Nurse Education in Practice最新文献

{"title":"The effect of simulated problem learning in nursing ethics on moral sensitivity, empathy and critical thinking of nursing students: A quasi-experimental study","authors":"Zhifei Qu ,&nbsp;Jingjing Sun ,&nbsp;Li Li ,&nbsp;Lijing Zhao ,&nbsp;Nan Jiang ,&nbsp;Jia Fan ,&nbsp;Jiaxin Zhang ,&nbsp;Bing Liang","doi":"10.1016/j.nepr.2024.104119","DOIUrl":"10.1016/j.nepr.2024.104119","url":null,"abstract":"<div><h3>Aim</h3><p>Compare the effects of Simulation with problem-based learning (SPBL) and Problem-based learning (PBL) in nursing ethics education on nursing students’ moral sensitivity, empathy, critical thinking, test scores and teaching satisfaction.</p></div><div><h3>Background</h3><p>Promoting nursing students’ individual and ethical and abilities through education is an essential way to improve their ethical performance and build trustful relationship with patients. Despite significant efforts in this area, few have evaluated the effectiveness of Simulation with problem-based learning and Problem-based learning as applied to nursing ethics education.</p></div><div><h3>Design</h3><p>A quasi-experimental design based on a non-equivalent control group pre-test/post-test.</p></div><div><h3>Methods</h3><p>A quasi-experimental design was used. Participants were 161 undergraduate nursing students from two levels of a university, 88 subjects in the experimental group were taught using Simulation with problem-based learning and 73 subjects in the control group were taught using Problem-based learning. A pre-test, post-test and questionnaire were used to assess the effectiveness of student nursing ethics education. χ² test was used to examine group differences in students’ characteristics and satisfaction with teaching post-intervention. Student’s t-test was used to assess group differences in scale scores and test scores.</p></div><div><h3>Results</h3><p>Compared to the pre-test, empathy as well as critical thinking were significantly higher in the PBL group (<em>P</em>&lt;0.05), but there was no significant change in moral sensitivity (<em>P</em>&gt;0.05); moral sensitivity, empathy and critical thinking were significantly higher in the SPBL group (<em>P</em>&lt;0.05). Moreover, this study also showed that improvement in moral sensitivity, empathy, critical thinking and grades was more significant in the SPBL group of nursing students compared to the PBL group (<em>P</em>&lt;0.05) and no statistically significant difference was found between the two groups in terms of teaching satisfaction (<em>P</em>&gt;0.05).</p></div><div><h3>Conclusion</h3><p>The use of Simulation with problem-based learning in nursing ethics education has a positive impact on nursing students' competency development and knowledge acquisition. Nurse educators should consider this teaching method and promote change to increase the effectiveness of nursing ethics education.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104119"},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142123016","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 formative assessment on students' clinical knowledge, skills and self-efficacy levels","authors":"Rukiye Kokkiz ,&nbsp;Demet Inangil ,&nbsp;Ilayda Turkoglu","doi":"10.1016/j.nepr.2024.104120","DOIUrl":"10.1016/j.nepr.2024.104120","url":null,"abstract":"<div><h3>Aim</h3><p>This research aims to examine the effect of using formative assessment methods in clinical education on students' knowledge, skills and self-efficacy levels.</p></div><div><h3>Background</h3><p>Formative assessment is used as a method designed to identify areas where students fall short and provide feedback for improvement. Formative assessment and feedback represent fundamental characteristics of quality teaching in higher education and play a decisive role in learning in nursing education. Although educators observe students performing practical tasks during clinical education, evaluation is not made by a structured control list. Therefore, just as nursing students are evaluated with “Skill Checklists” in the OSCE exam, there is a need to evaluate nursing skills during patient care in the clinical field.</p></div><div><h3>Design</h3><p>The study was designed as a pre-test post-test randomized controlled experimental study.</p></div><div><h3>Method</h3><p>Before the research, both groups filled out the self-efficacy form. The experimental group received formative assessment throughout the course. At the end of the semester, all students were given a skills test and asked to fill out the self-efficacy form again. Finally, a knowledge test was administered to the entire class.