Nurse Education Today最新文献_第5页

Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety 护士学者与本科护理计算教学：关于自我报告的信心和焦虑的横断面研究

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-22 DOI: 10.1016/j.nedt.2024.106422

Christine MINTY-WALKER , Jim PETTIGREW , Leanne RYLANDS , Leanne HUNT , Nathan J. WILSON

Background

Numeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied.

Aim

To explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students.

Design

Cross-sectional survey.

Setting

Australian universities that provide an undergraduate nursing degree leading to nursing registration.

Participants

Australian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students.

Methods

A combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform.

Results

Almost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted.

Conclusions

A significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.

背景算术和数学是可能引起焦虑的术语，不仅学生会有这种情绪，教师也会有。焦虑会抑制教师的工作表现，并与自信心不足有关。学校教师在教授数学时感受到的焦虑被广泛报道，然而，在向护理专业本科生教授计算概念时，护士学者自我报告的自信和焦虑水平却从未被研究过。目的探讨和分析澳大利亚护士学者在向护理专业本科生教授护理计算概念时自我报告的自信和焦虑水平。参与者澳大利亚护士学者，他们或长期全职或兼职；或临时/兼职；或定期合同，向护理本科生教授护理计算和药物计算。数据收集时间为 2023 年 11 月至 2024 年 2 月，采用的是在线调查平台。结果近 50% 的参与者自称在教授护理计算时感到不自信或有点自信，以及非常焦虑或有点焦虑。根据人口统计学变量，总体信心和焦虑没有明显差异，这表明这是一个普遍问题。结论有相当一部分学生在接受护士学者的护理计算教学时缺乏信心并感到焦虑，这种焦虑会转移给学生，影响学习和成绩。其下游后果可能是学生计算能力低下，患者安全受损。减少学校教师焦虑的有效策略可用于支持护士学者。

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引用次数: 0

Effect of theme game-based learning on psychiatric violence risk assessment and response knowledge, skills, and self-confidence of nursing students: A randomized controlled trial 主题游戏式学习对护理专业学生精神暴力风险评估与应对知识、技能和自信心的影响：随机对照试验

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-19 DOI: 10.1016/j.nedt.2024.106419

Jinmei Zhao , Gang Zeng , Xinmiao Chen , Jiawei Huang , Zhichun Xia , Rongyu Liang , Thomas Wong , Yun Gao

Background

Theme game-based learning has the potential to enrich student learning experiences, leading to improved learning outcomes. Yet, there remains a research gap regarding its application in addressing psychiatric violence, leaving uncertainties about the comparative advantages of theme game-based learning over situational simulation learning strategies.

Objectives

The goal was to measure the effect of integrating theme game-based learning into psychiatric violence risk assessment and response training on nursing student psychiatric violence-related knowledge, skills, and self-confidence.

Design

This study was a randomized controlled, pre-test, and post-test trial.

Setting

The study was conducted at a medical university in Guangzhou, Guangdong, China.

Participants

There were 103 third-year nursing undergraduates (intervention group = 51, control group = 52) in the study.

Methods

An Objective Structured Clinical Exam and the Workplace Violence Management Ability Assessment Questionnaire for Intern Nursing Students were used to assess student skills. The knowledge test and the Confidence in Coping with Patient Aggression Instrument were used to measure student knowledge and self-confidence level before and after intervention.

Results

Nursing students in the theme game-based group demonstrated significantly superior skills and confidence in violence risk assessment and response compared with students in the situational simulation group (p < 0.001, p = 0.039, p = 0.006, respectively). However, there was no significant difference in knowledge of violence risk assessment and response between the two groups (p = 0.510).

Conclusion

Theme game-based learning in psychiatric violence risk assessment and response training appeared effective in enhancing the violence management abilities of nursing students.

