Pub Date : 2025-01-28DOI: 10.1016/j.nedt.2025.106591
Meijuan Cao , Na Zhou , Haizhen Duan , Hailu Wu , Fang Li , Tianle Xiang
<div><h3>Background</h3><div>Professional self-efficacy is a key factor in nurses' career development and is associated with individual mindset and self-perception. However, research on the potential influence mechanism of professional self-efficacy in clinical nursing interns from the perspective of individual mindset and self-perception in China, or internationally, is limited.</div></div><div><h3>Objectives</h3><div>This study aimed to explore the relationship between core self-evaluation, growth mindset, and professional self-efficacy among nursing interns, and the mediating effect of growth mindset on the relationship between core self-evaluation and professional self-efficacy.</div></div><div><h3>Design</h3><div>A cross-sectional survey design was used.</div></div><div><h3>Settings and participants</h3><div>Considering the ready accessibility for collecting samples and meeting with the purpose of this study, this study was conducted using a convenience sample of 266 clinical nursing interns from three general hospitals in Hangzhou, China, from March to July 2023.</div></div><div><h3>Methods</h3><div>Convenience sampling was used to recruit 266 nursing students [236 female, 30 male] from three comprehensive tertiary hospitals in the provincial capital city of Zhejiang, China. The data were collected using the Core Self-Evaluation Scale, Growth Mindset Scale, and Professional Self-Efficacy Questionnaire from March to July 2023. Data were analyzed using IBM SPSS Statistics (version 26.0; IBM, Armonk, NY, USA). Descriptive analyses of the demographic characteristics, correlation analyses and multivariate linear regressions of the three variables were performed. The PROCESS macro for SPSS (Model 4) was used to examine the relationship between core self-evaluation, professional self-efficacy, and the mediating effect of growth mindset.</div></div><div><h3>Results</h3><div>The average professional self-efficacy score was (87.95 ± 17.84). Core self-evaluation and a growth mindset were found to have a statistically significant relationship to professional self-efficacy. Growth mindset mediated the relationship between core self-evaluation and professional self-efficacy (<em>β</em> = 0.491, P < 0.001). The results of the nonparametric bootstrapping method confirmed the significance of the indirect effect of core self-evaluation through growth mindset (95 % bootstrap CI = 0.093, 0.241). The indirect effect of growth mindset accounted for 32.6 % of the total variance in professional self-efficacy.</div></div><div><h3>Conclusion</h3><div>The professional self-efficacy of Chinese nursing interns was at a low to medium level and demand extensive attention. On the one hand, clinical nursing managers and teachers should focus on cultivating the core self-evaluation of nursing interns to improve their professional self-efficacy. On the other hand, growth mindset offers a mediating variable between the core self-evaluation and professional self-efficacy of
{"title":"Growth mindset mediates the effect of core self-evaluation on professional self-efficacy for nursing interns: A cross-sectional study","authors":"Meijuan Cao , Na Zhou , Haizhen Duan , Hailu Wu , Fang Li , Tianle Xiang","doi":"10.1016/j.nedt.2025.106591","DOIUrl":"10.1016/j.nedt.2025.106591","url":null,"abstract":"<div><h3>Background</h3><div>Professional self-efficacy is a key factor in nurses' career development and is associated with individual mindset and self-perception. However, research on the potential influence mechanism of professional self-efficacy in clinical nursing interns from the perspective of individual mindset and self-perception in China, or internationally, is limited.</div></div><div><h3>Objectives</h3><div>This study aimed to explore the relationship between core self-evaluation, growth mindset, and professional self-efficacy among nursing interns, and the mediating effect of growth mindset on the relationship between core self-evaluation and professional self-efficacy.</div></div><div><h3>Design</h3><div>A cross-sectional survey design was used.</div></div><div><h3>Settings and participants</h3><div>Considering the ready accessibility for collecting samples and meeting with the purpose of this study, this study was conducted using a convenience sample of 266 clinical nursing interns from three general hospitals in Hangzhou, China, from March to July 2023.</div></div><div><h3>Methods</h3><div>Convenience sampling was used to recruit 266 nursing students [236 female, 30 male] from three comprehensive tertiary hospitals in the provincial capital city of Zhejiang, China. The data were collected using the Core Self-Evaluation Scale, Growth Mindset Scale, and Professional Self-Efficacy Questionnaire from March to July 2023. Data were analyzed using IBM SPSS Statistics (version 26.0; IBM, Armonk, NY, USA). Descriptive analyses of the demographic characteristics, correlation analyses and multivariate linear regressions of the three variables were performed. The PROCESS macro for SPSS (Model 4) was used to examine the relationship between core self-evaluation, professional self-efficacy, and the mediating effect of growth mindset.</div></div><div><h3>Results</h3><div>The average professional self-efficacy score was (87.95 ± 17.84). Core self-evaluation and a growth mindset were found to have a statistically significant relationship to professional self-efficacy. Growth mindset mediated the relationship between core self-evaluation and professional self-efficacy (<em>β</em> = 0.491, P < 0.001). The results of the nonparametric bootstrapping method confirmed the significance of the indirect effect of core self-evaluation through growth mindset (95 % bootstrap CI = 0.093, 0.241). The indirect effect of growth mindset accounted for 32.6 % of the total variance in professional self-efficacy.</div></div><div><h3>Conclusion</h3><div>The professional self-efficacy of Chinese nursing interns was at a low to medium level and demand extensive attention. On the one hand, clinical nursing managers and teachers should focus on cultivating the core self-evaluation of nursing interns to improve their professional self-efficacy. On the other hand, growth mindset offers a mediating variable between the core self-evaluation and professional self-efficacy of","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106591"},"PeriodicalIF":3.6,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076460","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 : 2025-01-28DOI: 10.1016/j.nedt.2025.106593