</p></div><div><h3>Results</h3><p>The average knowledge score of the experimental group is higher than the control group. It was determined that there was a statistical difference of 16.54 points in the average skill scores between the groups. Posttests showed significant differences in skills such as breathing-cough exercise, basic glycemic measurement, subcutaneous injection and blood collection skills.</p></div><div><h3>Conclusion</h3><p>It was determined that the formative assessment method increased nursing students' knowledge, skills and self-efficacy levels regarding basic nursing skills.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104120"},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095056","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":"Understanding the experiences of transition for newly qualified mental health nurses and their potential to stay in the role: A qualitative exploration","authors":"Keith Ford ,&nbsp;Fiona A. Watson ,&nbsp;Anthony Ross ,&nbsp;Michelle Glascott ,&nbsp;Molly K. Crosland ,&nbsp;Matthew J. Wortley ,&nbsp;Casey J. McCall","doi":"10.1016/j.nepr.2024.104105","DOIUrl":"10.1016/j.nepr.2024.104105","url":null,"abstract":"<div><h3>Aim</h3><p>To understand the experiences of transition from the perspective of newly qualified mental health nurses and the impact this may have on their potential to remain in the role.</p></div><div><h3>Background</h3><p>During the transitional period following registration newly qualified nurses experience feelings of being overwhelmed and shock. Internationally there is limited research on factors influencing transitional experiences in the field of mental health.</p></div><div><h3>Design</h3><p>A qualitative exploration was conducted using thematic content analysis to analyse the data gathered from semi-structured interviews</p></div><div><h3>Method</h3><p>18 Newly qualified mental health nurses from two NHS Mental Health trusts were interviewed, all within 18 months of registration. Data were analysed and themes generated addressing the research aim.</p></div><div><h3><em>Results/Findings:</em></h3><p>Five themes were co-created using this inductive technique: ‘Transition to new role’, ‘Support for new role’, ‘Professional identity’, ‘Role development’ and ‘Working environment’. These themes are representative headings with the sub-themes making up the contributory content. Themes highlighted issues concerning newly qualified nurses and the transition which included aspects of anxiety and feeling overwhelmed initially. This highlighted the feelings associated with transition and progression through the process of liminality. Supervision was identified in the context of formal support, the presence of which is conducive to a positive transition. Imposter syndrome and experiencing reality shock were common aspects of role development and acknowledging the sense of responsibility gained once registered. Safety was highlighted as many experienced their first role on in-patient environments which was busy and potentially hostile.</p></div><div><h3>Conclusion</h3><p>The transition of newly qualified nurses in mental health services can prove to be a difficult experience, therefore it requires acknowledgment and careful consideration. Understanding the liminal process may allow staff to appreciate the effect of the transition and to understand that the NQN will face overwhelming and unfamiliar responsibilities. Despite the demands to boost the workforce in mental health services there is a need to understand how best to integrate NQN’s into their role during this transition. Caution must be used if we are not to lose more NQN’s, as despite concerns there are still NQN’s looking to mental health nursing as their future and chosen career.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104105"},"PeriodicalIF":3.3,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002348/pdfft?md5=d9607e4f8f3ac66b74cb2c6a3aa54e7d&pid=1-s2.0-S1471595324002348-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095065","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":"Discovering nurse mode: A phenomenological study of nursing student role micro-transitions","authors":"Adrianna Watson,&nbsp;Matthew Anderson,&nbsp;Carly Peterson,&nbsp;Samuel Watson,&nbsp;Daphne Thomas,&nbsp;Chelsey Young,&nbsp;Angie Whitham,&nbsp;Sara Prescott,&nbsp;Tali Gardner,&nbsp;Gabby Sutton-Clark","doi":"10.1016/j.nepr.2024.104101","DOIUrl":"10.1016/j.nepr.2024.104101","url":null,"abstract":"<div><h3>Aim</h3><p>To explore the experiences of undergraduate nursing students in navigating daily micro-transitions between nursing and non-nursing roles.</p></div><div><h3>Background</h3><p>Nursing students develop professional role identity through socialization, experience, and practice while simultaneously managing pre-existing personal roles. This dynamic creates a training ground for future sustainable practice.