Nurse Education Today最新文献

{"title":"LGBTQIA+ healthcare content in pre-registration nursing and midwifery curricula: A cross-sectional study","authors":"Mengting Huang,&nbsp;Jacqueline Allen,&nbsp;Ensieh Fooladi","doi":"10.1016/j.nedt.2024.106363","DOIUrl":"10.1016/j.nedt.2024.106363","url":null,"abstract":"<div><h3>Background</h3><p>Nurses and midwives are expected to provide inclusive care for LGBTQIA+ populations. However, there is a paucity of knowledge on how well-prepared nursing and midwifery graduates are for this aspect of their role.</p></div><div><h3>Aim</h3><p>To explore LGBTQIA+ content in pre-registration nursing and midwifery curricula in Australia.</p></div><div><h3>Design</h3><p>Cross-sectional study.</p></div><div><h3>Settings</h3><p>Australian higher education institutions offering 86 pre-registration nursing and midwifery programs.</p></div><div><h3>Sample</h3><p>Publicly available pre-registration nursing and midwifery course programs in Australia as presented in the online course handbooks of 25 randomly selected educational institutions.</p></div><div><h3>Methods</h3><p>A LGBTQIA+ terminology matrix was developed to guide data extraction from subject titles, synopses, and learning outcomes. Explicit terms were those strongly associated with LGBTQIA+. Implicit terms were those indirectly associated with LGBTQIA+. Explicit and implicit LGBTQIA+ terms were analyzed for frequencies. Poisson regression was used to compare counts of LGBTQIA+ terms by course, subject, and university.</p></div><div><h3>Results</h3><p>Among the 1093 subjects, no subject titles included explicit terms and 6 (0.55 %) titles included implicit LGBTQIA+ terminology. Explicit LGBTQIA+ terminology was identified in 54 (4.9 %) subject synopses and implicit terminology was found in 323 (29.6 %) subject synopses. Explicit LGBTQIA+ terms were identified in 14 (1.3 %) learning outcomes while implicit terms were found in 323 (29.6 %) learning outcomes. Group of Eight universities were more likely to use explicit and implicit LGBTQIA+ terminology than non-Group of Eight universities (<em>p</em> &lt; 0.001; <em>p</em> = 0.035). Undergraduate programs included more LGBTQIA+ terminology than postgraduate programs (<em>p</em> = 0.019; <em>p</em> &lt; 0.001). Core subjects were more likely to include LGBTQIA+ content than elective subjects (p &lt; 0.001).</p></div><div><h3>Conclusion</h3><p>Explicit LGBTQIA+ terminology was minimal indicating limited overall content. The study results alert nursing and midwifery educators to take a targeted approach to teaching and learning with a LGBTQIA+ focus to support future nurses and midwives with quality knowledge and skills and ensure equitable and safe care for LGBTQIA+ people.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106363"},"PeriodicalIF":3.6,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724002739/pdfft?md5=2ae3795a884c5babe8ece300f57371de&pid=1-s2.0-S0260691724002739-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142083276","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 effect of social skills-based blended education on social adjustment, self-esteem and social skills among new nursing students: An experimental study","authors":"Gashin Saeedi ,&nbsp;Meimanat Hosseini ,&nbsp;Malihe Nasiri ,&nbsp;Parvaneh Vasli","doi":"10.1016/j.nedt.2024.106362","DOIUrl":"10.1016/j.nedt.2024.106362","url":null,"abstract":"<div><h3>Introduction</h3><p>Social adjustment, self-esteem and social skills may influence students' professionalization and academic success. The aim of this study was to determine the effect of a social skills-based blended education on the social adjustment, self-esteem and social skills of new nursing students.</p></div><div><h3>Methods</h3><p>First-year undergraduate nursing students in Tehran, Iran, participated in this experimental study in 2023. Participants were selected from two classrooms, one as a control group (26 people) and the other as an intervention group (26 people). The study instruments included the California Personality Test, the Coopersmith Self-Esteem Inventory and the Teenage Inventory of Social Skills. The social skills-based blended education was delivered in 10 sessions of blended education (traditional and virtual education). Data were collected at three stages including baseline, immediately and one month after the intervention. A significance level of 0.05 was used.</p></div><div><h3>Results</h3><p>According to the results, the average score of social adjustment and social skills of the students in the intervention group increased significantly from baseline to one month after the intervention (<em>P</em> &lt; 0.001). In the control group, this variable did not increase significantly. The results of the two-way repeated measures ANOVA (comparing the effect of time and group) showed that social skills-based blended education can improve the overall average score of students' social adjustment and social skills (<em>P</em> &lt; 0.001 and <em>P</em> = 0.01 respectively), but it had no significant effect on their self-esteem.