Nurse Education Today最新文献

{"title":"Nutrition education for nursing students: A scoping review","authors":"Elisabeth Irene Karlsen Dogan ,&nbsp;Iren Borgen ,&nbsp;Pinar Ekiz ,&nbsp;Nima Wesseltoft-Rao","doi":"10.1016/j.nedt.2024.106460","DOIUrl":"10.1016/j.nedt.2024.106460","url":null,"abstract":"<div><h3>Introduction</h3><div>Nutritional care has long been recognized as a vital component of nursing. However, nutrition instruction faces many challenges in nursing education, and few studies have investigated this topic.</div></div><div><h3>Aim</h3><div>The study's aim was to investigate how nutrition education has been conducted in undergraduate nursing education.</div></div><div><h3>Method</h3><div>A scoping review was conducted according to the Preferred Reporting Items for Scoping Reviews (PRISMA-ScR) and Joanna Briggs Institute (JBI) recommendations. The search was conducted in April 2023, with an updated search in February 2024. We searched in the following EBSCO databases: Academic Search Elite, CINAHL, Education Source and ERIC. We also searched in PubMed and Embase via Ovid and Scopus. A total of 3634 articles were identified from the initial search. Duplicates were removed and articles were then screened by title, abstract and full text by the research team to ensure eligibility. We identified 30 articles for retrieval. Nine articles were ultimately included.</div></div><div><h3>Results</h3><div>The results were organized into five thematic groups: (a) learning through involving patients, (b) learning contextualized in clinical practice, (c) learning through an active teaching method on campus, (d) learning through interdisciplinary collaboration and (e) combining education on campus and learning in clinical placement.</div></div><div><h3>Conclusion</h3><div>The findings from the scoping review emphasized that nutrition education activities should utilize active, experiential and social learning strategies. Moreover, findings suggest the importance of interdisciplinary collaboration when conducting nutrition education. Nursing education must give due attention to nutrition education, both on campus and in clinical placement, to adequately prepare students for nutritional care in professional practice. Nutrition instruction in nursing education could benefit from addressing nutritional care at both an individual and a systemic level, to support nursing students to cope with various challenges related to nutritional care in the patient setting.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106460"},"PeriodicalIF":3.6,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445997","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":"Factors influencing nursing students' willingness to volunteer during wartime emergencies: A cross sectional study in Israel","authors":"Merav Ben Natan,&nbsp;Roman Shapiro,&nbsp;Iris Schwartz,&nbsp;Rony Zer Aviv","doi":"10.1016/j.nedt.2024.106458","DOIUrl":"10.1016/j.nedt.2024.106458","url":null,"abstract":"<div><h3>Background</h3><div>During wartime emergencies, the Ministry of Health in Israel faces workforce shortages, prompting consideration of nursing students as auxiliary support. Understanding the factors influencing nursing students' willingness to volunteer, is essential for effective crisis preparedness.</div></div><div><h3>Aim</h3><div>The research seeks to identify how self-efficacy, positive attitudes, institutional support, knowledge, age, gender, prior experience, and familial obligations impact nursing students' readiness to volunteer during mass casualty events in wartime.</div></div><div><h3>Design</h3><div>This study employed a descriptive, cross-sectional research approach.</div></div><div><h3>Settings</h3><div>Nursing schools in Israel.</div></div><div><h3>Participants</h3><div>A convenience sample of 300 nursing students who had commenced their studies for at least one month. The study targeted nursing students across Israel, regardless of their specific school affiliation. Recruitment was conducted through various channels, including face-to-face recruitment, emails, and synchronous chat groups.</div></div><div><h3>Methods</h3><div>Data were collected using a structured self-report questionnaire based on Bandura's self-efficacy theory and adapted from existing literature. Statistical analyses, included <em>t</em>-tests, Pearson correlation, and linear rand logistic regressions.</div></div><div><h3>Results</h3><div>The study found high levels of intent (M = 3.33, SD = 0.83), perceived self-efficacy (M = 3.25, SD = 0.54), and positive attitudes towards volunteering during wartime (M = 3.57, SD = 0.54) among nursing students towards volunteering during wartime. Significant correlations were observed between students' willingness to volunteer during wartime and factors such as positive attitudes to volunteer during wartime (r = 0.543, p &lt; 0.01), perceived self-efficacy (r = 0.313, p &lt; 0.01), institutional support (r = 0.313, p &lt; 0.01), knowledge (r = 0.138, p &lt; 0.05), age (r = 0.179, p &lt; 0.01), and previous volunteering experience (r = 0.158, p &lt; 0.01). Regression analyses indicated that positive attitudes towards wartime volunteering, perceived self-efficacy, institutional support, and prior volunteering were significant predictors of the intention to volunteer.