</p></div><div><h3>Design</h3><p>Qualitative, cross-sectional, interpretive phenomenological design with hermeneutics.</p></div><div><h3>Methods</h3><p>Seventeen undergraduate nursing students participated online in semi-structured, audiovisual-recorded interviews until data saturation was reached.</p></div><div><h3>Results</h3><p>Three main themes emerged: 1) <em>Strategies for Getting In and Out of Nurse Mode</em>, 2) <em>Cultivating Mindful Nursing Practice,</em> and 3) <em>Nursing Student Socialization and Immersion</em>. Findings indicated that nursing students noticed benefits in their personal and professional lives as they developed this skill. Findings also suggested that students need support from their educators to ensure they are not <em>trapped in nurse mode</em> while learning to navigate nurse role identity.</p></div><div><h3>Conclusions</h3><p>Understanding and supporting nursing students in managing role micro-transitions are crucial. Findings indicated a functional need for nursing students to understand and apply knowledge and skills regarding a) when to initiate a role micro-transition and b) how to complete a micro-transition effectively between a nursing and non-nursing role. Educational strategies and support systems addressing this need may improve future nursing professionals' quality of life and clinical practice.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104101"},"PeriodicalIF":3.3,"publicationDate":"2024-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076133","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":"Exploration of undergraduate nursing students' perspectives on conducting specialized nursing education during internship: A phenomenological research study","authors":"Yiyan Zou ,&nbsp;Limei Wang ,&nbsp;Danping Zheng ,&nbsp;Hongyan Li ,&nbsp;Rui Sun ,&nbsp;Zhiyuan Zhang","doi":"10.1016/j.nepr.2024.104103","DOIUrl":"10.1016/j.nepr.2024.104103","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;p&gt;To comprehend the perspectives of undergraduate nursing students on conducting specialized nursing education during the internship phase, providing a basis for colleges to formulate plans for specialized nursing education.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;p&gt;Nursing specialty in China was included in the national controlled specialty in 2024, which means signifying an effort to decrease the enrollment of junior college degree nurses, thereby increasing the number of high-quality undergraduate nurses. While the higher the education level of nursing students, the higher their expectations for themselves. However, after entering clinical practice, their social status and job nature are significantly different from those of doctors, which creates a psychological imbalance. In addition, employers lack a reasonable employment mechanism and undergraduate nursing students are used equally with vocational and technical nursing students, making them feel that their self-worth is difficult to realize. Therefore, their professional attitude becomes more negative (&lt;span&gt;&lt;span&gt;Meng Wei, 2018&lt;/span&gt;&lt;/span&gt;). In the process of forming professional identity among undergraduate nursing students, the professional role models and clinical experience of specialized nurses can serve as important promoting factors. By increasing interaction with specialized nurses and learning specialized nursing, undergraduate nursing students can better understand the professional role and values of nurses and form positive professional ethics and attitudes (&lt;span&gt;&lt;span&gt;Huang et al., 2023&lt;/span&gt;&lt;/span&gt;). To better adapt to the national health needs and assist undergraduates in transitioning to clinical practice, deepening the understanding of the profession and career, the integration of professional education during the internship phase can enable students to recognize their strengths, cultivate an awareness of suitable professions and facilitate a targeted adaptation from academic studies to clinical practice.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;p&gt;The researcher initially drafted the interview outline through a literature review and intra-group discussions. To ensure the research content's richness, a semi-structured interview method was adopted. The Colaizzi seven-step analysis method was applied in the analysis.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;p&gt;Employing phenomenological study and purposive sampling, with data saturation as the guiding principle, 24 undergraduate nursing students undergoing internship at a tertiary hospital in China were selected for focus group interviews.