Nurse Education Today最新文献

{"title":"Training healthcare professionals to dignity-in-care: A scoping review","authors":"Loredana Buonaccorso ,&nbsp;Silvia Soncini ,&nbsp;Maria Chiara Bassi ,&nbsp;Daniela Mecugni ,&nbsp;Luca Ghirotto","doi":"10.1016/j.nedt.2024.106543","DOIUrl":"10.1016/j.nedt.2024.106543","url":null,"abstract":"<div><h3>Background</h3><div>Despite the wealth of evidence-based practices attesting to the influence of patient dignity on the care relationship, gaps persist in healthcare professionals' abilities to bolster it. Promoting dignity-in-care poses a challenge due to the abstract nature of the concept and its lack of unequivocal definition.</div></div><div><h3>Objective</h3><div>To delineate the scope of training opportunities, identify gaps in dignity-in-care training, excluding the broader concept of dignity beyond healthcare assistance, and propose strategies to address these deficiencies.</div></div><div><h3>Design</h3><div>Systematic scoping review to determine the range and type of training opportunities for healthcare professionals.</div></div><div><h3>Data sources</h3><div>We followed Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA)-ScR guidelines. By February 10th 2023, we searched five databases (MEDLINE, Scopus, Embase, Cinahl, PsycINFO) for materials published from 2002 in English and Italian. In addition to the search strategy, we augmented our exploration by scrutinizing the references cited in the included papers. Our scope encompassed studies on healthcare professionals as the target population, specifically physicians, nurses, social workers, psychologists, occupational therapists, chaplains or spiritual care assistants, and students engaged in health-related disciplines.</div></div><div><h3>Review methods</h3><div>Two authors independently assessed the abstracts of the retrieved articles. They discussed discrepancies with a third researcher, an expert in qualitative methodology.</div></div><div><h3>Results</h3><div>Eleven articles were included in the analysis after the initial screening. Most of the studies were conducted in Europe, indicating an increasing interest in training on dignity and suggesting a potential role of international nursing organizations in driving attention to dignity-in-care education. The training appeared to downplay cultural differences. However, these approaches were not without criticism, as they raised concerns about overlooking the complexities and nuances associated with dignity within cultural contexts. Our analysis suggested that incorporating dignity into the curriculum and continuing education for healthcare professionals is paramount. Finally, limited opportunities emerged for medical students, postgraduate residents, and physicians to enhance dignity within care relationships.</div></div><div><h3>Conclusion</h3><div>Future training programs should prioritize “culturalizing” the concept to ensure a comprehensive approach to dignity-in-care. Moreover, the focus on nursing students and limited representation from other healthcare disciplines emphasizes the need for a broader interdisciplinary approach to integrating dignity-in-care education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106543"},"PeriodicalIF":3.6,"publicationDate":"2024-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873544","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":"Nurses communication competencies in social media: A bibliometric review","authors":"María Martín-Fernández ,&nbsp;Hildegart González-Luis ,&nbsp;María José Hernández-Leal ,&nbsp;Mónica Arias-Colinas","doi":"10.1016/j.nedt.2024.106542","DOIUrl":"10.1016/j.nedt.2024.106542","url":null,"abstract":"<div><h3>Objective</h3><div>To analyse the characteristics of articles published on the competencies, abilities, knowledge and education that nurses should have to be able to communicate, inform, disseminate and/or be an informative source in mass media and social media.</div></div><div><h3>Design</h3><div>This bibliometric study involved a comprehensive search of two databases, PubMed and Scopus. The search terms included 'nursing', 'communication', and 'mass media', along with their synonyms. Article selection was performed through screening titles and abstracts, with any uncertainties resolved through discussions among the researchers.</div></div><div><h3>Data sources</h3><div>The data were sourced from PubMed and Scopus, selected for their extensive coverage of academic literature related to nursing and communication.</div></div><div><h3>Methods</h3><div>A total of 1,290 articles were initially identified. After screening, 463 articles were analysed. The study employed bibliometric analysis to evaluate publication trends, authorship patterns, and thematic focus. Key metrics such as annual publication growth rate, co-authorship, and thematic prevalence were assessed.