Nurse Education in Practice最新文献

{"title":"Teaching health disparities on the road: An experiential educational intervention for doctor of nursing practice students","authors":"Roxanne K. Vandermause ,&nbsp;Anne F. Fish ,&nbsp;Annah Bender ,&nbsp;Laura Kuensting ,&nbsp;Natalie L. Murphy ,&nbsp;Roberta P. Lavin","doi":"10.1016/j.nepr.2024.104168","DOIUrl":"10.1016/j.nepr.2024.104168","url":null,"abstract":"<div><h3>Aim</h3><div>This analysis was conducted to understand the nuanced and underlying benefits and challenges of an experiential educational intervention for DNP students learning how neighborhoods and health disparities may be related.</div></div><div><h3>Background</h3><div>Poor social and environmental conditions in many low-income urban neighborhoods are linked to deleterious health outcomes. Many of the structural and political influences are unknown to health providers, which can inhibit their understanding of the social effects on health. One aspect of a new DNP social determinants of health curriculum is a guided community bus tour in economically disadvantaged neighborhoods to enhance understanding of health disparities.</div></div><div><h3>Design</h3><div>A concurrent mixed methods design, including comparison surveys and thematic analysis, was used to analyze student responses to the experiential educational intervention.</div></div><div><h3>Method</h3><div>A community-based bus tour implemented in socially disadvantaged neighborhoods in an urban environment was the study focus. New DNP students (n=91) in a midwestern university introductory course agreed to provide feedback following an experiential learning activity. The analysis of responses to the educational intervention was completed using a systematic thematic analysis alongside descriptive statistics and paired t-tests in a convergent mixed methods analytical approach to answer the research aim.</div></div><div><h3>Results</h3><div>Students expressed confidence in naming and addressing health disparities after the bus tour activity. Analysis showed: (a) A visual tour can impact new learning, (b) Policy can explain inequity and is new to students, (c) Students do not well articulate racial disparities and (d) Understanding racial history requires attention and conversation.</div></div><div><h3>Conclusion</h3><div>A community bus tour met our expectations for teaching DNP students concepts related to health disparities as it illustrated real-life situations in actual neighborhoods. However, there were unusual student responses that prompted us to reflect on the activity and consider improvements. More emphasis needs to be placed on cultural wealth and on discussion planning for such experiences. Our results lay the groundwork for curriculum development. Setting goals and targets in line with the 2022 CDC’s Core Health Equity Science and Implementation Strategy is essential.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104168"},"PeriodicalIF":3.3,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523414","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":"Comparing the impact of different transfusion medicine teaching methods—A mobile application versus task-based learning—On two dimensions of clinical competence among nursing students: A quasi-experimental study","authors":"Atefeh Falakdami ,&nbsp;Zahra Taheri-Ezbarami ,&nbsp;Saman Maroufizadeh ,&nbsp;Ali Razaghpoor ,&nbsp;Hamid Khordadi-Astaneh ,&nbsp;Fateme Jafaraghaee","doi":"10.1016/j.nepr.2024.104154","DOIUrl":"10.1016/j.nepr.2024.104154","url":null,"abstract":"<div><h3>Aim</h3><div>To evaluate and compare the impact of a transfusion medicine training course delivered via two different teaching methods—a mobile application and task-based learning—on nursing students' knowledge and clinical decision-making skill.</div></div><div><h3>Background</h3><div>To advance nursing education and clinical competence, it is crucial to integrate innovative methods, such as mobile applications and task-based learning, that promote active and competency-based learning. Evaluating these methods provides educators with insights to enhance nursing students' knowledge and clinical decision-making skill, ultimately improving patient care and supporting professional development.</div></div><div><h3>Design</h3><div>A quasi-experimental study using a pretest-intervention-posttest design with a control group.</div></div><div><h3>Methods</h3><div>This study included 82 nursing students from the 6th to 8th semesters, selected through convenience sampling and randomly assigned to three groups—mobile application (n=30), task-based learning (n=30) and control (n=30). The first group received educational content through a mobile application, the second group through task-based learning and the control group received no intervention. Data were collected using a valid and reliable three-part researcher-made tool, including a demographic/educational checklist and questionnaires on knowledge and clinical decision-making skill, administered before and two weeks after the intervention. Analysis was done using paired t-test, analysis of covariance and Bonferroni post hoc test, with a significance level set at p&lt;0.05.