背景基于主题的游戏式学习有可能丰富学生的学习体验，从而提高学习效果。目标测量将主题游戏式学习融入精神暴力风险评估和应对培训对护生精神暴力相关知识、技能和自信心的影响。方法采用客观结构化临床考试和实习护生工作场所暴力管理能力评估问卷来评估学生的技能。结果与情景模拟组的学生相比，主题游戏组的护理学生在暴力风险评估和应对方面的技能和信心明显优于情景模拟组的学生（分别为 p < 0.001、p = 0.039、p = 0.006）。结论基于主题游戏的精神科暴力风险评估与应对培训似乎能有效提高护理专业学生的暴力管理能力。

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引用次数: 0

Retraction notice to "Development and evaluation of a second victim training course for nursing managers" [Nurse Education Today 142 (2024) 106357] 护理管理者二次伤害培训课程的开发与评估》[Nurse Education Today 142 (2024) 106357]撤稿通知。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-19 DOI: 10.1016/j.nedt.2024.106416

Rong-Rong Huang , Yu-Sheng Xie , Gui-Ru Chen , Ling-Zhi Shu , Xiao-Min Ding , Shi-Hua Pan

引用次数: 0

Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic 在具有挑战性的情况下培养护理专业毕业班学生抗压能力的因素：从 COVID-19 大流行中汲取的经验教训

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-19 DOI: 10.1016/j.nedt.2024.106417

Blanca Goni-Fuste , Leandra Martin-Delgado , Maria Llistosella , Laia Wennberg-Capellades , María Luisa Martin-Ferreres , Cristina Monforte-Royo , Pilar Fuster-Linares , María Angeles de Juan-Pardo

Background

During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable.

Aim

To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic.

Design

Descriptive qualitative study with thematic analysis.

Participants

Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students.

Methods

Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1.

Results

The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences.

Conclusion

The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.

背景在COVID-19大流行的第一波中，我国护理专业的应届毕业生自愿加入医疗卫生队伍，他们面临着巨大的挑战。目的探讨在COVID-19大流行的第一波中加入医疗卫生队伍的应届毕业生中促进复原力的因素。方法在 2021 年 1 月和 2 月期间进行了 22 次半结构化访谈。访谈由护理专业学生进行，作为其毕业论文的一部分，并由一名具有定性数据收集方法经验的研究人员指导。结果分析揭示了两个主要的主题，描述了刚毕业的护士对作为护理专业毕业班学生在一线工作时培养抗压能力的因素的看法：(结论识别和使用个人资源、他人的认可和支持、引导反思和分享同伴经验似乎是帮助护理专业学生在面临挑战时培养抗逆力的关键因素。在护士教育课程中推广这些因素将有助于确保未来的专业人员做好更充分的准备，以应对护士在其职业生涯早期的临床实践中所面临的挑战。

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引用次数: 0

Norwegian nursing students' experience of international clinical placement abroad: A qualitative study 挪威护理专业学生的海外国际临床实习经历：定性研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-19 DOI: 10.1016/j.nedt.2024.106420

Christine Grave Meyer , Margrethe Bakstad Søvik , Benedicte Sørensen Strøm

Background

For several years, the Norwegian government's goal has been that half of those who complete a degree in Norwegian higher education, should have had a study period abroad. This also applies to undergraduate nursing students. Nurse education programs in Norway often offer clinical practice abroad in order for their students to gain experience from another country's health care system. There is a knowledge gap in the literature on how Norwegian nursing students' experience their study period and internships abroad.

Objective

The aim of the study was to explore Norwegian undergraduate nursing students' experiences of their clinical practice abroad.

Design

A descriptive and exploratory qualitative study.

Setting and participants

Nursing students were recruited from one specialized university in Norway.

Nine students were interviewed.

Method

Three focus groups were conducted via the online platform Zoom with nursing students who had their clinical practice abroad during their bachelor's degree. The interviews were conducted in June 2020. The collected data were analyzed using thematic reflective analysis inspired by Braun and Clarke.

Results

Four themes were developed from the analysis: 1) Motivation for studying abroad, 2) Professional and personal development, 3) Different nursing role and 4) Different supervisor role.

Conclusion

Students provided valuable insight from their experiences of studying abroad. The study highlights that there were other learning opportunities abroad than in Norway, but that the learning approach was somehow different and that it made the students take more initiative thus becoming more independent. The nursing role was different from what they were used to in Norway. In general, the Norwegian students experienced the nurse role abroad as more medical oriented. In addition, in countries like India, Spain and Cuba the family was taking a greater part of the care of people's basic needs.

