D. Boakye, Emmanuel Konadu, E. Boateng, Emmanuel Kumah, Fafanyo Dzakadzie, K. Buabeng
Introduction. Effective self-reporting of medication administration errors (MAEs) is crucial for patient safety globally, yet underreporting persists as a significant challenge, hindering policy interventions. Despite extensive studies on barriers to MAE reporting by nurses, limited attention has been given to this issue in Ghana. This study aimed to explore the reasons behind nurses’ reluctance to report MAEs, contributing to a broader understanding of this critical issue. Methods. A cross-sectional study was conducted among registered nurses at two public health facilities in the Ashanti Region, Ghana. Self-administered questionnaires were distributed to 153 respondents using stratified and simple random sampling. Descriptive and inferential statistics, including chi-square and logistic regression, were employed to analyze 150 completed questionnaires using SPSS version 23, with a significance level set at P<0.05. Results. The majority (60.7%) of nurses reported MAEs, primarily to the ward in-charge (72.0%) and documented in the incidence book (54.3%), while only 9% reported to patients. Reasons for nonreporting included fear of criticism (34.5%), litigation (19.5%), losing practice licenses (18.6%), and stigma (17.7%). Significant correlations were found between nurses’ sociodemographic characteristics (age, marital status, years of practice, and rank) and their self-reporting of MAEs (P<0.05). Conclusion. Despite high levels of self-reported MAEs among nurses, fear remains a pervasive barrier to reporting. Addressing the culture of blame, criticism, and stigma is imperative to enhance nurses’ confidence in reporting MAEs globally, transcending geographical boundaries and fostering patient safety on a broader scale.
{"title":"Nurses’ Refusal to Report Medication Administration Errors in a Ghanaian Municipality: Uncovering the Barriers with a Quantitative Approach","authors":"D. Boakye, Emmanuel Konadu, E. Boateng, Emmanuel Kumah, Fafanyo Dzakadzie, K. Buabeng","doi":"10.1155/2024/9664624","DOIUrl":"https://doi.org/10.1155/2024/9664624","url":null,"abstract":"Introduction. Effective self-reporting of medication administration errors (MAEs) is crucial for patient safety globally, yet underreporting persists as a significant challenge, hindering policy interventions. Despite extensive studies on barriers to MAE reporting by nurses, limited attention has been given to this issue in Ghana. This study aimed to explore the reasons behind nurses’ reluctance to report MAEs, contributing to a broader understanding of this critical issue. Methods. A cross-sectional study was conducted among registered nurses at two public health facilities in the Ashanti Region, Ghana. Self-administered questionnaires were distributed to 153 respondents using stratified and simple random sampling. Descriptive and inferential statistics, including chi-square and logistic regression, were employed to analyze 150 completed questionnaires using SPSS version 23, with a significance level set at P<0.05. Results. The majority (60.7%) of nurses reported MAEs, primarily to the ward in-charge (72.0%) and documented in the incidence book (54.3%), while only 9% reported to patients. Reasons for nonreporting included fear of criticism (34.5%), litigation (19.5%), losing practice licenses (18.6%), and stigma (17.7%). Significant correlations were found between nurses’ sociodemographic characteristics (age, marital status, years of practice, and rank) and their self-reporting of MAEs (P<0.05). Conclusion. Despite high levels of self-reported MAEs among nurses, fear remains a pervasive barrier to reporting. Addressing the culture of blame, criticism, and stigma is imperative to enhance nurses’ confidence in reporting MAEs globally, transcending geographical boundaries and fostering patient safety on a broader scale.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141101462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Wafaa Ramadan Ahmed, E. Hossny, Ghada Thabet Mohammed, Salwa Abd Algaid Abd Elrahman, Abeer Mohamed Abdelkader, A. S. Abdelrahem, Nagham Nabil Omar, Heba Mostafa Mohamed