</p></div><div><h3>Conclusion</h3><p>The findings can be used by managers and educational planners to design and implement social skills-based blended education in order to improve the social adjustment and social skills of new nursing students.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106362"},"PeriodicalIF":3.6,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142047963","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":"Are nursing students ready to respond to disasters? A study on self-efficacy of nursing students to apply psychological first aid","authors":"Nurhayat Kılıç Bayageldi ,&nbsp;Dilek Kaloğlu Binici","doi":"10.1016/j.nedt.2024.106367","DOIUrl":"10.1016/j.nedt.2024.106367","url":null,"abstract":"<div><h3>Background</h3><p>Psychological first aid (PFA) is an effective initial response to disasters. Nursing students are an important human resource for supporting health services during and after disasters. Improving nursing students' PFA application competencies is necessary for both themselves and aid providers.</p></div><div><h3>Aim</h3><p>This study aimed to determine sernior nursing students' self-efficacy in psychological first aid application in disaster situations.</p></div><div><h3>Design</h3><p>This was a descriptive cross-sectional study.</p></div><div><h3>Setting and participants</h3><p>A total of 536 senior nursing students who had received undergraduate nursing education in Turkey participated in this study.</p></div><div><h3>Methods</h3><p>Data were collected between March and June 2022, using an online questionnaire comprising a “Personal Information Form” and “PFA Application Self-Efficacy Scale.” The data obtained were analyzed using descriptive statistics, independent samples <em>t</em>-test, Mann–Whitney <em>U</em> test, one-way analysis of variance, Kruskal–Wallis test, multiple comparison tests, and linear regression analysis.</p></div><div><h3>Results</h3><p>The average age of the senior nursing students was 21.82 ± 2.23 years. Overall, 89.6 % of the students had not received PFA service from any institution. Furthermore, 91.4 % had not received PFA training at any institution. The students' mean score on the PFA application self-efficacy scale was 123.37 ± 22.92. Students who received PFA training had high average scores.</p></div><div><h3>Conclusions</h3><p>It is necessary to develop senior nursing students' self-efficacy in PFA application. In this context, it is recommended that systematic training, including training on the application of PFA, be conducted regularly along with applied studies on disaster response situations.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106367"},"PeriodicalIF":3.6,"publicationDate":"2024-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142096666","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":"Developmental trajectories of professional preparedness among senior nursing students during clinical placement: A longitudinal study","authors":"Xin Liu ,&nbsp;Nancy A. Aguila ,&nbsp;Xiao-Yan Lan ,&nbsp;Chun-Hui Pan ,&nbsp;Qing-Lan Li ,&nbsp;Yan-Ni Wu ,&nbsp;Hua Lin","doi":"10.1016/j.nedt.2024.106360","DOIUrl":"10.1016/j.nedt.2024.106360","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;p&gt;Newly graduated nurses' lack of professional competence is associated with inadequate preparation during their clinical placement as nursing students. Clinical placement is a critical stage in the development of nursing students' professional preparedness. However, research on the trajectory of nursing students' professional preparedness during clinical placement has not yielded findings with the same specificity.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Objectives&lt;/h3&gt;&lt;p&gt;The aim of this study is to estimate differences in professional preparedness levels at different clinical placement stages, to identify distinct patterns of professional preparedness trajectories during clinical placement, and to evaluate predictors of these trajectory group memberships.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;p&gt;A quantitative longitudinal study.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Settings&lt;/h3&gt;&lt;p&gt;Participants were recruited on a voluntary basis using convenience sampling at a tertiary hospital in Nanning, China.