Nurse Education Today最新文献

{"title":"Bachelor nursing competencies to care for children in hospital and home settings: A Delphi study.","authors":"Véronique de Goumoëns, Laurence Ebacher Lefrançois, Arnaud Forestier, Chantal Grandjean, Colette Balice-Bourgois, Jocelyne Quillet-Cotting, Anne-Laure Thévoz, Anne-Sylvie Ramelet","doi":"10.1016/j.nedt.2024.106487","DOIUrl":"https://doi.org/10.1016/j.nedt.2024.106487","url":null,"abstract":"<p><strong>Background: </strong>Caring for children from birth to adulthood requires extensive knowledge and skills specific to that population. In Switzerland, bachelor's nursing degree programs focus primarily on generalist competencies and may be insufficient for registered nurses to provide appropriate and safe care to sick children and their families.</p><p><strong>Objective: </strong>This study aimed to identify the competencies required for generalist nurses to care for children and their families in hospital and home-care settings.</p><p><strong>Design: </strong>A multicentered descriptive study was used.</p><p><strong>Participants: </strong>Registered nurses' experts in their respective pediatric field were recruited via a regional network for pediatric nursing education in the French and Italian speaking part of Switzerland.</p><p><strong>Methods: </strong>A 3-round Delphi e-survey was used to develop a list of competencies.</p><p><strong>Results: </strong>Round 1 consisted of mapping 23 competencies clustered in seven domains, from four competency models by a panel of eight experts. Consensus was reached in Round 2 and 3, by 129 and 132 participants, respectively. After Round 3, all 23 competencies were rated expected or very much expected. The seven domains of competencies identified as most important were \"Advocacy and Moral Agency\" (cum. mean: 4,5), \"Diversity Families Responsiveness\" (cum. mean: 4,5), Collaboration (cum. mean: 4,4), Caring Practices (cum. mean: 4,4), Clinical Judgment and Inquiry (cum. mean: 4,4), Facilitating Learning (cum. mean: 4,3) and System Thinking (cum. mean: 4,2).</p><p><strong>Conclusion: </strong>The comprehensive list of 23 competencies for nurses to care for sick children and their families in hospital and community settings, provides a solid base to review and benchmark existing nursing under-graduate program in Switzerland and beyond.</p>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"106487"},"PeriodicalIF":3.6,"publicationDate":"2024-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142677836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Developing an instrument to measure nurses' attitudes towards nursing students during clinical practice: A quantitative study","authors":"Ali KAPLAN ,&nbsp;Özlem KAPLAN ,&nbsp;Cevriye ÖZDEMİR ,&nbsp;Büşra EMİR ,&nbsp;Necmi BAYKAN","doi":"10.1016/j.nedt.2024.106488","DOIUrl":"10.1016/j.nedt.2024.106488","url":null,"abstract":"<div><h3>Background</h3><div>Since nursing students' interactions with nurses in the clinical practice process play an important role in nursing education and practice, it is a necessity to evaluate nurses' attitudes towards students.</div></div><div><h3>Aim</h3><div>To develop a valid and reliable measurement tool to determine the attitudes of nurses' towards nursing students in the clinical practice process.</div></div><div><h3>Design</h3><div>This study used a quantitative cross-sectional design.</div></div><div><h3>Settings</h3><div>The study was conducted in a public hospital in Turkey between February and April 2024.</div></div><div><h3>Participants</h3><div>The sample of the study consisted of 364 nurses.</div></div><div><h3>Methods</h3><div>Through literature review and qualitative data analysis, 40 items were identified for the item pool of the scale and these items were presented to 22 experts. After the content validity, the draft scale consisting of 32 items was used as a data collection tool. Lawshe's Content Validity Ratio, Kaiser-Mayer-Olkin Coefficient, Bartlett's test, Exploratory Factor Analysis, Principal Component Analysis, Varimax Factor Rotation Method, Confirmatory Factor Analysis, Cronbach's Alpha Internal Consistency Coefficient, Spearman Correlation Coefficient and Wilcoxon Signed Ranks tests were used to analyze the data.</div></div><div><h3>Results</h3><div>As a result of the exploratory factor analysis, it was determined that there were twenty-two items and five sub-dimensions in the scale. The Cronbach's alpha internal consistency coefficient was 0.770 for the clinical experience and ethics sub-dimension, 0.811 for the collaboration sub-dimension, 0.792 for the desire to learn sub-dimension, 0.765 for the continuous development sub-dimension, 0.736 for the communication skills sub-dimension and 0.903 for the total scale. As a result of the test-retest reliability analysis, it was determined that all items and factor scores showed significant relationships between the two applications (<em>p</em> &lt; 0.001).</div></div><div><h3>Conclusions</h3><div>The scale was found to be a valid and reliable measurement tool that can be used to determine the attitudes of nurses' towards nursing students in the clinical practice process.