Nurse Education Today最新文献_第7页

Bachelor Thesis in nursing: A qualitative study of the teaching-learning process from the experience of the students, academic tutors and nurses 护理学学士论文：从学生、导师和护士的经验对教学过程进行定性研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-16 DOI: 10.1016/j.nedt.2025.106567

Olga Canet-Vélez , Silvia Gros Naves , Judith Roca , Alba Torné-Ruiz , Jordi Torralbas-Ortega , Montserrat Sanromà-Ortíz

引用次数: 0

Actual dishonest behaviour versus self-perception as an honest student: Real time observational and self-report study 真实的不诚实行为与诚实学生的自我认知：实时观察和自我报告研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106575

Efrat Danino , Elena Maoz

Background

Academic dishonesty poses significant challenges in educational settings, particularly among nursing students. Efforts to mitigate this issue through pedagogical and technological approaches have seen limited success. Diverse theoretical explanations for academic dishonesty underscore the need for further exploration of this multifaceted phenomenon.

Aim

This research explored self-reported and real-time observed dishonest behaviours among nursing students during in-person quizzes.

Design

Mixed methods: self-reporting and real-time observations using classroom cameras.

Settings

Nursing academic campus.

Participants

Third-year baccalaureate nursing students (n = 72). The mean age was 27 years; 75.5 % were female, and 18.4 % identified as married.

Methods

Data collection spanned three phases: pre-research preparation, in-class observations during quizzes, and post-quiz self-reporting. Independent observers conducted observations to prevent biases.

Results

Observations identified speaking as the most common dishonest activity, followed by peeking and phone use. New forms of dishonesty included copying from quiz sheets and making phone calls during quizzes. Dishonest activities increased over the semester, particularly speaking and peeking. Questionnaire responses showed most students viewed dishonest behaviours as forbidden, though 37 % allowed signing for others. While students rated themselves as moderate to completely honest, about 50 % admitted to occasional dishonest behaviours. Logistic regression revealed internal moral principles and self-concept as significant predictors of honest behaviour (R2 = 39.6 %; p < 0.05). Decision tree analysis revealed detailed relationships between internal moral principles, self-concept, and behavioural cataloguing in predicting honest and dishonest behaviours.

Conclusion

The study uncovered a concerning gap between students' professed integrity and their actual dishonest behaviour during quizzes, showing an upward trend over time. This suggests complex influences shaping students' decisions. Observing peers' dishonesty may normalize such behaviour, fuelling its spread. Educational efforts should aim at bridging the gap between students' values and actions, employing methods that nurture practical skills related to integrity and promoting positive role models to foster a culture of honesty.

背景：学术不诚实在教育环境中构成了重大挑战，特别是在护理学生中。通过教学和技术方法缓解这一问题的努力取得了有限的成功。对学术不诚实的不同理论解释强调了进一步探索这一多方面现象的必要性。目的：本研究探讨了护生在面对面测验中的自我报告和实时观察的不诚实行为。设计：混合方法：自我报告和使用教室摄像机实时观察。环境：护理学术校园。研究对象：护理专业本科三年级学生（72人）。平均年龄27岁；75.5%为女性，18.4%为已婚。方法：数据收集分为三个阶段：研究前准备，课堂上的观察和测验后的自我报告。独立观察员进行观察以防止偏见。结果：观察发现，说话是最常见的不诚实行为，其次是偷看和打电话。新的不诚实行为包括抄试卷和在测试期间打电话。不诚实的行为在整个学期都有所增加，尤其是说话和偷看。问卷调查结果显示，大多数学生认为不诚实行为是被禁止的，尽管37%的学生允许为他人签名。虽然学生们认为自己是中等到完全诚实的，但大约50%的人承认偶尔有不诚实的行为。逻辑回归显示，内在道德原则和自我概念是诚实行为的显著预测因子(R2 = 39.6%；结论：该研究揭示了学生在测试中自称诚实和实际不诚实行为之间的一个令人担忧的差距，随着时间的推移，这个差距呈上升趋势。这表明影响学生决策的因素是复杂的。观察同伴的不诚实行为可能会使这种行为正常化，从而助长这种行为的蔓延。教育工作应旨在弥合学生的价值观和行为之间的差距，采用培养与诚信有关的实用技能的方法，并促进积极的榜样，以培养诚实的文化。

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引用次数: 0

Finding a balance: Using a pre-post test to evaluate the effectiveness of scenario based learning using a blended approach among undergraduate nursing students 寻找平衡：在本科护理学生中使用混合方法，使用前后测试来评估基于场景的学习的有效性。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106573

Lisa Rogers, Aoife MacCormac

Background

While undergraduate education aims to provide student nurses with a level of competence for independent practice, criticisms exist surrounding the ability of these programmes to adequately prepare graduates for the clinical skills required to optimise care. Adopting virtual simulations into nursing curricula may support greater clinical preparedness due to the student-driven nature of this approach. However, learning is also cited as a social experience requiring teacher-student interaction. Therefore, a challenge exists to develop teaching strategies that balance interactive learning while also ensuring students achieve relevant competencies.

Aim

Using scenario-based learning in a blended environment, this research evaluates the impact of different teaching modalities (in-person vs virtual patient case simulations) on undergraduate student nurses' perceived learning gains and self-efficacy.

Design

A pre and post-test design.