</div></div><div><h3>Results and discussion</h3><div>The analysis revealed that the articles were published from 1,971 onwards, with an annual production growth rate of 6.83%. The total number of authors was 1,645, with an average co-authorship of 3 to 4 researchers per article. The most frequently discussed themes included Social Media, COVID-19, and Nurses. Notable authors included Booth R. (5 articles), Borycki E. (4 articles), and Jackson D. (4 articles). The most prominent journal was Nurse Education Today (20 articles), with the highest publication output from the United States (695 articles), followed by Australia (436 articles). Leading institutions included King Saud University (47 articles) and the University of Tripoli (37 articles).</div></div><div><h3>Conclusion</h3><div>This bibliometric review provides valuable insights for researchers, educators, and managers interested in the evolving role of nursing in traditional and social media. It highlights key researchers, influential journals, significant authors, and prominent countries in this field, offering a foundational understanding for further research and development in nursing communication competencies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106542"},"PeriodicalIF":3.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873543","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":"Generative artificial intelligence (AI) literacy in nursing education: A crucial call to action","authors":"Rachel C. Simms","doi":"10.1016/j.nedt.2024.106544","DOIUrl":"10.1016/j.nedt.2024.106544","url":null,"abstract":"<div><h3>Introduction</h3><div>Generative artificial intelligence (AI) is revolutionizing healthcare, necessitating corresponding advancements in nursing education to ensure that future nurses are equipped for a technologically driven environment. This article explores the imperative integration of generative AI literacy in nursing education.</div></div><div><h3>Implications for nurse educators</h3><div>The article delves into the practical challenges and opportunities presented by generative AI in nursing. It underscores the need for educators to adapt curricula and teaching methods to effectively incorporate generative AI learning, ensuring students are proficient in generative AI technologies and aware of their ethical implications.</div></div><div><h3>Generative AI literacy</h3><div>Defined as a core educational requirement, this section highlights the skills and knowledge that nurse educators must impart. It encompasses the ability to critically assess AI-generated content, understand the underlying technologies, and responsibly apply this knowledge in clinical settings.</div></div><div><h3>Conclusion</h3><div>The article concludes by emphasizing the urgency of integrating generative AI literacy into nursing education. It advocates for a proactive approach to curriculum development and calls for global collaboration and standardization in AI education to address the diverse and evolving needs of healthcare.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106544"},"PeriodicalIF":3.6,"publicationDate":"2024-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873542","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":"Academic success in undergraduate nursing education: An integrative review","authors":"Harroop Kaur Sharda,&nbsp;Lorelli Nowell","doi":"10.1016/j.nedt.2024.106540","DOIUrl":"10.1016/j.nedt.2024.106540","url":null,"abstract":"<div><h3>Aims</h3><div>The aim of this review was to synthesize and appraise the available literature regarding academic success in undergraduate nursing education.</div></div><div><h3>Design</h3><div>We used Whittemore and Knafl's five-stage framework for integrative reviews. Toronto and Remington's step-by-step guide to integrative reviews provided practical guidance in the review process.</div></div><div><h3>Data sources</h3><div>A search was employed to retrieve relevant scholarly, peer-reviewed, English-language articles published between 2003 and 2023 using the databases APA PsycINFO, CINAHL, ERIC, Education Research Complete, and MEDLINE.</div></div><div><h3>Review methods</h3><div>The initial search located 2599 articles. After duplicate screening at title and abstract and full text levels using predefined inclusion and exclusion criteria, 40 articles were selected for inclusion. All included articles were critically appraised using the Mixed Methods Appraisal Tool for empirical studies and the Joanna Briggs Institute critical appraisal tools for the reviews and the theoretical papers.