</div></div><div><h3>Results</h3><div>Following the intervention, both intervention groups showed a significant increase in knowledge and clinical decision-making skill scores (p&lt;0.05). Although both groups had higher knowledge scores than the control group, the differences were not significant (p&gt;0.05). In contrast, clinical decision-making scores were significantly higher in both intervention groups compared with the control (p&lt;0.05). No significant differences were observed between the intervention groups regarding the mean post-test knowledge and clinical decision-making skill scores (p&gt;0.05).</div></div><div><h3>Conclusion</h3><div>Both teaching methods effectively improved nursing students' knowledge and clinical decision-making skills in transfusion medicine. To leverage these findings effectively, educational authorities should integrate mobile applications and task-based learning into nursing curricula, test these methods in various settings to assess their impact and use the findings to update curricula in line with current educational needs.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104154"},"PeriodicalIF":3.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511011","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":"Effect of standardized patient simulation with BCG vaccination on nursing students' skills, knowledge and satisfaction, and self-confidence: A randomized controlled study","authors":"Eda Unal ,&nbsp;Aysel Ozdemir ,&nbsp;M. Okan Aydın ,&nbsp;Züleyha Alper","doi":"10.1016/j.nepr.2024.104159","DOIUrl":"10.1016/j.nepr.2024.104159","url":null,"abstract":"<div><h3>Aim</h3><div>To examine the effect of standardised patient simulation training on nursing students' skills and knowledge in administering the Bacillus Calmette-Guérin vaccine, as well as their satisfaction and self-confidence.</div></div><div><h3>Background</h3><div>The Bacillus Calmette-Guérin vaccine is administered by nurses to prevent tuberculosis. However, there have been reports of complications arising from inadequate knowledge and skills related to Bacillus Calmette-Guérin vaccine administration.</div></div><div><h3>Design</h3><div>A randomised controlled experimental design.</div></div><div><h3>Method</h3><div>This experimental study was conducted between October 2022 and January 2023 at a university, Medical Training and Simulation Centre. The fourth-year nursing students enrolled in their intern term were asked to participate in this experimental study. Participants were allocated to the intervention group (n=45) and the control group (n=45). The control group received only theoretical training and then BCG application on the model. The socio-demographic survey was conducted to collect demographic data. The Bacillus Calmette-Guérin Vaccine Knowledge Form, Bacillus Calmette-Guérin Vaccine Administration Checklist, and the student satisfaction and self-confidence scale in learning were used. The intervention group received simulation training using a standardized patient. All students' knowledge and skills were measured before and 3 months after the theoretical training.</div></div><div><h3>Results</h3><div>Simulation training using standardized patients significantly increased nursing students' Bacillus Calmette-Guérin vaccine knowledge (intervention group=21.57±5.12; control group=15.33±5.61), skills (intervention group=20.88±4.29; control group=10.22±4.56), confidence and satisfaction (intervention group=4.61±0.30; control group=4.17±0.3) compared with the control group (p &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>Training with standardized patient techniques provides students the opportunity to practice realistically in a safe environment, enabling repetitive practice, which enhances self-confidence and satisfaction.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104159"},"PeriodicalIF":3.3,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511012","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":"Building patient safety culture by using interprofessional simulation with nursing, paramedic and emergency telecommunication students: A mixed-methods research study","authors":"Margot Rykhoff,&nbsp;Rebecca Pereira,&nbsp;Sarah Wilkinson","doi":"10.1016/j.nepr.2024.104166","DOIUrl":"10.1016/j.nepr.2024.104166","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to investigate student attitudes toward interprofessional education and collaborative practice and their perceptions of simulation design elements after participating in an interprofessional simulation educational activity.</div></div><div><h3>Background</h3><div>Patient safety continues to be an international healthcare priority. However, critical incidents to patients continue to persist due to poor communication between professionals and poor teamwork.</div></div><div><h3>Design</h3><div>A mixed methods design.</div></div><div><h3>Method</h3><div>The study sample consisted of Bachelor of Nursing (n=81), Paramedic (n=38) and Emergency Telecommunication (n=11) students randomized into interprofessional groups. Following the interprofessional learning experience, students completed two standardized self-reporting instruments, Students Perceptions of Interprofessional Clinical Education, National League for Nursing Simulation Design Scale and open-ended questions of their perceptions on teamwork and collaboration, communication skills, transfer of care and patient safety.</div></div><div><h3>Results</h3><div>Students in each program reported high scores for attitudes toward the importance of teamwork and collaborative practice. There were significant differences in scores between programs for the ranking factors ‘Teamwork and Team-Based Practice’ (BN=4.74 SD 0.72, PM=4.66 SD 0.81, ET=4.95 SD 0.15 *; p = 0.00005) and ‘Roles &amp; Responsibilities’ (BN=3.78 SD 1.12, PM=3.55 SD 0.92, ET=4.67 SD 0.85*; p= 0.012). Themes included: communication and collaboration in teamwork; roles, responsibilities and leadership; patient-centred care and safety; and emotional dynamics and professional growth.