Nisa Rubina Pereira Souto Rosa, Maria Adriana Pereira Henriques, Maria Alice dos Santos Curado
Background. Parents’ health literacy has a great impact on child’s care and health. Knowing parent’s health literacy levels is crucial to avoid the consequences of limited literacy and for the creation of better health policies and educational interventions. To assess those levels, we must have tools tailored to this population. However, there is a lack of specific instruments to evaluate this capacity in Portuguese parents of children aged less than 12 months. Aim. To perform the cultural adaptation and psychometric validation of the Parental Health Literacy Assessment Test-8 for use in Portugal. Methods. Methodological study is divided into two phases: cultural adaptation and psychometric validation. The first phase followed the Beaton guidelines. The second, carried out with 176 parents, took place at a public hospital in Portugal, between October 2020 and June 2021. Data were analyzed for internal reliability using the Kuder–Richardson reliability coefficient (KR-20). Confirmatory factor analysis was used to estimate factor validity, applying polychoric correlation measures using the “lavaan package” for the R statistical package. Results. In the cultural adaptation, the expert committee adjusted the translated version, validating the content for Portuguese parents. At validation, the calculated value of KR-20 was approximately 0.50. The empirical indices of the goodness-of-fit of the factor model showed a good overall fit, although two of the items had low weights (0.24 and 0.32). The results of the factors show an acceptable value for the factor (FC = 0.756) and a lower value for the average variance extracted. Conclusion. The version of the instrument adapted for Portugal presented adequate semantic and content equivalence. The psychometrics suggested that the PHLAT-8-PT is a reliable and valid instrument that can be used systematically by the health team to measure the health literacy levels and improve health education.
{"title":"Cultural Adaptation and Validation of the Parental Health Literacy Activities Test-8 with Portuguese Parents","authors":"Nisa Rubina Pereira Souto Rosa, Maria Adriana Pereira Henriques, Maria Alice dos Santos Curado","doi":"10.1155/2023/2524957","DOIUrl":"https://doi.org/10.1155/2023/2524957","url":null,"abstract":"Background. Parents’ health literacy has a great impact on child’s care and health. Knowing parent’s health literacy levels is crucial to avoid the consequences of limited literacy and for the creation of better health policies and educational interventions. To assess those levels, we must have tools tailored to this population. However, there is a lack of specific instruments to evaluate this capacity in Portuguese parents of children aged less than 12 months. Aim. To perform the cultural adaptation and psychometric validation of the Parental Health Literacy Assessment Test-8 for use in Portugal. Methods. Methodological study is divided into two phases: cultural adaptation and psychometric validation. The first phase followed the Beaton guidelines. The second, carried out with 176 parents, took place at a public hospital in Portugal, between October 2020 and June 2021. Data were analyzed for internal reliability using the Kuder–Richardson reliability coefficient (KR-20). Confirmatory factor analysis was used to estimate factor validity, applying polychoric correlation measures using the “lavaan package” for the R statistical package. Results. In the cultural adaptation, the expert committee adjusted the translated version, validating the content for Portuguese parents. At validation, the calculated value of KR-20 was approximately 0.50. The empirical indices of the goodness-of-fit of the factor model showed a good overall fit, although two of the items had low weights (0.24 and 0.32). The results of the factors show an acceptable value for the factor (FC = 0.756) and a lower value for the average variance extracted. Conclusion. The version of the instrument adapted for Portugal presented adequate semantic and content equivalence. The psychometrics suggested that the PHLAT-8-PT is a reliable and valid instrument that can be used systematically by the health team to measure the health literacy levels and improve health education.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135367217","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}
Marwa Samir Sorour, Eman Kamel Hossny, Nadia Taha Mohamed, Abeer Mohamed Abdelkader, Hammad S. Alotaibi, Heba Kamal Obied
Purpose. To maintain the quality of patients care, head nurses (HNs) are confronting various contradicting issues that require the ability to manage polarities and concern coaching behaviors as exploring situations, building alliances, and maintaining communication with nurses. This study aimed to explore the effect of HNs’ workplace polarity management educational intervention on their coaching behaviors. Design. A quasiexperimental (pre-posttest) research design was used. Method. This study was conducted at Tanta International Teaching Hospital, on 12 HNs and 300 nurses using three tools: (I) a polarity management knowledge questionnaire; (II) a polarity map evaluation observational checklist; and (III) a nurses’ perception of the HNs’ coaching leadership behaviors questionnaire. The statistical tests used were as follows: the Kolmogorov-Smirnov test, the significance of the obtained results was judged at the 5% level; the marginal homogeneity test, ANOVA with repeated measures, the Wilcoxon signed ranks test, and the Friedman test. The study was conducted between end of 2021 and beginning of 2022. The educational intervention included 3 sessions: polarity management and the keys to manage it, polarity map (stability versus change), and head nurses’ role in managing polarity and how it reflects on their coaching leadership behavior. HNs’ ability to practice polarity management was classified into levels according to cutoff points: high >75%, moderate 60–75%, and low <60%. Results. Before intervention (66.7%, 100%) of head nurses had poor knowledge and low practice that changed after 3 months of intervention to be 58.3% and 41.7%, respectively. Before and 3 months after the intervention (70.0%, 33.7%) of nurses perceived that head nurses had a low and a moderate level of coaching, respectively. 70.0% of working nurses reported that they noticed that head nurses' coaching behaviors were low before the educational intervention, but the percentage decreased by half three months after the educational intervention. Conclusion. Implementing the educational intervention for head nurses about workplace polarity management significantly correlated with the nurses’ perception of their HNs’ coaching behaviors.