Purpose. Breast cancer is considered a huge health problem among women all over the world due to its increased mortality rate. Breast cancer deaths are decreased by 28–34% due to improvement in treatment and early detection. In order to detect breast cancer early and provide the best possible therapy, knowledge and awareness are essential. So, this study aimed to assess risk of breast cancer among nurses, the knowledge and practices of breast self-examination (BSE) and determine its barriers, and implement an educational program for them. Design. A quasiexperimental research design was used. Methods. This study was conducted at two university hospitals (main university hospital and woman’s health hospital). A purposive sample of 280 nurses with age more than thirty-five years were included in the study using three tools, namely, structure interview questionnaire, breast cancer risk assessment tool, and a structured breast cancer knowledge and practice questionnaire. Nurses’ knowledge and practices regarding breast cancer and BSE were first assessed and then they were provided with two educational courses covering theoretical and practical information. One month after the program ended, the nurses’ knowledge and practices were assessed again. Results. About 3.2% of the participants have five years high risk of developing breast cancer according the risk assessment tool, the main barriers of do not do BSE did not find any symptoms and scared from finding any abnormality. There was a significant increase in knowledge and practice of breast self-examination posteducation compared to pre-education (73.2 and 98.2%, respectively). Also, there was a statistically significant difference between pre- and postprogram with a p value of 0.0001. Conclusion. This study concluded that 3.2% of the nurses with high risk of developing breast cancer needed a follow-up; more than half of them do not perform breast self-examination because they think that do not have any symptoms in the breast and the educational program with a significant effect on knowledge and practices of nurses. So, the researchers recommend the nurses need for an empowerment program and support by providing assistance in places of work as done free clinical examination and mammography by female specialist for privacy.
{"title":"Risk Assessment Tool of Breast Cancer and Barriers against Breast Self-Examination among Nurses: An Educational Program","authors":"Wafaa Ramadan Ahmed, E. Hossny, Ghada Thabet Mohammed, Salwa Abd Algaid Abd Elrahman, Abeer Mohamed Abdelkader, A. S. Abdelrahem, Nagham Nabil Omar, Heba Mostafa Mohamed","doi":"10.1155/2024/5452953","DOIUrl":"https://doi.org/10.1155/2024/5452953","url":null,"abstract":"Purpose. Breast cancer is considered a huge health problem among women all over the world due to its increased mortality rate. Breast cancer deaths are decreased by 28–34% due to improvement in treatment and early detection. In order to detect breast cancer early and provide the best possible therapy, knowledge and awareness are essential. So, this study aimed to assess risk of breast cancer among nurses, the knowledge and practices of breast self-examination (BSE) and determine its barriers, and implement an educational program for them. Design. A quasiexperimental research design was used. Methods. This study was conducted at two university hospitals (main university hospital and woman’s health hospital). A purposive sample of 280 nurses with age more than thirty-five years were included in the study using three tools, namely, structure interview questionnaire, breast cancer risk assessment tool, and a structured breast cancer knowledge and practice questionnaire. Nurses’ knowledge and practices regarding breast cancer and BSE were first assessed and then they were provided with two educational courses covering theoretical and practical information. One month after the program ended, the nurses’ knowledge and practices were assessed again. Results. About 3.2% of the participants have five years high risk of developing breast cancer according the risk assessment tool, the main barriers of do not do BSE did not find any symptoms and scared from finding any abnormality. There was a significant increase in knowledge and practice of breast self-examination posteducation compared to pre-education (73.2 and 98.2%, respectively). Also, there was a statistically significant difference between pre- and postprogram with a p value of 0.0001. Conclusion. This study concluded that 3.2% of the nurses with high risk of developing breast cancer needed a follow-up; more than half of them do not perform breast self-examination because they think that do not have any symptoms in the breast and the educational program with a significant effect on knowledge and practices of nurses. So, the researchers recommend the nurses need for an empowerment program and support by providing assistance in places of work as done free clinical examination and mammography by female specialist for privacy.