Nurse Education Today最新文献

In this discussion paper, I take a critical approach to the use of standardised checklists in practice assessment documents as a valid method of assessing mental health nursing students in the UK. The game Bingo is applied here as a metaphor, highlighting the folly of using standardised cross-field checklists to assess mental health nursing students in practice. Such practices, I argue, amount to little more than a game of proficiency-chasing at the expense of seeking more meaningful learning experiences, especially where practice assessment documents currently prioritise physical health care skills above those required for successful mental health nursing. Furthermore, where the current path to qualification as a mental health nurse in the UK is determined by the navigation of a complex system of checklists and targets, I also argue that goalodicy (as in the goal and actions taken to achieve this becoming the focus, over the very reason the goal exists in the first place) becomes an inevitability; shortcuts justified in the name of achieving broader goals of passing a practice module and eventual qualification as a mental health nurse. This situation, I suggest serves neoliberal, capitalist systems, reinforcing the mechanisation of care while undermining the deeper relational, ethical and philosophical focus of what it means to be a mental health nurse. Alternative methods of practice-based assessments for mental health nursing are considered.

Introduction: Various factors and motivations linked to higher education dynamics can impact professional training, academic involvement, student well-being, and dropout. Knowledge of these factors enables the adoption of more appropriate strategies to promote student retention.

Objective: Identification of potential motivations for dropping out of university and the relationship with symptoms of depression, anxiety and stress among undergraduate nursing students.

Method: A cross-sectional study was carried out with 179 undergraduate nursing students at a public university in northeastern Brazil. Students who were actively enrolled were included and those who were on withdrawal/leave of absence from university were excluded. Data was collected using the following instruments: Sociodemographic questionnaire; Scale of Reasons for Dropping Out of Higher Education and Depression, Anxiety and Stress Scale.

Results: The variables linked to students' mental health were associated with the motivational domains for dropping out. Among students with depressive symptoms, they were almost 3.5 times more likely to drop out of university for reasons related to 'Academic performance' (3.448); while for anxiety and stress, the chances of dropping out related to 'Lack of support' increased by 3.85 and 3.2 times, respectively.

Conclusion: Indicators of student mental health are significantly related to motivations for dropping out of university. It is hoped that this study will broaden the understanding of this phenomenon, from a multifactorial perspective, and will be a driving force behind the planning of integrated actions to improve the well-being and retention of students.

Background: The nursing and midwifery professions are predominantly female. In Sub-saharan Africa, especially in Ghana, females have traditionally been perceived as homemakers who do not require higher education to play their roles. This phenomenon perpetuates gender inequality, underutilises talents, and denies women opportunities for personal and professional growth.

Aim: This study explored the motivational factors influencing the uptake of higher nurse education among female nurses in a resource-constrained setting.

Methods: An exploratory, descriptive qualitative approach was adopted with purposive sampling method to recruit 20 nurses pursuing a postgraduate programme in nursing from October to November 2022. Inductive thematic analysis approach was used to analyse the data.

Result: Two main themes and six subthemes were developed from the data. Female graduate students believe the reasons to pursue higher nursing education are attributed to one's workplace, friends and family's demands. Participants pursuing higher education think it will earn them higher-paying jobs. Their primary motivation to pursue higher education was to earn titles like 'doctor', 'the degree nurse', and 'the specialist nurse'. Other motivations for some participants include the impact of their higher education, which ranges from workplace promotion to family prestige.

Conclusion: Ghanaian female graduate nursing students' motivation to pursue higher nursing education is threefold: personal gains, corporate gains, and family fame. Educational institutions need to assist these nurses with the requisite knowledge to excel in their areas of work, get the maximum benefit they expect from schooling, and make their families and communities proud as expected.

Objective: To identify and synthesise existing literature about the use of mobile educational applications (apps) designed to enhance the learning experience of nurses and midwives.

Design: A narrative review using a systematic, structured and comprehensive search of the literature.

Data sources: Medline Complete (EBSCO), CINAHL (EBSCO), ERIC (EBSCO) and Embase (OVID) electronic databases.

Review methods: Screening of 3512 articles according to inclusion and exclusion criteria using Covidence software resulted in sixteen studies for final analysis. Thematic analysis was conducted to develop key themes.

