Pub Date : 2024-11-04DOI: 10.1016/j.nedt.2024.106482
Lysette Hakvoort , Jeroen Dikken , Lê Thuy Dinh Xuan , Marieke van der Schaaf , Marieke Schuurmans
<div><h3>Background</h3><div>The persistent knowledge-practice gap in nursing, where competencies gained through continuing professional development fail to integrate into practice, remains a significant challenge. Effective transfer of acquired knowledge and skills to the workplace is essential for bridging this gap. However, there is a lack of comprehensive, validated instruments to assess factors influencing training transfer in nursing practice.</div></div><div><h3>Objective</h3><div>This study aims to develop a questionnaire capable of assessing training transfer as an integrated construct, encompassing all factors influencing this process in nursing practice.</div></div><div><h3>Design</h3><div>The study followed a developmental, iterative approach guided by the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN).</div></div><div><h3>Setting(s)</h3><div>Eight tertiary teaching hospitals in the Netherlands.</div></div><div><h3>Participants</h3><div>Educational experts (<em>n</em> <em>=</em> <em>8</em>) and nurses (<em>n</em> <em>=</em> <em>1588</em>).</div></div><div><h3>Methods</h3><div>The questionnaire development consisted of three phases: Phase 1) content development, in which instruments were identified based on a literature study and translation of included instruments into Dutch, Phase 2) pilot phase: content validation and usability testing using Delphi studies with experts and nurses, Phase 3) psychometric validation: construct validation using exploratory and confirmatory factor analysis, composite reliability and discriminant validity. The phases were completed from January 2023 till June 2024.</div></div><div><h3>Results</h3><div>The literature review led to the inclusion of two key instruments: the Learning Transfer System Inventory (LTSI) and the Learning Climate Questionnaire (LCQ). Following item reduction based on Delphi rounds, nurses completed the adapted instruments. Psychometric validation demonstrated a good fit for these instruments in nursing practice. The adapted LTSI showed loadings ranging from 0.37 to 0.99, with a Normed Χ2 of 1.996, TLI of 0.908, CFI of 0.920, and RMSEA of 0.050 [CI = 0.047–0.054]. The adapted LCQ exhibited loadings from 0.64 to 0.94, with a Normed Χ2 of 3.385, TLI of 0.963, CFI of 0.974, and RMSEA of 0.069 [CI = 0.061–0.078]. The combined model demonstrated a Normed Χ2 of 2.014, TLI of 0.900, CFI of 0.907, and RMSEA of 0.051 [CI = 0.048–0.054].</div></div><div><h3>Conclusions</h3><div>The adapted LTSI and LCQ, both separately and combined, are reliable and valid instruments for use in the Dutch nursing hospital context. Together, they provide a comprehensive assessment of factors influencing training transfer. They can also be used independently to examine specific components such as trainers (LCQ), context (LTSI), personal aspects (LTSI), or training (LTSI/LCQ). Furthermore, these instruments can facilitate discussions between nurses, managers, and educationa
{"title":"Integrated measure for training transfer in nursing practice: Development and validation study","authors":"Lysette Hakvoort , Jeroen Dikken , Lê Thuy Dinh Xuan , Marieke van der Schaaf , Marieke Schuurmans","doi":"10.1016/j.nedt.2024.106482","DOIUrl":"10.1016/j.nedt.2024.106482","url":null,"abstract":"<div><h3>Background</h3><div>The persistent knowledge-practice gap in nursing, where competencies gained through continuing professional development fail to integrate into practice, remains a significant challenge. Effective transfer of acquired knowledge and skills to the workplace is essential for bridging this gap. However, there is a lack of comprehensive, validated instruments to assess factors influencing training transfer in nursing practice.</div></div><div><h3>Objective</h3><div>This study aims to develop a questionnaire capable of assessing training transfer as an integrated construct, encompassing all factors influencing this process in nursing practice.</div></div><div><h3>Design</h3><div>The study followed a developmental, iterative approach guided by the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN).</div></div><div><h3>Setting(s)</h3><div>Eight tertiary teaching hospitals in the Netherlands.</div></div><div><h3>Participants</h3><div>Educational experts (<em>n</em> <em>=</em> <em>8</em>) and nurses (<em>n</em> <em>=</em> <em>1588</em>).</div></div><div><h3>Methods</h3><div>The questionnaire development consisted of three phases: Phase 1) content development, in which instruments were identified based on a literature study and translation of included instruments into Dutch, Phase 2) pilot phase: content validation and usability testing using Delphi studies with experts and nurses, Phase 3) psychometric validation: construct validation using exploratory and confirmatory factor analysis, composite reliability and discriminant validity. The phases were completed from January 2023 till June 2024.</div></div><div><h3>Results</h3><div>The literature review led to the inclusion of two key instruments: the Learning Transfer System Inventory (LTSI) and the Learning Climate Questionnaire (LCQ). Following item reduction based on Delphi rounds, nurses completed the adapted instruments. Psychometric validation demonstrated a good fit for these instruments in nursing practice. The adapted LTSI showed loadings ranging from 0.37 to 0.99, with a Normed Χ2 of 1.996, TLI of 0.908, CFI of 0.920, and RMSEA of 0.050 [CI = 0.047–0.054]. The adapted LCQ exhibited loadings from 0.64 to 0.94, with a Normed Χ2 of 3.385, TLI of 0.963, CFI of 0.974, and RMSEA of 0.069 [CI = 0.061–0.078]. The combined model demonstrated a Normed Χ2 of 2.014, TLI of 0.900, CFI of 0.907, and RMSEA of 0.051 [CI = 0.048–0.054].</div></div><div><h3>Conclusions</h3><div>The adapted LTSI and LCQ, both separately and combined, are reliable and valid instruments for use in the Dutch nursing hospital context. Together, they provide a comprehensive assessment of factors influencing training transfer. They can also be used independently to examine specific components such as trainers (LCQ), context (LTSI), personal aspects (LTSI), or training (LTSI/LCQ). Furthermore, these instruments can facilitate discussions between nurses, managers, and educationa","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106482"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632599","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}
Pub Date : 2024-11-04DOI: 10.1016/j.nedt.2024.106484
Sharimawati Sharbini , Sarena binti Haji Hashim , Khadizah H. Abdul-Mumin , Lisa McKenna
Background
Ophthalmic care is a fundamental component of patient care, encompassing a range of interventions such as basic eye hygiene and medication administration, through to advanced skills in assessment and diagnostics.