María Lanza , Rebeca Abajas-Bustillo , Mar Aparicio-Sanz , Carmen Ortego-Maté
Background
The development of socioemotional skills in the education of nursing students is crucial for improving the quality of care, patient safety, and job satisfaction. However, it is often observed that educational programs do not include sufficient training in these skills, which motivates the implementation of specific programs.
Aim
To evaluate the effectiveness of a socioemotional skills training program for nursing students.
Design
A convergent mixed method design.
Settings and participants
The study was conducted in a public nursing school the University of Cantabria. In total, 116 s-year students participated in the quantitative part of the study, of which 44 also participated in the qualitative study.
Intervention
The students attended a 21-h training program in socio-emotional skills through active learning methodologies, such as flipped classroom, reflective dialogue, and simulation.
Methods
The study consisted of two parts. First, a single-group quasi-experimental design with pretest and posttest was used. The students completed the Communication Skills Questionnaire (HABICOM). The second part consisted of a descriptive-exploratory qualitative study, in which the participants were distributed into six focus groups for in-depth analysis of their experiences and perceptions.
Results
The quantitative analysis indicated significant improvements in socioemotional skills post-training, particularly in non-verbal communication and information transmission. Notable improvements were observed among younger female students and those with less prior experience in socioemotional training. The qualitative findings highlighted that students valued the realism and dynamic nature of the training,
Conclusions
The training program effectively enhanced socioemotional skills, with significant gains noted in several key areas. The active learning strategies were particularly beneficial. Recommendations include extending program duration, incorporating more real-life cases, and increasing simulation opportunities. These insights are crucial for refining nursing education to better prepare students for the complexities of professional practice.
{"title":"A mixed methods study examining a socioemotional skills training program based on active learning methodologies in undergraduate nursing students","authors":"María Lanza , Rebeca Abajas-Bustillo , Mar Aparicio-Sanz , Carmen Ortego-Maté","doi":"10.1016/j.nedt.2025.106593","DOIUrl":"10.1016/j.nedt.2025.106593","url":null,"abstract":"<div><h3>Background</h3><div>The development of socioemotional skills in the education of nursing students is crucial for improving the quality of care, patient safety, and job satisfaction. However, it is often observed that educational programs do not include sufficient training in these skills, which motivates the implementation of specific programs.</div></div><div><h3>Aim</h3><div>To evaluate the effectiveness of a socioemotional skills training program for nursing students.</div></div><div><h3>Design</h3><div>A convergent mixed method design.</div></div><div><h3>Settings and participants</h3><div>The study was conducted in a public nursing school the University of Cantabria. In total, 116 s-year students participated in the quantitative part of the study, of which 44 also participated in the qualitative study.</div></div><div><h3>Intervention</h3><div>The students attended a 21-h training program in socio-emotional skills through active learning methodologies, such as flipped classroom, reflective dialogue, and simulation.</div></div><div><h3>Methods</h3><div>The study consisted of two parts. First, a single-group quasi-experimental design with pretest and posttest was used. The students completed the Communication Skills Questionnaire (HABICOM). The second part consisted of a descriptive-exploratory qualitative study, in which the participants were distributed into six focus groups for in-depth analysis of their experiences and perceptions.</div></div><div><h3>Results</h3><div>The quantitative analysis indicated significant improvements in socioemotional skills post-training, particularly in non-verbal communication and information transmission. Notable improvements were observed among younger female students and those with less prior experience in socioemotional training. The qualitative findings highlighted that students valued the realism and dynamic nature of the training,</div></div><div><h3>Conclusions</h3><div>The training program effectively enhanced socioemotional skills, with significant gains noted in several key areas. The active learning strategies were particularly beneficial. Recommendations include extending program duration, incorporating more real-life cases, and increasing simulation opportunities. These insights are crucial for refining nursing education to better prepare students for the complexities of professional practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106593"},"PeriodicalIF":3.6,"publicationDate":"2025-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178158","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}
Blended learning is increasingly gaining popularity as an alternative method for delivering nursing education; however, there is no review regarding its acceptance or satisfaction among undergraduate nursing students.