{"title":"Effect of Head Nurses’ Workplace Polarity Management Educational Intervention on Their Coaching Behavior","authors":"Marwa Samir Sorour, Eman Kamel Hossny, Nadia Taha Mohamed, Abeer Mohamed Abdelkader, Hammad S. Alotaibi, Heba Kamal Obied","doi":"10.1155/2023/5954857","DOIUrl":"https://doi.org/10.1155/2023/5954857","url":null,"abstract":"Purpose. To maintain the quality of patients care, head nurses (HNs) are confronting various contradicting issues that require the ability to manage polarities and concern coaching behaviors as exploring situations, building alliances, and maintaining communication with nurses. This study aimed to explore the effect of HNs’ workplace polarity management educational intervention on their coaching behaviors. Design. A quasiexperimental (pre-posttest) research design was used. Method. This study was conducted at Tanta International Teaching Hospital, on 12 HNs and 300 nurses using three tools: (I) a polarity management knowledge questionnaire; (II) a polarity map evaluation observational checklist; and (III) a nurses’ perception of the HNs’ coaching leadership behaviors questionnaire. The statistical tests used were as follows: the Kolmogorov-Smirnov test, the significance of the obtained results was judged at the 5% level; the marginal homogeneity test, ANOVA with repeated measures, the Wilcoxon signed ranks test, and the Friedman test. The study was conducted between end of 2021 and beginning of 2022. The educational intervention included 3 sessions: polarity management and the keys to manage it, polarity map (stability versus change), and head nurses’ role in managing polarity and how it reflects on their coaching leadership behavior. HNs’ ability to practice polarity management was classified into levels according to cutoff points: high >75%, moderate 60–75%, and low <60%. Results. Before intervention (66.7%, 100%) of head nurses had poor knowledge and low practice that changed after 3 months of intervention to be 58.3% and 41.7%, respectively. Before and 3 months after the intervention (70.0%, 33.7%) of nurses perceived that head nurses had a low and a moderate level of coaching, respectively. 70.0% of working nurses reported that they noticed that head nurses' coaching behaviors were low before the educational intervention, but the percentage decreased by half three months after the educational intervention. Conclusion. Implementing the educational intervention for head nurses about workplace polarity management significantly correlated with the nurses’ perception of their HNs’ coaching behaviors.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135729014","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}
Fatemeh Mohammadi, Lilia de Souza Nogueira, Nasrin Hanifi, Nasrin Bahraminejad
Background. The workload of nurses in the intensive care unit (ICU) can affect the quality of nursing services. Aim. This study aimed to determine the relationship between the nursing activity score and missed care in patients hospitalized in the ICU in Zanjan, Iran. Methods. This observational and prospective study was conducted from April 3 to September 18 in 2021. The study utilized a patient and nurse profile questionnaire, the Nursing Activity Score (NAS), and a checklist for missed care as research tools. Missed care was observed in the 301 patients for whom the NAS was calculated. Analysis of variance (ANOVA) was used to investigate the differences in mean levels of missed care. Logistic regression models were used to assess the association between factors and missed nursing care. Results. Results show that the medical ICU’s mean NAS was 76.31 (95% CI: −13.06–14.89). In 9 dimensions of care, the extent of missed care was 40.7%. In the care dimensions of assessment, hand hygiene, and infection control, the mean NAS had a statistically significant increase at higher levels of missed care ( < 0.5). Furthermore, work experience was identified as a protective factor for missed care (OR = 0.59, 95% CI: 0.37–0.94, χ2 = = 4.97, = 0.026). Conclusion. The study revealed a high incidence of missed care. The study revealed that the mean workload was high in certain dimensions of care such as assessment, hand hygiene, and infection control. The increase in workload for nurses results in lost care. Nonetheless, the utilization of experienced nurses can help mitigate this problem. However, utilizing experienced nurses can help reduce this problem.