</div></div><div><h3>Results</h3><div>A review and synthesis of the articles revealed preadmission factors can impact academic success in undergraduate nursing education. However, most authors used narrow measures of success such as on-time graduation and exam performance. In most articles performance in the clinical environment was not considered measured as part of academic success. Few empirical studies used a theoretical framework, and the overall methodological quality of the included articles was mixed.</div></div><div><h3>Conclusion</h3><div>Our findings suggest a gap in the literature regarding more inclusive approaches to measuring academic success in undergraduate nursing education. The dearth of qualitative studies and limited attention to how academic success is measured in the clinical learning environment suggest future research should focus on exploring student nurses' perceptions of success. Furthermore, researchers examining this topic are encouraged to utilize suitable theoretical frameworks to guide empirical studies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106540"},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856904","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":"Climate change perceptions among nursing students: A comparative study between Finland and the United States","authors":"Iira Tiitta ,&nbsp;Juho Kopra ,&nbsp;Ruth McDermott-Levy ,&nbsp;Jouni J.K. Jaakkola ,&nbsp;Lauri Kuosmanen","doi":"10.1016/j.nedt.2024.106541","DOIUrl":"10.1016/j.nedt.2024.106541","url":null,"abstract":"<div><h3>Introduction</h3><div>Nurses play a key role in combating climate change-related health risks by promoting adaptation and mitigation strategies. Their efforts are essential in educating patients and communities about the health impacts of climate change and sustainable healthcare practices. Nursing curricula are evolving to include climate change and sustainability. The goal is to prepare future nurses to effectively address climate change factors affecting health and to support the transition towards more sustainable healthcare systems.</div></div><div><h3>Aim</h3><div>To study the perceptions of nursing students in Finland and the United States (U.S.) regarding climate change, focusing on their awareness and attitudes.</div></div><div><h3>Design</h3><div>A quantitative, cross-sectional study.</div></div><div><h3>Method</h3><div>In this study climate change awareness, concern, motivation, and behavior patterns of Finnish and U.S nursing students were surveyed and analyzed. Data were collected from an online survey using the Climate Health and Nursing Tool (CHANT). The data were collected from Finnish students (n = 351) from February to June 2023 and for comparison we examined data collected from U.S. (n = 352) in 2022. Data were analyzed using SPSS and AMOS program.</div></div><div><h3>Results</h3><div>U.S. nursing students were found to have higher factor loadings, indicating a stronger connection between the measured factors and their related concepts compared to Finnish nursing students. Finnish students also received good factor loadings, but differences appeared in the correlations between awareness, concern, and motivation, and in the consistency of behavior at home and at work.</div></div><div><h3>Conclusions</h3><div>Findings from study indicate that U.S. students have higher overall awareness but weaker links between awareness and workplace behavior, whereas Finnish nursing students show more consistent behavior both personally and professionally. Nursing faculty could use this knowledge to engage nursing students in learning about the impact of climate change on human health and prepare future nurses to meet challenges of climate change on patient populations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106541"},"PeriodicalIF":3.6,"publicationDate":"2024-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142856924","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":"Interventions to enhance the core competencies of clinical nursing preceptors: A systematic review","authors":"Ke Liu ,&nbsp;Shuyi Wang ,&nbsp;Minhui Liu ,&nbsp;Siyuan Tang ,&nbsp;Qirong Chen","doi":"10.1016/j.nedt.2024.106536","DOIUrl":"10.1016/j.nedt.2024.106536","url":null,"abstract":"<div><div>Aim</div><div>This systematic review aimed to identify intervention studies on core competencies of clinical nursing preceptors, evaluate their quality using quantitative indicators, and summarize the effectiveness of the intervention programs and limitations of included studies.</div></div><div><h3>Design</h3><div>This review was reported in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) 2020 checklist.