Creative Nursing最新文献

Background: This study conducted at the Institute of Medical Sciences and Sum Hospital in Bhubaneswar, Odisha, India aimed to assess the occurrence of and risk factors for phlebitis with use of peripheral intravenous cannulas (PIVCs) among postoperative patients. Methods and Materials: A prospective cohort study design involved a purposive sample of 330 postoperative patients aged 18 or older with peripheral intravenous cannula-associated phlebitis (PICP) who were admitted to the male and female surgical wards. Data collected included patient demographics, medical diagnoses, admission details, and PICP characteristics. Observations using the visual infusion phlebitis (VIP) scale were conducted at 96-hr intervals to monitor PICP complications. Result: There was a suggestive association between PICP scores and cannula indwelling time, dressing material, and the presence of HIV/AIDS. Findings suggest that patients with compromised immune systems require specialized care strategies to minimize complications associated with the use of PICPs. Conclusion: The results of this study could enhance nurses' preparedness to prevent and to promptly treat PICPs, reducing costs and patient discomfort by identifying complications and risk factors.

Aim: Fever is a common symptom in children. However, nurses' and parents' knowledge regarding fever management is lower than expected. This study was conducted to develop a pediatric fever management program for nursing students in a pediatric internship course. Method: A complex mixed-methods study with four phases: Qualitative phase, developing a pediatric fever management plan, teaching it to nursing students, and interviewing students and parents of children with fevers who were hospitalized in the pediatrics unit, about the plan. Questionnaire development phase, designing a questionnaire to evaluate the opinions of students regarding the fever management plan. Quantitative phase, administering the questionnaire to nursing students. Mixed-methods phase, integrating and interpreting the qualitative and quantitative results. Findings: Three themes were identified: improving self-management ability, behavior change, and improving practices. Most participants completely agreed that the fever management plan paid enough attention to parents' needs, led to practice modifications and behavioral changes in parents, and was satisfactory. Conclusion and Implications for Practice: A pediatric fever management plan improved the knowledge, self-management ability, and practices of nursing students and parents of children with fevers. Health-care managers can use these results to enhance the quality of care provided for children with fevers.

Background: Atrial fibrillation (AF) affects approximately 2% of the population globally. Patients with AF often lack knowledge about the disease and its symptoms, leading to uncertainty about when to seek medical attention. Lack of knowledge may negatively impact several aspects of daily living. AF treatment is complex and requires a high degree of medical adherence to prevent complications and poor health-related quality of life. Aim: The aim of this study was to gain increased knowledge of how patients with AF experience their encounters with health-care professionals. Method: We conducted a qualitative study with a phenomenological-hermeneutical approach. Data were collected through in-depth semi-structured interviews and analyzed with systematic text condensation. Findings: Five women and five men with a mean age of 59.9 years and varying types of AF were included. The analysis resulted in four themes: 1. Balancing life with AF, 2. uncertainty as a companion in contacts with the hospital, 3. need to understand what is wrong with me, and 4. putting the heart in the right hands. Those patients with severe symptoms of AF wished to keep in contact with the hospital specialists to help feel less uncertainty. Across the participants, there was a trend toward reduced social and physical activity as a strategy to avoid provoking AF. Conclusion: Individualized patient education and access to health specialists play a critical role in how patients experience their capabilities in managing the challenges of everyday life with AF and persistent AF symptoms.

Background: The education of preceptors, who support novice nurses in adapting to the workplace and developing their practical skills, is an important topic. Lack of preceptor preparation is an issue. Purpose: Investigate the specific content of preceptors' metacognition in novice nurse instruction. Methods: A qualitative descriptive design involving semi-structured interviews with 15 preceptors at four hospitals in Japan. Preceptors were asked to explain their own behaviors, thoughts, and feelings in a typical instructional episode. A verbatim transcription was analyzed by qualitative content analysis. Results: Three categories were identified from the preceptors' responses: Monitoring of Instruction, Regulation of Instruction, and Self-Assessment. All preceptors described using metacognition. Conclusions: Metacognition is useful for improving preceptors' instructional approaches and for their own development. In order to ensure good instruction of novice nurses, preceptors should consider themselves and their instruction abilities objectively before, during, and after the instruction process, and adapt to the situation. These findings provide important insights for preceptor development programs internationally.

Background: Job persistence among nurses is essential for optimal, safe functioning of the health-care system. Though the acute effects of the COVID-19 pandemic have abated, first-year nurse turnover remains high. Purpose: To determine the best ways to encourage new nurses to stay in their positions, we must first understand why they are leaving. Methods: We did a multi-state survey of RNs newly licensed in 2021 about their perceptions of patient safety culture, grit (the combination of passion and perseverance), professional satisfaction, and intention to leave during their first year of practice. Conclusions: Half of the respondents left their first position during the first year. Perceptions of patient safety, grit, and levels of professional satisfaction were significantly correlated with turnover intention. Implications for Practice: Both health-care and academic institutions must create cultures in which new nurses feel safe, supported, able to give quality patient care, and able to communicate openly.