</div></div><div><h3>Conclusion</h3><div>An interprofessional simulation is an effective strategy to practice teamwork and collaboration and communication skills during transfer of care. Ensuring earlier education of roles and responsibilities during transfer of care needs review as do strategies for structured handover communication tools.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104166"},"PeriodicalIF":3.3,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142511010","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 process performance measurement tool based on bloom’s revised taxonomy: A validity and reliability analysis","authors":"Ji Sun Lee","doi":"10.1016/j.nepr.2024.104165","DOIUrl":"10.1016/j.nepr.2024.104165","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to develop a measurement tool that could evaluate educational approaches by integrating the cognitive dimensions required at each stage of the nursing process and strengthening the connection between education and clinical practice.</div></div><div><h3>Background</h3><div>The nursing process is a core component of nursing practice and supports nurses and nursing students in systematically performing the problem-solving process necessary for patient health management.</div></div><div><h3>Design</h3><div>Cross-sectional, methodological study.</div></div><div><h3>Methods</h3><div>A nursing process performance measurement tool that could measure the cognitive dimensions required at each stage of the nursing process was developed based on Anderson’s and Bloom’s revised taxonomy. The data for this study were collected from July to August 2023 at four universities in South Korea. The reliability and validity of the measurement tool were evaluated through a survey conducted on 406 nursing students. Participants were third- and fourth-year nursing students with clinical practice experience, recruited through purposive sampling.</div></div><div><h3>Results</h3><div>The developed tool was designed to systematically measure and evaluate each step of the nursing process. This tool consisted of 28 questions, each of which was divided into five assessment questions, six diagnosis questions, six planning questions, five implementation questions and six evaluation questions. Items were rated on a 5-point Likert scale, ranging from 1 (“not at all”) to 5 (“very much”). The measurement score ranged from 28 to 140 points, with higher scores indicating better nursing process performance. The cumulative variance contribution rate of the tool was 68.1 % and the Cronbach’s α value was 0.85 for all items.</div></div><div><h3>Conclusions</h3><div>This study provides a basis for evaluating educational approaches in nursing curricula by integrating the cognitive dimensions required at each stage of the nursing process. This approach can strengthen the connection between education and clinical practice and can be used not only as a tool to systematically evaluate the learning outcomes of nursing students but also as a standardized nursing process guide.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104165"},"PeriodicalIF":3.3,"publicationDate":"2024-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478272","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 a cultural sensitivity education program on the intercultural sensitivity and compassion levels of Turkish nurses: A randomized controlled trial","authors":"Çiğdem Şahin ,&nbsp;Sultan Ayaz-Alkaya","doi":"10.1016/j.nepr.2024.104164","DOIUrl":"10.1016/j.nepr.2024.104164","url":null,"abstract":"<div><h3>Aim</h3><div>This study was performed to measure the effect of a cultural sensitivity education program in increasing Turkish nurses’ intercultural sensitivity and compassion levels.</div></div><div><h3>Background</h3><div>Intercultural care encompasses compassion, an indispensable value of nursing care. The primary purpose of compassion is to ensure the well-being and welfare of the individuals.</div></div><div><h3>Design</h3><div>A parallel group randomized controlled trial.</div></div><div><h3>Methods</h3><div>The study was completed by 64 nurses, 32 in the intervention and 32 in the control groups. A Cultural Sensitivity Education Program was presented to the intervention group. Instruments were given to both groups before the intervention (pre-test), one week after the intervention (post-test) and three months later (follow-up test). Chi-square, and two-way mixed-design variance analysis with Bonferroni Multiple Comparison Test were used to analyze the data.</div></div><div><h3>Results</h3><div>The post-test and follow-up test mean scores of intercultural sensitivity and compassion of the intervention group after the intervention increased significantly compared to the control group. The intervention had a large effect size.</div></div><div><h3>Conclusions</h3><div>The study showed that the cultural sensitivity education program effectively increased the nurses’ intercultural sensitivity and compassion levels. Nurse managers could integrate education programs into the in-service education programs to improve the intercultural sensitivity and compassion levels of nurses.