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;p&gt;Four main themes were extracted from the perspectives of undergraduate nursing students. These themes encompass awareness of specialized nursing and specialized nurses, recognition of specialized nursing education during the internship phase, demands for specialized nursing education during the internship phase and career expectations.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104103"},"PeriodicalIF":3.3,"publicationDate":"2024-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002324/pdfft?md5=bdfe09918810aceb8f816825e8aa011a&pid=1-s2.0-S1471595324002324-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142095064","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 serious games on undergraduate nursing students' knowledge and skills: A systematic review and meta-analysis","authors":"Liang Wang ,&nbsp;Qin Zhao ,&nbsp;Lei Dong ,&nbsp;Hongyu Zhao ,&nbsp;Lizhi Qin ,&nbsp;Tingting Deng ,&nbsp;Hui Huang ,&nbsp;Miaoya Li ,&nbsp;Xiaoxia Wu ,&nbsp;Jia Liu","doi":"10.1016/j.nepr.2024.104102","DOIUrl":"10.1016/j.nepr.2024.104102","url":null,"abstract":"<div><h3>Aim</h3><p>To determine the effect of serious games on undergraduate nursing students by the meta-analysis method.</p></div><div><h3>Background</h3><p>There is a need for greater focus on enhancing the knowledge and skills of undergraduate nursing students. Generation Z students desire active engagement in the learning process. When compare with conventional learning approaches, serious games can enhance pupil interest by making the learning process more captivating.</p></div><div><h3>Design</h3><p>Systematic review and meta-analysis.</p></div><div><h3>Method</h3><p>A total of nine databases were systematically searched from inception to April 2024. The Cochrane RoB-2 tool and the Joanna Brigg's Institute Critical Appraisal Tool for quasi-experimental designs were used to undertake quality appraisal. A narrative synthesis, a meta-analysis and subgroup analysis were conducted to analyze the study outcomes.</p></div><div><h3>Results</h3><p>In the study, 19 experimental studies included 14 randomized controlled trials and five quasi-experimental studies. When compare with control groups, serious games in RCTs showed significant improvements in knowledge (SMD 1.24, 95 % CI 0.52–1.96; <em>P</em>&lt;0.001) and skills (SMD 0.50, 95 % CI 0.13–0.87; <em>P</em>&lt;0.01). Subgroup analysis for technical skills outcomes demonstrated that serious games in RCTs were more effective than control groups (SMD 0.62, 95 % CI 0.20–1.05; <em>P</em>&lt;0.001).</p></div><div><h3>Conclusion</h3><p>Serious games had a beneficial impact on the knowledge and skills of undergraduate nursing students. In the context of serious game intervention, it is imperative to carefully consider the approach.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104102"},"PeriodicalIF":3.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050353","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":"Evaluation of the effect of stoma care training using the pechakucha method on stoma care skills and anxiety in nursing students: A single-blind randomized controlled trial","authors":"Figen Erol Ursavaş,&nbsp;Aslı Tok Özen,&nbsp;Gözde Özaras Öz","doi":"10.1016/j.nepr.2024.104106","DOIUrl":"10.1016/j.nepr.2024.104106","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to evaluate the effects of stoma care training delivered using PechaKucha (PK) on the stoma care skills and anxiety of nursing students.</p></div><div><h3>Background</h3><p>Innovative learning methods are needed to make the educational content of nursing courses more interesting and comprehensible. The PK presentation technique is used in various business sectors and can be considered as a novel teaching strategy for the development of stoma care skills in nursing education. The PK method is a visual and narrative slide-based presentation technique involving 20 slides (usually containing images only) that are shown for 20 s each, for a total presentation length of 6 min and 40 s.</p></div><div><h3>Design</h3><p>A single-blind randomized controlled study was conducted according to the CONSORT guideline.</p></div><div><h3>Methods</h3><p>The study sample comprised 96 first-year nursing students (47 in the intervention group and 49 controls). Data were collected during the 2024 spring semester using a student information form, the Stoma Care Skill Rubric and the State-Trait Anxiety Inventory. Stoma care training was delivered using the PK method for the intervention group and a classic lecture presentation for the control group. SPSS version 25.0 was used for statistical analysis. Independent-samples t-test was used to evaluate differences in mean stoma care skill and anxiety scores between the intervention and control groups.