背景介绍多年来，挪威政府的目标一直是，在挪威高等教育机构完成学业的学生中，半数应在国外学习过一段时间。这也适用于护理专业的本科生。挪威的护士教育课程通常提供海外临床实践，以便让学生从另一个国家的医疗保健系统中获得经验。关于挪威护理专业学生如何体验国外学习和实习期的文献资料尚属空白：本研究旨在探讨挪威护理专业本科生的海外临床实习经历：设计：描述性和探索性定性研究：研究地点和参与者：从挪威一所专科大学招募护理专业学生。九名学生接受了访谈：方法：通过在线平台 Zoom 与本科期间在国外进行临床实践的护理专业学生进行了三次焦点小组讨论。访谈于 2020 年 6 月进行。受布劳恩（Braun）和克拉克（Clarke）的启发，采用主题反思分析法对收集到的数据进行了分析：分析得出了四个主题：1）留学动机；2）专业和个人发展；3）不同的护理角色；4）不同的导师角色：学生们从自己的留学经历中提出了宝贵的见解。研究强调，与挪威相比，国外也有其他学习机会，但学习方法有所不同，这使学生更加主动，从而变得更加独立。护理角色与他们在挪威所习惯的不同。总的来说，挪威学生认为国外的护士角色更偏向于医疗。此外，在印度、西班牙和古巴等国，家庭在照顾人们的基本需求方面发挥着更大的作用。

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引用次数: 0

Attitudes towards people living with HIV/AIDS through the EAPVVS-E: A descriptive analysis in nursing students 通过 EAPVVS-E 对艾滋病毒/艾滋病感染者的态度：对护理专业学生的描述性分析

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-18 DOI: 10.1016/j.nedt.2024.106418

María Gázquez-López , María Adelaida Álvarez-Serrano , Adelina Martín-Salvador , María Ángeles Pérez-Morente , Inmaculada García-García , Alberto González-García , Encarnación Martínez-García

Background

Despite advances in antiretroviral treatment, stigma towards people with HIV/AIDS continues to exist. Nursing students, as future key players in health care, must advocate for the elimination of stigma through education, empathy and the creation of a supportive environment. This holistic approach is crucial to improving their quality of life and moving towards the eradication of HIV/AIDS.

Aim

To identify nursing students' attitudes towards people living with HIV or AIDS and their relationship with sociodemographic and academic-cultural variables of the participants.

Design

A cross-sectional study was performed.

Settings

The research was carried out in the Nursing Degree of the Faculty of Health Sciences of the Ceuta Campus of the University of Granada.

Participants

Convenience sampling was used to recruit 284 students of the degree in Nursing.

Methods

Data were collected voluntarily and on an anonymous basis, using the “Attitudes Towards People Living with HIV/AIDS Scale in Nursing Students”. Bivariate and multivariate analyses were performed.

Results

Factors 1 (Professional Practice), 2 (Social Integration) and 3 (Partner and Family) exhibited mean scores considered to be favourable attitudes (>4 points). In contrast, Factor 4, called Benevolent Stigma, had a mean score of 3.68 ± 0.97. Religious beliefs, academic year, sexual orientation, academic practices and age are considered influential variables in the different factors.

Conclusions

Nursing students present attitudes with favourable scores. However, these results highlight the importance of influencing the different factors, especially in the second year of the Bachelor's Degree in Nursing in our sample. Thus, an educational intervention in this area would be necessary to reinforce the values of humanised care.

背景尽管抗逆转录病毒治疗取得了进展，但对艾滋病毒/艾滋病感染者的歧视依然存在。护理专业学生作为未来医疗保健领域的主要参与者，必须通过教育、同情和创造支持性环境来倡导消除对艾滋病病毒/艾滋病患者的歧视。这种全面的方法对于提高他们的生活质量和根除艾滋病病毒/艾滋病至关重要。研究在格拉纳达大学休达校区健康科学学院的护理专业进行。方法采用 "护理专业学生对艾滋病毒/艾滋病感染者的态度量表"，以匿名方式自愿收集数据。结果因子 1（专业实践）、因子 2（社会融合）和因子 3（伴侣和家庭）的平均得分被认为是积极态度（4 分）。相比之下，被称为 "善意污名 "的因子 4 的平均得分为 3.68 ± 0.97。宗教信仰、学年、性取向、学术实践和年龄被认为是不同因素中的影响变量。然而，这些结果凸显了影响不同因素的重要性，尤其是在我们的样本中护理学学士学位的第二年。因此，有必要在这一领域采取教育干预措施，以加强人性化护理的价值观。