{"title":"A Comparison of Nursing Activity Score Means for Missed Care Dimensions in Intensive Care Unit Patients","authors":"Fatemeh Mohammadi, Lilia de Souza Nogueira, Nasrin Hanifi, Nasrin Bahraminejad","doi":"10.1155/2023/9913092","DOIUrl":"https://doi.org/10.1155/2023/9913092","url":null,"abstract":"Background. The workload of nurses in the intensive care unit (ICU) can affect the quality of nursing services. Aim. This study aimed to determine the relationship between the nursing activity score and missed care in patients hospitalized in the ICU in Zanjan, Iran. Methods. This observational and prospective study was conducted from April 3 to September 18 in 2021. The study utilized a patient and nurse profile questionnaire, the Nursing Activity Score (NAS), and a checklist for missed care as research tools. Missed care was observed in the 301 patients for whom the NAS was calculated. Analysis of variance (ANOVA) was used to investigate the differences in mean levels of missed care. Logistic regression models were used to assess the association between factors and missed nursing care. Results. Results show that the medical ICU’s mean NAS was 76.31 (95% CI: −13.06–14.89). In 9 dimensions of care, the extent of missed care was 40.7%. In the care dimensions of assessment, hand hygiene, and infection control, the mean NAS had a statistically significant increase at higher levels of missed care ( <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M1\"> <mi>P</mi> </math> < 0.5). Furthermore, work experience was identified as a protective factor for missed care (OR = 0.59, 95% CI: 0.37–0.94, χ2 = = 4.97, <math xmlns=\"http://www.w3.org/1998/Math/MathML\" id=\"M2\"> <mi>p</mi> </math> = 0.026). Conclusion. The study revealed a high incidence of missed care. The study revealed that the mean workload was high in certain dimensions of care such as assessment, hand hygiene, and infection control. The increase in workload for nurses results in lost care. Nonetheless, the utilization of experienced nurses can help mitigate this problem. However, utilizing experienced nurses can help reduce this problem.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135883352","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. Task shifting is a systematic delegation of tasks in order to make more efficient use of the available human resources for health. Training programs and the quality of these are sparsely studied and specially they that include the patients’ perspectives to an even lesser degree. Aim. A single-center feasibility study with a convergent parallel mixed method approach, integrating quantitative and qualitative components, was conducted at an emergency department aimed to evaluate a training program for nurse-led ultrasound-guided femoral nerve block. Method. Registered nurses (RNs) (n = 5), supervising anesthesiologists (n = 7), and patients with hip fracture (n = 15) participated. The training consisted of a one-day program that included comprehensive theoretical and practical instruction in anatomy, hygiene, and the application of ultrasound. The one-day training program was evaluated through an objective structured clinical examination (OSCE). Following that, each registered nurse conducted three supervised procedures in the weeks that followed. These procedures were performed on patients admitted with hip fractures in the emergency department. The patients (n = 15) were interviewed regarding their experiences and perspectives of pain, safety, and information of the procedures in emergency department. Results. In questionnaire, the RNs and anesthesiologists agreed that the training procedures were beneficial for the patients due to pain relief. Pain intensity showed a mean baseline pain score of 6.0 (95% CI 4.9–7.1) decreasing to 2.5 (95% CI 1.4–3.6) at 30 minutes after needle extraction. The interviews revealed that all patients experienced pain relief after the in situ nerve block training procedures as well as they felt safe and taken care of. Conclusions. The training program for nurse-led ultrasound-guided femoral nerve blocks was considered feasible. All included RNs learned the procedure for task shifting in a satisfactory way.
