Nurse Education in Practice最新文献

{"title":"Qualitative insights into the effectiveness of a targeted nursing research support program: Understanding and experiences of support recipients and providers","authors":"Shao-Hua Chen ,&nbsp;Jun-E. Liu ,&nbsp;Ji-Hong Song ,&nbsp;Peng-Juan Song ,&nbsp;Yu Liu","doi":"10.1016/j.nepr.2024.104136","DOIUrl":"10.1016/j.nepr.2024.104136","url":null,"abstract":"<div><h3>Aim</h3><p>The aims of this study were to examine the effectiveness of a targeted nursing research support program for clinical nurses.</p></div><div><h3>Background</h3><p>Nursing research capacity is increasingly essential to clinical nurses and currently relatively low. Therefore, effective and systematic nursing research training programs are urgently needed to improve the scientific research abilities of nurses.</p></div><div><h3>Methods</h3><p>Qualitative research was conducted to investigate the effectiveness of a targeted nursing research support program. The program was formulated by considering the research training requirements of nurses and standard nursing research procedures, through literature review and group deliberations. The program was implemented for 973 nurses using a “plan–action–observation–reflection” learning cycle. The research outcomes achieved by nurses were evaluated and thematic analysis conducted to assess the perspectives of nurses and teachers regarding the research support program.</p></div><div><h3>Results</h3><p>Nurses participating in the targeted nursing research support program collectively accomplished 195 research proposals and authored 332 original research articles. Nurses shared their rich experience as “understanding my needs and achieving my potential”, including: (1) systematic procedures and coherence; (2) easy to learn, easy to use; (3) a sense of belonging and mutual support; (4) self-confidence growth; and (5) high expectations. Further, the experiences of teachers were summarized as “helping others is helping myself”, including: (1) teaching is learning; (2) the happiness of being needed; and (3) the importance of scientific teaching.</p></div><div><h3>Conclusion</h3><p>This study evaluated the experiences of nurses and educators involved in a targeted nursing research support program and assessed its preliminary effectiveness. The findings revealed that the program, grounded in scientific and systematic research principles, was beneficial to both nurses and teachers. Based on our findings, we recommend that nursing educators should prioritize comprehensive, practice-integrated research training programs and create supportive environments, to effectively enhance the research capacity of nurses.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104136"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244009","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":"Redressing discrimination in Canadian nursing programs: Student perspectives","authors":"Ingrid Handlovsky ,&nbsp;Allie Slemon ,&nbsp;Shivinder Dhari","doi":"10.1016/j.nepr.2024.104134","DOIUrl":"10.1016/j.nepr.2024.104134","url":null,"abstract":"<div><h3>Aim /objective</h3><p>To identify strategies nursing students recommend for responding to discrimination in their program.</p></div><div><h3>Background</h3><p>The nursing discipline is rooted in social justice, which is increasingly positioned as practices that seek to enhance equity in health and healthcare. Yet, a growing body of knowledge indicates nursing students experience discrimination by virtue of race, sexual identity, gender identity, ability and mental health in nursing programs. There is a dearth of information that speaks to redressing discrimination in nursing schools, particularly from the perspectives of nursing students.</p></div><div><h3>Design</h3><p>This study reports on the findings of the qualitative portion of a mixed-methods project.</p></div><div><h3>Methods</h3><p>Data were collected via qualitative interviews (n=20) conducted on the Zoom platform. Inclusion criteria included any nursing graduate or undergraduate student enrolled in two institutions in Western Canada. Analysis was guided by a combination of thematic analysis with interpretive description to facilitate the identification of broader themes within the context of relevant disciplinary considerations.</p></div><div><h3>Results</h3><p>Three key themes that represent nursing student perspectives to redress discrimination in their programs were identified: (1) strategies to redress discrimination at the level of the educator/curriculum, (2) strategies to redress discrimination at the structural level and, (3) strategies to support students who have experienced discrimination.</p></div><div><h3>Conclusions</h3><p>Systematic curriculum updates and educator supports to ensure up-to date knowledge and appropriate educator approaches are needed in classroom and clinical settings. The integration of equity-seeking processes at higher levels, e.g. for example, nursing standards of practice, was identified as essential to redress discrimination in education as well in everyday nursing practice. Lastly, a clearly defined reporting pathway was suggested to support students who have been subject to discrimination. Given this is one of the first investigations into student perspectives on redressing discrimination in nursing schools, additional research is needed to evoke meaningful change.