{"title":"Attitudes towards people living with HIV/AIDS through the EAPVVS-E: A descriptive analysis in nursing students","authors":"María Gázquez-López , María Adelaida Álvarez-Serrano , Adelina Martín-Salvador , María Ángeles Pérez-Morente , Inmaculada García-García , Alberto González-García , Encarnación Martínez-García","doi":"10.1016/j.nedt.2024.106418","DOIUrl":"10.1016/j.nedt.2024.106418","url":null,"abstract":"<div><h3>Background</h3><div>Despite advances in antiretroviral treatment, stigma towards people with HIV/AIDS continues to exist. Nursing students, as future key players in health care, must advocate for the elimination of stigma through education, empathy and the creation of a supportive environment. This holistic approach is crucial to improving their quality of life and moving towards the eradication of HIV/AIDS.</div></div><div><h3>Aim</h3><div>To identify nursing students' attitudes towards people living with HIV or AIDS and their relationship with sociodemographic and academic-cultural variables of the participants.</div></div><div><h3>Design</h3><div>A cross-sectional study was performed.</div></div><div><h3>Settings</h3><div>The research was carried out in the Nursing Degree of the Faculty of Health Sciences of the Ceuta Campus of the University of Granada.</div></div><div><h3>Participants</h3><div>Convenience sampling was used to recruit 284 students of the degree in Nursing.</div></div><div><h3>Methods</h3><div>Data were collected voluntarily and on an anonymous basis, using the “Attitudes Towards People Living with HIV/AIDS Scale in Nursing Students”. Bivariate and multivariate analyses were performed.</div></div><div><h3>Results</h3><div>Factors 1 (Professional Practice), 2 (Social Integration) and 3 (Partner and Family) exhibited mean scores considered to be favourable attitudes (>4 points). In contrast, Factor 4, called Benevolent Stigma, had a mean score of 3.68 ± 0.97. Religious beliefs, academic year, sexual orientation, academic practices and age are considered influential variables in the different factors.</div></div><div><h3>Conclusions</h3><div>Nursing students present attitudes with favourable scores. However, these results highlight the importance of influencing the different factors, especially in the second year of the Bachelor's Degree in Nursing in our sample. Thus, an educational intervention in this area would be necessary to reinforce the values of humanised care.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106418"},"PeriodicalIF":3.6,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S0260691724003289/pdfft?md5=533431ed8b727b9ff68448944291708b&pid=1-s2.0-S0260691724003289-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142310936","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}

引用次数: 0

Defining evidence-based nursing practice: An interpretative phenomenological study 定义循证护理实践：一项解释性现象学研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-17 DOI: 10.1016/j.nedt.2024.106400

Kartian Ka Chun Cheung , Jing Jing Su , Ladislav Batalik

Background

Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear.

Aim

To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum.

Design

This study used an interpretive phenomenological qualitative study design.

Settings and participants

Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong.

Methods

Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process.

Results

Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is ‘identifying a reliable learning source’, by which they can ‘rationalize their nursing practice’, and enabling them to ‘establish care standard through critical thinking’, and eventual ‘fostering their professionalism’ to improve health outcomes and reduce potential harms.

Conclusion

Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP.

背景：循证护理实践（EBNP）已被视为护理实践和教育的核心能力。目的：探讨注册前护理专业学生在参加临床实践时如何定义循证护理实践以及如何将证据转化为护理实践：本研究采用解释性现象学定性研究设计：方法：通过半结构式访谈收集数据：方法：通过半结构式深度访谈获得数据，并按照解释现象学分析指南，使用循环编码过程对数据进行分析：结果：护生对循证护理的定义出现了四个主题，强调循证护理是 "确定可靠的学习来源"，通过它他们可以 "合理安排护理实践"，使他们能够 "通过批判性思维建立护理标准"，并最终 "培养他们的专业精神"，以改善健康结果和减少潜在的伤害：护理专业学生将循证护理实践定义为实习过程中的核心能力，使他们能够在专业上学习和成长，并普遍渴望获得资格、应对疑问和改善患者预后。他们认识到识别证据的挑战，并强调以保守的方法验证证据，以避免对患者造成伤害。学生在观察学校未教授的程序时，对指导教师的 EBNP 表示怀疑，这就需要课程模式培养学生应用和评估证据的技能，以及指导教师合理化和示范 EBNP 的能力。