Objective
This systematic review aims to thoroughly explore and summarize the literature regarding the acceptance or satisfaction of blended learning among undergraduate nursing students.
Methods
We conducted a comprehensive search of EMBASE, Cochrane, Web of Science, PubMed, and Scopus for English-language publications up to June 2024. Two researchers independently screened the literature and extracted the data.
Results
The search strategy identified 710 potentially relevant articles, from which 27 studies were ultimately included. Our findings underscore a scarcity of high-quality questionnaires assessing students' acceptance or satisfaction with blended learning. Notably, undergraduate nursing students generally express high satisfaction with blended learning. Factors influencing their acceptance or satisfaction include online platform browsing speed, teachers' abilities and instructional styles, preparation efforts, and students' information and communication technology skills.
Conclusion
Blended education holds promise as a future teaching method in nursing education, given its positive reception among undergraduate nursing students. However, this review emphasizes a significant issue: the insufficient availability of high-quality questionnaires to assess this population's acceptance or satisfaction with blended learning. Addressing this gap through further research is essential to enhance our understanding and ensure the effective implementation of blended learning in nursing education.
{"title":"Acceptance or satisfaction of blended learning among undergraduate nursing students: A systematic review of the literature","authors":"Wenjing Cao, Qi He, Qianqian Zhang, Yuan Tang, Chuan Chen, Yongmei He","doi":"10.1016/j.nedt.2025.106589","DOIUrl":"10.1016/j.nedt.2025.106589","url":null,"abstract":"<div><h3>Background</h3><div>Blended learning is increasingly gaining popularity as an alternative method for delivering nursing education; however, there is no review regarding its acceptance or satisfaction among undergraduate nursing students.</div></div><div><h3>Objective</h3><div>This systematic review aims to thoroughly explore and summarize the literature regarding the acceptance or satisfaction of blended learning among undergraduate nursing students.</div></div><div><h3>Methods</h3><div>We conducted a comprehensive search of EMBASE, Cochrane, Web of Science, PubMed, and Scopus for English-language publications up to June 2024. Two researchers independently screened the literature and extracted the data.</div></div><div><h3>Results</h3><div>The search strategy identified 710 potentially relevant articles, from which 27 studies were ultimately included. Our findings underscore a scarcity of high-quality questionnaires assessing students' acceptance or satisfaction with blended learning. Notably, undergraduate nursing students generally express high satisfaction with blended learning. Factors influencing their acceptance or satisfaction include online platform browsing speed, teachers' abilities and instructional styles, preparation efforts, and students' information and communication technology skills.</div></div><div><h3>Conclusion</h3><div>Blended education holds promise as a future teaching method in nursing education, given its positive reception among undergraduate nursing students. However, this review emphasizes a significant issue: the insufficient availability of high-quality questionnaires to assess this population's acceptance or satisfaction with blended learning. Addressing this gap through further research is essential to enhance our understanding and ensure the effective implementation of blended learning in nursing education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106589"},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177248","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 : 2025-01-27DOI: 10.1016/j.nedt.2025.106594
Yuan Hu , Shenghua Zhang , Zhanyi Tan , Min Yang , Xiufang Zhao
Objective
This study aimed to examine the current status of bullying in nursing education among clinical trainees and to assess their attitudes and practices towards such bullying.