背景。任务转移是系统地委派任务，以便更有效地利用现有的卫生人力资源。培训项目和这些项目的质量很少被研究，特别是他们在更小的程度上包含了病人的观点。的目标。在急诊科进行了一项单中心可行性研究，采用收敛平行混合方法，整合定量和定性成分，旨在评估护士引导超声引导股神经阻滞的培训计划。方法。注册护士(rn) (n = 5)，监督麻醉师(n = 7)和髋部骨折患者(n = 15)参与。培训包括为期一天的课程，包括解剖学、卫生学和超声应用方面的综合理论和实践指导。为期一天的培训计划通过客观结构化临床检查(OSCE)进行评估。之后，每位注册护士在接下来的几周内进行了三次有监督的手术。这些程序是在急诊科收治的髋部骨折患者中进行的。对患者(15例)进行了访谈，内容涉及他们在急诊科的经历和对疼痛的看法、安全性和手术信息。结果。在问卷调查中，注册护士和麻醉师一致认为，由于疼痛减轻，训练程序对患者有益。疼痛强度显示，拔针后30分钟，平均基线疼痛评分为6.0 (95% CI 4.9-7.1)，降至2.5 (95% CI 1.4-3.6)。访谈显示，所有患者在原位神经阻滞训练程序后疼痛缓解，并且感到安全和得到照顾。结论。认为护士引导超声引导股神经阻滞的培训方案是可行的。所有被试的rnn都以令人满意的方式学习了任务转移的过程。
{"title":"Development of a Workplace-Based Training Program for Nurse-Led Ultrasound-Guided Femoral Nerve Blocks: A Feasibility Study with the Patients’ Perspective in Focus","authors":"Elin Saga, Kirsti Skovdahl, Espen Lindholm, Ragnhild Sørum Falk, Pia Cecilie Bing-Jonsson","doi":"10.1155/2023/8810083","DOIUrl":"https://doi.org/10.1155/2023/8810083","url":null,"abstract":"Background. Task shifting is a systematic delegation of tasks in order to make more efficient use of the available human resources for health. Training programs and the quality of these are sparsely studied and specially they that include the patients’ perspectives to an even lesser degree. Aim. A single-center feasibility study with a convergent parallel mixed method approach, integrating quantitative and qualitative components, was conducted at an emergency department aimed to evaluate a training program for nurse-led ultrasound-guided femoral nerve block. Method. Registered nurses (RNs) (n = 5), supervising anesthesiologists (n = 7), and patients with hip fracture (n = 15) participated. The training consisted of a one-day program that included comprehensive theoretical and practical instruction in anatomy, hygiene, and the application of ultrasound. The one-day training program was evaluated through an objective structured clinical examination (OSCE). Following that, each registered nurse conducted three supervised procedures in the weeks that followed. These procedures were performed on patients admitted with hip fractures in the emergency department. The patients (n = 15) were interviewed regarding their experiences and perspectives of pain, safety, and information of the procedures in emergency department. Results. In questionnaire, the RNs and anesthesiologists agreed that the training procedures were beneficial for the patients due to pain relief. Pain intensity showed a mean baseline pain score of 6.0 (95% CI 4.9–7.1) decreasing to 2.5 (95% CI 1.4–3.6) at 30 minutes after needle extraction. The interviews revealed that all patients experienced pain relief after the in situ nerve block training procedures as well as they felt safe and taken care of. Conclusions. The training program for nurse-led ultrasound-guided femoral nerve blocks was considered feasible. All included RNs learned the procedure for task shifting in a satisfactory way.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295340","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}
Purpose. As regards nursing professionals, workplace bullying is characterized by a set of repeated and banalized negative behaviors carried out by the aggressors that have more power than victims. Such behaviors adversely affect both the victims and the healthcare institutions where the events occur. Upon repeated exposure to workplace bullying, the victims use coping strategies to modify their work environment and adapt to the aggressor, as they try to reduce the discomfort caused by the bullying behavior. The present work aims to describe the psychometric characteristics of the NAQ-R (Negative Act Questionnaire-Revised) and COPE (COPE Inventory) assessment instruments. In addition, it aims to assess the coping strategies employed by nurses who were victims of workplace bullying. Methods. This study is quantitative, descriptive, correlational, and cross-sectional in nature. Data were collected through a digital survey which consisted of sociodemographic and professional components. The NAQ-R and COPE scales were used to evaluate these components. The study included a total of 2015 Portuguese nurses in the sample. Results. Talking to coworkers and confronting the aggressors were the main strategies adopted by nurses who experienced bullying behaviors at work. Also, based on the first and third evaluation criteria, nurses who faced workplace bullying presented a higher average value of “support seeking” and “substance use” and resorted more to “evasion” when compared to those who had not been bullied. Based on the second assessment criterion, nurses who endured workplace bullying resorted more to “evasion” and “substance use” and exhibited less “acceptance.” Conclusions. When confronted with workplace bullying, nurses predominantly chose negative coping strategies and, in their majority, nurses had not received training on that topic. In this regard, nurses’ training is considered important, so as to encourage the use of positive coping strategies that minimize the negative effects of the phenomenon.