</div></div><div><h3>Data sources</h3><div>Between May 1, 2024 and May 30, 2024, we searched PubMed, Web of Science, CINAHL, Medline, EMBASE and ProQuest (Health &amp; Medical Collection) to get relevant literature published between January 2010 and May 2024. The main search concepts were core competence; preceptor; intervention; nurse. References in all eligible literature were also searched to prevent omissions.</div></div><div><h3>Review methods</h3><div>Articles were screened and then evaluated by two researchers independently. The narrative table was used to summarize the characteristics of the included studies and the details of interventions. The modified Educational Interventions Critical Appraisal Tool was used to evaluate the quality of studies; the Kirkpatrick Model was used to assess the interventions. The content analysis method was used to synthesize data.</div></div><div><h3>Results</h3><div>A total of 27 articles were included in this review. Six studies were rated as high quality. The remaining 21 studies were all rated as moderate quality and no studies were rated as low quality. Eight studies achieved the Kirkpatrick level 1, all the studies achieved the Kirkpatrick level 2, six studies achieved the Kirkpatrick level 3, Only one study achieved the Kirkpatrick level 4.</div></div><div><h3>Conclusions</h3><div>Interventions that covered key content themes, used face-to-face training method, and had shorter intervals may be more effective. Future studies could be improved by involving more representative samples, developing interventions based on theories, evaluating the long-term effects of the interventions. This review provided implications for developing more effective and sustainable educational programs for clinical nursing preceptors.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106536"},"PeriodicalIF":3.6,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142830891","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":"Exploring the association between combined formal and informal educational approaches and cultural intelligence among undergraduate nursing students: A cross-sectional study","authors":"Ilona Cieślak ,&nbsp;Mariusz Jaworski ,&nbsp;Mariusz Panczyk ,&nbsp;Krystian Barzykowski ,&nbsp;Anna Majda ,&nbsp;Dimitros Theofanidis ,&nbsp;Joanna Gotlib-Małkowska","doi":"10.1016/j.nedt.2024.106537","DOIUrl":"10.1016/j.nedt.2024.106537","url":null,"abstract":"<div><h3>Background</h3><div>Global migration necessitates adeptness in intercultural situations and high cultural awareness, crucial for nurses. Ensuring safe healthcare for migrants in diverse settings is imperative. Cultivating cultural intelligence should start at the undergraduate level, facilitated by diverse educational approaches.</div></div><div><h3>Aim</h3><div>The aim was to analyse the correlation between participation in formal and informal education and the level of cultural intelligence in a group of undergraduate nursing students.</div></div><div><h3>Design</h3><div>Researchers conducted a nationwide cross-sectional multicentre online survey study.</div></div><div><h3>Settings</h3><div>We invited nursing students from all Polish medical universities offering undergraduate nursing studies to participate in the study.</div></div><div><h3>Participants</h3><div>The study sample consisted of 1373 undergraduate nursing students from 39 Polish nursing schools: 54.0 % - first year, 28.7 % - second year, 17.3 % - third year.</div></div><div><h3>Methods</h3><div>We used a Polish version of the Cultural Intelligence Scale. The questionnaire gathered demographic information and explored cultural experiences in both formal and informal education settings. We examined the influence of various forms of formal and informal education on the level of cultural intelligence using independent <em>t</em>-tests and one-way ANOVA. We measured effect sizes using Cohen's <em>d</em> for <em>t</em>-tests and eta squared (η²) for ANOVA. p values &lt; 0.05 were considered statistically significant.</div></div><div><h3>Results</h3><div>The level of cultural intelligence of the students was a STEN score of five (M = 82.8 points). The largest effect related to the increase in cultural intelligence was observed for the survey item on interactions with culturally diverse people (Cohen's <em>d</em> = −0.62), and the smallest effect was observed for the survey item on multiculturalism-related content delivered during the course of study (η2 = 0.012). The analyses showed a significant correlation between formal education and cultural intelligence, especially for the combination of formal and informal education.</div></div><div><h3>Conclusion</h3><div>The combination of formal and informal education and rich intercultural experiences are crucial for the successful development of cultural intelligence among nursing students in Poland.