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140993572","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Aim. To examine and clarify the concept financial health literacy (FHL) within the context of aging and healthcare. Background. Older adults have a high chronic disease burden and low financial and health literacy levels which often leads to high healthcare costs and poor self-management. Clarification of the concept FHL is necessary to better support nursing care and successful self-management. Design. Concept analysis using literary synthesis. Data Sources. Electronic databases were used to find scientific literature (i.e., PubMed, CINAHL, and Business Source Complete), and online dictionaries were used to find basic definitions. Review Methods. Walker and Avant’s eight-step method was used as a guide to construct a concept analysis of FHL. Clinical, aging, financial, and economic studies were reviewed to determine defining attributes, antecedents, and consequences of FHL on the older adult’s health. Results. FHL is defined as the knowledge, skills, and ability to make decisions that allow an individual to manage finances to optimally meet healthcare-related and household expenses, including resources to self-manage health, and plan for short-term, long-term, and end-of-life healthcare. Personal context, opportunity, and access are antecedents to FHL. There are 3 defining attributes: knowledge about health and financial-related concepts, skills in health and financial planning, and healthcare and financial-related decision-making behaviors. The 4 consequences of FHL include effective healthcare utilization, effective cost management, effective self-management, and positive health outcomes. Conclusions. FHL is a complex, multidimensional concept. A better understanding of this concept has significant nursing implications for research, clinical, practice, education, and policy development. Older adults have unique health and financial needs due to the complexity of retirement, living on a fixed income, and self-management of chronic diseases. Development of a FHL assessment tool and intervention is needed and may be supported based on the results of this concept analysis.
目的研究并澄清老龄化和医疗保健背景下的财务健康素养（FHL）概念。背景。老年人的慢性病负担较重，而财务和健康素养水平较低，这往往会导致高昂的医疗费用和较差的自我管理能力。为了更好地支持护理和成功的自我管理，有必要澄清财务和健康素养的概念。设计。使用文学综合法进行概念分析。数据来源。使用电子数据库查找科学文献（即 PubMed、CINAHL 和 Business Source Complete），并使用在线词典查找基本定义。综述方法。以 Walker 和 Avant 的八步法为指导，构建 FHL 概念分析。回顾了临床、老龄化、金融和经济研究，以确定 FHL 的定义属性、前因和对老年人健康的影响。结果。FHL被定义为个人做出决策的知识、技能和能力，这些知识、技能和能力使个人能够管理财务，以最佳方式满足与医疗保健相关的支出和家庭支出，包括自我管理健康的资源，以及短期、长期和临终医疗保健计划。个人背景、机会和渠道是家庭保健的先决条件。有 3 个决定性属性：关于健康和财务相关概念的知识、健康和财务规划技能以及健康和财务相关决策行为。FHL 的 4 个结果包括有效利用医疗保健、有效管理成本、有效自我管理和积极的健康结果。结论。财务自由是一个复杂、多维的概念。更好地理解这一概念对护理研究、临床、实践、教育和政策制定具有重要意义。由于退休、靠固定收入生活和慢性病自我管理等问题的复杂性，老年人有着独特的健康和经济需求。根据这一概念分析的结果，有必要开发一种全职家庭主妇评估工具和干预措施。
{"title":"Financial Health Literacy and Community-Dwelling Older Adults: A Concept Analysis","authors":"Kimberly D. Davis, Terry L. Jones","doi":"10.1155/2024/3400780","DOIUrl":"https://doi.org/10.1155/2024/3400780","url":null,"abstract":"Aim. To examine and clarify the concept financial health literacy (FHL) within the context of aging and healthcare. Background. Older adults have a high chronic disease burden and low financial and health literacy levels which often leads to high healthcare costs and poor self-management. Clarification of the concept FHL is necessary to better support nursing care and successful self-management. Design. Concept analysis using literary synthesis. Data Sources. Electronic databases were used to find scientific literature (i.e., PubMed, CINAHL, and Business Source Complete), and online dictionaries were used to find basic definitions. Review Methods. Walker and Avant’s eight-step method was used as a guide to construct a concept analysis of FHL. Clinical, aging, financial, and economic studies were reviewed to determine defining attributes, antecedents, and consequences of FHL on the older adult’s health. Results. FHL is defined as the knowledge, skills, and ability to make decisions that allow an individual to manage finances to optimally meet healthcare-related and household expenses, including resources to self-manage health, and plan for short-term, long-term, and end-of-life healthcare. Personal context, opportunity, and access are antecedents to FHL. There are 3 defining attributes: knowledge about health and financial-related concepts, skills in health and financial planning, and healthcare and financial-related decision-making behaviors. The 4 consequences of FHL include effective healthcare utilization, effective cost management, effective self-management, and positive health outcomes. Conclusions. FHL is a complex, multidimensional concept. A better understanding of this concept has significant nursing implications for research, clinical, practice, education, and policy development. Older adults have unique health and financial needs due to the complexity of retirement, living on a fixed income, and self-management of chronic diseases. Development of a FHL assessment tool and intervention is needed and may be supported based on the results of this concept analysis.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140251938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Hien Thi Bui, Thi Hoa Huyen Nguyen, Hong Anh Phan, Hue Thi Hoang, Duong Thuy Tran, Van Lan Hoang