</p></div><div><h3>Results</h3><p>The mean stoma care skills score two days after training was significantly higher in the intervention group (mean 42.59, SD 4.44) than in the control group (mean 33.87, SD 7.52) (p&lt;0.05). Mean state anxiety scores after training did not differ significantly between the intervention group (mean 41.74, SD 6.51) and the control group (mean 43.08, SD 6.62) (p&gt;0.05; Table 3).</p></div><div><h3>Conclusion</h3><p>The PK method can be used as an alternative to classic slide-based presentations in nursing education. This study offers the first literature data regarding the efficacy of PK-based education for nursing care skills. Concise and image-based PK presentations may make the skill steps easier to understand and remember.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104106"},"PeriodicalIF":3.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076131","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":"Collaborating for co-researching: A multi-stakeholder case narrative of student nurses co-researching technology-supported care","authors":"Shaun Cardiff,&nbsp;Teatske Van Der Zijpp,&nbsp;Hélène van den Nieuwenhoff,&nbsp;Marianne Nieboer","doi":"10.1016/j.nepr.2024.104097","DOIUrl":"10.1016/j.nepr.2024.104097","url":null,"abstract":"<div><h3>Aim</h3><p>Evaluate the impact of LS@H project participation on stakeholders.</p></div><div><h3>Background</h3><p>As populations age and workforces decline, care technology in nursing is becoming increasingly commonplace. Collaboration between nurse academia, education and practice can result in practice-based research and meaningful learning for nursing students and staff. However, little is known about the factors influencing effective collaboration. Based on the knowledge that narratives can be an effective vehicle for healthcare practice change, a Dutch school of nursing and its practice partners collaborated on the Living Longer and Safe at Home! (LS@H) project. This project aimed to explore a more person-centred approach to the use of technology in nursing care. Having gathered data from multiple sources to construct case narratives on the use of technology in older persons care, students nurses were able to contribute to practice development as their narratives were fed back to local and regional teams.</p></div><div><h3>Design</h3><p>To evaluate the impact of the LS@H project, we employed the same methodology used in the project: mixed data gathering methods to construct a case narrative. LS@H project students, supervisors, mentors and higher management shared their experiences and the research team constructed the case narrative.</p></div><div><h3>Methods</h3><p>Qualitative data were gathered via individual, duo and group interviews and supplemented with a survey among students. Transcription and thematic analysis followed, with multiple rounds of critical peer review before the thematic framework was agreed, survey results integrated and the case narrative constructed.</p></div><div><h3>Results</h3><p>According to stakeholder participants, the LS@H project led to an unfreezing of the status quo in both education and practice. The approach was new and guidelines with community support was needed to allay fears. The project design enabled a sense of shared ownership, across individuals and organisations for improving practice. Perspectives on the use of technology and older persons nursing were transformed. Critically dialoguing case narratives encouraged purposeful action to improve practice and fostered reflective practice among students and teams.</p></div><div><h3>Conclusions</h3><p>Collaborative practice-based research can be a valuable learning experience for student nurses, positively influencing their view of nursing practice as well as enabling them to actively contribute to practice development. Adequate preparation, supervision and practice mentorship is vital, alongside practice (leader) commitment to ensure continued student assignments with subsequent critical dialogue of the multi-stakeholder case narratives produced.</p></div><div><h3>Registration number</h3><p>At point of submission put this on title page</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104097"},"PeriodicalIF":3.3,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002269/pdfft?md5=f4b2d83cdfd06fdbec132e589689c855&pid=1-s2.0-S1471595324002269-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076132","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 a competency-based assessment template for oncology nursing: A participatory action research study","authors":"Marta Terrón-Pérez,&nbsp;Cecilia Marcarell,&nbsp;Silvia Corchón","doi":"10.1016/j.nepr.2024.104095","DOIUrl":"10.1016/j.nepr.2024.104095","url":null,"abstract":"<div><h3>Aim</h3><p>The main objective of this study was to collaboratively develop a competency-based assessment template for oncology nurses.