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Participants&lt;/h3&gt;&lt;p&gt;224 senior nursing students were initially invited to participate in the study. A total of 178 nursing students successfully completed the follow-up assessments at baseline, as well as at 1 month, 4 months, and 8 months into their clinical placement.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;p&gt;Participants completed four online surveys, during which their professional preparedness level was measured using the Perceived Professional Preparedness questionnaire for senior nursing students. Professional preparedness scores at different time points were compared using one-way repeated measures ANOVA and latent growth model. Group-based trajectory model was applied to identify professional preparedness trajectories. Multiple logistic regression was adopted to determine the predictors of trajectory group memberships.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;p&gt;The entire sample of Senior nursing students experienced a significant increase in professional preparedness during clinical placement. The best-fitting group-based trajectory model delineated three distinct trajectories: low-slowly increase trajectory (27.53 % of sample), moderate-rapidly increase trajectory (47.19 % of sample) and a high-stably increase trajectory (25.28 % of sample). Male, good and excellent academic performance, and very high degree of professional interest are the predictors of the moderate-rapidly increase trajectory. While male, good and excellent academic performance, high and very high degree of professional interest and participating in medical-related part-time employment are the predictors of the high-stable increase trajectory.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;p&gt;Senior nursing students exhibit different levels of professional preparedness throughout their clinical placement. Simultaneously, three different trajectories were identified among the sample of nursing students. Therefore, in future research, greater attention should be directed towards the professional preparedness lev","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106360"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142122976","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":"Interdisciplinary reflection by higher education academics using teaching squares: A scoping review","authors":"Joanne Harmon ,&nbsp;Angela Brown ,&nbsp;David Birbeck ,&nbsp;Josephine Crockett ,&nbsp;Shila Panadgoo ,&nbsp;Abu Nawas ,&nbsp;Andrea Stringer ,&nbsp;Maurizio Costabile","doi":"10.1016/j.nedt.2024.106353","DOIUrl":"10.1016/j.nedt.2024.106353","url":null,"abstract":"<div><h3>Objective</h3><p>To explore the use of teaching squares by interdisciplinary Higher Education (HE) academics when engaging in a cycle of teaching reflection.</p></div><div><h3>Design</h3><p>A scoping review of published and unpublished research between 2012 and 2022.</p></div><div><h3>Data sources</h3><p>Systematic search of ten (10) electronic databases and hand searching of reference lists identified 13 studies for review.</p></div><div><h3>Review methods</h3><p>Studies were included if reflection was undertaken on teaching and involved the disciplines of Nursing, Midwifery, Pharmacy, and Biomedical Sciences. The data were extracted and charted and presented using the Patterns, Advances, Gap, Evidence for practice and Research [PAGER] framework.</p></div><div><h3>Results</h3><p>The main theme identified in the review was that teaching squares led to the development of improved pedagogical skills. This skills improvement was facilitated by the creation of positive academic relationships formed by undertaking interdisciplinary observation, reflection and other serendipitous events. HE academics gained positive benefits from this process, especially those newly transitioning into academia. Some examples of these benefits included increased awareness of one's own teaching practice, deeper understanding of the student experiences and the HE academic feeling less isolated and more reassured about their teaching. Undertaking interdisciplinary reflection led to the development of social capital, resulting in increased confidence. This was evident by the development of new professional relationships from increased networking opportunities external to the faculty in which the HE academic was located. The culture within each context served as either a barrier or facilitator to engaging in reflection. We also noted there were a variety of ways in which reflection was being undertaken, with new insights gained during COVID-19.