{"title":"Defining evidence-based nursing practice: An interpretative phenomenological study","authors":"Kartian Ka Chun Cheung , Jing Jing Su , Ladislav Batalik","doi":"10.1016/j.nedt.2024.106400","DOIUrl":"10.1016/j.nedt.2024.106400","url":null,"abstract":"<div><h3>Background</h3><div>Evidence-based nursing practice (EBNP) has been regarded core competencies in nursing practice and education. Defining evidence-based nursing practice and translating evidence into nursing practice by nursing students who are green to clinical practice in their education journey remain unclear.</div></div><div><h3>Aim</h3><div>To explore how pre-registered nursing students define and characterize evidence-based nursing practice as they participate in their clinical practicum.</div></div><div><h3>Design</h3><div>This study used an interpretive phenomenological qualitative study design.</div></div><div><h3>Settings and participants</h3><div>Twenty nursing students were interviewed for their clinical practicum experience from four universities, one nursing college and one hospital-based nursing school in Hong Kong.</div></div><div><h3>Methods</h3><div>Data was generated through semi-structured in-depth interview and analyzed following interpretative phenomenological analysis guidelines, using a cyclical coding process.</div></div><div><h3>Results</h3><div>Four themes emerged regarding nursing students' definition of EBNP, highlighting that EBNP is ‘identifying a reliable learning source’, by which they can ‘rationalize their nursing practice’, and enabling them to ‘establish care standard through critical thinking’, and eventual ‘fostering their professionalism’ to improve health outcomes and reduce potential harms.</div></div><div><h3>Conclusion</h3><div>Nursing students defined and characterized evidence-based nursing practice as core competencies in accompany their practicum that enables them to learn and grow professionally with a universal desire to be qualified, cope with doubt, and improve patient outcome. They recognized the challenges in identifying evidence and emphasized conservative approach to validate the evidence to avoid patient harm. Students expressed doubt towards their instructors EBNP when observing procedures untaught at school, which requires the curriculum model to foster students' skills in applying and appraising evidence and instructors' capacity to rationalize and role model EBNP.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"144 ","pages":"Article 106400"},"PeriodicalIF":3.6,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142309074","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}

引用次数: 0

Nursing students' attitudes and beliefs towards addressing sexual health: A multicentre study and latent class analysis 护理专业学生对解决性健康问题的态度和信念：多中心研究和潜类分析

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-16 DOI: 10.1016/j.nedt.2024.106415

Dragana Milutinović , Ludmila Marcinowicz , Aurelija Blaževičienė , Barbara Politynska-Lewko , Aurika Vanckavičienė , Nina Brkić Jovanović

Background

To provide competent and respectful sexual health care, a critical and comprehensive assessment of students' attitudes towards sexuality is needed, which implies using reliable and valid questionnaires.

Aim

To assess whether the extended version of the Students Attitude Towards Addressing Sexual Health (SA-SH-Ext) provides different, additional information about students' attitudes towards providing sexual healthcare compared to the Sexual Attitude and Beliefs Survey (SABS), to explore SA-SH-Ext potential response patterns through latent class analysis and to assess students' attitudes towards providing sexual healthcare and evaluate the differences in their attitudes to the cultural background and sociodemographic characteristics.

Design

Multicentre, descriptive, analytical, comparative, and correlational cross-sectional study at three nursing faculties.

Participants

Nursing students n = 514 (Serbia n = 180, Poland n = 150 and Lithuania n = 184).

Methods

A general questionnaire for obtaining sociodemographic data, SA-SH-Ext and SABS were used as students' report measures.

Results

One part of the variance of each instrument does not overlap with the other, indicating that these instruments, in addition to the shared variance, provide different, additional information. A solution with three latent classes was found in the domain of responses to the SA-SH-Ext items. The response pattern placed nursing students in the class Comfortable and prepared in some situations, and the SABS score revealed students' moderately positive attitudes towards providing sexual healthcare. Significantly more conservative attitudes were demonstrated by students from Poland, those identifying their religious affiliation as Catholic and females, while first-year students showed more positive attitudes than those in later years of study.

Conclusions

The SA-SH-Ext and SABS enable a reliable and quick assessment of nursing students' comfort and competence in providing sexual healthcare. However, the differences in students' attitudes towards sexuality concerning belonging to a specific group imply a need for curriculum redesign and facilitating students to be more open to communication about sexuality with people with mental illnesses and intellectual and physical disabilities.

为了提供合格的、受人尊重的性健康护理，需要对学生的性态度进行批判性的全面评估，这意味着要使用可靠有效的调查问卷。

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引用次数: 0

Challenges, support, and strategies concerning learning among nursing students who have English as an additional language: A meta-synthesis 以英语作为额外语言的护理专业学生在学习方面面临的挑战、支持和策略：元综合

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-16 DOI: 10.1016/j.nedt.2024.106408

Cheng Cheng , Qinling Wang , Jie Bai , Martin Christensen

Aims

While studies regarding the learning experiences of international nursing students are increasing, a summary of previous evidence about the challenges, support, and strategies to learning in those students was scarce. The current review was to examine the qualitative literature exploring challenges, support, and strategies for learning in nursing students who have English as an additional language.