This study explores the emotional and ethical dimensions of nursing practice through poetic inquiry. Drawing on 42 publicly accessible poems authored by nurses during and after the peak of the COVID-19 pandemic, the research investigates how verse serves as a medium for reflection, resistance, and relational meaning-making in clinical contexts. The central aim was to identify recurring themes that capture the affective labor, moral dilemmas, identity formation, and small triumphs experienced by nurses in their day-to-day practice. Using a six-phase thematic poetic analysis grounded in arts-based and interpretivist methodologies, the study employed purposive and snowball sampling to curate a diverse poetic corpus from blogs, social media, and online literary platforms. Poems were coded inductively using NVivo 12 software, preserving their literary integrity while surfacing thematic patterns. Four major themes emerged: Emotional Labor and Compassion Fatigue, Moral Courage and Ethical Conflict, Identity and Vocational Calling, and Small Triumphs and Healing Moments. Each theme revealed a dynamic spectrum of both emotional burden and resilience, underscoring the multidimensional nature of caregiving. The findings demonstrate that poetry enables nurses to bear witness to their lived realities in ways that traditional research tools often fail to capture. Poetic inquiry contributes to narrative ethics, reflective practice, and humanistic nursing education by legitimizing emotional knowledge and offering expressive space for what is often unspeakable in clinical settings. This study invites educators, practitioners, and policymakers to consider poetry not merely as a creative outlet but as a rigorous qualitative method that deepens understanding of the interior landscapes of care.

Background: Nursing education enhances knowledge and skills, fostering the development of nurses into highly competent professionals. Clinical Instructors (CIs) play a crucial role in bridging university education and real-world clinical experiences and are responsible for facilitating learning in clinical practice. Aim: To explore the perceived barriers and facilitators encountered by CIs in supervising nursing students during clinical placements. Method: An exploratory-descriptive qualitative design was adopted. Data were collected through two focus groups with CIs at the Istituto di Ricovero e Cura a Carattere Scientifico (IRCCS) National Cancer Institute Foundation of Milan, and analyzed using reflexive thematic analysis. Results: Twelve CIs participated. The analysis generated six themes; three themes (Mentorship, Relationships and Learning Processes, and Improvement of Learning Processes) represented facilitators and three (From Boomers to Zoomers, Aspects of Crisis within the Profession, and Managing Student Learning) represented barriers. The categorization into barriers and facilitators was applied after theme generation to facilitate interpretation. Conclusion: Findings indicate that facilitators promote a supportive learning environment, while barriers hinder the effectiveness of clinical education. Strengthening academic-clinical collaboration, expanding CI training, and enhancing mentorship programs may help improve clinical supervision. Future research should explore collaboratively developed tools and feedback processes between academic and clinical settings to better support CIs.

Background: Most professions in which human interactions are essential for successful job performance require both soft and hard skills. Integrating these two concepts has synergistic job output, yet there are barriers to nurse educators and nurse clinicians integrating soft skills. This study identified and described barriers to integrating soft skills in nursing education and patient care. Methods: In this qualitative descriptive study, 27 professional nurses and midwives in three different regions of Ghana completed semi-structured interviews. Data from the interviews were analyzed using inductive dominating content analysis. Findings: Three themes related to barriers were identified. Systemic barriers denoted institutional challenges, including unstructured curricula, that hindered the effective incorporation of soft skills into nursing. Interpersonal barriers denoted barriers arising from individuals' inability to connect and communicate. Personal barriers pertained to nurses' and midwives' difficulties relating to clients and students' lack of attentiveness in the classroom. Conclusion: Notwithstanding the significance of soft skills in nursing care, the identified barriers have hindered nurse educators and clinicians from employing them. Nurse educators are urged to engage with students as junior colleagues and exemplify the principles they impart, while nurse clinicians are recommended to interact and connect with their clients compassionately.

Nursing advocacy has emerged as a foundational pillar of modern nursing practice, reflecting the profession's ethical commitment to protecting patient rights, promoting health equity, and shaping health policy. Despite its significance, advocacy remains inconsistently practiced due to barriers at the individual, interpersonal, and systemic levels. This article synthesizes current literature to analyze the evolution, conceptual foundations, challenges, and impact of advocacy as a core professional responsibility in nursing. Findings reveal that while advocacy is strongly supported by ethical codes and professional frameworks, its practical implementation is often hindered by bureaucratic structures, fear of retaliation, limited institutional support, communication barriers, and workload pressures. Strategies such as enhanced education, policy empowerment, organizational culture reform, and interprofessional collaboration are essential to strengthen advocacy in clinical and policy settings. There is a need for a renewed commitment to empowering nurses to advocate in this increasingly complex health-care environment. Future studies should emphasize sustainable advocacy frameworks that enhance nurses' and midwives' influence on health-care system transformation.

Using her personal experience as a Registered Nurse, the author reflects on her decision to study sociology for master's education. The article draws on Why is Thinking Sociologically Important for Nursing, by Gulbu Tanriverdi to discuss two points of application, and how the decision to study sociology was the result of her work as a Registered Nurse in New Orleans, Louisiana.