Methods
This cross-sectional study was conducted among clinical trainees from 9 Colleges/universities between January and March 2024, using a self-designed, structured questionnaires.
Results
Out of the initial 1550 distributed questionnaires, 1457 were deemed valid for analysis. Among the respondents, 1290 (88.54 %) were female. Additionally, 362 respondents (24.85 %) reported experiencing high levels of mental stress and confusion. The mean scores for bullying status, attitudes, and practices were 13.99 ± 13.26 (possible range: 0–64), 45.95 ± 11.43 (possible range: 12–60), and 59.86 ± 17.81 (possible range: 22–110), respectively. The mediation analysis indicated that bullying status directly affected attitude (β = −0.403, P = 0.012). Bullying status (β = −0.146, P = 0.010), attitude (β = −0.305, P = 0.016), current state of mind (β = 0.095, P = 0.006), and get training on educational bullying (β = −0.088, P = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, P = 0.018).
Conclusion
Despite experiencing low-intensity bullying with significant psychological effects, clinical trainees exhibited positive attitudes and moderate practices towards addressing bullying in nursing education. These findings highlight the need for targeted anti-bullying training programs, the establishment of mentorship systems, and the implementation of institutional policies to foster a supportive and inclusive learning environment, mitigate psychological stress, and enhance trainees' educational experiences.
{"title":"Current status of bullying in nursing education among clinical trainees and their attitude and practice","authors":"Yuan Hu , Shenghua Zhang , Zhanyi Tan , Min Yang , Xiufang Zhao","doi":"10.1016/j.nedt.2025.106594","DOIUrl":"10.1016/j.nedt.2025.106594","url":null,"abstract":"<div><h3>Objective</h3><div>This study aimed to examine the current status of bullying in nursing education among clinical trainees and to assess their attitudes and practices towards such bullying.</div></div><div><h3>Methods</h3><div>This cross-sectional study was conducted among clinical trainees from 9 Colleges/universities between January and March 2024, using a self-designed, structured questionnaires.</div></div><div><h3>Results</h3><div>Out of the initial 1550 distributed questionnaires, 1457 were deemed valid for analysis. Among the respondents, 1290 (88.54 %) were female. Additionally, 362 respondents (24.85 %) reported experiencing high levels of mental stress and confusion. The mean scores for bullying status, attitudes, and practices were 13.99 ± 13.26 (possible range: 0–64), 45.95 ± 11.43 (possible range: 12–60), and 59.86 ± 17.81 (possible range: 22–110), respectively. The mediation analysis indicated that bullying status directly affected attitude (β = −0.403, <em>P</em> = 0.012). Bullying status (β = −0.146, <em>P</em> = 0.010), attitude (β = −0.305, <em>P</em> = 0.016), current state of mind (β = 0.095, <em>P</em> = 0.006), and get training on educational bullying (β = −0.088, <em>P</em> = 0.015) directly affected practice. Additionally, bullying status has an indirect effect on practice through attitude (β = 0.123, <em>P</em> = 0.018).</div></div><div><h3>Conclusion</h3><div>Despite experiencing low-intensity bullying with significant psychological effects, clinical trainees exhibited positive attitudes and moderate practices towards addressing bullying in nursing education. These findings highlight the need for targeted anti-bullying training programs, the establishment of mentorship systems, and the implementation of institutional policies to foster a supportive and inclusive learning environment, mitigate psychological stress, and enhance trainees' educational experiences.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106594"},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143177249","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 : 2025-01-27DOI: 10.1016/j.nedt.2025.106592
Congcong Wang , Akiko Kondo , Kazuko Naruse , Kosuke Niitsu , Dingyi Long
Background
Due to globalization, intercultural sensitivity is critical for nursing educators to train students for diverse cultural settings. However, research on factors influencing intercultural sensitivity among nursing educators is limited worldwide, including in Japan and China.
Aim
To compare the factors related to intercultural sensitivity among nursing educators in Japan and China.
Design
A cross-sectional international comparative study.
Settings
Nursing educators from 284 nursing universities in Japan and 303 nursing universities in mainland China.
Methods
Nursing educators with national nursing qualifications, affiliated with nursing-related departments, who taught and mentored students were included. Those who could not speak Japanese or Chinese were excluded. Participants completed an online survey that included factors related to intercultural sensitivity and the Intercultural Sensitivity Scale. A linear regression analysis was used to examine these associations. The data were collected between October and December 2023.