Students’ academic performance is substantially influenced by their learning approaches, which reflect their intentions when confronted with a learning situation and the corresponding strategies they employ to fulfil these intentions. Since there was no validated questionnaire that aimed to assess students’ learning approaches in the context of Vietnam, the purpose of this study is to validate a Vietnamese short version of the approaches and study skills inventory for students (ASSIST). A cross-sectional study involved translation and validation with a group of Vietnamese undergraduate nursing students. This questionnaire was translated by two independent bilingual experts and reviewed by a team of two other experts. To test the internal reliability, Cronbach’s alpha was used with 102 nursing students in a nursing school. Regarding construct validity, the study checked whether the original three subscales fit the data by using confirmatory factor analysis in a group of 1340 nursing students from ten nursing schools across Vietnam. The result indicated that the internal consistency of the Vietnamese ASSIST short version was good; Cronbach’s alpha of the total scale was 0.89. Cronbach’s alphas for deep, strategic, and surface approaches were 0.82, 0.89, and 0.70, respectively. By using confirmatory factor analysis, the model of three subscales showed a moderate fit (X2/df = 7.097, p<0.01, CFI = 0.927, TLI = 0.886, and RMSEA = 0.067). As such, this finding supported the proposed three-factor structure of the short version of ASSIST in the context of Vietnam, which will be a useful tool for educators and educational institutions to assess students’ learning approaches initially.
{"title":"The Short Version of Approaches and Study Skills Inventory for Students: A Confirmatory Factor Analysis in Vietnamese Nursing Students","authors":"Hien Thi Bui, Thi Hoa Huyen Nguyen, Hong Anh Phan, Hue Thi Hoang, Duong Thuy Tran, Van Lan Hoang","doi":"10.1155/2024/4260431","DOIUrl":"https://doi.org/10.1155/2024/4260431","url":null,"abstract":"Students’ academic performance is substantially influenced by their learning approaches, which reflect their intentions when confronted with a learning situation and the corresponding strategies they employ to fulfil these intentions. Since there was no validated questionnaire that aimed to assess students’ learning approaches in the context of Vietnam, the purpose of this study is to validate a Vietnamese short version of the approaches and study skills inventory for students (ASSIST). A cross-sectional study involved translation and validation with a group of Vietnamese undergraduate nursing students. This questionnaire was translated by two independent bilingual experts and reviewed by a team of two other experts. To test the internal reliability, Cronbach’s alpha was used with 102 nursing students in a nursing school. Regarding construct validity, the study checked whether the original three subscales fit the data by using confirmatory factor analysis in a group of 1340 nursing students from ten nursing schools across Vietnam. The result indicated that the internal consistency of the Vietnamese ASSIST short version was good; Cronbach’s alpha of the total scale was 0.89. Cronbach’s alphas for deep, strategic, and surface approaches were 0.82, 0.89, and 0.70, respectively. By using confirmatory factor analysis, the model of three subscales showed a moderate fit (X2/df = 7.097, p<0.01, CFI = 0.927, TLI = 0.886, and RMSEA = 0.067). As such, this finding supported the proposed three-factor structure of the short version of ASSIST in the context of Vietnam, which will be a useful tool for educators and educational institutions to assess students’ learning approaches initially.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140257389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
C. Chabrera, M. Aldomà, L. Bazo-Hernández, M. Faro, M. Farrés-Tarafa, E. Gil-Mateu, R. Gómez-Ibáñez, E. Insa, D. Medel, E. Peñataro-Pintado, A. Puiggrós-Binefa, C. Rascón, J. A. Sarria-Guerrero, M. Ricart, C. Suris, P. Fernández, E. Rodríguez
Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education.