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104164"},"PeriodicalIF":3.3,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142434365","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":"Effectiveness of a virtual reality triage simulation program for nursing students: A mixed-methods study","authors":"Li-Hsiang Wang ,&nbsp;Chun-Chih Lin ,&nbsp;Li-Fen Chao ,&nbsp;Ching‑I Chang ,&nbsp;Suzanne Goopy ,&nbsp;Chin-Yen Han","doi":"10.1016/j.nepr.2024.104161","DOIUrl":"10.1016/j.nepr.2024.104161","url":null,"abstract":"<div><h3>Aims</h3><div>To examine the effectiveness of a virtual reality simulation (VRS) triage in improving students’ learning motivation, attitudes, satisfaction and learning experiences in an emergency nursing course.</div></div><div><h3>Background</h3><div>VR facilitates the realization of clinical scenarios that are significant for teaching emergency nursing. Triage presents a unique challenge in emergency nursing courses, where practical learning opportunities are seldom available.</div></div><div><h3>Design</h3><div>The study employed a convergent parallel mixed-methods design.</div></div><div><h3>Methods</h3><div>A total of 164 third-year nursing students were recruited from an emergency nursing course. The experimental group of 73 students participated in a VRS triage program and the control group of 91 students received a traditional program based on written case studies. The learning outcomes were evaluated using the Attention, Relevance, Confidence and Satisfaction motivational learning inventory together with questionnaires on learning attitudes and satisfaction. Qualitative data were collected through phenomenographic interviews.</div></div><div><h3>Results</h3><div>The learning outcomes from the experimental group showed significant improvement in motivational learning inventory scores, with the greatest increase in satisfaction, followed by confidence, attention and relevance. Qualitative interviews with 30 students revealed four main themes in their learning experiences: “reflecting a real-world clinical environment,” “enabling the internalization of knowledge,” “enhancing clinical skills proficiency,” and “cultivating a positive attitude toward patient care.” The core theme was the establishment of professional core competency.</div></div><div><h3>Conclusions</h3><div>VRS learning shows positive outcomes in enriching students’ learning experiences. This study contributes to the literature on the use of VR technology in nursing education by offering insights into the effectiveness of VRS learning.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104161"},"PeriodicalIF":3.3,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478271","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 Australian nursing and midwifery academic workforce: A cross-sectional study","authors":"Leah East ,&nbsp;Elizabeth Halcomb ,&nbsp;Daniel Terry ,&nbsp;Debra Jackson ,&nbsp;Marie Hutchinson","doi":"10.1016/j.nepr.2024.104156","DOIUrl":"10.1016/j.nepr.2024.104156","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the demographics, employment characteristics, job satisfaction and career intentions of the Australian nursing and midwifery academic workforce.</div></div><div><h3>Background</h3><div>The academic workforce is crucial in preparing the next generation of nurses and midwives. Thus, understanding current satisfaction, challenges, opportunities and intentions is important for recruitment and succession planning.</div></div><div><h3>Design</h3><div>Cross-sectional online Australian academic nursing and midwifery survey.</div></div><div><h3>Method</h3><div>Respondents were invited to complete an online survey via social media platforms, advertisements on professional websites and circulation via professional associations. Descriptive and inferential statistics were used to analyse the data.</div></div><div><h3>Results</h3><div>Of the 250 respondents, most were Registered Nurses (n=212), female (n=222), held tenured teaching and research positions (n=126) and were over the age of 50 (n=130). Almost half of respondents held a PhD (n=98), with 55 (43.7 %) of those without a Doctoral qualification indicating no intention in undertaking doctoral studies. Over 85 % (n=213) of respondents indicated working regular unpaid hours. Female respondents had a significantly higher mean annual teaching allocation compared with males who had higher research workload allocations (p=0.033). Job satisfaction and intention to leave academia were linked with workload and perceived value. Job satisfaction was significantly higher among teaching-only and research-only academics (p=0.005).</div></div><div><h3>Conclusion</h3><div>The sustainability of the Australian nursing and midwifery workforce is at risk due to an ageing workforce and some academics' lack of intention in pursuing doctoral studies. Gender inequities emerged as a finding in this study. Workforce strategies are required to address gender disparities and workload imbalances that have an impact on job satisfaction.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104156"},"PeriodicalIF":3.3,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142478273","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 effectiveness of enhanced reality simulation on postmastectomy patient care management provided by nursing students: a quasi-experimental study","authors":"Sevgül Demi̇rel ,&nbsp;Belkız Kızıltan ,&nbsp;Sema Koçan","doi":"10.1016/j.nepr.2024.104163","DOIUrl":"10.1016/j.nepr.2024.104163","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;The aim of this study was to evaluate the effect of enhanced reality simulation on nursing students' learning satisfaction and self-confidence and patient care management knowledge and skills regarding postmastectomy care.