Aim
To explore what is known about ophthalmic content in nurse education, training and curricula and identify advanced nursing skills necessary for competence in ophthalmic care.
Design
This scoping review was informed by Joanna Briggs Institute (JBI) methodology and is reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist (PRISMA-SrC).
Methods
Six databases were searched for quantitative, qualitative, mixed methods studies and structured review peer-reviewed articles published in English between 2013 and 2023 using Medline, CINAHL, PubMed, Scopus, Web of Science and Embase databases. Two reviewers conducted titles and abstracts and full-text screening and data extraction.
Results
From a total of 3231 records, 31 studies were included in the final review. A majority of studies focused on targeted training in specific skills necessary for advanced nursing practice or professional development for nurses in basic eye care. There was a dearth in research around undergraduate education.
Conclusions
Task shifting has led to many nurses being trained in advanced ophthalmic practice. However, professional development in basic eye care indicates that undergraduate nursing preparation may be inadequate. Furthermore, it is unclear what fundamental content and skills undergraduate nursing curricula require. This may indicate that graduates may not be well-prepared to provide basic eye care. The findings suggest a critical need for further research into basic and advanced nursing roles, as well as ophthalmic content, within formal nursing curricula. This is essential to ensure comprehensive preparation of graduates for ophthalmic care and skills.
{"title":"Ophthalmic care education and training in nursing: A scoping review","authors":"Sharimawati Sharbini , Sarena binti Haji Hashim , Khadizah H. Abdul-Mumin , Lisa McKenna","doi":"10.1016/j.nedt.2024.106484","DOIUrl":"10.1016/j.nedt.2024.106484","url":null,"abstract":"<div><h3>Background</h3><div>Ophthalmic care is a fundamental component of patient care, encompassing a range of interventions such as basic eye hygiene and medication administration, through to advanced skills in assessment and diagnostics.</div></div><div><h3>Aim</h3><div>To explore what is known about ophthalmic content in nurse education, training and curricula and identify advanced nursing skills necessary for competence in ophthalmic care.</div></div><div><h3>Design</h3><div>This scoping review was informed by Joanna Briggs Institute (JBI) methodology and is reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews Checklist (PRISMA-SrC).</div></div><div><h3>Methods</h3><div>Six databases were searched for quantitative, qualitative, mixed methods studies and structured review peer-reviewed articles published in English between 2013 and 2023 using Medline, CINAHL, PubMed, Scopus, Web of Science and Embase databases. Two reviewers conducted titles and abstracts and full-text screening and data extraction.</div></div><div><h3>Results</h3><div>From a total of 3231 records, 31 studies were included in the final review. A majority of studies focused on targeted training in specific skills necessary for advanced nursing practice or professional development for nurses in basic eye care. There was a dearth in research around undergraduate education.</div></div><div><h3>Conclusions</h3><div>Task shifting has led to many nurses being trained in advanced ophthalmic practice. However, professional development in basic eye care indicates that undergraduate nursing preparation may be inadequate. Furthermore, it is unclear what fundamental content and skills undergraduate nursing curricula require. This may indicate that graduates may not be well-prepared to provide basic eye care. The findings suggest a critical need for further research into basic and advanced nursing roles, as well as ophthalmic content, within formal nursing curricula. This is essential to ensure comprehensive preparation of graduates for ophthalmic care and skills.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106484"},"PeriodicalIF":3.6,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632641","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}
To develop a programme theory for a transition programme for novice nurses working in emergency departments.
Design
A realist review was conducted, guided by the Realist and Meta-narrative Evidence Synthesis–Evolving Standards publication standards.
Data sources
PubMed, CINAHL, Web of Science, Scopus, and the Wiley Online Library.
Review methods
A realist review methodology was used to consider the contexts, mechanisms, and outcomes of transition programmes implemented in emergency departments. The Population, Concept, Context framework was used to develop a search strategy. Four reviewers independently screened the records using Rayyan. Conflicting decisions were evaluated against the inclusion and exclusion criteria to reach a consensus. The data were extracted literatim to a Google form and exported in an Excel spreadsheet. The frequencies for categorical data were calculated, and the textual data were thematically analysed. The theories supporting the programme theory were identified using a Behaviour of Interest, Health context, Exclusions and Models or Theories (BeHeMoth) search.