{"title":"The Use of Simulation in Nursing Education Programs: A Cross-Sectional Interuniversity Study","authors":"C. Chabrera, M. Aldomà, L. Bazo-Hernández, M. Faro, M. Farrés-Tarafa, E. Gil-Mateu, R. Gómez-Ibáñez, E. Insa, D. Medel, E. Peñataro-Pintado, A. Puiggrós-Binefa, C. Rascón, J. A. Sarria-Guerrero, M. Ricart, C. Suris, P. Fernández, E. Rodríguez","doi":"10.1155/2024/1091530","DOIUrl":"https://doi.org/10.1155/2024/1091530","url":null,"abstract":"Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140449484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Josephine Francis Xavier, N. Khanlou, Lisa Seto Nielsen, S. Moradian
Introduction. Social support, as a multidimensional concept, is studied across disciplines. However, examining the concept in relation to first-time fathers in the perinatal period remains an underexplored avenue. This analysis aims to clarify what social support for first-time fathers means through an operational definition that will assist healthcare providers in supporting fathers as valuable assets to the wellbeing of their partners and children. Design. Walker and Avant’s concept analysis approach is used to identify the attributes, antecedents, and consequences of social support for first-time fathers during the perinatal period. Data Source. A thorough title and abstract review led to the analysis of 41 articles from databases, including MEDLINE, CINAHL, PsycINFO, the Social Sciences Citation Index, and Embase databases from 1970 to 2022. Results. Social support for first-time fathers can be described as a relational strategy and supportive intervention from both informal and formal sources. This concept analysis broadens the meaning of social support by considering structural and functional attributes. It offers fresh insights into how support can be coordinated across microsystems and macrosystems to address the distinctive requirements of current-day fathers within the intricate family dynamics. Furthermore, gender, cultural, and generational differences affect the preferences and needs of fathers, as well as their ability to support their partners and infants. Fathers preferred emotional support from their partners and sought informational and appraisal support from healthcare professionals. In addition, supportive relationships are characterized by proximity, reciprocity, congruency, and continuity during the perinatal period. Conclusion. Conceptualizing social support encompasses both upstream and downstream approaches across structures and systems to support fathers. Support for first-time fathers includes developing father-specific approaches to perinatal nursing care and practice. Social support carries implications for fostering socially inclusive policies, interdisciplinary curriculum integration, advocacy, and research aimed at improving paternal mental health and perinatal wellbeing.