Results
A total of 1240 nursing educators participated. We analyzed valid data of 1236 responses (n = 1022 from Japan, n = 214 from China). Chinese participants had higher intercultural sensitivity than Japanese participants after adjusting for confounding factors. Experience in studying, researching, and training abroad were positively associated with intercultural sensitivity in both groups. For Japanese participants, cross-cultural friendships, participation in cross-cultural exchanges, and non-native language ability were positive factors. For Chinese participants, frequent use of non-native languages and having family members with foreign experience were positively correlated with intercultural sensitivity; years of full-time work were negatively correlated.
Conclusion
The study revealed the intercultural sensitivity of Chinese nursing educators was higher than that of Japanese educators. Facilitating opportunities for international studies are recommended for both Japanese and Chinese groups. Enhancing intercultural sensitivity among Japanese participants should involve promoting cross-cultural interactions, fostering cross-cultural friendships, and improving non-native language abilities. Emphasizing non-native language use could improve the intercultural sensitivity of Chinese participants.
{"title":"Intercultural sensitivity among nursing educators: Comparison between Japan and China","authors":"Congcong Wang , Akiko Kondo , Kazuko Naruse , Kosuke Niitsu , Dingyi Long","doi":"10.1016/j.nedt.2025.106592","DOIUrl":"10.1016/j.nedt.2025.106592","url":null,"abstract":"<div><h3>Background</h3><div>Due to globalization, intercultural sensitivity is critical for nursing educators to train students for diverse cultural settings. However, research on factors influencing intercultural sensitivity among nursing educators is limited worldwide, including in Japan and China.</div></div><div><h3>Aim</h3><div>To compare the factors related to intercultural sensitivity among nursing educators in Japan and China.</div></div><div><h3>Design</h3><div>A cross-sectional international comparative study.</div></div><div><h3>Settings</h3><div>Nursing educators from 284 nursing universities in Japan and 303 nursing universities in mainland China.</div></div><div><h3>Methods</h3><div>Nursing educators with national nursing qualifications, affiliated with nursing-related departments, who taught and mentored students were included. Those who could not speak Japanese or Chinese were excluded. Participants completed an online survey that included factors related to intercultural sensitivity and the Intercultural Sensitivity Scale. A linear regression analysis was used to examine these associations. The data were collected between October and December 2023.</div></div><div><h3>Results</h3><div>A total of 1240 nursing educators participated. We analyzed valid data of 1236 responses (<em>n</em> = 1022 from Japan, <em>n</em> = 214 from China). Chinese participants had higher intercultural sensitivity than Japanese participants after adjusting for confounding factors. Experience in studying, researching, and training abroad were positively associated with intercultural sensitivity in both groups. For Japanese participants, cross-cultural friendships, participation in cross-cultural exchanges, and non-native language ability were positive factors. For Chinese participants, frequent use of non-native languages and having family members with foreign experience were positively correlated with intercultural sensitivity; years of full-time work were negatively correlated.</div></div><div><h3>Conclusion</h3><div>The study revealed the intercultural sensitivity of Chinese nursing educators was higher than that of Japanese educators. Facilitating opportunities for international studies are recommended for both Japanese and Chinese groups. Enhancing intercultural sensitivity among Japanese participants should involve promoting cross-cultural interactions, fostering cross-cultural friendships, and improving non-native language abilities. Emphasizing non-native language use could improve the intercultural sensitivity of Chinese participants.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106592"},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143081880","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 : 2025-01-27DOI: 10.1016/j.nedt.2025.106597
Yun-Hsuan Lee , Yi-Lian Wu , Angela Shin-Yu Lien
Background
In the 21st century, University Social Responsibility (USR) has become increasingly formalized, highlighting the role of universities in contributing to societal development beyond teaching and research. However, in nursing education, a clear definition of social responsibility for students remains lacking. Previous research has mainly focused on classroom instruction and clinical practice, with limited emphasis on applications in rural areas with insufficient medical services.
Objective
This study aims to explore the development of professional identity through rural service courses within the framework of the university's social responsibility program. Specifically, it examines the unique learning experiences offered by the Health Program for Rural Area Children and Adolescents' Health in Taiwan. Unlike traditional clinical settings, this program offers a distinctive and engaging learning opportunity.
Design and Methods.
The study employs a comprehensive multi-method approach, integrating qualitative methods such as focus group interviews and self-reflection report analysis with a quantitative questionnaire. This combination approach aims to provide an in-depth understanding of nursing students' experiences in delivering healthcare to children and adolescents in rural areas.
