Creative Nursing最新文献

Emotional competence, the ability to manage interpersonal relationships through understanding one's and others' emotions, encompasses two dimensions: cognitive and behavioral. In nursing practice, the combination of these dimensions allows for better performance in highly complex clinical situations. Nursing education does not always emphasize these competences. This pilot study explored the potential of an escape room, a Serious Games (SGs) prototype with virtual reality (VR), as a pedagogical strategy for eliciting emotions in a safe learning environment. Participants' immersion in the game provided an opportunity to identify, manage, and process emotions. Data were gathered by a questionnaire and by observation of performance. The findings revealed that participants felt various emotions (n = 51) while playing the game. The least frequent reported emotions were hope, shame, and contempt. Admiration, pride, satisfaction, and fear were the most frequently reported emotions. These findings suggest that using a SGs prototype with VR as a pedagogical tool holds significant potential in emotion elicitation in a safe learning environment, implying its value as a construct of emotional competence. Further research to verify educational value is recommended.

Background: Antenatal depression is one of the most common pregnancy complications that might influence perinatal outcomes. Current studies in Jordan focus on the prevalence of and predictive factors for antenatal depression. There is a gap in understanding its impact on labor, delivery, and neonatal health indicators. Purpose: To compare perinatal outcomes between two groups of pregnant women in Jordan, one group whose members have been diagnosed with antenatal depression and one group whose members did not have that diagnosis. Method: A cross-sectional descriptive comparative design was used to collect data from pregnant women attending the obstetric and gynecologic department and clinics at a medical center in Amman, Jordan. Consecutive sampling was used to recruit a total of 785 participants. Results: About 15% (n = 121) of the women screened positive for antenatal depression, defined as an Edinburgh Postnatal Depression Scale (EPDS) score of 13 or higher. The results indicated that women with antenatal depression had a significantly longer first stage of labor than women who did not have depression. The neonates of women without depression had significantly higher Apgar scores at 1 and 5 min than those of women with antenatal depression symptoms. Conclusion: This study highlights the significant impact of antenatal depression on labor duration and neonatal outcomes among Jordanian women. Implications: Policymakers in health-care systems can use these results to prioritize mental health screening as a component of routine care of obstetric and gynecologic health-care models.

Background: A health-care workforce that mirrors the identities of patients is critical for achieving positive outcomes. To support a highly qualified and diverse nursing workforce, the Caring for Our Own Program (CO-OP) aims to increase the enrollment and retention of Indigenous students in nursing programs. Poor retention rates for Tribal-college transfer students (35.9%) presented a barrier to success for students best placed to enhance the nursing workforce in Tribal communities. Methods: CO-OP piloted the Success Academy, a pre-entry immersion program for Tribal college transfer students, ahead of four consecutive semesters. This four-week immersion featured a holistic hybrid format to improve sense of place, financial security, academic readiness, and social connection. Results: Thirty students participated ahead of beginning upper division coursework. Twenty have progressed without delays, including seven who graduated on time and are pursuing licensure. Five participants were delayed by one semester to repeat one or more courses, one was delayed by two semesters, and four stepped away. Conclusion: Success Academy had a demonstrable long-term impact to improve college access and success for Indigenous nursing candidates most ideally placed to make lasting change on Indigenous health in the Western U.S.

In Creative Nursing 2025, Amplifying Seldom-Heard Voices and Dismantling Oppressive Structures, we continue to confront complex issues, listening for narratives that are often suppressed or discounted and contravening the forces and policies that act to stifle them. The theme of Issue 3, Indigenous Voices Sharing Our Stories and Leading Change, continues our legacy of publishing information that the world needs to hear. This journal issue brings together a group of scholars, many of whom are Indigenous, to speak their truths. Many report on the impact of the physical and cultural genocide against Indigenous people in many lands. But when establishing the rightful place of Indigenous scholars and Indigenous ways of knowing, and teaching about Indigenous health, it is important to acknowledge the pre-contact history of Indigenous peoples and to take a strengths-based approach. All of this issue's articles about Indigenous health are exemplars of strengths-based, solutions-focused knowledge about how to support Indigenous nursing students and how to provide culturally safe care, fully conscious of issues of structure and power.