Results
Eleven reports of the 1275 records met the inclusion criteria. Three contextual factors influencing the transition programme, namely, the characteristics of the novice nurse, interpersonal relationships, and the emergency department, were identified. Mechanisms were classified as resources, including programme champions, learning and teaching activities, and responses to the programme. The primary outcomes included novice nurses and emergency departments. Secondary outcomes included the establishment of educational support structures. The final programme theory was developed based on the review results and supporting theories.
Conclusion
Novice nurses with specific characteristics will most likely become proficient in a well-equipped and well-maintained emergency department when sufficient support is offered while maintaining healthy interpersonal relationships. A transition programme that is provided by experts and codesigned is one way of supporting novice nurses.
{"title":"A programme theory for a transition programme for novice nurses in emergency departments: A realist review","authors":"Kapari Mashao , Yvonne Botma , Celia Filmalter , Tanya Heyns","doi":"10.1016/j.nedt.2024.106475","DOIUrl":"10.1016/j.nedt.2024.106475","url":null,"abstract":"<div><h3>Aims</h3><div>To develop a programme theory for a transition programme for novice nurses working in emergency departments.</div></div><div><h3>Design</h3><div>A realist review was conducted, guided by the Realist and Meta-narrative Evidence Synthesis–Evolving Standards publication standards.</div></div><div><h3>Data sources</h3><div>PubMed, CINAHL, Web of Science, Scopus, and the Wiley Online Library.</div></div><div><h3>Review methods</h3><div>A realist review methodology was used to consider the contexts, mechanisms, and outcomes of transition programmes implemented in emergency departments. The Population, Concept, Context framework was used to develop a search strategy. Four reviewers independently screened the records using Rayyan. Conflicting decisions were evaluated against the inclusion and exclusion criteria to reach a consensus. The data were extracted literatim to a Google form and exported in an Excel spreadsheet. The frequencies for categorical data were calculated, and the textual data were thematically analysed. The theories supporting the programme theory were identified using a Behaviour of Interest, Health context, Exclusions and Models or Theories (BeHeMoth) search.</div></div><div><h3>Results</h3><div>Eleven reports of the 1275 records met the inclusion criteria. Three contextual factors influencing the transition programme, namely, the characteristics of the novice nurse, interpersonal relationships, and the emergency department, were identified. Mechanisms were classified as resources, including programme champions, learning and teaching activities, and responses to the programme. The primary outcomes included novice nurses and emergency departments. Secondary outcomes included the establishment of educational support structures. The final programme theory was developed based on the review results and supporting theories.</div></div><div><h3>Conclusion</h3><div>Novice nurses with specific characteristics will most likely become proficient in a well-equipped and well-maintained emergency department when sufficient support is offered while maintaining healthy interpersonal relationships. A transition programme that is provided by experts and codesigned is one way of supporting novice nurses.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106475"},"PeriodicalIF":3.6,"publicationDate":"2024-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142632557","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}
The phenomenon of academic success of undergraduate nursing students is a global issue in higher education institutions due to the direct effects on the availability of future nurses and care, thus impacting public health. Available quantitative research has highlighted factors influencing academic success, although most of these factors are not effectively manageable with intervention strategies.
Aim
The purpose of the study was to describe the lived experiences and their meanings of Bachelor nursing graduates who successfully completed the program.
Design
Phenomenological descriptive study.
Setting
University of L'Aquila, Italy.
Participants
A purposive sample of twenty-two successful nursing graduates.
Methods
Participants were interviewed at the end of the 2022 academic year. A thematic analysis was conducted to describe their lived experiences as students.
Results
Five themes represent the key to success for undergraduate nursing students. Specifically: (1) have a single-minded determination, (2) adopt versatile and evolutionary learning strategies, (3) have strong supportive relationship, (4) apply strategies for emotional regulation, and (5) perceive themselves as the heartbeat of education.
Conclusions
This phenomenological study unveils the keys to the academic success of undergraduate nursing students, providing insights to appropriate supporting strategies.