Results
The analysis identifies four major themes: Realized Social Responsibility, Development of Empathy, Cultural Competence, and Professional Identity. Participation in rural service courses fosters personal growth and identity development among nursing students while also strengthening their professionalism and sense of social responsibility. The findings highlight the students' emotional and transformative journey.
Conclusion
This study underscores the significance of early exposure to diverse healthcare environments in shaping nursing students' professional identities. It strongly advocates for nursing educators, researchers, and policymakers to incorporate such experiences into nursing education programs, not only to enhance health literacy but also to advance health equity.
{"title":"Exploring the professional identity process of university social responsibility courses' rural service programs on nursing students: A multi-method research","authors":"Yun-Hsuan Lee , Yi-Lian Wu , Angela Shin-Yu Lien","doi":"10.1016/j.nedt.2025.106597","DOIUrl":"10.1016/j.nedt.2025.106597","url":null,"abstract":"<div><h3>Background</h3><div>In the 21st century, University Social Responsibility (USR) has become increasingly formalized, highlighting the role of universities in contributing to societal development beyond teaching and research. However, in nursing education, a clear definition of social responsibility for students remains lacking. Previous research has mainly focused on classroom instruction and clinical practice, with limited emphasis on applications in rural areas with insufficient medical services.</div></div><div><h3>Objective</h3><div>This study aims to explore the development of professional identity through rural service courses within the framework of the university's social responsibility program. Specifically, it examines the unique learning experiences offered by the Health Program for Rural Area Children and Adolescents' Health in Taiwan. Unlike traditional clinical settings, this program offers a distinctive and engaging learning opportunity.</div><div>Design and Methods.</div><div>The study employs a comprehensive multi-method approach, integrating qualitative methods such as focus group interviews and self-reflection report analysis with a quantitative questionnaire. This combination approach aims to provide an in-depth understanding of nursing students' experiences in delivering healthcare to children and adolescents in rural areas.</div></div><div><h3>Results</h3><div>The analysis identifies four major themes: Realized Social Responsibility, Development of Empathy, Cultural Competence, and Professional Identity. Participation in rural service courses fosters personal growth and identity development among nursing students while also strengthening their professionalism and sense of social responsibility. The findings highlight the students' emotional and transformative journey.</div></div><div><h3>Conclusion</h3><div>This study underscores the significance of early exposure to diverse healthcare environments in shaping nursing students' professional identities. It strongly advocates for nursing educators, researchers, and policymakers to incorporate such experiences into nursing education programs, not only to enhance health literacy but also to advance health equity.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106597"},"PeriodicalIF":3.6,"publicationDate":"2025-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143178153","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 : 2025-01-24DOI: 10.1016/j.nedt.2025.106590
Dolores Latugaye, Carolina Astoul Bonorino
{"title":"Development and validation of a rubric for evaluating facilitator performance in technical skills simulation-based experiences","authors":"Dolores Latugaye, Carolina Astoul Bonorino","doi":"10.1016/j.nedt.2025.106590","DOIUrl":"10.1016/j.nedt.2025.106590","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106590"},"PeriodicalIF":3.6,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076407","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 : 2025-01-23DOI: 10.1016/j.nedt.2025.106586
Michael Haslam
In this discussion paper, I take a critical approach to the use of standardised checklists in practice assessment documents as a valid method of assessing mental health nursing students in the UK. The game Bingo is applied here as a metaphor, highlighting the folly of using standardised cross-field checklists to assess mental health nursing students in practice. Such practices, I argue, amount to little more than a game of proficiency-chasing at the expense of seeking more meaningful learning experiences, especially where practice assessment documents currently prioritise physical health care skills above those required for successful mental health nursing. Furthermore, where the current path to qualification as a mental health nurse in the UK is determined by the navigation of a complex system of checklists and targets, I also argue that goalodicy (as in the goal and actions taken to achieve this becoming the focus, over the very reason the goal exists in the first place) becomes an inevitability; shortcuts justified in the name of achieving broader goals of passing a practice module and eventual qualification as a mental health nurse. This situation, I suggest serves neoliberal, capitalist systems, reinforcing the mechanisation of care while undermining the deeper relational, ethical and philosophical focus of what it means to be a mental health nurse. Alternative methods of practice-based assessments for mental health nursing are considered.