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"Article 106488"},"PeriodicalIF":3.6,"publicationDate":"2024-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142652605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fear and attitudes toward death in nursing students: A longitudinal study","authors":"Alba Maestro-González ,&nbsp;David Zuazua-Rico ,&nbsp;Salvador Villalgordo-García ,&nbsp;Maria-Pilar Mosteiro-Díaz ,&nbsp;Marta Sánchez-Zaballos","doi":"10.1016/j.nedt.2024.106486","DOIUrl":"10.1016/j.nedt.2024.106486","url":null,"abstract":"<div><h3>Background</h3><div>Nurses are the most involved healthcare professionals in end-of-life care. Although scientific evidence has demonstrated the effectiveness of specific education in this aspect, the optimal timing of its delivery has not been identified.</div></div><div><h3>Aim</h3><div>To determine the characteristics of fear of death and attitudes toward end-of-life care among nursing students during academic education.</div></div><div><h3>Design</h3><div>This longitudinal observational study was conducted between October 2019 and June 2023.</div></div><div><h3>Participants</h3><div>A total of 486 questionnaires were administered to nursing students from two Spanish faculties.</div></div><div><h3>Methods</h3><div>A data collection sheet was developed to track various sociodemographic variables, which was distributed along with the Collett-Lester Fear of Death Scale and the Frommelt Attitude Toward Care of the Dying scale.</div></div><div><h3>Results</h3><div>In the Frommelt Attitude Toward Care of the Dying scale, the lowest score for Factor I was observed in the third year (F(3,228) = 153.5, <em>p</em> &lt; 0.001) and for Factor II in the second year (χ2(3) = 186.45, p &lt; 0.001). The best attitude was demonstrated in the final academic year, with statistically significant differences. On the Collett-Lester Fear of Death Scale, the highest fear, both in the overall score and in all four factors, was noted in the first year and the lowest in the final year. We found a significant effect of time on the total score (F(3,300) = 7.43, <em>p</em> &lt; 0.001), with differences observed between the first and other years (p &lt; 0.001). The same pattern was found in Factor 3, fear of the death of others (F(3,300) = 18.7, p &lt; 0.001), and in Factor 4, fear of dying of others.</div></div><div><h3>Conclusions</h3><div>It is suggested that education be provided on fear of death in the first year, person- and family-centered care in the second year, and end-of-life care in the third year, with interventions lasting more than two months.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"Article 106486"},"PeriodicalIF":3.6,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A qualitative exploration of nursing master's research supervision in a private higher education institution","authors":"Bibi Hajira Irshad Ali ,&nbsp;Gideon Victor ,&nbsp;Khauhelo Succes Mahlatsi ,&nbsp;Abel Jacobus Pienaar","doi":"10.1016/j.nedt.2024.106485","DOIUrl":"10.1016/j.nedt.2024.106485","url":null,"abstract":"<div><h3>Background</h3><div>Completing a Master's thesis is crucial for earning a master's degree and showcasing students' academic and professional skills. However, the process is often challenging owing to its solitary nature and the complexity of its supervisory relationships.</div></div><div><h3>Purpose</h3><div>This study aimed to explore the experience of Nursing Master's Research Supervision and its impact on their thesis journey<strong>.</strong></div></div><div><h3>Design</h3><div>Exploratory descriptive qualitative research design.</div></div><div><h3>Setting and participants</h3><div>The study was conducted at a private nursing institute in Islamabad, Pakistan, from January 2022 to May 2022. The study included 12 students enrolled in the Masters of Science in Nursing program.</div></div><div><h3>Methods</h3><div>Focus group discussions and in-depth interviews were conducted online, using a semi-structured guide. Students were recruited through purposive sampling. Data were analysed using manual content analysis through a collaborative approach. Rigor was ensured using Lincoln and Guba's trustworthiness criteria. SRQR reporting guidelines were used.</div></div><div><h3>Results</h3><div>The study explored graduate students' thesis supervision experiences and discovered six influential categories: “Expectations from Supervisor”, encompassing preceding knowledge and teaching perceptions; “Supervisor Accessibility”, involving physical access and cooperation; “Adverse Supervision Experience”, detailing challenging interactions; “Supervision Meeting Management”, addressing problem-solving and scheduling; “Assistance and Support”, covering collaboration, software, and resources; and “Suggestions”, offering guidance on thesis write-up and research committee roles.</div></div><div><h3>Conclusion</h3><div>The study elucidated students' expectations about supervisor expertise, access difficulties, negative experiences, and the need for clear guidelines. Improved communication, defined roles, and increased support for thesis writing and assessment are crucial for satisfactory supervision. Further investigation of supervisors' viewpoints is advised.