = 30.455, p < 0.001).
Conclusions
New nurses from rural areas and with longer weekly working hours are more prone to transition shock. Those with 6–12 months of employment experience more pronounced transition shock than those with less than 6 months. In addition, the nursing work environment can not only directly influence transition shock for new nurses but also indirectly influence it through job embeddedness. These findings provide a basis for hospitals to develop strategies to effectively address transition shock in new nurses and ultimately solve the nursing shortage issue.
{"title":"The mediating effect of job embeddedness on the nursing work environment and transition shock among new nurses: A cross-sectional study","authors":"Siqi Zhou , Jun Ma , Sisi Fan , Honghong Wang , Wenhong An , Lu Li , Tao Xiao","doi":"10.1016/j.nepr.2024.104034","DOIUrl":"10.1016/j.nepr.2024.104034","url":null,"abstract":"<div><h3>Aims</h3><p>This study aims to investigate the status of transition shock and test the mediating effect of job embeddedness on the nursing work environment and transition shock among new nurses.</p></div><div><h3>Background</h3><p>Transition shock, primarily experienced during the first two years of employment, manifests itself as an unsettling or discordant experience among new nurses, which is caused by the gap between theoretical learning and clinical practice.</p></div><div><h3>Design</h3><p>This is a cross-sectional survey study, following the STROBE guidelines.</p></div><div><h3>Methods</h3><p>A cross-sectional study was conducted among 435 new nurses from November to December 2022 in Hunan Province, China. The participants were recruited to complete a sociodemographic information questionnaire and rank 3 standardized scales of transition shock (Cronbach's alpha = 0.918), job embeddedness (Cronbach's alpha = 0.890) and nursing work environment (Cronbach's alpha = 0.946). Then, the data were analysed by SPSS 26.0 and mediation testing was performed using Hayes’ PROCESS macro (Model 4). A <em>p</em> value of < 0.05 was deemed statistically significant.</p></div><div><h3>Results</h3><p>The mean score with standard deviation of the transition shock scale in new nurses was 88.86 (22.50). The place of origin, working months and weekly working hours were the significant sociodemographic factors that affected the transition shock score in new nurses. Transition shock was found to be negatively related to both job embeddedness (<em>r</em> = −0.468, <em>p</em> < 0.001) and nursing work environment (<em>r</em> = −0.416, <em>p</em> < 0.001), while job embeddedness mediated the relationship between transition shock and nursing work environment (<em>R</em><sup><em>2</em></sup> = 0.262, <em>F</em> = 30.455, <em>p</em> < 0.001).</p></div><div><h3>Conclusions</h3><p>New nurses from rural areas and with longer weekly working hours are more prone to transition shock. Those with 6–12 months of employment experience more pronounced transition shock than those with less than 6 months. In addition, the nursing work environment can not only directly influence transition shock for new nurses but also indirectly influence it through job embeddedness. These findings provide a basis for hospitals to develop strategies to effectively address transition shock in new nurses and ultimately solve the nursing shortage issue.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141460172","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}
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