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106537"},"PeriodicalIF":3.6,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824800","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":"Challenge or threat? A Q-methodological study into nursing students' perceptions on learning to collaborate under stress","authors":"F.S. Dijkstra ,&nbsp;J.W. Grijpma ,&nbsp;A. de la Croix ,&nbsp;H. van Schuppen ,&nbsp;M. Meeter ,&nbsp;P.G. Renden","doi":"10.1016/j.nedt.2024.106534","DOIUrl":"10.1016/j.nedt.2024.106534","url":null,"abstract":"<div><h3>Introduction</h3><div>Nursing students will come across stressful situations during their internships and will continue to do so in future practice. Because of the impact stress can have on performance, nursing students need to be equipped to work and collaborate in such situations. Careful consideration of the needs and desires of nursing students should be taken in account, in order to create a training environment that fosters students' ability to learn to collaborate under stress.</div></div><div><h3>Aim</h3><div>The aim of this study is to identify viewpoints of undergraduate nursing students towards the learning of collaboration in stressful situations, to understand their needs and desires, and to improve educational designs for training to collaborate in stressful situations.</div></div><div><h3>Methods</h3><div>We conducted a Q-methodology study, a mixed methods approach that studies and charts subjectivity, and uses a by-person factor analytical procedure to create profiles of shared viewpoints. The process of our Q-study is based on the following five steps: Q-set development (54 statements), participant selection (<em>n</em> = 29), Q-sorting procedure, data analysis, and factor interpretation.</div></div><div><h3>Results</h3><div>Q-factor analysis resulted in two prevailing factors that answer our research question. Twenty-five students loaded on these two factors, and factor interpretation resulted in Profile 1 <em>“Practice makes perfect, so let's do it”</em> and Profile 2 <em>“Practice is needed, but it scares me”</em>. Whereas Profile 1 regarded learning to collaborate in stress mainly as a challenge, Profile 2 appeared anxious despite feeling the necessity to learn this. An overarching consensus factor revealed the importance of a learning environment in which mistakes can be made.</div></div><div><h3>Discussion</h3><div>The two described profiles align with the biopsychosocial model of challenge and threat, and could help to recognize and address the individual needs of nursing students when learning to collaborate in stressful situations. Incorporating these profiles in training may guide students towards a more challenge-like appraisal of stressful situations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106534"},"PeriodicalIF":3.6,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142824753","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":"Digital education in healthcare: A mixed methods evaluation of the advanced breast cancer for nurses (ABC4Nurses) eLearning programme","authors":"Sarah Sheehan ,&nbsp;Maura Dowling ,&nbsp;Amanda Shewbridge ,&nbsp;Celia Diez de los Rios de la Serna ,&nbsp;Gülcan Bağçivan ,&nbsp;Grigorios Kotronoulas ,&nbsp;Sema Erdem ,&nbsp;Violet Aroyo ,&nbsp;Theresa Wiseman ,&nbsp;Amanda Drury","doi":"10.1016/j.nedt.2024.106533","DOIUrl":"10.1016/j.nedt.2024.106533","url":null,"abstract":"<div><h3>Background</h3><div>Advanced breast cancer affects approximately 30 % of people diagnosed with breast cancer, leading to distressing symptoms and unmet needs. Despite the consensus on the need for specialist care, access remains inconsistent due to disparities in specialist cancer nurse education.</div></div><div><h3>Objectives</h3><div>The aim of this study was to evaluate the acceptability, usability, learning experience and perceived impact of the advanced breast cancer for nurses (ABC4Nurses) eLearning programme on learners' clinical practice.</div></div><div><h3>Design</h3><div>The ABC4Nurses programme was co-designed with people affected by advanced breast cancer and evaluated using a mixed methods approach.</div></div><div><h3>Setting</h3><div>The programme was made available freely online in English, Czech, Spanish, and Turkish.</div></div><div><h3>Participants</h3><div>During the evaluation period, 272 nurses commenced the programme, with 79 completing it.</div></div><div><h3>Methods</h3><div>The programme content was developed following a systematic review and Delphi study. Pre- and post-programme questionnaires and post-programme semi-structured interviews were conducted, guided by the Kirkpatrick Evaluation Framework.