{"title":"Unveiling the keys to success: Insights from a phenomenological study on recent nursing graduates","authors":"Valeria Caponnetto , Elena Voltarel , Vittorio Masotta , Loreto Lancia , Cristina Petrucci , Angelo Dante","doi":"10.1016/j.nedt.2024.106465","DOIUrl":"10.1016/j.nedt.2024.106465","url":null,"abstract":"<div><h3>Background</h3><div>The phenomenon of academic success of undergraduate nursing students is a global issue in higher education institutions due to the direct effects on the availability of future nurses and care, thus impacting public health. Available quantitative research has highlighted factors influencing academic success, although most of these factors are not effectively manageable with intervention strategies.</div></div><div><h3>Aim</h3><div>The purpose of the study was to describe the lived experiences and their meanings of Bachelor nursing graduates who successfully completed the program.</div></div><div><h3>Design</h3><div>Phenomenological descriptive study.</div></div><div><h3>Setting</h3><div>University of L'Aquila, Italy.</div></div><div><h3>Participants</h3><div>A purposive sample of twenty-two successful nursing graduates.</div></div><div><h3>Methods</h3><div>Participants were interviewed at the end of the 2022 academic year. A thematic analysis was conducted to describe their lived experiences as students.</div></div><div><h3>Results</h3><div>Five themes represent the key to success for undergraduate nursing students. Specifically: (1) have a single-minded determination, (2) adopt versatile and evolutionary learning strategies, (3) have strong supportive relationship, (4) apply strategies for emotional regulation, and (5) perceive themselves as the heartbeat of education.</div></div><div><h3>Conclusions</h3><div>This phenomenological study unveils the keys to the academic success of undergraduate nursing students, providing insights to appropriate supporting strategies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106465"},"PeriodicalIF":3.6,"publicationDate":"2024-10-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513135","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}
Pub Date : 2024-10-21DOI: 10.1016/j.nedt.2024.106462
Aslı Akdeniz Kudubes , Hülya Saray Kılıç
Background
Evaluating the attitudes of nursing students towards scientific research is pivotal for enhancing the quality of care and reinforcing evidence-based nursing practices. Therefore, nursing students to embody a disposition towards openness to cultivate innovative thinking to effectively discern and address the evolving needs within nursing care services.
Aim
This study was conducted to determine the effects of nursing students' attitudes towards scientific research and related factors on their individual innovation profiles.
Methods
A total of 375 nursing students were included in the study. The data were collected using a Demographic Information Form, Individual Innovativeness Scale and Attitude towards Scientific Research Scale. For between-group comparisons, the student t-test and One-way ANOVA were utilized for normally distributed data, whereas the Mann-Whitney U and Kruskal-Wallis tests were applied for non-normally distributed data. Linear regression analysis was employed to predict the individual innovativeness profiles of nursing students based on their attitudes towards scientific research and associated factors.
Results
According to the model created as a result of linear regression analysis, nursing students' attitudes towards scientific research and associated factors elucidate 22.9 % of the variance in individual innovativeness profiles. In this study, it was discerned that participants with elevated computer skills, a sense of competence in research conduct, a proclivity for engaging in scientific research, and a penchant for monitoring Turkish publications exhibited higher mean scores in the Individual Innovativeness Scale.
Conclusion
This study established that nursing students' attitudes towards scientific research and associated factors possessed predictive capacity for individual innovativeness profiles.
背景：评估护生对科学研究的态度对于提高护理质量和加强循证护理实践至关重要。目的：本研究旨在确定护理专业学生对科学研究的态度及相关因素对其个人创新能力的影响：方法：共有 375 名护理专业学生参与研究。研究使用人口统计学信息表、个人创新能力量表和科学研究态度量表收集数据。对于正态分布数据，采用学生 t 检验和单因素方差分析进行组间比较；对于非正态分布数据，采用 Mann-Whitney U 检验和 Kruskal-Wallis 检验。根据护生对科研的态度及相关因素，采用线性回归分析法预测护生的个人创新能力特征：根据线性回归分析建立的模型，护生对科研的态度和相关因素解释了个人创新能力特征中 22.9% 的差异。本研究发现，计算机技能较高、有科研能力感、有从事科学研究的倾向、喜欢关注土耳其出版物的参与者在个人创新能力量表中的平均得分较高：本研究证实，护理专业学生对科学研究的态度及相关因素对个人创新能力具有预测能力。
{"title":"The effect of nursing students' attitudes towards scientific research and related factors on individual innovativeness profiles","authors":"Aslı Akdeniz Kudubes , Hülya Saray Kılıç","doi":"10.1016/j.nedt.2024.106462","DOIUrl":"10.1016/j.nedt.2024.106462","url":null,"abstract":"<div><h3>Background</h3><div>Evaluating the attitudes of nursing students towards scientific research is pivotal for enhancing the quality of care and reinforcing evidence-based nursing practices. Therefore, nursing students to embody a disposition towards openness to cultivate innovative thinking to effectively discern and address the evolving needs within nursing care services.</div></div><div><h3>Aim</h3><div>This study was conducted to determine the effects of nursing students' attitudes towards scientific research and related factors on their individual innovation profiles.</div></div><div><h3>Methods</h3><div>A total of 375 nursing students were included in the study. The data were collected using a Demographic Information Form, Individual Innovativeness Scale and Attitude towards Scientific Research Scale. For between-group comparisons, the student <em>t</em>-test and One-way ANOVA were utilized for normally distributed data, whereas the Mann-Whitney U and Kruskal-Wallis tests were applied for non-normally distributed data. Linear regression analysis was employed to predict the individual innovativeness profiles of nursing students based on their attitudes towards scientific research and associated factors.</div></div><div><h3>Results</h3><div>According to the model created as a result of linear regression analysis, nursing students' attitudes towards scientific research and associated factors elucidate 22.9 % of the variance in individual innovativeness profiles. In this study, it was discerned that participants with elevated computer skills, a sense of competence in research conduct, a proclivity for engaging in scientific research, and a penchant for monitoring Turkish publications exhibited higher mean scores in the Individual Innovativeness Scale.</div></div><div><h3>Conclusion</h3><div>This study established that nursing students' attitudes towards scientific research and associated factors possessed predictive capacity for individual innovativeness profiles.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106462"},"PeriodicalIF":3.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513134","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}
Pub Date : 2024-10-21DOI: 10.1016/j.nedt.2024.106464
Pei-Ling Wu
Background
Appropriate cooperative learning and situational simulation designs can enhance mental health and nursing competence in clinical practice. This approach is crucial for cultivating the clinical nursing competence of nursing students.