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104134"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142172520","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":"Factors affecting academic motivation in undergraduate nursing students: A scoping review","authors":"Jessica Hamm ,&nbsp;Pi-Ming Yeh","doi":"10.1016/j.nepr.2024.104135","DOIUrl":"10.1016/j.nepr.2024.104135","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this scoping review was to discover literature identifying factors influencing academic motivation in undergraduate nursing students.</p></div><div><h3>Background</h3><p>Nursing students have a heavy academic workload, so self-motivated learning is important for them to succeed in the nursing program. There is a plethora of factors that influence the degree and type of motivation in nursing students. Understanding these factors will assist faculty in providing an environment that fosters motivation.</p></div><div><h3>Design</h3><p>This study was conducted using a scoping review method.</p></div><div><h3>Method</h3><p>This review was completed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). The following databases were searched: 1) CINAHL; 2) ERIC; 3) Education Full Text; 4) ProQuest; and 5) PUBMED. The date was restricted to articles published from 2019 to 2024. Article titles and abstracts were screened for eligibility.</p></div><div><h3>Results</h3><p>A total of 461 articles were screened and 10 studies were identified that met eligibility criteria. The articles consisted of descriptive, cross-sectional and correlational studies. The main themes identified were autonomy, competence, social support and coping. The research questions in this review were answered by explaining how autonomy and competence affect academic motivation, along with other contributing factors.</p></div><div><h3>Conclusion</h3><p>Academic motivation was positively correlated with coping behaviors, social support, competence and autonomy. It is recommended that faculty encourage autonomous activities in the classroom and provide positive feedback to increase student competence and academic motivation.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104135"},"PeriodicalIF":3.3,"publicationDate":"2024-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142173067","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":"Development and psychometric evaluation of the catheter assessment, management and performance (CAMP) scale for nurses","authors":"Joby Alex ,&nbsp;Lucie M. Ramjan ,&nbsp;Caleb Ferguson ,&nbsp;Michelle Louise Fishburn ,&nbsp;Jed Montayre ,&nbsp;Yenna Salamonson","doi":"10.1016/j.nepr.2024.104122","DOIUrl":"10.1016/j.nepr.2024.104122","url":null,"abstract":"<div><h3>Aim</h3><p>To develop and test the psychometric properties of a self-administered scale to assess the knowledge, skills, attitudes and behaviour of nurses to support the self-management of patients living with indwelling urinary catheters.</p></div><div><h3>Background</h3><p>Nurses are pivotal in supporting patients with urinary catheter self-management to prevent potentially avoidable hospital presentations. However, no validated scale is available to assess nurses’ attitudes and readiness for this task.</p></div><div><h3>Design</h3><p>A quasi-experimental design was used to collect survey data both at baseline and after the completion of the intervention. A total of 128 participants were recruited from the Western Sydney region (New South Wales, Australia), who were working in community healthcare settings. Research Electronic Data Capture (REDCap™) database was used to manage the survey data collected for data analysis purposes. This study has been registered with the Australian New Zealand Clinical Trials Registry (ACTRN126210 0 0683831)</p></div><div><h3>Methods</h3><p>Using a three-stage process of concept identification, item construction and pilot testing to develop the Catheter Assessment, Management and Performance (CAMP) scale, followed by factorial and discriminant validity and reliability testing. This 23-item CAMP scale is theoretically informed by the COM-B (Capability, Opportunity, Motivation-Behaviour) model, recognised for its effectiveness in understanding and influencing behaviour change. The scale was distributed to nurses working in three community health care settings to assess their knowledge, attitude and behaviour regarding catheter management and performance.</p></div><div><h3>Results</h3><p>Four factors were identified using scree plot, accounting for 63.36 % of total explained variance, which reflected the four dimensions of the COM-B model. Cronbach's alpha of the overall CAMP scale (0.93) and subscales (0.92, 0.87, 0.85 and 0.86) indicate good internal consistencies. The CAMP scale was able to detect changes in nurses’ self-reported behaviour change following educational intervention (85.53 versus 95.98, <em>p</em> &lt; 0.001).</p></div><div><h3>Conclusion</h3><p>The CAMP scale is valid and reliable scale, capable of assessing nurses’ capability, opportunity and motivation to support patients, through delivery of catheter self-management education that can potentially prevent catheter-related complications and avoid hospital presentations. Future research could explore using CAMP scale among non-specialist nurses and in various clinical settings to enhance its effectiveness and generalisability.