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106485"},"PeriodicalIF":3.6,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632579","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency in trauma-informed care: Empowering advanced practice registered nursing students to adopt a trauma-informed approach during routine health assessment","authors":"Alicia F. Holod,&nbsp;Joni Tornwall,&nbsp;Alice M. Teall,&nbsp;Janine Overcash","doi":"10.1016/j.nedt.2024.106477","DOIUrl":"10.1016/j.nedt.2024.106477","url":null,"abstract":"<div><h3>Background</h3><div>Nurses need competency in trauma-informed care (TIC) to create supportive environments that encourage patient engagement and treatment adherence. Increased demand for TIC in nursing practice requires improved approaches to competency evaluation.</div></div><div><h3>Aim</h3><div>This study aimed to evaluate the competency of advanced practice registered nursing (APRN) students in implementing TIC principles, utilizing a rubric tailored for simulation-based learning within an advanced health assessment course.</div></div><div><h3>Design</h3><div>Employing a non-experimental, observational approach, this project utilized a quantitative, rubric-based assessment to analyze video-recorded simulations and rate competency in implementation of TIC principles.</div></div><div><h3>Setting and participants</h3><div>The study included 64 graduate-level APRN students enrolled in a mandatory advanced health assessment course at a large midwestern university in the United States.</div></div><div><h3>Methods</h3><div>The study assessed student competency in implementing seven TIC principles within a simulation-based experience (SBE), using a scale ranging from 1 (novice) to 5 (expert).</div></div><div><h3>Results</h3><div>While a few students demonstrated competency at, or above, level 3 in certain TIC principles, the overall average competency rating remained below 3. This outcome aligns with expectations for novice APRN students. Notably, the principles of <em>communication</em> and <em>safety</em> showed the highest average competency levels.</div></div><div><h3>Conclusions</h3><div>Findings revealed that most students were at a novice competency level, struggling with implementation of TIC principles. This highlights the imperative for nurse educators to incorporate a variety of educational activities into the curriculum. Integrating TIC content into didactic lectures, providing formative assessment opportunities, and conducting post-lecture SBEs are recommended strategies to enhance TIC competency among APRN students, thereby equipping them with the essential skills to deliver exemplary care to trauma survivors.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106477"},"PeriodicalIF":3.6,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The mediating effect of advanced health assessment on the relationship between self-directed learning and clinical thinking among master of nursing specialist postgraduate students: A structural equation model","authors":"Lulu Wang ,&nbsp;Yuqing Zhang ,&nbsp;Chunjing Zhang ,&nbsp;Biaoxin Zhang","doi":"10.1016/j.nedt.2024.106480","DOIUrl":"10.1016/j.nedt.2024.106480","url":null,"abstract":"<div><h3>Background</h3><div>Clinical thinking is an important competency among master of nursing specialist (MNS) postgraduate students. Previous studies have demonstrated that self-directed learning (SDL) positively affects clinical thinking among MNS postgraduates. However, little is known about the mechanisms underlying the relationship between SDL and clinical thinking.</div></div><div><h3>Aim</h3><div>This study aimed to investigate the status of MNS postgraduates' SDL, advanced health assessment (AHA), and clinical thinking and to explore the mediating effect of AHA on the relationship between SDL and clinical thinking through a structural equation model.</div></div><div><h3>Design</h3><div>Cross-sectional study.</div></div><div><h3>Settings</h3><div>Participants were recruited from 7 universities in Anhui, Hubei, Hebei, and Heilongjiang provinces, China.</div></div><div><h3>Participants</h3><div>A convenience sample of 300 MNS postgraduates was recruited from May 2023 to July 2024.</div></div><div><h3>Methods</h3><div>A general information questionnaire, SDL instrument, AHA scale, and clinical thinking scale were used for data collection. Data were analyzed using SPSS and AMOS software.</div></div><div><h3>Results</h3><div>The levels of SDL, AHA, and clinical thinking among the participants were above the middle level. AHA played a partial mediated role in the relationship between SDL and clinical thinking.</div></div><div><h3>Conclusions</h3><div>This study provides new insights into the relationship between SDL, AHA, and clinical thinking. The results of this study indicate the effectiveness of developing AHA when conducting SDL to enhance the clinical thinking of MNS postgraduates.