</p></div><div><h3>Conclusion</h3><p>This scoping review explored the current published literature on reflection on teaching undertaken by HE academics within Nursing, Midwifery, Pharmacy and Biomedical Science disciplines. The key outcomes for the interdisciplinary stakeholders were increased levels of confidence, learning of new ways of teaching, and insight into the student experience by undertaking interdisciplinary reflection. From a faculty perspective this is meant there was an increase of social network development and provided higher levels of social capital, especially for those transitioning into academia. The pandemic led to an increased reliance on reflection of virtual reflection, which may become the norm. Further research is required to explore the experiences and perceptions of reflection for this cohort of HE teachers.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106353"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724002636/pdfft?md5=fb1753a946fb415c9a8242eee5423975&pid=1-s2.0-S0260691724002636-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141997883","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":"Deep learning and its associated factors among Chinese nursing undergraduates: A cross-sectional study","authors":"Wenjuan Wang,&nbsp;Wan Mi,&nbsp;Xinhai Meng,&nbsp;Yaxuan Xu,&nbsp;Panpan Zhang,&nbsp;Lihua Zhou","doi":"10.1016/j.nedt.2024.106356","DOIUrl":"10.1016/j.nedt.2024.106356","url":null,"abstract":"<div><h3>Background</h3><p>Adequate professional preparation of nursing undergraduates is conducive to developing health care careers. Deep learning is important for enhancing nursing competencies and the overall quality of students. However, limited research has been conducted to explore deep learning and its associated factors for students in higher nursing education.</p></div><div><h3>Objective</h3><p>To describe the level of deep learning and explore its associated factors among Chinese nursing undergraduates.</p></div><div><h3>Design</h3><p>A cross-sectional study.</p></div><div><h3>Setting</h3><p>This study was conducted at a medical university in Anhui Province, China.</p></div><div><h3>Participants</h3><p>Convenience sampling was used to survey 271 nursing undergraduates between July and September 2023.</p></div><div><h3>Methods</h3><p>The survey included questions about general information, deep learning, and critical thinking disposition. Nonparametric tests were used to distinguish the intergroup differences. Correlations were evaluated using Spearman's rank correlation analysis. Hierarchical multiple regression analysis was performed to determine the influencing factors.</p></div><div><h3>Results</h3><p>The deep learning score of the nursing undergraduates was 3.82 (3.56, 4.00). Hierarchical multiple regression analysis revealed that gender (β = 0.10, <em>P</em> = 0.044), experience as a student leader (β = 0.10, <em>P</em> = 0.049), and critical thinking disposition (β = 0.60, <em>P</em> = 0.000) significantly impacted deep learning. All the variables explained 41.1 % of the total mean score variance for deep learning.</p></div><div><h3>Conclusion</h3><p>Chinese nursing undergraduates showed upper-middle levels of deep learning. Gender, experience as a student leader, and critical thinking disposition were significantly associated factors of deep learning. Nursing educators should provide targeted interventions for deep learning to facilitate the professional competencies of these students.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106356"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012119","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 post-registration nursing students' perceptions and learning experiences of peer-led simulation: A qualitative study","authors":"Fang Huang,&nbsp;Karen Lai See Tham,&nbsp;Emily Wai Yee Kwan","doi":"10.1016/j.nedt.2024.106354","DOIUrl":"10.1016/j.nedt.2024.106354","url":null,"abstract":"<div><h3>Background</h3><p>In nursing education, often dominated by instructor-led simulations (ILS), there is a growing demand to explore alternative approaches, such as peer-led simulation (PLS), in the training of post-registration nursing students. PLS shifts learners into leadership roles, fostering scenario design and facilitation among peers. Despite existing literature on ILS versus PLS, there remains a gap in the effectiveness of combined PLS and ILS for post-registration nursing students. This study aims to investigate the factors influencing the learning experience of post-registration nursing students and their perceptions of PLS as an instructional strategy.</p></div><div><h3>Methods</h3><p>This qualitative study was implemented from October 2022 to April 2023. The entire student cohorts (<em>n</em> = 20) were recruited from the Advanced Diploma in Nursing (Peri-anaesthesia) programme. The students underwent both ILS (14h) and PLS (11h) as part of the mandatory activities within a 60-h module on “Crisis Management in Anaesthesia”. Three semi-structured focus group discussions (FGDs) with 16 participants were conducted. The FGDs were guided by six questions on students learning experiences that were validated using the Delphi method.