Design

A meta-synthesis.

Methods

A search for relevant reports published between January 2000 and July 2023 was conducted across four electronic databases. Reports focusing on learning experiences among EAL nursing students were eligible for inclusion. Qualitative data were analyzed using the thematic analysis technique and all included reports were appraised by the CASP checklist.

Results

A total of 16 reports were included. The results exhibited that EAL nursing students faced multiple challenges like language barriers, balancing responsibilities, immigration issues, and more, but might benefit from a range of support systems and employ various strategies that enhance their skills and lead to academic success.

Conclusions

This meta-synthesis on EAL nursing students highlighted their complex academic journey with unique barriers, support systems, and strategies employed to achieve success. The findings also underscored a need for tailored support and inclusive curricula to address their unique needs, fostering an equitable learning environment and enabling their full academic potential in this population.

尽管有关国际护理专业学生学习经验的研究越来越多，但有关这些学生在学习中遇到的挑战、支持和策略的证据总结却很少。本次综述旨在研究定性文献，探讨英语作为额外语言的护理专业学生在学习中遇到的挑战、支持和策略。

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引用次数: 0

Development and validation of a competency evaluation index system for nurse endoscopists with different stages performing endoscopy nursing in China: A modified Delphi study 中国不同阶段内镜护理护士能力评价指标体系的开发与验证：改良德尔菲研究

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2024-09-16 DOI: 10.1016/j.nedt.2024.106411

Liangyu Fang , Bingbing Wu , Peipei Wang , Laijuan Chen , Yinchuan Xu

Background

The advancement of endoscopic techniques has resulted in an increasing need for comprehensive competency in endoscopy nursing. However, there is currently no unified competency evaluation index system for nurse endoscopists in China.

Aims

To develop and validate of a competency evaluation index system for nurse endoscopists with different stages performing endoscopy nursing in China.

Design

A modified Delphi study.

Settings

Data were collected in a medical university affiliated hospital.

Participants

A total of 569 participants in different fields were included at various phases of this research.

Methods

The preliminary indicators were designed after conducting a literature review, semi-structured interviews and questionnaires. Two rounds of correspondence with 30 experts using the Delphi method were conducted to evaluate the content of the index followed by reliability and validity tests. The competency evaluation index system for nurse endoscopists at different stages was developed through expert meetings based on the Delphi consultation results according to the novice-to-expert model.

Results

After two rounds of Delphi method consultation, we have established 4 first-level indicators (‘Cognitive skill’, ‘Practice professional skills’, ‘Professional development skills’ and ‘Personal characteristics and inner qualities’) and 21 s-level indicators, which are the detailed description of first-level indicators. According to the index weight analysis, the four first-level indicators are ranked from the largest to the smallest as practical professional skills, cognitive skills, professional development skills, personal characteristics and intrinsic qualities. Three different stages of nurse endoscopists competency evaluation forms and criteria were developed: primary stage (New skilled), intermediate stage (Capable) and advanced stage (Expert).

Conclusions

The establishment of a competency evaluation index system based on the novice-to-expert model can accurately assess competency levels and help to effectively train the nurse endoscopists at different stages. Future research should focus on imbedding these competencies in nurse education.

背景随着内镜技术的发展，对内镜护理人员综合能力的要求也越来越高。方法通过文献综述、半结构式访谈和问卷调查，初步设计指标体系。采用德尔菲法与 30 位专家进行了两轮通信，对指标内容进行了评估，随后进行了信度和效度测试。结果经过两轮德尔菲法咨询，我们建立了4个一级指标（"认知技能"、"实践专业技能"、"专业发展技能 "和 "个人特征与内在素质"）和21个s级指标，这21个s级指标是对一级指标的详细描述。根据指标权重分析，四个一级指标从大到小依次为实践专业技能、认知技能、专业发展技能、个人特征和内在素质。结论建立基于从新手到专家模型的能力评价指标体系，能准确评价内镜护士的能力水平，有助于有效培养不同阶段的内镜护士。未来的研究应侧重于将这些能力纳入护士教育。

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引用次数: 0