</div></div><div><h3>Conclusions</h3><div>Nursing students in Israel demonstrate a high willingness to volunteer during wartime, influenced by factors such as perceived self-efficacy, positive attitudes towards volunteering, and institutional support. While these findings suggest potential areas for enhancing volunteerism, further research is needed to assess the effectiveness of targeted training and support interventions. Nonetheless, fostering these key factors could strengthen the healthcare system's capacity to respond to wartime emergencies.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106458"},"PeriodicalIF":3.6,"publicationDate":"2024-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142445996","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":"Body transformations: An opportunity to work on the ethical perspective through photovoice and bodymapping","authors":"MCarmen Solano-Ruiz ,&nbsp;Ana Isabel Gutiérrez-García ,&nbsp;José Siles-González ,&nbsp;Elena Andina-Díaz","doi":"10.1016/j.nedt.2024.106456","DOIUrl":"10.1016/j.nedt.2024.106456","url":null,"abstract":"<div><h3>Background</h3><div>Body transformations are alterations of the body due to symbolic, aesthetic, religious or cultural reasons. The increase in frequency, especially among young people, raises ethical questions. Future nurses must understand the ethical implications of social phenomena.</div></div><div><h3>Aim</h3><div>The aim was to find out how nursing students perceive bodily transformations from the perspective of Foulcauldian self-care and to determine the ethical value and health consequences of these transformations.</div></div><div><h3>Research design</h3><div>A qualitative study based on the socio-critical paradigm and based on the theory's principles of the Technologies of the self (Foucault). Photovoice and bodymapping were used for the reflection process. The participants were 267 first-year nursing students from two Spanish universities. A content analysis was conducted.</div></div><div><h3>Ethical considerations</h3><div>The Research Ethics Committee of both universities approved this study.</div></div><div><h3>Findings</h3><div>The body transformations most photographed by the students were piercing, tattoos and surgical interventions. Two main categories emerged: 1. Body modifications as constructions of the self with two subcategories, the pursuit of bodily aesthetics and the pursuit of spiritual aesthetics. 2. Health consequences.</div><div>The need to build an identity of their own, as well as to be integrated into their environment by helping to improve not only their external appearance but also their inner side were the main inputs. The major ethical dilemmas are evident when body modifications are influenced by social and cultural values. The debate and reflection of the students through photovoice and its symbolic representation in bodymapping highlighted its health consequences. For the students, nursing should accompany them throughout the entire process, highlighting the importance of ethical values.</div></div><div><h3>Conclusion</h3><div>The ethical value attributed to the different body modifications has been shown, revealing how they have a common origin, the improvement of their corporal and spiritual aesthetics. Nursing has a role as an active carer of the health of these people and must act in accordance with the ethical principles of this profession.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106456"},"PeriodicalIF":3.6,"publicationDate":"2024-10-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481163","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":"Pre-licensure nursing students' experiences of psychological safety: A longitudinal qualitative study","authors":"Laura Butler ,&nbsp;Bret Lyman","doi":"10.1016/j.nedt.2024.106451","DOIUrl":"10.1016/j.nedt.2024.106451","url":null,"abstract":"<div><h3>Background</h3><div>Previous studies have explored the concept of psychological safety among pre-licensure nursing students; however, the literature is notably sparse on personal descriptions of pre-licensure nursing students' experiences of psychological safety in clinical settings. Individual descriptions of psychological safety will provide added insight and understanding about the elements that shape psychological safety in pre-licensure nursing students.</div></div><div><h3>Aim</h3><div>This research aimed to explore pre-licensure nursing students' experiences of psychological safety during clinical rotations and how these experiences change over time.</div></div><div><h3>Design</h3><div>A longitudinal, qualitative, descriptive design was used for this study.</div></div><div><h3>Settings</h3><div>Participants were recruited from a nursing program in the Mountain West region.</div></div><div><h3>Participants</h3><div>Fifty-four students from three cohorts were enrolled in the study at the time of this data collection and analysis.</div></div><div><h3>Methods</h3><div>Each participant completed a semi-structured telephone interview after finishing their first academic term involving a clinical rotation. Participants completed additional interviews after each subsequent semester. Individual waves of data were analyzed using thematic analysis, and multiple waves of data were analyzed using a simplified trajectory approach.