</p></div><div><h3>Results</h3><p>The thematic analysis revealed four major themes concerning their learning experiences: the learning journey, enablers, barriers and perceived benefits of including PLS. Among the enablers, one notable finding was learners' appreciation for their ability to apply evidence-based practice (EBP) principles, which played a significant role in achieving conceptual fidelity in their developed scenarios.</p></div><div><h3>Conclusion</h3><p>The qualitative findings underscore the importance of PLS in fostering dynamic learning environments, vital for educators across disciplines. By actively participating in scenario design and facilitation, students enhance their understanding of theoretical concepts and clinical competency. PLS implementation provides insights into students' learning needs and challenges, benefiting educators in refining teaching strategies and enhancing educational effectiveness.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106354"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142012071","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":"Artificial intelligence tools utilized in nursing education: Incidence and associated factors","authors":"Samar Thabet Jallad ,&nbsp;Khitam Alsaqer ,&nbsp;Baker Ishaq Albadareen ,&nbsp;Duaa Al-maghaireh","doi":"10.1016/j.nedt.2024.106355","DOIUrl":"10.1016/j.nedt.2024.106355","url":null,"abstract":"<div><h3>Background</h3><p>Artificial intelligence technology is among the most significant advancements that provide students with effective learning opportunities in this digital era. Therefore, the National League for Nursing states that it is necessary to reframe the nursing education process.</p></div><div><h3>Objective</h3><p>This study aimed to determine the factors that affect the usefulness and sustainability of artificial intelligence tools used in nursing education.</p></div><div><h3>Design</h3><p>A descriptive cross-sectional study was conducted among. Three models, including the Technological Acceptance Model (TAM), the Information System Success Model (ISSM), and the Online Learning Self-Efficacy (OLSE), were used.</p></div><div><h3>Participant</h3><p>All of fourth- year undergraduate nursing students who were enrolled in nursing department regularly (<em>N</em> = 420), and who respond (<em>n</em> = 204).</p></div><div><h3>Setting</h3><p>In the nursing department of the health professions faculty at AL-Quds University, in Palestine.</p></div><div><h3>Results</h3><p>Among the 204 students who responded, 9.80 % employed simulation, 5.40 % utilized virtual reality, 19.10 % used Chat GPT, 42.20 % used mobile applications, and 23.50 % utilized PowerPoint AI as part of their learning process. The mean and standard deviation (SD) were computed for key parameters related to the information system success model (AI) (ISSM) (M = 4.52, SD = 1.17). Technology Acceptance Model (TAM) (M = 4.61, SD = 1.16). Online Learning Self-Efficacy (OLSE) (M = 4.55, SD = 1.28).</p></div><div><h3>Conclusion</h3><p>There is a need to adapt teaching strategies and integrate AI tools as useful learning tools, which have become essential for students to complete their learning activities through enhancing knowledge of the multimodal technological factors that should be taken into consideration while creating AI tools across several domains for universities and developers.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106355"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006912","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":"Insights into virtual reality-based training for unexplained disease outbreaks: A qualitative exploration of Chinese standardized training nurses' experiences","authors":"Xixi Li,&nbsp;Luoyao Yang,&nbsp;Tong Zhou,&nbsp;Hong Liang,&nbsp;Linbo Zhang,&nbsp;Wei Jiang,&nbsp;Nan Xie","doi":"10.1016/j.nedt.2024.106358","DOIUrl":"10.1016/j.nedt.2024.106358","url":null,"abstract":"<div><h3>Background</h3><p>An unexplained disease outbreak refers to a scenario wherein a group of individuals encounters similar health issues within a short timeframe, yet healthcare professionals find it challenging to promptly identify the specific cause or pathogenic factors triggering the outbreak. Emerging as a vital force in China, standardized training nurses can significantly mitigate the impact of unforeseen events.</p></div><div><h3>Objective</h3><p>This study aims to illuminate the experiences of Chinese standardized training nurses engaged in training for unexplained disease outbreaks utilizing virtual reality (VR) technology.</p></div><div><h3>Design</h3><p>A qualitative descriptive research design was employed.