Aim
To determine the effect of combining cooperative learning and situational simulation on nursing competence in clinical practice.
Design
A quasi-experimental study.
Setting and participants
This study was conducted with 142 s-year students in the nursing department of a university in Taiwan.
Methods
The experimental group received cooperative learning combined with situational simulation methods, while the control group used only cooperative learning methods. Data were collected using the Clinical Practice Stress Scale and the Fundamental Nursing Competence Scale. Percentiles and frequency distributions were used to analyze the data, and independent t-tests were conducted to compare differences between the groups.
Results
There were no significant differences in descriptive characteristics between the groups (p > .05). Post-test measurements of nursing technical performance, total score on the fundamental nursing competence scale and six sub-dimensional scores of the students in the experimental group were significantly improved compared to the control group (p < .001). However, there were no significant differences in total clinical practice stress scale scores between the groups (p > .05). Interestingly, the knowledge score of the control group was significantly higher than that of the experimental group (p < .05).
Conclusion
The combined methods of cooperative learning and situational simulation have been shown to positively impact students' academic and nursing technical performance. The results indicate improvements in nursing competence in clinical practice, with signs of a reduction in clinical practice-related stress. Nurse educators can apply these strategies in clinical nursing education to achieve better outcomes.
背景：适当的合作学习和情景模拟设计可以提高临床实践中的心理健康和护理能力。目的：确定合作学习与情景模拟相结合对临床实践护理能力的影响：设计：准实验研究：研究对象：台湾某大学护理系 142 名一年级学生：实验组采用合作学习与情景模拟相结合的方法，对照组仅采用合作学习方法。使用临床实践压力量表和基础护理能力量表收集数据。数据分析采用百分比和频率分布，比较组间差异采用独立 t 检验：结果：组间描述性特征无明显差异（P > .05）。与对照组相比，实验组学生的护理技术表现、基础护理能力量表总分和六个分维度得分在测试后测量中均有显著提高（P .05）。有趣的是，对照组的知识得分明显高于实验组（P 结论：实验组的知识得分明显高于对照组（P.05）：合作学习和情景模拟相结合的方法对学生的学习和护理技术表现产生了积极影响。结果表明，临床实践中的护理能力有所提高，与临床实践相关的压力也有减轻的迹象。护士教育者可在临床护理教育中应用这些策略，以取得更好的效果。
{"title":"Effects of cooperative learning and situational simulation on nursing competence in clinical practice among nursing students: A quasi-experimental study","authors":"Pei-Ling Wu","doi":"10.1016/j.nedt.2024.106464","DOIUrl":"10.1016/j.nedt.2024.106464","url":null,"abstract":"<div><h3>Background</h3><div>Appropriate cooperative learning and situational simulation designs can enhance mental health and nursing competence in clinical practice. This approach is crucial for cultivating the clinical nursing competence of nursing students.</div></div><div><h3>Aim</h3><div>To determine the effect of combining cooperative learning and situational simulation on nursing competence in clinical practice.</div></div><div><h3>Design</h3><div>A quasi-experimental study.</div></div><div><h3>Setting and participants</h3><div>This study was conducted with 142 s-year students in the nursing department of a university in Taiwan.</div></div><div><h3>Methods</h3><div>The experimental group received cooperative learning combined with situational simulation methods, while the control group used only cooperative learning methods. Data were collected using the Clinical Practice Stress Scale and the Fundamental Nursing Competence Scale. Percentiles and frequency distributions were used to analyze the data, and independent <em>t</em>-tests were conducted to compare differences between the groups.</div></div><div><h3>Results</h3><div>There were no significant differences in descriptive characteristics between the groups (<em>p</em> > .05). Post-test measurements of nursing technical performance, total score on the fundamental nursing competence scale and six sub-dimensional scores of the students in the experimental group were significantly improved compared to the control group (<em>p</em> < .001). However, there were no significant differences in total clinical practice stress scale scores between the groups (<em>p</em> > .05). Interestingly, the knowledge score of the control group was significantly higher than that of the experimental group (<em>p</em> < .05).</div></div><div><h3>Conclusion</h3><div>The combined methods of cooperative learning and situational simulation have been shown to positively impact students' academic and nursing technical performance. The results indicate improvements in nursing competence in clinical practice, with signs of a reduction in clinical practice-related stress. Nurse educators can apply these strategies in clinical nursing education to achieve better outcomes.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106464"},"PeriodicalIF":3.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513132","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}
Pub Date : 2024-10-21DOI: 10.1016/j.nedt.2024.106463
Sunghee Park , Mi-Young Choi
Objectives
This study aimed to identify attributes of resilience among nursing students.
Design
The concept analysis method was used.
Data sources
Literature reviews from the past 10 years were searched in Science Direct, Cumulative Index to Nursing and Allied Health Literature, PubMed, and the Wiley online library. The literature search database and review period were determined after verification of validity by five experts (nursing professors). The inclusion criteria for the literature review were that the paper must be written in English, and the abstract or title of the paper should have included attributes of nursing students' resilience. Exclusion criteria were papers written in languages other than English, papers that did not include the attributes of resilience of nursing students, and duplicate papers. Seventeen studies were included in the analysis.