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106480"},"PeriodicalIF":3.6,"publicationDate":"2024-11-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Addressing nursing student clinical placement poverty concerns: A discussion paper","authors":"Krysta Davis ,&nbsp;Madeleine Stipcevich ,&nbsp;Robyn Cant ,&nbsp;Colleen Ryan ,&nbsp;Fiona Bogossian","doi":"10.1016/j.nedt.2024.106483","DOIUrl":"10.1016/j.nedt.2024.106483","url":null,"abstract":"<div><h3>Background</h3><div>Research indicates that more than two-thirds of Australian nursing students experience placement poverty and increased stress and anxiety because of the financial cost of completing clinical placements.</div></div><div><h3>Aim</h3><div>A contemporary discussion on the issue of the financial impact of placement experienced by Australian nursing students.</div></div><div><h3>Design</h3><div>Discursive.</div></div><div><h3>Discussion</h3><div>&gt;96 % of nursing students from one Australian study expressed a necessity for financial support to complete clinical placements. Available Australian scholarships and income support programs target overall university study costs. Few are placement specific. Direct and indirect costs of placement are introduced and discussed along with the impact of placement poverty on students. Media articles indicate nursing students in other countries may also experience financial stress during placement. Solution focussed recommendations are provided.</div></div><div><h3>Conclusion</h3><div>Globally, rates of uptake of scholarships are largely unknown and there are eligibility barriers. Financial support mechanisms for students undertaking placement need to be widely disseminated and focus on reimbursement for placement costs incurred. Solutions must privilege students' learning over workforce contributions. Understanding nursing student experiences of placement poverty universally is needed to enhance placement learning experiences and student retention and wellbeing.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106483"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The use of concept maps in nursing/midwifery exam papers and their examination on their feasibility and reliability as assessment tools","authors":"Anna V. Chatzi,&nbsp;Claire McNamara","doi":"10.1016/j.nedt.2024.106479","DOIUrl":"10.1016/j.nedt.2024.106479","url":null,"abstract":"<div><h3>Background</h3><div>Concept maps demonstrate relationships between concepts visually, allowing connections to develop the learner's cognition. Despite studies that demonstrate the value of this method, it has still not been adopted in mainstream nursing education as an assessment tool.</div></div><div><h3>Aim</h3><div>The aim of this study is to evaluate the use of the concept map as an assessment tool in nursing education.</div></div><div><h3>Methods</h3><div>This study was conducted following the one-shot experimental design. One exam paper was designed to be given to participants at the final examination of a core shared undergraduate nursing/midwifery module. The target sample of the study were undergraduate first year students (<em>N</em> = 185). Following initial exposure of student nurses/midwives, during the Autumn semester, concept maps were included into the final exam. These were evaluated and compared with another of the most traditional assessment methods, the multiple-choice question type (MCQ). Quantitative statistical analysis of the concept map and MCQ grades were conducted. Statistical tests were used to compare all pairs of both types of papers.</div></div><div><h3>Results</h3><div>All paired <em>t</em>-test results were found to be statistically significant and effect size results also supported the statistically significant results. Concept maps' structure allows the assessment of the totality of concepts of a specific area/section of the material. MCQs can assess one aspect/detail of a concept at a time without the limitation to draw material from a specific area/section. When used together, educators can use these different features in assessing student's knowledge/understanding on the totality of taught material. Additional advantage of the concept map is its straightforward, objective and quick correction process.</div></div><div><h3>Conclusion</h3><div>The study provides evidence that the concept map can be a trusted assessment tool for identifying the nursing students' gaps in knowledge and comprehension.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106479"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142604628","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Innovating clinical nursing education using virtual technology to combat the effects of COVID-19: A qualitative study","authors":"David Busolo ,&nbsp;Neil Forbes ,&nbsp;Petrea Taylor ,&nbsp;Renée Gordon ,&nbsp;Jason Hickey ,&nbsp;Alisha Keough ,&nbsp;Alyse Duffney","doi":"10.1016/j.nedt.2024.106478","DOIUrl":"10.1016/j.nedt.2024.106478","url":null,"abstract":"<div><h3>Background</h3><div>At the beginning of the COVID-19 pandemic, social distancing effects halted in-person clinical placements in nursing programs at all Canadian universities. To mitigate educational disruption, clinical practicums were pivoted to online delivery, despite knowledge gaps on the perspectives of nursing students and community liaisons on using virtual technology to facilitate clinical placements.