{"title":"Coping with Workplace Bullying: Strategies Employed by Nurses in the Healthcare Setting","authors":"Ana Lúcia João, António Portelada","doi":"10.1155/2023/8447804","DOIUrl":"https://doi.org/10.1155/2023/8447804","url":null,"abstract":"Purpose. As regards nursing professionals, workplace bullying is characterized by a set of repeated and banalized negative behaviors carried out by the aggressors that have more power than victims. Such behaviors adversely affect both the victims and the healthcare institutions where the events occur. Upon repeated exposure to workplace bullying, the victims use coping strategies to modify their work environment and adapt to the aggressor, as they try to reduce the discomfort caused by the bullying behavior. The present work aims to describe the psychometric characteristics of the NAQ-R (Negative Act Questionnaire-Revised) and COPE (COPE Inventory) assessment instruments. In addition, it aims to assess the coping strategies employed by nurses who were victims of workplace bullying. Methods. This study is quantitative, descriptive, correlational, and cross-sectional in nature. Data were collected through a digital survey which consisted of sociodemographic and professional components. The NAQ-R and COPE scales were used to evaluate these components. The study included a total of 2015 Portuguese nurses in the sample. Results. Talking to coworkers and confronting the aggressors were the main strategies adopted by nurses who experienced bullying behaviors at work. Also, based on the first and third evaluation criteria, nurses who faced workplace bullying presented a higher average value of “support seeking” and “substance use” and resorted more to “evasion” when compared to those who had not been bullied. Based on the second assessment criterion, nurses who endured workplace bullying resorted more to “evasion” and “substance use” and exhibited less “acceptance.” Conclusions. When confronted with workplace bullying, nurses predominantly chose negative coping strategies and, in their majority, nurses had not received training on that topic. In this regard, nurses’ training is considered important, so as to encourage the use of positive coping strategies that minimize the negative effects of the phenomenon.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135193750","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}
Anne M. Fink, Sarah R. Martha, Michael W. Calik, Jennifer Maffucci, Sarah M. Fitz, Mark B. Lockwood, Laurie Quinn, Kathryn J. Vanderzwan, Cynthia Fritschi, Julie Schwind, Judith M. Schlaeger, Karen M. Vuckovic
Aim. The objective of this article is to describe our innovative competency-based approach to teaching nursing students about the autonomic nervous system (ANS). Background. Nurse educators require resources about pedagogical approaches related to ANS instruction. Design and Methods. We implemented an approach based on Kolb’s Experiential Learning Theory, which was piloted in several nursing courses that spanned undergraduate and graduate levels of education. Results. We organized content according to three core ANS concepts: receptors and ligands; neurotransmission; and ANS divisions and reflexes. After students demonstrated mastery of these concepts, we introduced active-learning exercises, such as case studies, interactive games, concept mapping, and simulation-based education. This approach layered clinically-relevant information upon the core concepts. We leveraged student feedback by adding historical, social science, and literary examples into lectures because students reported how this approach made the material engaging. Conclusion. Our approach guides students toward a conceptual understanding of the ANS to support critical thinking and enhance nursing skills, such as interpreting physiologic signals, titrating vasoactive medications, and recognizing ANS disorders.
