Nurse Education Today最新文献

Background

Empathy is at the core of patient-centred care. Evidence has continually found that empathy helps foster therapeutic relationships and is essential in the delivery of quality healthcare. In India, many factors are barriers to empathy for nursing professionals.

Objectives

• 1.

  To design and test a game for Indian nurses to practice empathy.

• 2.

  To develop and test reliability of a learner feedback form

• 3.

  To test the impact of the game on the empathy of nurses

Design and methods

The IDEO design thinking process was followed to design the game. A focus group discussion with 18 nurses helped identify relevant scenarios and barriers to empathy. A scenario of an interaction between a nurse and a cancer patient was identified to create the game. The game mechanics, rubrics, and scenarios were built based on feedback from diverse professionals consisting of doctors, nurses, and UX designers. A learner feedback form assessing usability, contextual specificity, engagement, and perceived learnability was created and its reliability was tested. The game was tested on 60 nurses, followed by administration of the learner feedback form. To assess changes in empathy, an empathy scale was administered before the intervention and seven days after the intervention on 20 nurses.

Results

The learner feedback form was found to have Cronbach's Alpha >0.70, and therefore reliable. The responses to the learner feedback form were analysed using the Chi Square test and were found to be positive and statistically significant (p-value<0.001).

The differences in pretest and posttest empathy scores were analysed using the Wilcoxon Signed Ranks test and were found to be statistically significant as well (p-value<0.001).

Conclusions

The positive response to the learner feedback form, and the improvement in empathy scores after the intervention, indicates that games have a potential role in teaching empathy to Nursing Professionals.

Background

Aim

Methods

Results

Conclusions

Background and aim

Academic writing is essential to achieve success for doctoral students and is often linked to their academic identity, which could provoke negative emotions leading to the risk of burnout and dropping out of their studies. Although academic writing is a substantial part of doctoral students' learning journey, there are no existing recommendations to guide the provision of effective support addressing nursing and midwifery doctoral students' needs in academic writing. This review aims to identify the key considerations that could facilitate education facilities and educators to provide effective support for academic writing among nursing and midwifery doctoral students, fostering a supportive environment for guidance and development.

Design

The review team was co-led by two doctoral students and two academics with all the team members being doctoral students at the School of Nursing and Midwifery in a research-intensive university. Seven databases were searched in February 2022 with an updated search conducted in July 2023. This review was guided by the methodological framework for scoping reviews: PRISMA for Scoping Review Checklist and Joanna Briggs Institute (JBI) Manual for Evidence Synthesis. A narrative synthesis was conducted to analyse the data.

Results

A total of 11 papers were included. Six key considerations for developing effective academic writing support were identified including modes of delivery; barriers to writing; accountability and productivity; building group identity, collegiality and a sense of community; peer review, and behavioural change in writing practice.

Conclusions

Findings highlighted that both face-to-face and online writing support groups enhance doctoral students' motivation and confidence in writing. The opportunity of active engagement, sharing writing commitments and short bursts of writing practice is pivotal in promoting doctoral students' writing productivity and satisfaction resulting in a higher on-time completion rate. Future studies should focus on the nursing and midwifery students' educational needs in academic writing.

Background

Unmanaged interpersonal conflicts emerge as significant obstacles for the nursing team during daily duties. Observations and discussions with nursing undergraduate students determined the need to explore their perspectives on conflict management in greater depth.

Objective

To investigate the perspectives of senior undergraduate nursing students on conflicts experienced by nurses during clinical practice, as well as the strategies employed to manage these conflicts.

Design

This is a qualitative descriptive study.

Participants

The study involved written interviews with 31 senior undergraduate nursing students from a university in Istanbul, Türkiye.

Methods

Data were collected between November 23, 2023, and December 4, 2023. Thematic analysis was used.

Results

Four themes emerged: (1) Causes of conflicts, (2) Methods for resolving conflicts, (3) Nurse managers' approaches, and (4) Student learning through observation. The themes were organized under 13 sub-themes: ineffective communication, absence of a singular goal, misunderstanding in role boundaries, and lack of professionalism (first theme); transparent communication, absolute loss, integration, and softening (second theme); autonomy in conflict resolution and seeking other professionals to manage conflicts (third theme); positive side of the conflict, negative side of the conflict, and how I would act if I were the nurse manager (fourth theme).