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104122"},"PeriodicalIF":3.3,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002518/pdfft?md5=be8991867e1cd3769e389aab563fa5d0&pid=1-s2.0-S1471595324002518-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142168183","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 psychodrama-based intervention on therapeutic communication skills and cognitive flexibility among nursing students: A 12-month follow-up study","authors":"Seda Karakaya Çataldaş ,&nbsp;Fatma Atkan ,&nbsp;Ayşe Eminoğlu","doi":"10.1016/j.nepr.2024.104118","DOIUrl":"10.1016/j.nepr.2024.104118","url":null,"abstract":"<div><h3>Aim</h3><p>This research aimed to evaluate the effect of the psychodrama-based intervention used in the communication course of 2nd year nursing students on their therapeutic communication skills and cognitive flexibility.</p></div><div><h3>Background</h3><p>Psychodrama has been defined as a way of practicing living without being punished for making mistakes. The psychodrama-based interventions can be used as a novel teaching method to improve therapeutic communication skills and cognitive flexibility in education by allowing students to learn from their trials and errors before going into clinical practice and communicating one-on-one with the patient.</p></div><div><h3>Design</h3><p>A single group, pretest-posttest with a follow-up quasi-experimental design was adopted.</p></div><div><h3>Method</h3><p>The participants were a convenience sample of 24 s-year undergraduate nursing students. Students attended a one-day in-a-week psychodrama-based communication course for 14 weeks. The data of the study were collected with the <em>Demographic Information Form, the Therapeutic Communication Skills Scale</em> and <em>the Cognitive Flexibility Inventory</em>. Outcomes were measured on the first day (baseline), at the end of the course and 6 and 12 months after completing the course. Outcomes were analyzed using descriptive and repeated measures analysis of variance, Friedman and Dunn tests.</p></div><div><h3>Results</h3><p>It was determined that the nontherapeutic communication scores were significantly lower at the post-test, 6 months and 12 months than at baseline in participants. Therapeutic-one scores were significantly increased at the post-test compared with baseline in participants. Therapeutic-two scores were significantly increased at 6 months compared with baseline. There was no statistical difference in any measure in the cognitive flexibility inventory.</p></div><div><h3>Conclusion</h3><p>The psychodrama-based intervention in communication course significantly improved nursing students' therapeutic communication skills. It is also recommended to conduct studies with larger samples of nursing students from different institutions and also randomized controlled studies with control groups and qualitative studies. It is recommended to conduct studies evaluating an intervention that includes subheadings more related to cognitive flexibility which is an important nursing competency, as well as new studies that evaluate cognitive flexibility with different measurement tools.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104118"},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146608","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 association of senior nursing students' economic resources, work volition and career adaptability with their future decent work securement: A psychology of working perspective","authors":"Öznur İspi̇r Demi̇r ,&nbsp;Betül Sönmez ,&nbsp;Duygu Gül ,&nbsp;Sergül Duygulu","doi":"10.1016/j.nepr.2024.104116","DOIUrl":"10.1016/j.nepr.2024.104116","url":null,"abstract":"<div><h3>Aim</h3><p>To determine the relationship between economic resources (household income), work volition and career adaptability and the perception of future decent work securement of senior nursing students based on the Psychology of Working Theory.</p></div><div><h3>Background</h3><p>Future decent work securement is essential for young people to successfully enter to working life after graduation. Therefore, identifying factors that affect future decent work can help make nursing a desirable career option.</p></div><div><h3>Design</h3><p>Cross-sectional and correlational design.</p></div><div><h3>Methods</h3><p>This study was performed between May and June 2022 in three public universities in Turkey. The sample consisted of the senior students in the nursing undergraduate programs (n = 255). The data were collected using the Student Information Form, the Work Volition Scale-Student Version, the Career Adapt-Abilities Scale-Short Form and the Perceived Future Decent Work Securement Scale. Descriptive tests and Pearson's correlation analysis were used to analyze the data. The hypothesis model was tested using path analysis.</p></div><div><h3>Results</h3><p>This study found significant positive correlations between household income, work volition, career adaptability and future decent work securement. The direct effects of household income on work volition, work volition on career adaptability and future decent work securement were also significant. However, there was no significant effect of career adaptability on future decent work securement. In addition, work volition was found to have an indirect effect on the relationship between household income and career adaptability and future decent work securement.