{"title":"Understanding the Autonomic Nervous System: A How-To Guide for Designing Engaging Pathophysiology and Pharmacology Courses for Nursing Students","authors":"Anne M. Fink, Sarah R. Martha, Michael W. Calik, Jennifer Maffucci, Sarah M. Fitz, Mark B. Lockwood, Laurie Quinn, Kathryn J. Vanderzwan, Cynthia Fritschi, Julie Schwind, Judith M. Schlaeger, Karen M. Vuckovic","doi":"10.1155/2023/2397564","DOIUrl":"https://doi.org/10.1155/2023/2397564","url":null,"abstract":"Aim. The objective of this article is to describe our innovative competency-based approach to teaching nursing students about the autonomic nervous system (ANS). Background. Nurse educators require resources about pedagogical approaches related to ANS instruction. Design and Methods. We implemented an approach based on Kolb’s Experiential Learning Theory, which was piloted in several nursing courses that spanned undergraduate and graduate levels of education. Results. We organized content according to three core ANS concepts: receptors and ligands; neurotransmission; and ANS divisions and reflexes. After students demonstrated mastery of these concepts, we introduced active-learning exercises, such as case studies, interactive games, concept mapping, and simulation-based education. This approach layered clinically-relevant information upon the core concepts. We leveraged student feedback by adding historical, social science, and literary examples into lectures because students reported how this approach made the material engaging. Conclusion. Our approach guides students toward a conceptual understanding of the ANS to support critical thinking and enhance nursing skills, such as interpreting physiologic signals, titrating vasoactive medications, and recognizing ANS disorders.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134911562","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}
J. M. Ventura-Silva, M. M. Martins, L. L. Trindade, A. C. Faria, S. C. Barros, R. M. Melo, I. J. Oliveira, S. F. Castro, O. M. Ribeiro
Background. A nursing work method is the base for the organization and implementation of nursing care to patients based on nurses’ skills. Nurses’ work methods are consensually organized into two groups: task-oriented work methods (functional method) and client-centered work methods (teamwork method, individual work method, and work method per reference nurse). As for the impact of the work method on clients, we highlight the interference in the quality of care provided and, regarding nurses, the impact on workload and job satisfaction. Therefore, the existence of tools that allow identifying the organizational methodologies of nursing care is relevant. Aim. The aim of the study is to test the validity and reliability of the nurses work methods assessment scale (NWMAS). Methods. The methodological study followed the recommendations of the EQUATOR network. The NWMAS was previously developed as a self-completion questionnaire. To determine construct validity, exploratory and confirmatory factor analyses were performed. Results. 325 participants were enrolled in this study. In exploratory factor analysis, the 25 items comprising NWMAS were distributed in five dimensions, contemplating the work methods. Cronbach’s alpha of the total scale was 0.846. The confirmatory factor analysis revealed a good fit. Conclusion. The NWMAS is a valid and reliable tool. Implications for Nursing Practice. The NWMAS identifies the work methods adopted by nurses in hospital settings, is a valuable tool for nursing management, and contributes to the definition of strategies that promote the quality of nursing care and the safety of patients.
{"title":"Nurses’ Work Methods Assessment Scale: A Construct Validation","authors":"J. M. Ventura-Silva, M. M. Martins, L. L. Trindade, A. C. Faria, S. C. Barros, R. M. Melo, I. J. Oliveira, S. F. Castro, O. M. Ribeiro","doi":"10.1155/2023/8884183","DOIUrl":"https://doi.org/10.1155/2023/8884183","url":null,"abstract":"Background. A nursing work method is the base for the organization and implementation of nursing care to patients based on nurses’ skills. Nurses’ work methods are consensually organized into two groups: task-oriented work methods (functional method) and client-centered work methods (teamwork method, individual work method, and work method per reference nurse). As for the impact of the work method on clients, we highlight the interference in the quality of care provided and, regarding nurses, the impact on workload and job satisfaction. Therefore, the existence of tools that allow identifying the organizational methodologies of nursing care is relevant. Aim. The aim of the study is to test the validity and reliability of the nurses work methods assessment scale (NWMAS). Methods. The methodological study followed the recommendations of the EQUATOR network. The NWMAS was previously developed as a self-completion questionnaire. To determine construct validity, exploratory and confirmatory factor analyses were performed. Results. 325 participants were enrolled in this study. In exploratory factor analysis, the 25 items comprising NWMAS were distributed in five dimensions, contemplating the work methods. Cronbach’s alpha of the total scale was 0.846. The confirmatory factor analysis revealed a good fit. Conclusion. The NWMAS is a valid and reliable tool. Implications for Nursing Practice. The NWMAS identifies the work methods adopted by nurses in hospital settings, is a valuable tool for nursing management, and contributes to the definition of strategies that promote the quality of nursing care and the safety of patients.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135939075","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}
Achieving diversity in the nursing workforce is dependent upon the success of BIPOC nursing students. Help-seeking is an adaptive process that nursing students can engage in to facilitate success. BIPOC Bachelor of Science in Nursing students construct knowledge about barriers to help-seeking based on their experiences. Method. This research was not meant to provide a solution to a specific social problem but merely to add to the theoretical knowledge about the experiences of baccalaureate BIPOC nursing students with help-seeking when under stress. Therefore, a qualitative descriptive design comprised of semistructured interviews was implemented. Results. The lack of BIPOC educators, absence of campus diversity, and perpetuation of microaggressions emerged as themes that describe the barriers to help-seeking when under stress. Conclusion. The study results indicate the need for ethnic and racial diversity amongst nursing faculty and the need for faculty, staff, and students to engage in professional development programs about implicit bias and microaggressions.