{"title":"Enhancing Paternal Support: A Concept Analysis of Social Support for First-Time Fathers","authors":"Josephine Francis Xavier, N. Khanlou, Lisa Seto Nielsen, S. Moradian","doi":"10.1155/2024/2803795","DOIUrl":"https://doi.org/10.1155/2024/2803795","url":null,"abstract":"Introduction. Social support, as a multidimensional concept, is studied across disciplines. However, examining the concept in relation to first-time fathers in the perinatal period remains an underexplored avenue. This analysis aims to clarify what social support for first-time fathers means through an operational definition that will assist healthcare providers in supporting fathers as valuable assets to the wellbeing of their partners and children. Design. Walker and Avant’s concept analysis approach is used to identify the attributes, antecedents, and consequences of social support for first-time fathers during the perinatal period. Data Source. A thorough title and abstract review led to the analysis of 41 articles from databases, including MEDLINE, CINAHL, PsycINFO, the Social Sciences Citation Index, and Embase databases from 1970 to 2022. Results. Social support for first-time fathers can be described as a relational strategy and supportive intervention from both informal and formal sources. This concept analysis broadens the meaning of social support by considering structural and functional attributes. It offers fresh insights into how support can be coordinated across microsystems and macrosystems to address the distinctive requirements of current-day fathers within the intricate family dynamics. Furthermore, gender, cultural, and generational differences affect the preferences and needs of fathers, as well as their ability to support their partners and infants. Fathers preferred emotional support from their partners and sought informational and appraisal support from healthcare professionals. In addition, supportive relationships are characterized by proximity, reciprocity, congruency, and continuity during the perinatal period. Conclusion. Conceptualizing social support encompasses both upstream and downstream approaches across structures and systems to support fathers. Support for first-time fathers includes developing father-specific approaches to perinatal nursing care and practice. Social support carries implications for fostering socially inclusive policies, interdisciplinary curriculum integration, advocacy, and research aimed at improving paternal mental health and perinatal wellbeing.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139959628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. With a shortage of clinical placements, nursing faculty, and a growing nursing shortage, alternate clinical placements and experiences must be explored. Traditionally, students have been placed on day shifts, leading to competitive and saturated units with limited ability to participate in care and translate the knowledge they have acquired in the clinical setting. This study examined the satisfaction and confidence of students on both day- and night-shift clinical placements. Methods. A comparative quasiexperimental study was conducted using a modified version of the National League of Nursing’s Student Satisfaction and Self-Confidence in Learning tool to compare students’ satisfaction and confidence in 40 students who participated in day- and night-shift medical-surgical clinical rotations. This was examined using statistics for each of the survey’s 12 questions. Results. One of the questions related to overall confidence with the clinical experience had higher means in the night-shift clinical group than the day-shift clinical group but was not statistically significant. The remainder of the questions related to confidence with the clinical demonstrated no statistical difference between the groups. There was no statistical difference between the groups for any questions related to satisfaction. Conclusion. Nursing programs should consider supplementing night-shift clinical as an alternative to day-shift clinical.
{"title":"Building Nursing Students’ Confidence through the Integration of Night-Shift Clinical","authors":"Katie Pawloski, Wendy Moore","doi":"10.1155/2024/8822818","DOIUrl":"https://doi.org/10.1155/2024/8822818","url":null,"abstract":"Background. With a shortage of clinical placements, nursing faculty, and a growing nursing shortage, alternate clinical placements and experiences must be explored. Traditionally, students have been placed on day shifts, leading to competitive and saturated units with limited ability to participate in care and translate the knowledge they have acquired in the clinical setting. This study examined the satisfaction and confidence of students on both day- and night-shift clinical placements. Methods. A comparative quasiexperimental study was conducted using a modified version of the National League of Nursing’s Student Satisfaction and Self-Confidence in Learning tool to compare students’ satisfaction and confidence in 40 students who participated in day- and night-shift medical-surgical clinical rotations. This was examined using statistics for each of the survey’s 12 questions. Results. One of the questions related to overall confidence with the clinical experience had higher means in the night-shift clinical group than the day-shift clinical group but was not statistically significant. The remainder of the questions related to confidence with the clinical demonstrated no statistical difference between the groups. There was no statistical difference between the groups for any questions related to satisfaction. Conclusion. Nursing programs should consider supplementing night-shift clinical as an alternative to day-shift clinical.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139775945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background. With a shortage of clinical placements, nursing faculty, and a growing nursing shortage, alternate clinical placements and experiences must be explored. Traditionally, students have been placed on day shifts, leading to competitive and saturated units with limited ability to participate in care and translate the knowledge they have acquired in the clinical setting. This study examined the satisfaction and confidence of students on both day- and night-shift clinical placements. Methods. A comparative quasiexperimental study was conducted using a modified version of the National League of Nursing’s Student Satisfaction and Self-Confidence in Learning tool to compare students’ satisfaction and confidence in 40 students who participated in day- and night-shift medical-surgical clinical rotations. This was examined using statistics for each of the survey’s 12 questions. Results. One of the questions related to overall confidence with the clinical experience had higher means in the night-shift clinical group than the day-shift clinical group but was not statistically significant. The remainder of the questions related to confidence with the clinical demonstrated no statistical difference between the groups. There was no statistical difference between the groups for any questions related to satisfaction. Conclusion. Nursing programs should consider supplementing night-shift clinical as an alternative to day-shift clinical.
