NURSING FORUM最新文献

Background: Moral distress among healthcare workers (HCWs) is considered a serious issue in all aspects of healthcare divisions, which needs an urgent intervention.

Aims: The study aims at evaluating moral distress among HCWs which will help the healthcare management and decision-makers in hospitals and health centers to act in a comprehensiveness and effective way by reinforcing moral thinking and behavior in selected coronavirus (COVID-19) quarantine centers across Palestine.

Methods: Ninety-four HCWs were selected by convenience sampling method. Data were collected using revised Corley's Standard Moral Distress (MD) Scale and analyzed using SPSS software version 23.

Results: The mean score of MD for HCWs was low (1.24 ± 0.71). The mean score of MD severity was moderate (1.4 ± 0.93). The severity and frequency of MD in HCWs had a significant reverse relationship with years of experience, number of children of worker, and duration of work with COVID-19 patients.

Conclusion: It is important to create a professional psychological support system for HCWs to decrease MD when facing moral issues.

Background: No study has addressed the experiences of Iranian nursing students learning and using nursing theories.

Purpose: We investigated the experiences of Iranian postgraduate nursing students learning and using nursing theories.

Methods: A qualitative study was conducted on 25 Master's degree nursing students who had completed the course of nursing theories in three selected nursing schools in Iran. Semistructured interviews were conducted. Data analysis was performed using a content analysis approach.

Results: Most of the students had positive experiences of learning and using nursing theories. Three main categories emerged from the data namely "a refreshing opening," "needing support," and "clinical usefulness." Nursing theories refreshed the students' view of the nursing profession, strengthened their professional values, helped them recognize professional boundaries, and practice a comprehensive care.

Conclusion: The nursing education system should prepare expert teachers for teaching nursing theories. Nursing managers should support nurses to implement these theories.

Background: In the United States, we have a healthcare system crisis with high rates of dissatisfaction among patients and providers. To transform health and healthcare, clinical providers must be proficient in the human-centered approach of design thinking (DT).

Objective: To synthesize the human-centered design (HCD) and DT literature for the creation of health interventions.

Methods: We performed an integrative literature review focused on how HCD and DT are used in the clinical healthcare setting. Four research databases were searched from inception through November 6, 2020. We analyzed the methodology used, who is using the frameworks, and the DT phases included.

Results: Twenty-four articles were included in the final analysis. Of the 24 manuscripts, 6 (25%) were nurse-led and 15 (63%) had interdisciplinary first and last authors (e.g., Nursing and Medicine). Overall, 10/24 (42%) included all DT method. When analyzing the articles by approach or methodology, 12 (50%) stated they were using the HCD approach, 5 (21%) the DT methodology, and 7 (29%) stated they were using both the HCD approach and DT methodology.

Conclusion: There are inconsistencies in who uses DT and the phases used to create healthcare interventions.

Aim: To provide a critical analysis of the concept of moral distress (MD) in critical care (CC) nursing.

Background: Despite extensive inquiry pertaining to the legitimacy of MD within nursing discourse, some authors still question its relevancy to the profession. However, amid the global COVID-19 pandemic, MD is generating a significant amount of discussion anew, warranting the further exploration of the concept within CC nursing to provide clarity and expand on the definition.

Design: Rodger's Evolutionary Concept Analysis method was used to guide this analysis.

Methods: Related terms, attributes, antecedents, and consequences of MD were identified using current literature.

Results: The results of this analysis demonstrate strong congruence between the attributes, antecedents, and negative consequences pertaining to MD. However, a new theme has emerged from this review of the contemporary literature, highlighting the potential unexpected positive outcomes perceived by nurses who experience MD, including the provision of better care, increased levels of empathy, and enhanced opportunities for ethical reflection.

Background: Motivational interviewing is a set of interviewing techniques that are employed to promote behavioral change. However, motivational interviewing is a costly intervention that requires training, and its effectiveness relies greatly on the skills and training of specialists. To overcome these limitations, this study developed and implemented a modified version of motivational interviewing.

Aim: This study was conducted to investigate the effect of a modified motivational interviewing (MMI) intervention on university students' psychological, cognitive, and nutritional health indicators.

Methods: This randomized controlled trial study was conducted using an experimental, repeated-measures, two-group design. The authors developed a modified version of motivational interviewing, and its effect was investigated among university students. The final sample size in this study was 94 university students (intervention = 48 and control = 46). Psychological, cognitive, and nutritional health indicators were measured at baseline and 1 month postrandomization and 3 months postrandomization. Repeated-measures multivariate analysis of variance was used to analyze the data.