</p></div><div><h3>Conclusions</h3><p>This study, where the Psychology of Working Theory was tested on a sample of nursing students, drew attention to the importance of work volition in developing the perception of future decent work securement. Career adaptability and decent work perception can be improved through work volition of the students.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104116"},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142158270","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":"Newly qualified nurses’ and midwives’ experience with continuing professional development during transition: A cross-sectional study","authors":"Francesca Napolitano ,&nbsp;Nicola Pagnucci ,&nbsp;Giuseppe Aleo ,&nbsp;Niamh Walsh ,&nbsp;Thomas Kearns ,&nbsp;Jane WRAY ,&nbsp;Paul Mahon ,&nbsp;Mario Gazić ,&nbsp;Mladen Samardžija ,&nbsp;Annamaria Bagnasco ,&nbsp;Catherine Fitzgerald","doi":"10.1016/j.nepr.2024.104123","DOIUrl":"10.1016/j.nepr.2024.104123","url":null,"abstract":"<div><h3>Aim</h3><p>To explore newly qualified nurses and midwives’ experience of continuing professional development (CPD) and factors associated with CPD participation during newly qualified nurses and midwives’ transition, such as job satisfaction and intention to leave.</p></div><div><h3>Background</h3><p>Newly qualified nurses and midwives find it difficult to make the transition to their first registered post. During the transition, professional support through CPD is essential to build competence and confidence and increase job satisfaction and retention.</p></div><div><h3>Design</h3><p>A cross-sectional study.</p></div><div><h3>Methods</h3><p>This study was conducted from September 2021 to October 2022. The online survey, consisting of 83 items, included: the Questionnaire of Professional Development of Nurses (Q-PDN), the McCloskey/Mueller Satisfaction Scale, three questions about Intention to Leave and two open-ended questions. The analysis was conducted by combining the results from the three European countries. Descriptive and logistic regression analyses were performed. The participants were Newly qualified nurses and midwives from Ireland, Italy and Croatia</p></div><div><h3>Results</h3><p>A total of 476 Newly qualified nurses and midwives completed the survey. Of these, 32 % (n=152) were satisfied with opportunities to participate in CPD activities and 54.8 % (n=261) had participated in a formal CPD programme. Most newly qualified nurses and midwives (89.1 %, n=424) agreed that they would like to participate in a formal CPD programme. Almost half of the participants (46.4 %, n=219) had thought of leaving the profession in the previous 12 months. We found that ‘having participated in a programme to support newly qualified nurses (OR=0.29; p&lt;.001), ‘participating in mandatory CPD activities’ (OR=0.76; p=0.016) and ‘working in the clinical area of community’ (OR=0.31; p&lt;.001) or in maternity (OR=0.46; p=0.040) were positively associated with better job satisfaction.</p></div><div><h3>Conclusions</h3><p>Participation in support programs during the transition period contributes to increasing job satisfaction for newly qualified nurses and midwives. During their transition, newly qualified nurses and midwives need more support from their institution managers, in terms of ensuring a better learning environment, as well as formal and informal supports.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104123"},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S147159532400252X/pdfft?md5=7d4947e5598e79ae02679c86876fef8e&pid=1-s2.0-S147159532400252X-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146607","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":"Interdisciplinary teaching squares enhance reflection and collegiality: A collaborative pedagogical approach","authors":"Angela E. Brown ,&nbsp;Joanne Harmon ,&nbsp;David Birbeck ,&nbsp;Maurizio Costabile","doi":"10.1016/j.nepr.2024.104121","DOIUrl":"10.1016/j.nepr.2024.104121","url":null,"abstract":"<div><h3>Aim</h3><p>To explore the experiences of interdisciplinary Higher Educational Academics within Nursing, Midwifery, Pharmacy and Biomedical Science in the use of teaching squares as a formative, collaborative pedagogical tool to promote reflection.</p></div><div><h3>Background</h3><p>One approach to enhancing academic teaching practice involves the provision of feedback to individual academics. This approach can be challenging for the reviewer, hence other less intimidating approaches are popular. One such approach is the teaching square. In this approach typically 4 other teaching staff are involved in observing their peers’ teaching methods (synchronous or asynchronous) and then engaging in a cycle of personal reflection. Reflection on teaching practices of their peers can provide opportunity to improve their own teaching. Typically teaching squares involve participants from the same academic discipline, however, in this study participants from related yet different disciplines were purposely connected and the benefits of this approach assessed.