Results: Four key themes were generated 1) design elements of mobile apps for nurses and midwives, 2) design factors impacting learner motivation, 3) influence of apps on nursing and midwifery practice, and 4) considerations for app development. The themes indicated a positive association between well-designed mobile educational apps and enhanced learner motivation. Additionally, recognising the importance of tailoring mobile educational apps for specific user groups and engaging in co-design processes with nurses and midwives during app development was identified as crucial for optimising their impact on nursing and midwifery education.

Discussion: Mobile educational apps designed for nurses and midwives offer an innovative and engaging approach to delivering information and supporting learning. Creating apps tailored for nurses and midwives transforms their learning experience and serves as a useful adjunct to traditional clinical education.

Background: One of the most effective processes in disaster management is disaster education.

Aim: To determine the effect of structured digital-based education given to nursing students on disaster literacy and disaster preparedness belief levels.

Design/methods: The study was conducted in a single-center parallel group pre-test post-test randomized controlled design. The study was conducted with 74 senior nursing students at a nursing faculty in Türkiye. Active learning methods, mobile applications, games, movie watching, and maximum/multiple learning techniques were used in the structured digital-based education intervention program by organizing a technical trip to a simulation center. The program was conducted over 8 weeks and 15 different sessions. Data were collected using a personal information form, the Disaster Literacy Scale, and the General Disaster Preparedness Belief scale based on the Health Belief Model. Data were evaluated using the generalized linear model by considering group, time, and group-time.

Results: It was determined that the structured digital-based education program increased both the disaster literacy and preparedness belief levels of nursing students. In addition, the intervention was effective in terms of having a mobile application related to disasters on the phone, being an AFAD volunteer, and having a family disaster plan.

Conclusion: Bringing together multiple interventions in the learning process is important in the disaster management process. Disaster intervention programs can be created by taking advantage of both the advantages of the digital world and active learning methods to keep students active.

Clinicaltrials: gov ID: NCT06300827.

Background: Nursing students often face a heavy academic burden compared to students in other programs, possibly affecting their personal lives. However, a standardized scale assessing how academic demands interfere with the personal well-being in student nurses is lacking.

Objective: This study was conducted to develop and test the psychometric properties of the School-Life Conflict Scale (SLCS).

Design: Exploratory sequential research design.

Settings: Three government nursing schools in the Philippines.

Participants: A total of 1014 student nurses participated in the study.

Methods: Both the inductive and deductive methods were employed to generate the scale items. The factor structure of the scale was established through exploratory factor analysis (EFA) and confirmed through confirmatory factor analysis (CFA). Five faculty experts examined the content validity of the scale.

Results: A 14-item scale with three-factor structure was identified through factor analyses. These factors were labeled 'Academic Demands and Well-being', 'Social Interactions and Relationships', and 'Engagement in Extracurricular Activities'. The overall Cronbach's alpha coefficients of the scale was 0.900, while the Cronbach's alpha coefficients for the 3 factors ranged from 0.808 to 0.859.

Conclusion: The SLCS shows excellent psychometric properties and can be used to assess the extent to which academic responsibilities intersect and interfere with personal life in student nurses. This scale may be utilized by nurse faculty to identify students at risk of conflict and to implement approaches to support their health and well-being.

Background: Healthcare providers' health humanities, empathy, and communication effectiveness positively correlate with care recipient outcomes. These abilities can be enhanced by teaching design courses. In particular, comics and community dialogues are suitable for cultivating professional students' abilities. However, this method has not yet been used in studies involving healthcare professional students.

Objectives: This study develops a Comics and Interprofessional Community Dialogue (CICD) action programme for healthcare professional students to be used during emotion management courses and to evaluate the effects of this programme on changes in students' health humanities competence, empathy, and communication effectiveness. An additional aim is to determine the predictors of effective communication.

Methods: A single-group longitudinal study is conducted with professional healthcare students recruited from a medical university. The students completed three questionnaires: the Health Humanities Competence Scale, the Jefferson Scale of Empathy, and the Communication Effectiveness Profile at the beginning of the semester (Time 1), mid-semester (Time 2), and the end of the semester (Time 3). Changes in the scores for each questionnaire are analysed using generalised estimation models.