{"title":"Building Nursing Students’ Confidence through the Integration of Night-Shift Clinical","authors":"Katie Pawloski, Wendy Moore","doi":"10.1155/2024/8822818","DOIUrl":"https://doi.org/10.1155/2024/8822818","url":null,"abstract":"Background. With a shortage of clinical placements, nursing faculty, and a growing nursing shortage, alternate clinical placements and experiences must be explored. Traditionally, students have been placed on day shifts, leading to competitive and saturated units with limited ability to participate in care and translate the knowledge they have acquired in the clinical setting. This study examined the satisfaction and confidence of students on both day- and night-shift clinical placements. Methods. A comparative quasiexperimental study was conducted using a modified version of the National League of Nursing’s Student Satisfaction and Self-Confidence in Learning tool to compare students’ satisfaction and confidence in 40 students who participated in day- and night-shift medical-surgical clinical rotations. This was examined using statistics for each of the survey’s 12 questions. Results. One of the questions related to overall confidence with the clinical experience had higher means in the night-shift clinical group than the day-shift clinical group but was not statistically significant. The remainder of the questions related to confidence with the clinical demonstrated no statistical difference between the groups. There was no statistical difference between the groups for any questions related to satisfaction. Conclusion. Nursing programs should consider supplementing night-shift clinical as an alternative to day-shift clinical.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139835788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammad Salehpoor-Emran, A. Ghorbani, Zahra Abbasi Dolatabadi, Marjan Delkhosh
Introduction. The coronavirus disease 2019 (COVID-19) pandemic necessitated the suspension of most educational activities and a shift from face-to-face (FTF) education to virtual education (VE). These changes were associated with new educational experiences for both instructors and students. This study aimed to explore nursing instructors’ and students’ experiences of VE during the COVID-19 pandemic. Method. This descriptive qualitative study was carried out in 2021. Participants were 21 bachelor’s, master’s, and Ph.D. nursing students and six nursing instructors purposively selected from the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences, Tehran, Iran. Data were gathered through FTF or online in-depth semistructured interviews and were analyzed through conventional qualitative content analysis as proposed by Graneheim and Lundman (2004). Results. Eight subthemes and three main themes were developed during data analysis. The main themes and subthemes were VE as a double-edged sword (VE as a threat, VE as an opportunity, and necessity to improve VE), weaknesses in clinical education (reduced quality of clinical education and necessity to compensate for students’ retarded clinical learning), and reduced reliability of virtual student evaluation (cheating as a problem of virtual evaluation, stresses and tensions of virtual evaluation, and necessity to use new strategies in virtual evaluation). Conclusion. Despite the different shortcomings and challenges of VE during the COVID-19 pandemic, educational experiences gained in this period can be used to improve the quality of nursing VE in future epidemics and pandemics.