Conclusions

Nursing students know that staff nurses and nurse managers play crucial roles in conflict management. Communication issues were identified as significant causes of conflicts. Open communication and the active involvement of nurse managers were determined as essential for effective conflict resolution. Positive outcomes of conflicts included changes in attitudes; however, conflicts were also acknowledged as contributors to workplace stress. The study underscores the importance of equipping nurses with conflict resolution skills through practical educational approaches.

Background

The escalating global nursing shortage, fueled by the migration of healthcare professionals from resource-constrained nations to those with greater economic prosperity, presents a formidable challenge to healthcare systems worldwide. Nepal, grappling with a significant brain drain of its nursing workforce, serves as a poignant illustration of this phenomenon. The departure of skilled nurses not only jeopardizes the country's healthcare quality but also underscores the urgent need to address the underlying educational and systemic deficiencies contributing to this trend.

Aim

The study aims to explore the early formation of migration intentions among undergraduate nursing students in Nepal and identify key factors influencing their decision to pursue opportunities abroad.

Design

A descriptive qualitative research design.

Settings

The study was conducted at two urban nursing colleges in Nepal.

Participants

Seventeen nursing students in their final year of undergraduate studies.

Methods

Data were collected via semi-structured interviews and analyzed using thematic analysis.

Results

The thematic analysis unearthed four principal themes: (1) Aspirations Beyond Borders: Structural and Systemic Catalysts; (2) Navigating Personal Ambitions; (3) Socio-Political Currents Influencing Career Pathways; (4) Economic Incentives and Realities: Weighing the Prospects.

Conclusion

The study's findings highlight the need for systemic changes to retain nursing professionals in Nepal. There is a significant gap between policy initiatives aimed at improving the status of nursing and the persistent challenges nursing students face. This gap fosters disillusionment and drives migration intentions. The research underscores the urgent need to address systemic deficiencies, empower nurses, and ensure equitable recognition. These actions are crucial to cultivating a sustainable nursing workforce dedicated to advancing health equity.

Background

Typically, nurse education curricula are separated into the teaching of theoretical knowledge and practical skills. This separation may hinder nursing students' development of clinical reasoning skills, making it difficult for them to prioritize tasks and make decisions about interventions. Illness scripts have been shown to help medical students improve their clinical reasoning skills; however, they are rarely used in nurse education.

Objectives

To evaluate the influence of illness script teaching method on post-baccalaureate nursing students' clinical reasoning skills.

Design

The study adopted a single-arm quantitative pre-experimental research design and incorporated qualitative focus group discussions.

Settings/participants

This study was conducted at a university in northern Taiwan. Participants included 35 post-baccalaureate nursing students who were enrolled in an elective course focused on clinical skills.

Methods

To enhance nursing students' clinical reasoning skills, illness scripts for five clinical scenarios were developed and implemented as part of their curriculum. The Nurses Clinical Reasoning Scale was utilized to assess self-rated clinical reasoning abilities, while dual-teacher scoring was used to evaluate clinical reasoning objectively. The VARK learning preference questionnaire was used to examine how learning preferences affect learning outcomes. After the course, semi-structured focus groups were held to collect student feedback on the effectiveness of the teaching methods and the learning outcomes.

Results

This study's quantitative and qualitative results show that illness script-based teaching improves nursing students' clinical reasoning. Quantitative results showed significant objective reasoning score improvements. However, minimal changes in self-rated scores suggest a learning style-influenced gap between perceived and actual abilities. Qualitative findings showed that students valued linking clinical issues to practical applications but struggled with knowledge gaps and engagement.

Conclusions

The illness script teaching method improved students' understanding of clinical scenarios and enhanced their clinical reasoning abilities. Incorporating illness scripts into nurse education was beneficial for nursing students.

Background

Leadership training is crucial for nurses to navigate changes, but research on nursing department directors' views of such programmes is limited.

Aim

To explore the perspectives and experiences of nursing department directors regarding a national leadership training programme for mid-level nurse managers.

Design

Descriptive Qualitative Study.

Settings

A national nurses association in Taiwan.

Participants

A purposive sample of 11 nursing department directors who recommended mid-level nurse managers for the programme.

Methods

Eleven individual face-to-face interviews were conducted and analysed thematically between November 2022 and April 2023.

Results

Three themes and eight subthemes emerged, including directors' strategies for identifying potential successors, providing coaching and guidance, and observing changes in trainees. Directors reported the programme broadened perspectives, fostered responsibility, and enhanced leadership skills in mid-level managers.

Conclusions

The engagement of nursing department directors and their adoption of a coaching style, such as fostering a growth mindset, were instrumental in the programme's success.

Background

In response to the aging population, it is essential to examine gerontological service career adaptability among health science undergraduates.