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Pub Date : 2025-01-23DOI: 10.1016/j.nedt.2025.106583
Inas D. Redjem , Arnaud Huaulmé , Pierre Jannin , Estelle Michinov
Aims
Crises in the operating room, often resulting from human factors, endangers patient safety. Simulation-based training to develop non-technical skills shows promise in managing these crises. This review examines the simulation techniques, targeted healthcare professionals, non-technical skills, crisis scenarios, and evaluation metrics used in operating room crisis management training.
Design
Systematic review.
Data sources
MEDLINE, APA PsycInfo and Web of Science databases were searched for peer-reviewed articles published between January 2004 and March 2024.
Review methods
This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol has been registered on the Open Science Framework (OSF) (https://osf.io/7bsc8). The inclusion criteria were as follows: (1) The study population comprised healthcare and medical professionals or students; (2) the intervention involved a simulated learning or training experience; (3) the outcomes focused on non-technical skills or crew resource management; (4) the training setting was the operating room (simulated or real); and (5) the learning scenarios depicted a crisis or an adverse event.
Results
This systematic review identified 29 eligible articles. The findings highlight the predominance of high-fidelity simulations, primarily targeting medical staff rather than nurses or other healthcare professionals. Training focused on communication, teamwork, situation awareness, problem solving, and decision making, with scenarios mostly addressing patient deterioration. Assessments reached up to Kirkpatrick's Level 3, demonstrating a positive training impact through learners' reactions and learning metrics rather than behavior and organizational results.
Conclusions
Despite their effectiveness, current training practices exhibit limitations. Incorporating nurses and other paramedical staff in interprofessional training, as well as emphasizing team-related scenarios and evaluating behavioral changes in practice, could enhance training effectiveness. This has implications for interprofessional healthcare education and skills transfer to real-world settings, ultimately improving patient safety.
{"title":"Crisis management in the operating room: A systematic review of simulation training to develop non-technical skills","authors":"Inas D. Redjem , Arnaud Huaulmé , Pierre Jannin , Estelle Michinov","doi":"10.1016/j.nedt.2025.106583","DOIUrl":"10.1016/j.nedt.2025.106583","url":null,"abstract":"<div><h3>Aims</h3><div>Crises in the operating room, often resulting from human factors, endangers patient safety. Simulation-based training to develop non-technical skills shows promise in managing these crises. This review examines the simulation techniques, targeted healthcare professionals, non-technical skills, crisis scenarios, and evaluation metrics used in operating room crisis management training.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Data sources</h3><div>MEDLINE, APA PsycInfo and Web of Science databases were searched for peer-reviewed articles published between January 2004 and March 2024.</div></div><div><h3>Review methods</h3><div>This systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The review protocol has been registered on the Open Science Framework (OSF) (<span><span>https://osf.io/7bsc8</span><svg><path></path></svg></span>). The inclusion criteria were as follows: (1) The study population comprised healthcare and medical professionals or students; (2) the intervention involved a simulated learning or training experience; (3) the outcomes focused on non-technical skills or crew resource management; (4) the training setting was the operating room (simulated or real); and (5) the learning scenarios depicted a crisis or an adverse event.</div></div><div><h3>Results</h3><div>This systematic review identified 29 eligible articles. The findings highlight the predominance of high-fidelity simulations, primarily targeting medical staff rather than nurses or other healthcare professionals. Training focused on communication, teamwork, situation awareness, problem solving, and decision making, with scenarios mostly addressing patient deterioration. Assessments reached up to Kirkpatrick's Level 3, demonstrating a positive training impact through learners' reactions and learning metrics rather than behavior and organizational results.</div></div><div><h3>Conclusions</h3><div>Despite their effectiveness, current training practices exhibit limitations. Incorporating nurses and other paramedical staff in interprofessional training, as well as emphasizing team-related scenarios and evaluating behavioral changes in practice, could enhance training effectiveness. This has implications for interprofessional healthcare education and skills transfer to real-world settings, ultimately improving patient safety.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106583"},"PeriodicalIF":3.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143069637","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 : 2025-01-23DOI: 10.1016/j.nedt.2025.106587
Sally Mohammed Farghaly Abdelaliem , Dalia Khalid Alsleem , Sara Khaled Aladdad , Aldanah Saif Alqahtani , Rahha Khalef Alenazi , Maha Ghazi Alotaibi , Hadeel Khalid Oqailan , Lujain Bandar Almarshad
Background
The transition from nursing student to practitioner can be a difficult and stressful period marked by a lack of confidence and practical skills. To bridge this theory-practice gap and ensure successful integration into the workforce, preceptorship programs are essential. By providing experienced mentors and role models, preceptors can equip new nurses with the necessary skills, boost their confidence, and ultimately contribute to a smoother transition and a more prepared nursing workforce.