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Breast cancer is a common disease with increasing incidence and mastectomy is the treatment of choice. Postmastectomy patient care is a multidimensional and complex process. For various reasons, nursing students today graduate with inadequate clinical skills and do not have experience with many cases.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;div&gt;This quasi-experimental study was conducted using a pretest–posttest design with a nonequivalent control group.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;This study was conducted with fourth-year nursing students (78 students). Students were allocated to each group through a simple random allocation using IBM SPSS Statistics version 24. Research data were collected at the Clinical Simulation Training Center of the university in 2020–2021 academic year. The study group (n=39) learned using a scenario-based learning approach with moulage in a real clinical setting using enhanced reality simulation, while the control group (n=39) learned using the same scenario-based approach with the routine practice adult standard patient care model. The data were collected through the “Student Sociodemographic and Descriptive Characteristics Data Collection Form”, the “Student Satisfaction and Self-Confidence in Learning Scale”, the “Postmastectomy Patient Care Skills Checklist” and the “Pre–Post Knowledge Test on Postmastectomy Patient Care Management”.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;All 78 participants completed the training course. The training significantly increased the Student Satisfaction and Self-Confidence in Learning Scale subdimension scores of both groups (p&lt;0.05). The Postmastectomy Patient Care Management scores of the study group students who received enhanced reality simulation training significantly increased (p&lt;0.05), while there was no significant effect on the scores of the control group students (p&gt;0.05). While most the students in the study group increased their rates of correct answers to Postmastectomy Patient Care Management questions significantly (p&lt;0.05) after the enhanced reality simulation training, the students in the control group showed no significant improvement (p&gt;0.05). The training significantly (p&lt;0.001) increased the mean postmastectomy patient care skills control scores. This increase had a high effect size on the study group.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;Enhanced reality simulation is a learning method that increases nursing students' learning satisfaction and self-confidence and patient care management knowledge and skills regarding postmastectomy care. Learning with enhanced reality simulation is an effective approach for nursing education that improves nursing students' learning","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104163"},"PeriodicalIF":3.3,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142446885","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":"An exploration of the Return to Practice experience of nursing students: An evaluative mixed methods research study","authors":"Helen Freedman,&nbsp;Ann Ooms","doi":"10.1016/j.nepr.2024.104152","DOIUrl":"10.1016/j.nepr.2024.104152","url":null,"abstract":"<div><h3>Aim</h3><div>This study was conducted to explore the experiences of nursing students on a Return to Practice course; including their confidence levels and intention to remain on the nursing register.</div></div><div><h3>Background</h3><div>Nurses and midwives whose registration with the NMC (Nursing &amp; Midwifery Council) has lapsed may choose to undertake a Return to Practice course. This course enables those who have left the profession to update their skills and knowledge and to re-join the register. Currently, little information exists concerning the experience of returners as they prepare to re-enter the nursing workforce.</div></div><div><h3>Design</h3><div>Exploring the confidence levels and preparedness of Return to Practice nursing students and measuring the effectiveness of a Return to Practice course using an online questionnaire.</div></div><div><h3>Methods</h3><div>Mixed methods research design was used to address the evaluative research questions. An anonymous questionnaire was administered online to collect quantitative and qualitative data reflecting the experiences of the Return to Practice nursing students.</div></div><div><h3>Results</h3><div>Return to Practice nursing students feel well prepared by their Return to Practice course and report a high level of confidence in returning to the clinical workforce.</div></div><div><h3>Conclusions</h3><div>Despite their concerns around aspects of nursing, such as the highly pressured working environment, most Return to Practice students intend to continue as a nurse for the remainder of their careers and should therefore be supported with this route into the nursing profession.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"81 ","pages":"Article 104152"},"PeriodicalIF":3.3,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142437736","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}