</div></div><div><h3>Results</h3><div>Five themes emerged from the data: “Who I Am,” “Where I Am,” “Who I Am With,” “Responding in the Moment,” and “Anticipating the Future.”</div></div><div><h3>Conclusions</h3><div>The psychological safety of pre-licensure nursing students in clinical settings is fundamental to their learning and future practice within the nursing profession. The development of psychological safety is dynamic and multifaceted. It is interpersonal but also shaped by organizational factors. Any one person can make an outsized difference in a student's experience. Understanding these themes can help clinical preceptors and nursing faculty understand and better fulfill their respective roles in fostering psychological safety in clinical settings. Additional insights are expected as the longitudinal study continues.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106451"},"PeriodicalIF":3.6,"publicationDate":"2024-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481176","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":"Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study","authors":"Ling Tong,&nbsp;Yirou Niu,&nbsp;Zehui Xuan,&nbsp;Shuai Jin,&nbsp;Yanling Wang,&nbsp;Qian Xiao","doi":"10.1016/j.nedt.2024.106454","DOIUrl":"10.1016/j.nedt.2024.106454","url":null,"abstract":"<div><h3>Background</h3><div>As digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences.</div></div><div><h3>Aim</h3><div>This study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning.</div></div><div><h3>Design</h3><div>A descriptive qualitative study.</div></div><div><h3>Settings</h3><div>This study was conducted at six universities in three cities in China.</div></div><div><h3>Participants</h3><div>Twenty-six nursing students with at least one year's experience of digital learning.</div></div><div><h3>Method</h3><div>Semi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data.</div></div><div><h3>Findings</h3><div>Nursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students.</div></div><div><h3>Conclusions</h3><div>With the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106454"},"PeriodicalIF":3.6,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433472","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":"Let's play and learn: Educational escape room to improve mental health knowledge in undergraduate nursing students","authors":"Marta Arrue ,&nbsp;Nerea Suárez ,&nbsp;Maider Ugartemendia-Yerobi ,&nbsp;Izaro Babarro","doi":"10.1016/j.nedt.2024.106453","DOIUrl":"10.1016/j.nedt.2024.106453","url":null,"abstract":"<div><h3>Introduction</h3><div>Innovative teaching methods have become increasingly important in higher education. Through these methods, gamification in general and educational escape rooms in particular are becoming more important.</div></div><div><h3>Aim</h3><div>The dual aim of this study was first, to describe an on-site educational escape room, assessing students' motivation and satisfaction, and second, to compare the declarative knowledge obtained and anxiety levels by applying two teaching-learning strategies.</div></div><div><h3>Method</h3><div>The study sample consisted of 108 nursing students from northern Spain. Participants were divided in two groups: the experimental group and the control group. The experimental group took part in an educational escape room activity while a case-based learning method was used with the control group. After the activities, both groups were asked about their anxiety levels (STAI) and the declarative knowledge they had obtained (<em>ad hoc</em> questionnaire). In addition, satisfaction (<em>ad hoc</em> questionnaire) and motivation (GAMEX) were measured in the experimental group. Gender differences and group differences were explored applying the <em>Mann Whitney U</em> test.</div></div><div><h3>Results</h3><div>Students from the escape room obtained higher declarative knowledge on average compared to participants from the control group. Regarding escape room methodology, participants demonstrated high motivation and satisfaction rates on average, although this was negatively related to declarative knowledge.</div></div><div><h3>Discussion</h3><div>These results showed that educational escape room can increase the participants' knowledge level although it was negatively correlated with motivation (GAMEX). These findings corroborate previous researchers´ conclusions which highlighted the importance of transcending simple student perception when assessing the effectiveness of educational practices.</div></div><div><h3>Conclusion</h3><div>The on-site educational escape room is therefore innovative when teaching the course subject of mental health. Further studies are required, comparing the effectiveness of on-site and virtual escape rooms and these methods should be contrasted against other teaching practices, thus promoting research in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106453"},"PeriodicalIF":3.6,"publicationDate":"2024-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142442187","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":"Qualified nurses' knowledge of the biosciences: Systematic scoping review","authors":"Lorna O'Reilly,&nbsp;Catherine Meads","doi":"10.1016/j.nedt.2024.106455","DOIUrl":"10.1016/j.nedt.2024.106455","url":null,"abstract":"<div><h3>Aim</h3><div>To appraise and synthesise empirical studies on the use of bioscience knowledge in clinical work by qualified nurses. It is assumed that post-registration courses should teach biosciences so that it can be used by qualified nurses in clinical practice. This is about understanding what knowledge is being used to direct patient care, to ensure that the right decisions are being made for the right reasons.