{"title":"BIPOC Nursing Students’ Perceived Barriers to Help-Seeking When under Stress","authors":"Marjorie Attis-Josias","doi":"10.1155/2023/5977511","DOIUrl":"https://doi.org/10.1155/2023/5977511","url":null,"abstract":"Achieving diversity in the nursing workforce is dependent upon the success of BIPOC nursing students. Help-seeking is an adaptive process that nursing students can engage in to facilitate success. BIPOC Bachelor of Science in Nursing students construct knowledge about barriers to help-seeking based on their experiences. Method. This research was not meant to provide a solution to a specific social problem but merely to add to the theoretical knowledge about the experiences of baccalaureate BIPOC nursing students with help-seeking when under stress. Therefore, a qualitative descriptive design comprised of semistructured interviews was implemented. Results. The lack of BIPOC educators, absence of campus diversity, and perpetuation of microaggressions emerged as themes that describe the barriers to help-seeking when under stress. Conclusion. The study results indicate the need for ethnic and racial diversity amongst nursing faculty and the need for faculty, staff, and students to engage in professional development programs about implicit bias and microaggressions.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45096616","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}
M. Al Qadire, Fatima ALHosni, Laila I. Al-Daken, M. Aljezawi, O. Al Omari, Atika Khalaf
Background. Quality of life (QoL) is an important measure to understand the effect of diseases on patients’ daily living. Yet, the research on QoL among patients with chronic diseases in Oman is scarce. This study aimed to assess the level and determine the predictors of QoL among patients with chronic diseases in Oman. Methods. A cross-sectional correlational descriptive was run among 340 patients with chronic obstructive pulmonary disease (COPD), chronic heart failure, and/or end-stage renal disease. Results. Participants’ mean age was 60.6 years (SD ± 14.4) and the majority were males (63.5%). The highest mean scores were emotional well-being (mean = 85.2, SD = ±11.2) and role limitations due to personal or emotional problems (mean = 83.2, SD = ±35.8). In addition, COPD patients reported the lowest scores on the QoL questionnaire. Having a high score on the Karnofsky Performance Status Scale (KPSS) and being married predicted a higher score in the mental and physical domains of QoL, while having a higher total symptom number and COPD predicted a lower score in the mental domain. Older age, higher total symptom number, and a higher distress level predicted a lower score on the physical domain of QoL. Conclusion. The results call for a need to improve the QoL among the patients with chronic disease, including symptom management plans, self-management programmes, and training to enhance their own perception of QoL. Furthermore, symptom management plans are highly needed.
{"title":"Quality of Life and Its Predictors among Patients with Selected Chronic Diseases","authors":"M. Al Qadire, Fatima ALHosni, Laila I. Al-Daken, M. Aljezawi, O. Al Omari, Atika Khalaf","doi":"10.1155/2023/6657164","DOIUrl":"https://doi.org/10.1155/2023/6657164","url":null,"abstract":"Background. Quality of life (QoL) is an important measure to understand the effect of diseases on patients’ daily living. Yet, the research on QoL among patients with chronic diseases in Oman is scarce. This study aimed to assess the level and determine the predictors of QoL among patients with chronic diseases in Oman. Methods. A cross-sectional correlational descriptive was run among 340 patients with chronic obstructive pulmonary disease (COPD), chronic heart failure, and/or end-stage renal disease. Results. Participants’ mean age was 60.6 years (SD ± 14.4) and the majority were males (63.5%). The highest mean scores were emotional well-being (mean = 85.2, SD = ±11.2) and role limitations due to personal or emotional problems (mean = 83.2, SD = ±35.8). In addition, COPD patients reported the lowest scores on the QoL questionnaire. Having a high score on the Karnofsky Performance Status Scale (KPSS) and being married predicted a higher score in the mental and physical domains of QoL, while having a higher total symptom number and COPD predicted a lower score in the mental domain. Older age, higher total symptom number, and a higher distress level predicted a lower score on the physical domain of QoL. Conclusion. The results call for a need to improve the QoL among the patients with chronic disease, including symptom management plans, self-management programmes, and training to enhance their own perception of QoL. Furthermore, symptom management plans are highly needed.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43235469","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}
K. El-Mouhdi, K. Et-tayyeby, F. Dahmani, F. Z. Milouk, A. El, Ouali Lalami