</p></div><div><h3>Design</h3><p>A qualitative descriptive design was used to explore the participants’ experiences of undertaking interdisciplinary teaching squares through online questionnaires and focus group feedback opportunities.</p></div><div><h3>Methods</h3><p>This study was undertaken between August 2022 to June 2023 at an Australian university. Sixteen academic staff members from Nursing, Midwifery, Pharmacy &amp; Pharmaceutical science and Biological science expressed an interest in the project. Five participants elected not to continue citing time pressures and 11 staff members participated in the project. Participation involved completing the teaching square experience and a subsequent focus group that were held to explore their experiences of undertaking a teaching square. The demographic survey data were presented and the focus group interviews were recorded, transcribed and analysed thematically.</p></div><div><h3>Results</h3><p>Triangulation of the findings resulted in the identification of four main themes: Teaching squares for professional networks; Perceptions of Safety; Stepping in and out of a reflective cycle; and Time Constraints vs. Time Value.</p></div><div><h3>Conclusions</h3><p>The study aimed to explore the effectiveness of teaching squares in encouraging academic reflection on teaching and fostering a collaborative teaching culture within interdisciplinary higher education academics. An unexpected finding was the value and promotion of interdisciplinarity professional relationships and networks. The findings from this research project offer valuable insights into the benefits of adopting teaching squares in health education and contributes to evidence-based pedagogical practices.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104121"},"PeriodicalIF":3.3,"publicationDate":"2024-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002506/pdfft?md5=95398ca9ef43602eedaf0a42f741e4bc&pid=1-s2.0-S1471595324002506-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142146606","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":"Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study","authors":"Yuting Xia ,&nbsp;Hui Huang ,&nbsp;Xirongguli Halili ,&nbsp;Guiyun Wang ,&nbsp;Qirong Chen","doi":"10.1016/j.nepr.2024.104117","DOIUrl":"10.1016/j.nepr.2024.104117","url":null,"abstract":"<div><h3>Aim</h3><p>To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.</p></div><div><h3>Background</h3><p>Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships.</p></div><div><h3>Design</h3><p>A Delphi study.</p></div><div><h3>Methods</h3><p>The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (&lt;0.25) and full score frequency (&gt;20 %).</p></div><div><h3>Results</h3><p>The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes.</p></div><div><h3>Conclusion</h3><p>The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104117"},"PeriodicalIF":3.3,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142137309","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":"Preparing nursing students to communicate with mental health patients: A scoping review","authors":"Suzanne Casey","doi":"10.1016/j.nepr.2024.104099","DOIUrl":"10.1016/j.nepr.2024.104099","url":null,"abstract":"<div><h3>Aim/Objective</h3><p>This review aims to examine and synthesize the existing literature on various teaching strategies for preparing nursing students to initiate conversations with patients with mental health concerns.</p></div><div><h3>Background</h3><p>The increase in adults experiencing mental illnesses each year in the United States emphasizes the need for proficient communication between healthcare workers and patients with mental health concerns. Nursing students have reported feeling anxious and uncomfortable initiating difficult conversations with patients who have mental illnesses or concerns thus, effective teaching strategies are essential to enhance their communication skills, confidence, and interactions. This scoping review aims to identify and evaluate educational interventions that can better prepare nursing students for these critical conversations.</p></div><div><h3>Design</h3><p>This scoping review follows PRISMA guidelines and the JBI Manual for Evidence Synthesis.</p></div><div><h3>Method</h3><p>Scopus, Academic Search Elite, and CINAHL identified 96 potentially relevant articles published between 2013 and 2023. A total of 11 articles met the criteria for inclusion in this review.</p></div><div><h3>Results</h3><p>Three themes were identified: (1) peer learning, (2) blended learning, and (3) simulation learning. The findings of these articles indicate that simulation is the most widely used teaching strategy for preparing nursing students for mental health nursing.</p></div><div><h3>Conclusion</h3><p>This review revealed important insight into how implementing various teaching strategies can affect nursing students’ knowledge, skills, and attitudes when communicating with a patient with mental health concerns. Gaps in literature were identified for future research.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104099"},"PeriodicalIF":3.3,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142137310","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}