Results
Resilience among nursing students comprised three attributes and 28 sub-attributes. The three attributes were individual, educational, and situational. Individual attributes included personal competency characteristics (e.g., self-confidence and self-efficacy) and consisted of 15 sub-attributes. Educational attributes included characteristics related to academic and clinical practicum (e.g., coping with academic work pressure) and consisted of seven sub-attributes. Situational attributes comprised characteristics that changed according to circumstances (e.g., coping with increased levels of patient acuity during the crisis), such as the COVID-19 pandemic and social support from significant others, and consisted of six sub-attributes.
Conclusions
This study identified resilience attributes reflecting the characteristics of nursing students and recent situational changes. Consequently, tools to assess resilience should be developed based on study findings and utilized in various studies aimed at enhancing the resilience of nursing students.
研究目的本研究旨在确定护理专业学生的复原力属性：采用概念分析法：在 Science Direct、Cumulative Index to Nursing and Allied Health Literature、PubMed 和 Wiley 在线图书馆中搜索过去 10 年的文献综述。文献检索数据库和综述期由五位专家（护理学教授）验证有效性后确定。文献综述的纳入标准是，论文必须用英文撰写，论文摘要或标题应包含护理专业学生抗压能力的属性。排除标准是以英语以外的语言撰写的论文、未包含护理专业学生抗逆力属性的论文以及重复的论文。共有 17 项研究被纳入分析：结果：护理专业学生的复原力由三个属性和 28 个子属性组成。这三个属性分别是个人属性、教育属性和情境属性。个人属性包括个人能力特征（如自信心和自我效能感），由 15 个子属性组成。教育属性包括与学术和临床实习相关的特征（如应对学术工作压力），由 7 个子属性组成。情境属性包括随情境变化而变化的特征（例如，应对危机期间患者急诊量增加的情况），如 COVID-19 大流行和来自重要他人的社会支持，由 6 个子属性组成：本研究确定了反映护理学生特点和近期情况变化的复原力属性。因此，应根据研究结果开发评估复原力的工具，并将其用于旨在提高护理专业学生复原力的各种研究中。
{"title":"Resilience of nursing students: A concept analysis study","authors":"Sunghee Park , Mi-Young Choi","doi":"10.1016/j.nedt.2024.106463","DOIUrl":"10.1016/j.nedt.2024.106463","url":null,"abstract":"<div><h3>Objectives</h3><div>This study aimed to identify attributes of resilience among nursing students.</div></div><div><h3>Design</h3><div>The concept analysis method was used.</div></div><div><h3>Data sources</h3><div>Literature reviews from the past 10 years were searched in Science Direct, Cumulative Index to Nursing and Allied Health Literature, PubMed, and the Wiley online library. The literature search database and review period were determined after verification of validity by five experts (nursing professors). The inclusion criteria for the literature review were that the paper must be written in English, and the abstract or title of the paper should have included attributes of nursing students' resilience. Exclusion criteria were papers written in languages other than English, papers that did not include the attributes of resilience of nursing students, and duplicate papers. Seventeen studies were included in the analysis.</div></div><div><h3>Results</h3><div>Resilience among nursing students comprised three attributes and 28 sub-attributes. The three attributes were individual, educational, and situational. Individual attributes included personal competency characteristics (e.g., self-confidence and self-efficacy) and consisted of 15 sub-attributes. Educational attributes included characteristics related to academic and clinical practicum (e.g., coping with academic work pressure) and consisted of seven sub-attributes. Situational attributes comprised characteristics that changed according to circumstances (e.g., coping with increased levels of patient acuity during the crisis), such as the COVID-19 pandemic and social support from significant others, and consisted of six sub-attributes.</div></div><div><h3>Conclusions</h3><div>This study identified resilience attributes reflecting the characteristics of nursing students and recent situational changes. Consequently, tools to assess resilience should be developed based on study findings and utilized in various studies aimed at enhancing the resilience of nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106463"},"PeriodicalIF":3.6,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513133","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}
Pub Date : 2024-10-20DOI: 10.1016/j.nedt.2024.106461
Michiko Saito , Kumi Mikuni
Background
Multidrug-resistant organisms (MDROs) are transmitted through the hands of healthcare workers who touch the environments of patients with MDROs. Patients identified as being infected with MDROs are subjected to contact precautions and isolated in a single room. Nurses need to have the correct knowledge of infection prevention and be interested in the psychological conditions of isolated patients with MDROs.
Aim
To develop and evaluation of an education program for nurses to emphasize the psychological care of isolated patients with MDROs.
Design
To evaluate the effectiveness of the educational program, this study employed a quasi-experimental design.
Participants and setting
Seventy-eight nurses working in inpatient wards at four medical facilities were assigned to the program participant group (N = 25) and the non-participant group (N = 53).
Methods
This experimental study utilized the five steps of the ADDIE instructional model (analysis, design, development, implementation, and evaluation) to design an educational program. The first step was to identify educational needs. The next steps were to design the program and develop educational materials. In the fourth step, training on infection control measures for MDROs and psychological care for patients with MDROs in isolation was conducted. Finally, in the fifth step, the effectiveness of the educational program was evaluated by scoring on expected behaviors to improve the psychological state of patients in isolation.