</p></div><div><h3>Background</h3><p>The care of oncology patients and their families requires very specific knowledge and skills, as well as that nurses are trained not only in theoretical and practical knowledge but also in competencies. There is a lack of specific tools to assess competencies in oncology and it is important to include students in the learning process.</p></div><div><h3>Design</h3><p>This study has a Participatory Action Research.</p></div><div><h3>Methods</h3><p>A focus group was conducted for data collection. The process consisted of 4 phases: 1- Identification of the problem; 2- Planning of the change; 3- Realization of the change; 4- Effect of the change and reflection. A purposive sampling where all the students of the master's degree in oncology nursing who wished to participate voluntarily were selected. A total of 23 students participated. The information was recorded and fully transcribed. Triangulation of researchers was used during data analysis.</p></div><div><h3>Results</h3><p>One of the most important aspects included in the new tool was the need for a comprehensive approach to people with oncological diseases and their relatives. The students emphasized the need to primarily address the physical, psychological and social dimensions in this approach.</p></div><div><h3>Conclusion</h3><p>This study developed a competency-based assessment template for oncology nurses, which includes the assessment of knowledge, skills and attitudes. The findings could help other oncology nurse educators or professionals to evaluate their training sessions and even their own knowledge in a healthcare setting.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"80 ","pages":"Article 104095"},"PeriodicalIF":3.3,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002245/pdfft?md5=3d5b33ac75983df541cb9e74bd1b2dc5&pid=1-s2.0-S1471595324002245-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050352","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":"Training students to serve as standardized patients in an objective structured clinical examination is feasible: A mixed-methods study","authors":"Mei-Ling Wu ,&nbsp;Li-Fen Chao ,&nbsp;Yu-Ting Hung","doi":"10.1016/j.nepr.2024.104069","DOIUrl":"10.1016/j.nepr.2024.104069","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to evaluate examinees’ perceptions of the performance of student standardized patients (SPs) and to explore student SPs’ experiences.</p></div><div><h3>Background</h3><p>Objective structured clinical examination (OSCE) is a standard approach to the task of evaluating students’ clinical competency that relies on SPs. However, professional SPs are characterized by high costs and insufficient availability. Training students to serve as SPs can help address this lack of OSCE resources. However, only preliminary evidence regarding this process and its feasibility has been reported.</p></div><div><h3>Design</h3><p>We used a concurrent mixed-method study design that included quantitative surveys and qualitative group interviews.</p></div><div><h3>Methods</h3><p>Our sample consisted of two-year Bachelor of Nursing program students and trained student SPs who were recruited in May 2021. We used a 5-item performance evaluation tool to assess the SPs’ performance. The reliability of this evaluation tool was indicated by a Cronbach’s α coefficient of.95. Descriptive statistics were used to assess the examinees’ satisfaction with the student SPs’ performance using SPSS 28.0 software. We used a semi-structured interview guide during a group interview; the interview was transcribed verbatim and analyzed via thematic analysis with the assistance of Microsoft Word software.</p></div><div><h3>Results</h3><p>Eighty-two nursing school students responded to the survey and 10 student SPs were included in a group interview. Nursing school students rated SPs’ performance favorably. The mean score assigned to the SPs on the performance scale was 4.41 out of 5. The student SPs described the challenges and benefits that they experienced regarding their role. The challenges they described included 1) staying true to my role, 2) overcoming a physically overwhelming role and 3) facing the threat of insecurity. However, the corresponding benefits included 1) gaining rewards, 2) advancing nursing competency and 3) experiencing a sense of accomplishment.</p></div><div><h3>Conclusion</h3><p>After undergoing training, the SPs performed well. They experienced a variety of challenges and obtained certain benefits. In health care education, recruiting students to serve as SPs is feasible.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104069"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713410","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}