</div></div><div><h3>Results</h3><div>The programme, comprising six modules, was positively evaluated. Participants commended the accessibility, quality of materials, and relevance of content to clinical practice. Despite the self-directed nature of the programme influencing progression, participants reported increased confidence in caring for people living with advanced breast cancer.</div></div><div><h3>Conclusion</h3><div>The co-designed, multi-lingual online learning programme effectively enhanced cancer nurses' confidence in delivering care to people living with advanced breast cancer. The translation of programme materials broadened its reach, and future work will focus on expanding the programme's availability to underserved contexts through further translations.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106533"},"PeriodicalIF":3.6,"publicationDate":"2024-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873541","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 students' perceptions of patient safety culture and barriers to reporting medication errors: A cross-sectional study","authors":"Awatif M. Alrasheeday ,&nbsp;Sameer A. Alkubati ,&nbsp;Talal Ali Hussein Alqalah ,&nbsp;Gamil Ghaleb Alrubaiee ,&nbsp;Bushra Alshammari ,&nbsp;Joseph U. Almazan ,&nbsp;Saleh O. Abdullah ,&nbsp;Ahmed Loutfy","doi":"10.1016/j.nedt.2024.106539","DOIUrl":"10.1016/j.nedt.2024.106539","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Patient safety is critical to high-quality patient care. However, it is liable to medication errors (MEs).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objective&lt;/h3&gt;&lt;div&gt;Therefore, this study assessed perceptions of patient safety culture (PSC) and barriers to reporting MEs among nursing students in Hail City, Saudi Arabia.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;The researchers conducted a cross-sectional study among 360 convenience students at the College of Nursing, University of Hail, in 2023. We collected data using questions about the characteristics of students, the Health Professional Education in Patient Safety Survey (H-PEPSS) questionnaire, and the Medication Error Reporting questionnaire. Students' mean PSC perception scores were calculated and compared based on their characteristics using the independent-samples &lt;em&gt;t&lt;/em&gt;-test or one-way analysis of variance (ANOVA) was used as appropriate. We used Paired samples t-test to compare the mean scores of self-reported perceptions of PSC between classroom and clinical settings, with a significance level of &lt;0.05.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;The overall PSC perception score was significantly higher in the classroom than in the clinical setting (&lt;em&gt;p&lt;/em&gt; = 0.017). Students in the classroom setting scored significantly higher on the domains of “clinical safety skills” (&lt;em&gt;p&lt;/em&gt; &lt; 0.001), “effective communication” (&lt;em&gt;p&lt;/em&gt; = 0.039), and “safety risk management” (&lt;em&gt;p&lt;/em&gt; = 0.008) than those in the clinical setting. Conversely, students in the clinical setting scored significantly higher on the domains of “teamwork with other HCPs” (&lt;em&gt;p&lt;/em&gt; &lt; 0.001), “understanding human and environmental factors” (&lt;em&gt;p&lt;/em&gt; = 0.039), and “recognizing and responding to immediate hazards” (&lt;em&gt;p&lt;/em&gt; &lt; 0.001). Female students and those who were in their second level, had PSC training, desired to participate in PSC training, and reported the presence of an error reporting system scored significantly higher on PSC perceptions in both settings. Most students (95.8 %) believed in the benefits of discovering and reporting MEs. However, a considerable proportion also expressed concerns about ME reporting, including fears of disciplinary action (87.5 %), blame for errors (87.2 %), and loss of respect from colleagues (85.6 %). Most students (97.5 %) also believed that MEs should be reported. However, only 11.1 % of students reported the occurrence of MEs, and 6.7 % experienced these errors.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;Discrepancies exist in PSC perceptions among nursing students in Hail City between academic and real-world contexts, being consistently higher in the classroom compared to the clinical setting. PSC training and the presence of an error reporting system should be considered when developing interventions to improve PSC perceptions. This study revealed that many barriers were rated in a high percentages for reporting the medication, particularly fears of discip","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106539"},"PeriodicalIF":3.6,"publicationDate":"2024-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142814676","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}