Results
The program participants group exhibited behavioral changes and attitudes that observed physiological and psychological responses related to patient anxiety and depression (p < .05).
Conclusions
The education program increased the understanding of the psychological state of patients with MDROs and the observation of physiological and psychological reactions. This suggests that an education program based on ID is likely to have the potential to change nurses' behavior to improve the quality of care for patients with isolated infections.
{"title":"Development and evaluation of a nursing educational program: A quasi-experimental study","authors":"Michiko Saito , Kumi Mikuni","doi":"10.1016/j.nedt.2024.106461","DOIUrl":"10.1016/j.nedt.2024.106461","url":null,"abstract":"<div><h3>Background</h3><div>Multidrug-resistant organisms (MDROs) are transmitted through the hands of healthcare workers who touch the environments of patients with MDROs. Patients identified as being infected with MDROs are subjected to contact precautions and isolated in a single room. Nurses need to have the correct knowledge of infection prevention and be interested in the psychological conditions of isolated patients with MDROs.</div></div><div><h3>Aim</h3><div>To develop and evaluation of an education program for nurses to emphasize the psychological care of isolated patients with MDROs.</div></div><div><h3>Design</h3><div>To evaluate the effectiveness of the educational program, this study employed a quasi-experimental design.</div></div><div><h3>Participants and setting</h3><div>Seventy-eight nurses working in inpatient wards at four medical facilities were assigned to the program participant group (<em>N</em> = 25) and the non-participant group (<em>N</em> = 53).</div></div><div><h3>Methods</h3><div>This experimental study utilized the five steps of the ADDIE instructional model (analysis, design, development, implementation, and evaluation) to design an educational program. The first step was to identify educational needs. The next steps were to design the program and develop educational materials. In the fourth step, training on infection control measures for MDROs and psychological care for patients with MDROs in isolation was conducted. Finally, in the fifth step, the effectiveness of the educational program was evaluated by scoring on expected behaviors to improve the psychological state of patients in isolation.</div></div><div><h3>Results</h3><div>The program participants group exhibited behavioral changes and attitudes that observed physiological and psychological responses related to patient anxiety and depression (<em>p</em> < .05).</div></div><div><h3>Conclusions</h3><div>The education program increased the understanding of the psychological state of patients with MDROs and the observation of physiological and psychological reactions. This suggests that an education program based on ID is likely to have the potential to change nurses' behavior to improve the quality of care for patients with isolated infections.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106461"},"PeriodicalIF":3.6,"publicationDate":"2024-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142534040","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}
Pub Date : 2024-10-18DOI: 10.1016/j.nedt.2024.106457
Thomas Aaron Ricks , Hendrika Jacoba Brouwer , Louisa Lam , Elisabeth Jacob
Objectives
To uncover current international evidence of the working experience of sessional teaching staff in pre-registration nurse education programs.
Design
Systematic review.
Data sources
In April 2023, electronic databases of Web of Science, Education Source, American Psychological Association (APA) PsycInfo®, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus and Education Resources Information Center (ERIC) were searched with no time limit for publication. Hand search material from Google Scholar was included.
Review methods
The inclusion criteria were research focused on (1) the work experiences of sessional nursing teaching staff (2) pre-registration nurse education programs including diploma, associate degree, bachelor's degree, or accelerated bachelor's degree (3) the post-secondary education setting. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. After extraction, thematic synthesis was performed.
Results
A total of 514 studies were retrieved and five studies were included: three qualitative studies, one quantitative study, and one mixed method study. Three themes were developed from this review: (i) Lack of a sense of belonging; (ii) Working experience and support; and (iii) Clinical recency, however, most of the studies have a small sample size.
Conclusion
Sessional teaching staff enjoy teaching nursing students as they feel a sense of responsibility to pass on their knowledge to future generations of nurses. They appreciate a supportive working environment and culture including professional development, feedback, mentorship and growth opportunities to increase job satisfaction. This will reduce the turnover. There is a need to conduct further research on sessional teaching staff to understand their experience in pre-registration nursing programs.
Registration
The protocol of this systematic review is registered with Open Science Framework (registration link: doi:10.17605/OSF.IO/SUD4Y).