Objectives

This study aimed to clarify the trajectories and predictors of health science undergraduates' gerontological service career adaptability.

Design

This study adopted a longitudinal design.

Settings

This study was conducted at four universities in China.

Participants and methods

Health science undergraduates were recruited via convenience sampling. Data were collected in the third (Stage 1), sixth (Stage 2), and ninth (Stage 3) months of the participants' graduation year. A total of 471 undergraduates completed a three-stage self-report questionnaire that assessed gerontological service career adaptability, career motivation, proactive personality, and practice environment at Stage 1 and gerontological service career adaptability at Stages 2 and 3. The response rate was 76.84 %. Data analyses entailed multiple linear regression, a latent growth mixture model, and multiple logistic regression.

Results

Three subgroups representing different gerontological service career adaptability trajectories were identified: rapidly growing (6.16 %), stably growing (87.47 %), and decreasing (6.37 %). Changes were observed primarily from the third to sixth months of the participants' graduation year. Health science undergraduates with high career motivation and a strongly proactive personality were likely to be in the decreasing group, whereas those with a supportive practice environment were predisposed to belong to the decreasing and stably growing groups.

Conclusions

The health science undergraduates' gerontological service career adaptability trajectories are heterogeneous, with the critical period spanning the third to sixth months of their graduation year. Gerontological service career adaptability grows stably among most undergraduates who have a supportive practice environment. Additionally, gerontological service career adaptability changes easily among undergraduates with high career motivation and a strongly proactive personality. Educators should implement tailored interventions to enhance gerontological service career adaptability based on health science undergraduates' traits.

Background

College students are amid a mental health crisis with campuses seeing the highest rates of mental health disorders in over a decade. College nursing students stand out as particularly affected, experiencing elevated levels of anxiety, stress, and depression compared to the general student population. At the forefront of addressing this issue are college faculty, especially nursing faculty, who play a unique role in identifying and referring students with mental health needs due to their close interactions in smaller teaching-learning settings such as clinicals, simulations, and one-on-one validations.

Aim

This study evaluated the perceived competency, knowledge, engagement, and fear levels of nursing faculty in supporting the mental health of Bachelor of Science in Nursing students. Additionally, the study explored whether faculty members with prior MH training differed in these levels.

Methods

Survey data from 63 faculty members employed across six prominent nursing schools in the southeast region of the United States, all offering Bachelor of Science in Nursing programs, were analyzed. Employing a cross-sectional design, the study utilized the “College Mental Health Perceived Competency Scale” (CMHPCS) to assess faculty's competence, knowledge, engagement and fear in supporting student mental health.

Results

Among the 63 participants, significant differences were observed in engagement levels between nursing faculty with and without prior mental health training (p < .012). Overall, the surveyed nursing faculty demonstrated high levels of competence, engagement and knowledge and low levels of fear in supporting the nursing student's mental health.

Conclusion

The results prompt recommendations for future research aimed at developing a comprehensive approach to equip nursing faculty with effective mental health training and interventions. Such efforts seek to empower student nurses with the tools necessary to support their own mental health, enabling them to competently care for patients and communities.

Background

Students' clinical reasoning can be stimulated by guiding them to use their experiences with patients to develop own illness scripts. Debriefing during hospital shifts invites students to put patient experiences into words, link them to previously acquired knowledge and make connections.

Objectives

To develop, implement and evaluate a debriefing procedure for nursing internships based on illness script theory and generate corresponding design principles.

Design

Qualitative design-based research.

Setting

Clinical education in dedicated educational hospital units.

Participants

Nurse educators, nursing students.

Methods

From a collaboration between nurse educators and a researcher, a short, peer-debriefing procedure was designed, tested and enacted through four cycles of planning, action, evaluation and reflection. Students drew mind maps about patients. Nurse educators and students joined focus group discussions to evaluate outcomes and processes. Mind map and iterative thematic analysis were applied to these data.

Results

An adjusted design and more extensive design principles resulted. Differences in mind maps were evident over time. Three themes in the process evaluation were established: trigger to reason; energy giving and taking; and form follows function.

Conclusions

This design-based investigation displays how nurse educators could design and implement a debriefing procedure to facilitate students' clinical reasoning skills and how students could learn from this. This method integrates research, innovation and collaboration. The design and enactment under real-life hospital conditions generated design principles for educators and researchers which may be useful for those seeking to improve teaching and learning clinical reasoning in practice. More clarification is needed about the path from design through enactment to real change in practice.