</div></div><div><h3>Design</h3><div>Systematic scoping review of mixed study designs.</div></div><div><h3>Data sources</h3><div>Medline, CINAHL, Embase, databases and Google Scholar were searched, 1980 – September 2023, followed by hand searches, reference list check of retrieved papers and personal contacts.</div></div><div><h3>Review methods</h3><div>Potentially eligible papers were scrutinised by 2 reviewers who also completed data extraction, with disagreements resolved through discussion. Quality assessment used CASP checklists appropriate to each study design. Thematic synthesis applied an interpretative approach to extracting data. No meta-analysis was possible.</div></div><div><h3>Results</h3><div>Fifteen papers were included; eleven with quantitative data and seven with qualitative data. Qualified nurses in general did not feel prepared for their role due to lack of knowledge of the biosciences. There were mixed views on the usefulness of bioscience knowledge for patient care.</div></div><div><h3>Conclusions</h3><div>The relationship between bioscience knowledge and clinical practice remains a dichotomy. Whilst there continues to be strong support for applying biosciences to patient care, there is a dearth of convincing evidence to support the usefulness of this knowledge in clinical decision-making.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106455"},"PeriodicalIF":3.6,"publicationDate":"2024-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142481177","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":"Optimizing triage education for emergency room nurses: A scoping review","authors":"Hui Ju Shin ,&nbsp;Subin Park ,&nbsp;Hyun Joo Lee","doi":"10.1016/j.nedt.2024.106452","DOIUrl":"10.1016/j.nedt.2024.106452","url":null,"abstract":"<div><h3>Aims</h3><div>Accurate triage decisions by emergency room nurses are pivotal for patient prognosis and efficient utilization of resources. This study aimed to identify teaching methods, contents, intervention characteristics, and initial consideration of educational design for the development of triage education, targeting triage nurses.</div></div><div><h3>Design</h3><div>A scoping review.</div><div>Data sources: PubMed, CINAHL, Web of Science, Embase, and RISS were searched for studies in either English or Korean, regardless of publication year.</div></div><div><h3>Review methods</h3><div>The review was conducted according to the Joanna Briggs Institute guidelines. Studies published before November 15, 2023 were selected, based on the following index terms in each database: nurses, triage, education, and emergency services, hospital.</div></div><div><h3>Results</h3><div>Of the 20 studies included in this review, five focused on severity classification of patients with cardiovascular diseases, one addressed infectious diseases, two examined pediatric patients, one explored patients with trauma, and the remaining eleven were not limited to specific diseases. Eleven studies (55 %) employed face-to-face (offline) education, whereas six (30 %) used non-face-to-face (online) education. The teaching methods were classified as teacher-centered learning and student-centered learning. The educational strategies included in-person lectures, online classes, demonstrations, simulations, mobile technology or web-based programs, group discussions, role-plays, and flipped learning. Outcome variables, such as triage accuracy, knowledge, performance ability, self-efficacy, satisfaction, wait time, and competency were measured as intervention effects.</div></div><div><h3>Conclusions</h3><div>This review demonstrates the key characteristics and contents of triage education interventions, along with key considerations in the initial design stages. Triage education covers a wide range of contents and diverse teaching methods pertinent to severity classification in triage practice. Effective educational programs hinge on the meticulous planning of objectives, optimal selection of the target population, needs assessment, and suitable teaching methods and materials. Future triage education for emergency room nurses should be tailored to specific participants while anticipating and planning all potential circumstances of implementation.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106452"},"PeriodicalIF":3.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142433473","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":"Ethical sensitivity and compassion competence in nursing students: Two-center study/comparison of two different cultures","authors":"Mağfiret Kaşıkçı ,&nbsp;Zeynep Yıldırım ,&nbsp;Roger Watson","doi":"10.1016/j.nedt.2024.106450","DOIUrl":"10.1016/j.nedt.2024.106450","url":null,"abstract":"<div><h3>Background</h3><div>Although the literature includes studies on nursing students' ethical sensitivity and compassion competence, no study has examined and compared these skills among nursing students from different cultures.