Colonial academic institutions systematically marginalize Indigenous scholars and devalue Indigenous knowledge systems by privileging methodologies, epistemologies, and structures rooted in White-dominant cultural norms. This exclusion is a structural feature of what this paper terms colonial academia. These systems persist in nursing education and research due to tenure and promotion criteria, Institutional Review Board protocols, publishing standards, and the underrepresentation of Indigenous faculty. These mechanisms function to suppress relational, land-based, and community-driven approaches fundamental to Indigenous ways of knowing. Focusing on nursing academia, we explore how Indigenous scholars can resist these systemic barriers through three interconnected strategies: assemblage, Indigenization, and cultural safety. We share how these strategies are applied across nursing education, research, and policy, enabling scholars to assert knowledge sovereignty while navigating institutional constraints. Assemblage allows for the selective incorporation of colonial tools into Indigenous frameworks. Indigenization aims to restructure institutions through Indigenous governance, ethics, and pedagogy. Cultural safety ensures these transformations are accountable to Indigenous communities. Together, these strategies challenge epistemic injustice and offer a model for transforming colonial institutions from within. By illustrating how Indigenous scholars lead these efforts, this paper contributes to global conversations on decolonization in health sciences and higher education.

"Real nurse" is a potentially divisive term often used by the public and nurses themselves to differentiate nurses in various roles. This label reinforces a narrow image of nursing as solely hospital-based care. However, the changing health-care landscape demands skilled nurses in any settings, including non-traditional and non-clinical roles. This analysis examines the "real nurse" nomenclature through various stakeholder lenses, revealing nurses as multifaceted-caring educators, advocates, and practitioners with a diverse skill set applicable across settings. Despite these insights, a gap exists in understanding how nurse educators conceptualize "real nursing." These perspectives are critical, as they shed light on why students consistently gravitate toward hospital-based careers instead of other equally important practice areas. While exploring the concept can challenge longstanding stereotypes about nursing, dwelling on the term "real nurse" may distract from nursing's core mission of delivering holistic, patient-centered care. This analysis highlights the power of language and its potential to hinder professional identity, recruitment and retention efforts, and workforce diversification in nursing.

Narrative inquiry focuses on gathering a comprehensive account of individuals' life experiences and their life stories. This editorial is the third in a series titled "Focus on Qualitative Data Analysis." The aim of this editorial is to provide researchers with guidance on choosing appropriate methods of analyses for undertaking narrative inquiry. Previous articles in this series addressed case studies and phenomenology. Future articles will focus on qualitative description and ethnography.

Stardust and Story: Indigenous Wisdom and the Wolf's Trail. Through the lens of Indigenous Knowledge, this piece integrates Indigenous teachings with contemporary ideas about consciousness and quantum potentiality, offering a paradigm for addressing systemic imbalance. What becomes possible when we remember that we are not separate from the land or each other, but vital threads in a living, breathing web of existence?

Conceptual approaches such as cultural safety have developed in nursing to address issues of power and oppression, emerging from Indigenous knowledge and the pain of colonization. Cultural safety aims to improve the safety of individuals and families, recognizing the role of power and oppression in health care, to return power to the recipient of care. Purpose: This research was designed to study the perceptions of intensive care nurses and to identify the degree to which cultural safety was incorporated into their nursing practice. Methods: This is a secondary analysis of a single-country data set, extracted from a qualitative-descriptive multisite study. The data set contains individual, in-depth, qualitative interviews with registered nurses working in intensive care (N = 8). Reflexive deductive thematic analysis was used to generate findings. Conclusions: This study illustrated the use of cultural safety and the application of Treaty of Waitangi principles by intensive care nurses in New Zealand, demonstrating the integration of principles of equity, partnership, active protection, and options. The use of cultural safety is identified as a means by which Indigenous voices can be supported in health care.

In this paper, we present three Indigenous worldviews, anchored to the epistemology and ontology of each author in discussing climate impact on Indigenous people. Each worldview speaks to our unique and individual Indigenous ways of knowing, being, and doing. We then extended the Indigenous worldviews by discussing the climate crisis and its impact on Indigenous peoples, the voices of Indigenous nurses in the climate space, and further outline how we believe that climate change impact is a colonizing force which is structurally racist. We then provide some potential ways forward. We argue that being a climate activist involves being an advocate for Indigenous justice and a disruptor of Western paradigms of economy, ownership, and capitalism.