目的揭示目前国际上关于注册前护士教育项目中会期教学人员工作经验的证据：数据来源2023年4月，检索了Web of Science、Education Source、American Psychological Association (APA) PsycInfo®、Cumulative Index to Nursing and Allied Health Literature (CINAHL)、Scopus和Education Resources Information Center (ERIC)等电子数据库，无发表时间限制。还包括谷歌学者（Google Scholar）的人工搜索资料：综述方法：纳入标准是有关以下内容的研究：（1）会期护理教学人员的工作经验（2）注册前护士教育课程，包括文凭、副学士学位、学士学位或速成学士学位（3）专上教育环境。采用混合方法评估工具（Mixed Methods Appraisal Tool）对纳入研究的质量进行评估。提取后，进行了专题综合：结果：共检索到 514 项研究，其中包括 5 项研究：3 项定性研究、1 项定量研究和 1 项混合方法研究。本综述提出了三个主题(i) 缺乏归属感；(ii) 工作经验和支持；(iii) 临床经常性，但大多数研究的样本量较小：会期教学人员乐于为护理专业学生授课，因为他们感到有责任将自己的知识传授给下一代护士。他们希望有一个支持性的工作环境和文化，包括专业发展、反馈、指导和成长机会，以提高工作满意度。这将减少人员流动。有必要对会期教学人员进行进一步研究，以了解他们在注册前护理课程中的经验：本系统综述已在开放科学框架（Open Science Framework）注册（注册链接：doi:10.17605/OSF.IO/SUD4Y）。
{"title":"The experience of sessional teaching staff in pre-registration nurse education programs: A systematic review","authors":"Thomas Aaron Ricks , Hendrika Jacoba Brouwer , Louisa Lam , Elisabeth Jacob","doi":"10.1016/j.nedt.2024.106457","DOIUrl":"10.1016/j.nedt.2024.106457","url":null,"abstract":"<div><h3>Objectives</h3><div>To uncover current international evidence of the working experience of sessional teaching staff in pre-registration nurse education programs.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Data sources</h3><div>In April 2023, electronic databases of Web of Science, Education Source, American Psychological Association (APA) PsycInfo®, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Scopus and Education Resources Information Center (ERIC) were searched with no time limit for publication. Hand search material from Google Scholar was included.</div></div><div><h3>Review methods</h3><div>The inclusion criteria were research focused on (1) the work experiences of sessional nursing teaching staff (2) pre-registration nurse education programs including diploma, associate degree, bachelor's degree, or accelerated bachelor's degree (3) the post-secondary education setting. The quality of the included studies was assessed using the Mixed Methods Appraisal Tool. After extraction, thematic synthesis was performed.</div></div><div><h3>Results</h3><div>A total of 514 studies were retrieved and five studies were included: three qualitative studies, one quantitative study, and one mixed method study. Three themes were developed from this review: (i) Lack of a sense of belonging; (ii) Working experience and support; and (iii) Clinical recency, however, most of the studies have a small sample size.</div></div><div><h3>Conclusion</h3><div>Sessional teaching staff enjoy teaching nursing students as they feel a sense of responsibility to pass on their knowledge to future generations of nurses. They appreciate a supportive working environment and culture including professional development, feedback, mentorship and growth opportunities to increase job satisfaction. This will reduce the turnover. There is a need to conduct further research on sessional teaching staff to understand their experience in pre-registration nursing programs.</div></div><div><h3>Registration</h3><div>The protocol of this systematic review is registered with Open Science Framework (registration link: doi:<span><span>10.17605/OSF.IO/SUD4Y</span><svg><path></path></svg></span>).</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106457"},"PeriodicalIF":3.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142523706","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}
Pub Date : 2024-10-18DOI: 10.1016/j.nedt.2024.106459
Ivana Gusar , Andrea Tokić , Robert Lovrić
Background
The professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies.
Aim
The aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI.
Design
This study used a quasi-experimental design.
Settings
The study was conducted at the Department of Health Studies in Croatia.
Participants
The 119 first, second, and third year ungraduate nursing students.
Methods
Students were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises.
Results
Both groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions.
Conclusions
During the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.
{"title":"Development of nursing students' professional identity in different mentoring approaches during clinical training: A quasi-experimental study","authors":"Ivana Gusar , Andrea Tokić , Robert Lovrić","doi":"10.1016/j.nedt.2024.106459","DOIUrl":"10.1016/j.nedt.2024.106459","url":null,"abstract":"<div><h3>Background</h3><div>The professional identity (PI) of nursing students' is essential for high quality performance and safe healthcare. Clinical training plays a key role in the development of professional identity during nursing studies.</div></div><div><h3>Aim</h3><div>The aim of this study was to investigate the impact of individual and group mentoring approaches on the development of PI during clinical training, as well as the influence of the order in which these approaches are applied, and the effect of time on the development of PI.</div></div><div><h3>Design</h3><div>This study used a quasi-experimental design.</div></div><div><h3>Settings</h3><div>The study was conducted at the Department of Health Studies in Croatia.</div></div><div><h3>Participants</h3><div>The 119 first, second, and third year ungraduate nursing students.</div></div><div><h3>Methods</h3><div>Students were divided into two groups. Each group performed clinical training in group and individual mentoring approaches, but in different order. The Professional Identity Five Factor Scale (PIFFS) was used to measure PI levels at four different time points: immediately before and after the first and second rounds of clinical exercises.</div></div><div><h3>Results</h3><div>Both groups of students, achieved approximately average results in all three dimensions of the PI. There was no statistically significant main effect of the group/individual mentoring approach on the dimensions of knowledge (P = 0.471), experience (P = 0.865) or perception of role model and professional future (P = 0.565). The levels of the dimensions knowledge (P = 0.001), experience (P = 0.001) or perception of the role model and professional future (P = 0.002) differed in four measurement points, which indicates a general increase in all three PI dimensions.</div></div><div><h3>Conclusions</h3><div>During the performance of the clinical training, the level of PI increased. The group mentoring approach has an immediate effect on increasing knowledge, but this effect diminishes over time. In terms of experience, both mentoring approaches have similar reinforcing effects. However, the individual approach seems to be more suitable for improving the perception of role models and the professional future.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106459"},"PeriodicalIF":3.6,"publicationDate":"2024-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142513131","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}
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