</p></div><div><h3>Participants</h3><p>Thirty Chinese standardized training nurses participated in semi-structured interviews.</p></div><div><h3>Methods</h3><p>Data were collected through semi-structured interviews conducted from April 2023 to June 2023. Braun and Clark's thematic analysis method was applied for data analysis.</p></div><div><h3>Results</h3><p>The study revealed five prominent themes: Surpassing Expectations, Enjoyable Learning, Self-challenge, Reflective Learning, and Promotion-Worthy. In essence, Chinese standardized training nurses perceived VR training as effective, meaningful, and conducive to reflective opportunities. Nevertheless, they expressed challenges in composing epidemiological reports, particularly when lacking expertise in epidemiology and having limited exposure to simulated training.</p></div><div><h3>Conclusion</h3><p>Virtual Reality (VR) technology plays a crucial role in continuing education after graduation (standardized training for nurses) in China, contributing to the enhancement of clinical practice standards and the promotion of teamwork collaboration. Its broader application is considered worthy of promotion.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"143 ","pages":"Article 106358"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724002685/pdfft?md5=9e316cee8e69c8cac4f07a3e0c902b21&pid=1-s2.0-S0260691724002685-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142040208","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":"Effectiveness of a pediatric critical care pilot preceptor program: Improved confidence and competency outcomes among a cohort of professional nurses in Blantyre, Malawi","authors":"Kelsey Renning ,&nbsp;Julie A. Thompson ,&nbsp;Ann Michelle Hartman ,&nbsp;Anda Nindi Nyondo ,&nbsp;Julie Mann ,&nbsp;Lignet Chepuka ,&nbsp;Chimwemwe Mula ,&nbsp;Netsayi Gowero ,&nbsp;Gina Wilson ,&nbsp;Carolyn Ramwell ,&nbsp;Brittney van de Water","doi":"10.1016/j.nedt.2024.106351","DOIUrl":"10.1016/j.nedt.2024.106351","url":null,"abstract":"<div><h3>Background</h3><p>Availability of high-level pediatric training for nurses in Malawi is limited. To address this gap, a novel pediatric critical care nurse preceptor program was developed and implemented by pediatric nurse specialists.</p></div><div><h3>Aim</h3><p>Evaluate the effectiveness of a pediatric critical care nurse preceptor program, via change in nurses' knowledge, skills, confidence, and precepting competence.</p></div><div><h3>Design</h3><p>A 12-month pediatric critical care nurse preceptor program with assessments at baseline, end of intensive (3 months), and end of program (6 months).</p></div><div><h3>Setting</h3><p>Blantyre, Malawi.</p></div><div><h3>Participants</h3><p>Nurses with two or more years of pediatric nursing experience (<em>N</em> = 20) nominated by unit managers.</p></div><div><h3>Methods</h3><p>Quantitative data were collected throughout program implementation. Assessments included: (1) multiple choice knowledge test, (2) Objective Structured Clinical Examinations in two areas (vital signs and airway, breathing, circulation, disability, exposure assessments; and blood gas and electrolyte analysis), (3) group simulations (cardiopulmonary resuscitation or respiratory distress), (4) Likert-scale clinical confidence survey, and (5) Likert-scale precepting competence survey. Data were analyzed using repeated measures ANOVA with pairwise comparisons. For Likert-scale surveys, median confidence scores were compared using a Friedman test with post hoc pairwise comparisons using Wilcoxon signed-rank tests.</p></div><div><h3>Results</h3><p>Participants demonstrated significant improvement in clinical knowledge (<em>p</em> &lt; .001), vital signs and airway, breathing, circulation, disability, exposure assessment (<em>p</em> = .001), blood gas and electrolyte analysis (<em>p</em> = .001), CPR (<em>p</em> &lt; .001) and respiratory distress (<em>p</em> &lt; .001) simulations, clinical confidence (<em>p</em> = .002), and precepting competence (<em>p</em> = .041).</p></div><div><h3>Conclusion</h3><p>This pediatric critical care nurse preceptor program was effective in improving participants' confidence and competence (knowledge and skills) in pediatric critical care nursing and precepting. Results suggest the program's potential to address the shortage of highly trained pediatric critical care nurses in Malawi. This lays groundwork for refining and expanding preceptorship, ultimately improving pediatric critical care nursing education in resource-limited settings.</p></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"142 ","pages":"Article 106351"},"PeriodicalIF":3.6,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142006911","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}