Aim
Examine the relationship between practical skills confidence and readiness for transition to practice among nursing internship students through exploring the mediating role of preceptorship.
Design
This was a descriptive correlational study.
Participants
A convenience sample of 100 internship nursing students from College of Nursing at a selected governmental University in Riyadh were included in the study.
Methods
The study participants responded to an electronic Casey-Fink Graduate Nurse Experience Survey validated survey. Descriptive and inferential statistics were used to explore results and examine the relationships between study variables.
Results
About half of the study sample (53 %) had low level of perception regarding the role transition experience with a mean score of 3.01 ± 0.39. As well as more than two thirds of the participated internship nursing students (62 %) had a moderate level of perception regarding the preceptorship role with a mean score of 3.13 ± 0.57. Furthermore, more than half of the study participants (57 %) had high confidence in their practical skills with a mean score of 2.12 ± 0.48. In addition, the study results verified that there was a highly significant correlation between the internship nursing students' practical skills confidence, their readiness for transition to practice and role of preceptorship (P < 0.001). According to the SEM, internship nursing students' perception regarding preceptorship role accounted for 98 % of the variance in internship nursing students transition to practice and 88 % of the variance in their confidence level of their practical skills.
Conclusion
Internship nursing students' perception regarding the role of preceptorship regarding is an important predictor of the success of their transition to practice and it affect on improving their confidence level of their practical skills.
{"title":"The relationship between practical skills confidence and readiness for transition to practice among nursing internship students: Exploring the mediating role of preceptorship","authors":"Sally Mohammed Farghaly Abdelaliem , Dalia Khalid Alsleem , Sara Khaled Aladdad , Aldanah Saif Alqahtani , Rahha Khalef Alenazi , Maha Ghazi Alotaibi , Hadeel Khalid Oqailan , Lujain Bandar Almarshad","doi":"10.1016/j.nedt.2025.106587","DOIUrl":"10.1016/j.nedt.2025.106587","url":null,"abstract":"<div><h3>Background</h3><div>The transition from nursing student to practitioner can be a difficult and stressful period marked by a lack of confidence and practical skills. To bridge this theory-practice gap and ensure successful integration into the workforce, preceptorship programs are essential. By providing experienced mentors and role models, preceptors can equip new nurses with the necessary skills, boost their confidence, and ultimately contribute to a smoother transition and a more prepared nursing workforce.</div></div><div><h3>Aim</h3><div>Examine the relationship between practical skills confidence and readiness for transition to practice among nursing internship students through exploring the mediating role of preceptorship.</div></div><div><h3>Design</h3><div>This was a descriptive correlational study.</div></div><div><h3>Participants</h3><div>A convenience sample of 100 internship nursing students from College of Nursing at a selected governmental University in Riyadh were included in the study.</div></div><div><h3>Methods</h3><div>The study participants responded to an electronic Casey-Fink Graduate Nurse Experience Survey validated survey. Descriptive and inferential statistics were used to explore results and examine the relationships between study variables.</div></div><div><h3>Results</h3><div>About half of the study sample (53 %) had low level of perception regarding the role transition experience with a mean score of 3.01 ± 0.39. As well as more than two thirds of the participated internship nursing students (62 %) had a moderate level of perception regarding the preceptorship role with a mean score of 3.13 ± 0.57. Furthermore, more than half of the study participants (57 %) had high confidence in their practical skills with a mean score of 2.12 ± 0.48. In addition, the study results verified that there was a highly significant correlation between the internship nursing students' practical skills confidence, their readiness for transition to practice and role of preceptorship (<em>P</em> < 0.001). According to the SEM, internship nursing students' perception regarding preceptorship role accounted for 98 % of the variance in internship nursing students transition to practice and 88 % of the variance in their confidence level of their practical skills.</div></div><div><h3>Conclusion</h3><div>Internship nursing students' perception regarding the role of preceptorship regarding is an important predictor of the success of their transition to practice and it affect on improving their confidence level of their practical skills.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106587"},"PeriodicalIF":3.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143076478","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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