Simulation in nursing is considered an innovative pedagogy for the development of clinical skills of nursing staff. A National Forum was held for the first time in Morocco concerning the pedagogy of simulation in nursing to raise awareness among educators and practitioners on the educational value of such an initiative in the field of nursing. The goals of this study were to describe the development of the first National Forum in Morocco on Nursing Simulation and to assess the satisfaction of participants with the different activities of this national event. A self-administered questionnaire was used in this study. Descriptive statistics and correlation tests were used to assess the level of participant satisfaction with the simulation. This event gathered more than 250 participants from different Higher Institute of Nursing Professions and Health Techniques (HINPHT) of Morocco during the 3rd, 4th, and 5th of June 2022 held at the HINPHT institute of Fez. 163 participants agreed to take part in our satisfaction survey in which 39.3% were nursing teachers and 6.7% were directors of nursing and technical health professions training institutes and 41.7% were nursing students. The participants evaluated the different pillars of the first National Forum on Nursing Simulation in Morocco and reported a general satisfaction of 80.8%. Directors showed higher satisfaction with the organization with a score of 88.89% ( p = 0.001 ), while teachers reported higher satisfaction with the Master Class workshop (65.27%; p = 0.003 ). Students’ satisfaction scores were positively correlated (86.36%; p = 0.004 ) with the usefulness and applicability of the knowledge acquired during the event. Nevertheless, dissatisfaction was recorded with the mediation of the Forum (8.6%), the duration of the Master Class (13.5%), and the quality of the technical and logistical material used (7.4%). These aspects should be improved in future editions. The findings of this scientific event could be of great interest to the organizers of future forums on nursing simulation in the Maghreb region and Africa more generally, and could serve as a model.
{"title":"Training Based on Simulation Pedagogy: Evaluation of Participants’ Satisfaction with the First National Forum on Simulation in Nursing in Morocco","authors":"K. El-Mouhdi, K. Et-tayyeby, F. Dahmani, F. Z. Milouk, A. El, Ouali Lalami","doi":"10.1155/2023/2553516","DOIUrl":"https://doi.org/10.1155/2023/2553516","url":null,"abstract":"Simulation in nursing is considered an innovative pedagogy for the development of clinical skills of nursing staff. A National Forum was held for the first time in Morocco concerning the pedagogy of simulation in nursing to raise awareness among educators and practitioners on the educational value of such an initiative in the field of nursing. The goals of this study were to describe the development of the first National Forum in Morocco on Nursing Simulation and to assess the satisfaction of participants with the different activities of this national event. A self-administered questionnaire was used in this study. Descriptive statistics and correlation tests were used to assess the level of participant satisfaction with the simulation. This event gathered more than 250 participants from different Higher Institute of Nursing Professions and Health Techniques (HINPHT) of Morocco during the 3rd, 4th, and 5th of June 2022 held at the HINPHT institute of Fez. 163 participants agreed to take part in our satisfaction survey in which 39.3% were nursing teachers and 6.7% were directors of nursing and technical health professions training institutes and 41.7% were nursing students. The participants evaluated the different pillars of the first National Forum on Nursing Simulation in Morocco and reported a general satisfaction of 80.8%. Directors showed higher satisfaction with the organization with a score of 88.89% (\u0000 \u0000 p\u0000 =\u0000 0.001\u0000 \u0000 ), while teachers reported higher satisfaction with the Master Class workshop (65.27%; \u0000 \u0000 p\u0000 =\u0000 0.003\u0000 \u0000 ). Students’ satisfaction scores were positively correlated (86.36%; \u0000 \u0000 p\u0000 =\u0000 0.004\u0000 \u0000 ) with the usefulness and applicability of the knowledge acquired during the event. Nevertheless, dissatisfaction was recorded with the mediation of the Forum (8.6%), the duration of the Master Class (13.5%), and the quality of the technical and logistical material used (7.4%). These aspects should be improved in future editions. The findings of this scientific event could be of great interest to the organizers of future forums on nursing simulation in the Maghreb region and Africa more generally, and could serve as a model.","PeriodicalId":51525,"journal":{"name":"NURSING FORUM","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624846","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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