{"title":"Nursing Instructors’ and Students’ Experiences of Transition from Face-to-Face Education to Virtual Education during the Coronavirus Disease 2019 Pandemic","authors":"Mohammad Salehpoor-Emran, A. Ghorbani, Zahra Abbasi Dolatabadi, Marjan Delkhosh","doi":"10.1155/2024/9698711","DOIUrl":"https://doi.org/10.1155/2024/9698711","url":null,"abstract":"Introduction. The coronavirus disease 2019 (COVID-19) pandemic necessitated the suspension of most educational activities and a shift from face-to-face (FTF) education to virtual education (VE). These changes were associated with new educational experiences for both instructors and students. This study aimed to explore nursing instructors’ and students’ experiences of VE during the COVID-19 pandemic. Method. This descriptive qualitative study was carried out in 2021. Participants were 21 bachelor’s, master’s, and Ph.D. nursing students and six nursing instructors purposively selected from the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences, Tehran, Iran. Data were gathered through FTF or online in-depth semistructured interviews and were analyzed through conventional qualitative content analysis as proposed by Graneheim and Lundman (2004). Results. Eight subthemes and three main themes were developed during data analysis. The main themes and subthemes were VE as a double-edged sword (VE as a threat, VE as an opportunity, and necessity to improve VE), weaknesses in clinical education (reduced quality of clinical education and necessity to compensate for students’ retarded clinical learning), and reduced reliability of virtual student evaluation (cheating as a problem of virtual evaluation, stresses and tensions of virtual evaluation, and necessity to use new strategies in virtual evaluation). Conclusion. Despite the different shortcomings and challenges of VE during the COVID-19 pandemic, educational experiences gained in this period can be used to improve the quality of nursing VE in future epidemics and pandemics.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139839761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mohammad Salehpoor-Emran, A. Ghorbani, Zahra Abbasi Dolatabadi, Marjan Delkhosh
Introduction. The coronavirus disease 2019 (COVID-19) pandemic necessitated the suspension of most educational activities and a shift from face-to-face (FTF) education to virtual education (VE). These changes were associated with new educational experiences for both instructors and students. This study aimed to explore nursing instructors’ and students’ experiences of VE during the COVID-19 pandemic. Method. This descriptive qualitative study was carried out in 2021. Participants were 21 bachelor’s, master’s, and Ph.D. nursing students and six nursing instructors purposively selected from the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences, Tehran, Iran. Data were gathered through FTF or online in-depth semistructured interviews and were analyzed through conventional qualitative content analysis as proposed by Graneheim and Lundman (2004). Results. Eight subthemes and three main themes were developed during data analysis. The main themes and subthemes were VE as a double-edged sword (VE as a threat, VE as an opportunity, and necessity to improve VE), weaknesses in clinical education (reduced quality of clinical education and necessity to compensate for students’ retarded clinical learning), and reduced reliability of virtual student evaluation (cheating as a problem of virtual evaluation, stresses and tensions of virtual evaluation, and necessity to use new strategies in virtual evaluation). Conclusion. Despite the different shortcomings and challenges of VE during the COVID-19 pandemic, educational experiences gained in this period can be used to improve the quality of nursing VE in future epidemics and pandemics.
{"title":"Nursing Instructors’ and Students’ Experiences of Transition from Face-to-Face Education to Virtual Education during the Coronavirus Disease 2019 Pandemic","authors":"Mohammad Salehpoor-Emran, A. Ghorbani, Zahra Abbasi Dolatabadi, Marjan Delkhosh","doi":"10.1155/2024/9698711","DOIUrl":"https://doi.org/10.1155/2024/9698711","url":null,"abstract":"Introduction. The coronavirus disease 2019 (COVID-19) pandemic necessitated the suspension of most educational activities and a shift from face-to-face (FTF) education to virtual education (VE). These changes were associated with new educational experiences for both instructors and students. This study aimed to explore nursing instructors’ and students’ experiences of VE during the COVID-19 pandemic. Method. This descriptive qualitative study was carried out in 2021. Participants were 21 bachelor’s, master’s, and Ph.D. nursing students and six nursing instructors purposively selected from the Faculty of Nursing and Midwifery of Tehran University of Medical Sciences, Tehran, Iran. Data were gathered through FTF or online in-depth semistructured interviews and were analyzed through conventional qualitative content analysis as proposed by Graneheim and Lundman (2004). Results. Eight subthemes and three main themes were developed during data analysis. The main themes and subthemes were VE as a double-edged sword (VE as a threat, VE as an opportunity, and necessity to improve VE), weaknesses in clinical education (reduced quality of clinical education and necessity to compensate for students’ retarded clinical learning), and reduced reliability of virtual student evaluation (cheating as a problem of virtual evaluation, stresses and tensions of virtual evaluation, and necessity to use new strategies in virtual evaluation). Conclusion. Despite the different shortcomings and challenges of VE during the COVID-19 pandemic, educational experiences gained in this period can be used to improve the quality of nursing VE in future epidemics and pandemics.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139779944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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