</div></div><div><h3>Aim</h3><div>This research determined and compared the ethical sensitivity and compassion competency levels of nursing students in two different geographies, one in Turkey (Group I) and one in the Turkish Republic of Northern Cyprus (Group II), which hosts students with different cultural characteristics.</div></div><div><h3>Design</h3><div>Quantitative and cross-sectional research.</div></div><div><h3>Method</h3><div>The research was conducted with 201 nursing students in Group I and Group II, who were studying in the English Nursing program at the Nursing Faculties, received clinical practice training, took ethics in nursing courses, and agreed to participate. “Sociodemographic Form,” “Moral Sensitivity Questionnaire,” and “Compassion Competence Scale” were used to collect data. Frequency, percentage, mean, standard deviation, and Pearson correlation analysis were used to evaluate the data.</div></div><div><h3>Results</h3><div>The mean “Moral Sensitivity Questionnaire” scores of nursing students in Group I and Group II are 149.52 (SD 21.13) and 155.63 (SD 25.21), respectively. The mean scores of the nursing students in Group I and Group II on the “Compassion Competence Scale” are 3.88 (SD 0.47) and 4.29 (SD 0.50), respectively. It was determined that the “Moral Sensitivity Questionnaire” and “Compassion Competency Scale” mean scores of the nursing students in Group II were higher than those of the nursing students in Group I, and this difference was statistically significant (p &lt; 0.05).</div></div><div><h3>Conclusion</h3><div>The moral sensitivity and compassion competence of nursing students at the two universities were high. When the scores of the groups were compared, it was observed that the moral sensitivity and compassion competence levels of the nursing students in Group II were statistically significantly higher than those of the nursing students in Group I. The predictors of this were evaluated as to why students chose the nursing department, the country, and the department they liked.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106450"},"PeriodicalIF":3.6,"publicationDate":"2024-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424930","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":"Development and evaluation of a spaced eLearning intervention for nurses in enhancing urinary catheter management - A co-design study in partnership with research end-users","authors":"Joby Alex ,&nbsp;Caleb Ferguson ,&nbsp;Lucie M. Ramjan ,&nbsp;Michelle Louise Fishburn ,&nbsp;Jed Montayre ,&nbsp;Yenna Salamonson","doi":"10.1016/j.nedt.2024.106448","DOIUrl":"10.1016/j.nedt.2024.106448","url":null,"abstract":"<div><h3>Background</h3><div>Nurses play a critical role in supporting patients in self-managing their indwelling urinary catheters and preventing avoidable hospital presentations. This study aimed to explore the effectiveness of a co-designed educational approach developed to enhance nurses' ability to provide optimal care for patients with catheters.</div></div><div><h3>Aim</h3><div>The primary aim of this study was to enhance nurses' knowledge and skills in urinary catheterisation, care, and management. The secondary aim was to transform their current catheter management practices to improve patient outcomes.</div></div><div><h3>Setting</h3><div>Nurses (<em>n</em> = 127) from one New South Wales, Australia region participated in the study. These nurses provided healthcare across various community settings. Ethics approval was received from the Local Health District (HREC/2019/ETH12575) and the study was registered in ANZCTR (ACTRN12621000683831).</div></div><div><h3>Methods</h3><div>A mixed-methods approach was used, collecting data at baseline and after the intervention. Quantitative data were analysed using descriptive statistics, tests for normality, and bivariate analysis with the Wilcoxon Signed Ranks test to identify differences between variables. Qualitative data were analysed using a directed content analysis approach to categorise occurrences of specific phenomena.</div></div><div><h3>Results</h3><div>The composite mean knowledge score increased from 65.03 to 84.30 following the intervention (<em>p</em> &lt; 0.001). In addition, the magnitude of knowledge score improvement in seven out of eight questions following the intervention were: Financial support: 1.1 %; Bladder spasm/urine leakage: 3.3 %; Blockage: 3.5 %; Catheter-Associated Urinary Tract Infection (CAUTI): 4.4 %; Self-management: 6.1 %; Sexuality: 7.9 %; and Urinary catheterisation: 11.3 %. Qualitative findings confirmed that the eLearning module was effective in transforming participants' clinical practice, towards improving patient outcomes.</div></div><div><h3>Conclusions</h3><div>The co-designed eLearning module effectively addressed the learning needs of nurses, enhancing their knowledge and skills in urinary catheter management. Incorporating a theoretical model and contextual approach in the intervention delivery increased relevance, personalisation, and engagement, facilitating the behaviour change required to transform current practices.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106448"},"PeriodicalIF":3.6,"publicationDate":"2024-10-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142424673","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}