Results: The results of the multivariate analysis revealed a significant effect of the MMI intervention on the linear combination of the dependent variables: Pillai's trace = 0.28, F (9, 84) = 3.59, p = .001. The univariate analysis showed that the effect of the MMI intervention was significant on four dependent variables (namely, uncontrolled eating, emotional eating, perceived stress, and mindfulness).

Conclusion: The MMI intervention improved university students' perceived stress, uncontrolled eating, emotional eating, and mindfulness. Further research should be conducted to validate the results reported in this article.

To explore the concept of effective shift handover in critical care settings. Ineffective handover is one of the leading causes of adverse events in healthcare settings. Nursing shift handover in the intensive care unit (ICU) is more complex and detailed than in other in-patient wards due to the complexity of medical issues experienced by ICU patients. It is, therefore, critical that nurses be able to conduct handover effectively. Despite the importance of handover, the definition and attributes of effective handover are not clearly understood. Walker and Avant's eight-step approach to concept analysis. Effective handover in nursing is an interactive process between two nurses, resulting in the direct transfer of adequate patient-specific recent information in a manner that creates a shared understanding of information. Its defining attributes are (1) content-related and (2) process-related attributes. The antecedents of effective handover are organizational support, interpersonal relationship, and work environment. Its consequences include patient and nurse satisfaction, improved care, and continuity of care. Empirical referents include several tools developed to measure some of the effective handover attributes. The definition provides a connotative meaning and is the first step toward concept validation and instrument development to measure effective handover practice in the ICU.

To assume that copyright just protects "expressions," (unlike "ideas" protected by patents), may be misleading because a particularly ordered procedure is also protected by copyright law. The procedure as well as the image of Park's Sweet Spot Theory require prior written permission from the original copyright holder for its use. Because this would stymie future generations from building further on this idea, I returned the theory-based patent to society so that prospective research and development will have no hindrances in the establishment of new knowledge/solutions in nursing science.

The purpose of this article is to provide practical guidance in the process of choosing a method to use for concept analysis (CA), a commonly used method for defining and exploring concepts in nursing. Best outcomes are achieved when there is close alignment between the concept, the purpose of the analysis, and the CA method utilized. This process has become complicated by the number of approaches developed in recent decades, with varying purposes and theoretical underpinnings. Other variables include the specific type of concept chosen and the purpose of the analysis, which may vary from clinical care to theory development to research design. The net result is a process that can be confusing for experienced and inexperienced scholars alike. An overview of the most common CA methods used in recent years, including theoretical underpinnings, intended uses, steps involved in the process, and recommended applications, is followed by detailed guidance in selecting a method to use for the specific concept to be analyzed. Also provided is a discussion of the factors to consider in choosing a concept for analysis. The desired outcome is the promotion of high-quality CA that advance the scholarship of nursing.

This research focuses on approaches that best support nursing professional identity formation, particularly by providing the insights of nursing students in their own words. This report reflects qualitative phenomenological research on nursing professional development from the perspective of both associate degree and baccalaureate degree student nurses in their final semester of study and describes factors that support or detract from the experience of nursing professional identity development. Participants were guided through individual interviews using semi-structured interview questions and later invited to facilitated focus groups with other students to clarify and elaborate on previous comments. The approach participants most often described as helping them develop into a professional nurse was clinical experience and the ability to practice independently. It was mentioned far more than the next most common response: role models and mentors. Other methods include reflection, critical thinking, and confidence. This research adds to a limited body of literature on the factors that influence nursing professional identity.

The persistence of the COVID-19 pandemic has led to a multitude of changes in the ways nursing education, research, and practice are carried out. In addition to the demands of shifting to remote education as well as finding alternatives to direct patient care learning, nursing faculty and students are directly confronting morbidity and mortality among classmates, colleagues, friends, and family members. These experiences unquestionably meet criteria for traumatic experience, and this must be accounted for in nursing education as they can have detrimental effects on learning, teaching, and well-being. The current generation of nursing students and faculty will necessarily carry the traumatic experiences of this chaotic time into workplace, classroom, and community settings. Understanding how to manage this trauma appropriately not only supports individuals through this experience but provides increased opportunity and capacity for the provision of trauma-informed care (TIC) to patients and colleagues going forward. This paper describes some of the ways COVID-19-related trauma may affect nursing faculty and students; and proposes application of TIC principles to research, education, and practice environments to enhance well-being and overall functioning in the profession.