</div></div><div><h3>Objective</h3><div>Accordingly, we explored the impact of using innovative virtual technology to combat the social distancing effects of the COVID-19 pandemic on students' and community liaisons' experiences in a clinical community health nursing course.</div></div><div><h3>Methods</h3><div>Using a descriptive qualitative research approach, we evaluated an innovative online clinical placement approach which we implemented to combat the disruptions of social distancing guidelines. Forty-five nursing students were grouped and paired with five community health organizations to create community-led health promotion projects using online videoconferencing. Upon completion of their practicum, six nursing students and four community liaisons participated in virtual individual interviews. Data was analyzed using a thematic analysis approach.</div></div><div><h3>Results</h3><div>Three themes were developed: 1) Openness to change, 2) Effective virtual communication, and 3) Creation of learning spaces that foster nurturing relationships. On the theme of ‘<em>Openness to Change</em>,’ participants voiced the need to shift focus from common learning approaches to new, untested options. On the theme of ‘<em>Effective virtual communication</em>,’ participants valued the critical role of thorough virtual communication in online learning. On the theme of ‘<em>Creation of learning spaces that foster nurturing relationships</em>,’ participants appreciated the role of relationships, careful planning, and organization of virtual learning spaces for program success.</div></div><div><h3>Conclusion</h3><div>The success and viability of virtual technology in clinical education are strongly related to individual and systems approach and adaptations to support students' access to learning opportunities. Our findings could be used to enhance access to virtual clinical education for students from disadvantaged and vulnerable populations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106478"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632587","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing student reflections on a research internship: A reflective discussion following the Gibbs' reflective cycle","authors":"Francine Antoinette Ocampo ,&nbsp;Brianne Genevieve McIntyre ,&nbsp;Debbie Massey ,&nbsp;Rosemary Saunders","doi":"10.1016/j.nedt.2024.106481","DOIUrl":"10.1016/j.nedt.2024.106481","url":null,"abstract":"<div><h3>Background</h3><div>Evidence-based practice underscores the importance of utilising research-based skills in the delivery of care. However, entry-to-practice nursing curriculums in Australia currently do not provide students with practical research opportunities. Acknowledging this gap, an Australian university initiated a two-month summer research internship that aim to expose undergraduate nursing students to clinical research under the mentorship of a nursing academic.</div></div><div><h3>Aim</h3><div>To understand the opportunities and challenges of a research internship and its contribution to developing research knowledge and skills for future nursing practice and leadership.</div></div><div><h3>Design</h3><div>A reflective discussion following the six stages of the Gibbs' Reflective Cycle.</div></div><div><h3>Settings</h3><div>A two-month research internship at an Australian University was held over the summer.</div></div><div><h3>Participants</h3><div>Two successful nursing students (FO and BM) who were both students in the Master of Nursing (Graduate Entry) program.</div></div><div><h3>Methods</h3><div>Following the Gibbs' Reflective Cycle, a description of the internship experience was outlined, alongside feelings encountered. The opportunities and challenges of the internship are explored, evaluated, and analysed with related literature to inform an overall conclusion. To support other nursing students pursuing similar research endeavours during their professional transition, an action plan was developed.</div></div><div><h3>Results</h3><div>The optional summer research internship proved to be a valuable experience for participating nursing students. FO and BM were granted co-authorship on their respective research projects, providing opportunities at international nursing and midwifery conferences and several avenues for career advancement.</div></div><div><h3>Conclusions</h3><div>Nursing research internships contribute to students' personal and professional development. This paper highlights the need for universities to provide innovative educational opportunities to students that enrich evidence-based nursing practice and inspire further opportunities.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"145 ","pages":"Article 106481"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142640154","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}