Results: The study's findings show that at Time 3, communication effectiveness is significantly higher than at Times 1 and 2 and is positively related to empathy and health humanities competence. These results indicate that a CICD action programme improves healthcare professional students' communication effectiveness and that students' empathy and health humanities affect their communication competence.

Conclusion: Health humanities competence and empathy are enhanced with a CICD, which helps healthcare professional students improve their communication effectiveness. Furthermore, the semester period, empathy, and health humanities competencies are predictors of healthcare professional students' communication effectiveness competencies.

Background: Academic dishonesty poses significant challenges in educational settings, particularly among nursing students. Efforts to mitigate this issue through pedagogical and technological approaches have seen limited success. Diverse theoretical explanations for academic dishonesty underscore the need for further exploration of this multifaceted phenomenon.

Aim: This research explored self-reported and real-time observed dishonest behaviours among nursing students during in-person quizzes.

Design: Mixed methods: self-reporting and real-time observations using classroom cameras.

Settings: Nursing academic campus.

Participants: Third-year baccalaureate nursing students (n = 72). The mean age was 27 years; 75.5 % were female, and 18.4 % identified as married.

Methods: Data collection spanned three phases: pre-research preparation, in-class observations during quizzes, and post-quiz self-reporting. Independent observers conducted observations to prevent biases.

Results: Observations identified speaking as the most common dishonest activity, followed by peeking and phone use. New forms of dishonesty included copying from quiz sheets and making phone calls during quizzes. Dishonest activities increased over the semester, particularly speaking and peeking. Questionnaire responses showed most students viewed dishonest behaviours as forbidden, though 37 % allowed signing for others. While students rated themselves as moderate to completely honest, about 50 % admitted to occasional dishonest behaviours. Logistic regression revealed internal moral principles and self-concept as significant predictors of honest behaviour (R2 = 39.6 %; p < 0.05). Decision tree analysis revealed detailed relationships between internal moral principles, self-concept, and behavioural cataloguing in predicting honest and dishonest behaviours.

Conclusion: The study uncovered a concerning gap between students' professed integrity and their actual dishonest behaviour during quizzes, showing an upward trend over time. This suggests complex influences shaping students' decisions. Observing peers' dishonesty may normalize such behaviour, fuelling its spread. Educational efforts should aim at bridging the gap between students' values and actions, employing methods that nurture practical skills related to integrity and promoting positive role models to foster a culture of honesty.

Background: While undergraduate education aims to provide student nurses with a level of competence for independent practice, criticisms exist surrounding the ability of these programmes to adequately prepare graduates for the clinical skills required to optimise care. Adopting virtual simulations into nursing curricula may support greater clinical preparedness due to the student-driven nature of this approach. However, learning is also cited as a social experience requiring teacher-student interaction. Therefore, a challenge exists to develop teaching strategies that balance interactive learning while also ensuring students achieve relevant competencies.

Aim: Using scenario-based learning in a blended environment, this research evaluates the impact of different teaching modalities (in-person vs virtual patient case simulations) on undergraduate student nurses' perceived learning gains and self-efficacy.

Design: A pre and post-test design.

Participants: Eligible participants were Irish nursing students enrolled in a 5-credit European Credit Transfer System (ECTS) module (Autumn 2023 academic term) focusing on the care of persons with altered cardiovascular function at a large, urban university.

Methods: An online survey investigated the impact of these different teaching modalities on students' perceived learning and self-efficacy. Scales were adapted from previous research and non-parametric tests explored changes in perceptions over time. Thematic analysis of open-text responses provided greater insight into student experiences.

Results: The response rate was 57 % (n = 97) at baseline and 23 % (n = 39) at follow up. Students' perceptions of their learning gains and self-efficacy were scored positively for both in-person and virtual scenario-based teaching modalities. However, following participation with virtual simulation, meaningful, positive improvements to students' understanding, attitudes, and self-efficacy were identified. Three key themes were generated from participants' open-ended survey responses which revealed the core features of both teaching modalities and students' desire to further integrate more virtual activities into undergraduate curricula: 1) In-person accessibility and interactivity matters: 2) Virtual simulations: bringing content to life: 3) Online learning: the path forward.

Conclusion: By combining the advantages of in-person and online learning platforms, a blended approach can close the theory to practice gap and support diverse student cohorts to succeed within nursing education.