Participants

Eligible participants were Irish nursing students enrolled in a 5-credit European Credit Transfer System (ECTS) module (Autumn 2023 academic term) focusing on the care of persons with altered cardiovascular function at a large, urban university.

Methods

An online survey investigated the impact of these different teaching modalities on students' perceived learning and self-efficacy. Scales were adapted from previous research and non-parametric tests explored changes in perceptions over time. Thematic analysis of open-text responses provided greater insight into student experiences.

Results

The response rate was 57 % (n = 97) at baseline and 23 % (n = 39) at follow up. Students' perceptions of their learning gains and self-efficacy were scored positively for both in-person and virtual scenario-based teaching modalities. However, following participation with virtual simulation, meaningful, positive improvements to students' understanding, attitudes, and self-efficacy were identified. Three key themes were generated from participants' open-ended survey responses which revealed the core features of both teaching modalities and students' desire to further integrate more virtual activities into undergraduate curricula: 1) In-person accessibility and interactivity matters: 2) Virtual simulations: bringing content to life: 3) Online learning: the path forward.

Conclusion

By combining the advantages of in-person and online learning platforms, a blended approach can close the theory to practice gap and support diverse student cohorts to succeed within nursing education.

背景：虽然本科教育旨在为学生护士提供独立实践的能力水平，但围绕这些课程的能力存在批评，以充分准备毕业生优化护理所需的临床技能。由于这种方法的学生驱动性质，在护理课程中采用虚拟模拟可以支持更大的临床准备。然而，学习也被认为是一种需要师生互动的社会体验。因此，如何制定既能平衡互动学习又能确保学生获得相关能力的教学策略是一个挑战。目的：在混合环境中使用基于场景的学习，本研究评估了不同教学模式（面对面与虚拟病例模拟）对本科生护士感知学习收益和自我效能的影响。设计：测试前后设计。参与者：符合条件的参与者是在一所大型城市大学就读5学分欧洲学分转换系统（ECTS）模块（2023年秋季学期）的爱尔兰护理学生，该模块侧重于心血管功能改变者的护理。方法：采用网络调查的方法，调查不同教学方式对学生学习感知和自我效能感的影响。量表改编自以前的研究，非参数测试探索了随着时间的推移观念的变化。对开放文本回答的专题分析提供了对学生体验的更深入的了解。结果：基线时有效率为57% (n = 97)，随访时有效率为23% （n = 39）。在面对面教学和基于虚拟场景的教学模式下，学生对自己的学习收获和自我效能感的感知得分均为正。然而，参与虚拟模拟后，学生的理解、态度和自我效能感得到了有意义的积极改善。从参与者的开放式调查反馈中产生了三个关键主题，这些主题揭示了教学模式和学生希望进一步将更多虚拟活动融入本科课程的核心特征：1)面对面的可访问性和互动性问题；2)虚拟模拟：将内容带入生活；3)在线学习：前进的道路。结论：通过结合面对面和在线学习平台的优势，混合方法可以缩小理论与实践的差距，支持不同学生群体在护理教育中取得成功。

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引用次数: 0

Exploring the clinical practice training program for Master of Nursing Specialist in anesthesia: A qualitative study

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106577

Huihui Hu , Yanxin Gu , Yi Yang, Rui Gao, Peishuang Wang, Fang Zhou

Background

Clinical practice is key in the development and enhancement of the professional competencies for Master of Nursing Specialist postgraduates in anesthesia; however, there is a lack of unified and standardized clinical practice training programs in China, failing to guarantee teaching quality among institutions.

Objective

To understand perceptions of the clinical practice training program setting for Master of Nursing Specialist postgraduates in anesthesia from the dual perspectives of faculty and students.

Design

A qualitative descriptive study. Tyler's target model served as the interview guide and data analysis framework.

Setting

This study was conducted in higher education institutions and tertiary hospitals in China.

Participants

This study used purposive sampling to recruit nine faculty members in anesthesia nursing-related fields and eight Master of Nursing Specialist postgraduates in anesthesia.

Methods

Data were collected via online video from October to December 2022 through semi-structured interviews. Directed content analysis was used to analyze the data.

Results

Six themes related to formulating objectives emerged from the analysis: anesthesia nursing practice competence, research competence, professionalism, communication and cooperation, management competence, and educational and instructional competence. Five themes, including training in anesthesia nursing practice competence; training in research competence; professionalism development; training in communication, cooperation, and management competence; and training in educational and instructional competence, constituted the category of selecting experiences. Three themes, including clarifying criteria for the practice bases, constructing a practical teaching team, and making rotation plans, constituted the category of organizing experiences. Two themes, focusing on process evaluation and diversification of evaluation content, constituted the category of evaluating outcomes.

Conclusions

This study's results suggest that nursing educators focus on the dimensions of Tyler's target model when constructing clinical practice training programs for Master of Nursing Specialist postgraduates in anesthesia. It is recommended that relevant experts be invited to help construct specific clinical practice training programs in the future and that they be continuously revised and improved during practice teaching.

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引用次数: 0

Effectiveness of an embedded oral health educational intervention in an undergraduate nursing program: A mixed methods study 嵌入式口腔健康教育干预在本科护理课程中的有效性：一项混合方法研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106568

Jacqueline Rojo , Lucie M Ramjan , Yenna Salamonson , Leanne Hunt , Annette Stunden , Ajesh George

Aim

This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students.

Background

The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow’s Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program.

Methods

A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data.

Results

Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention.

Conclusion

This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.

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引用次数: 0

Escape rooms as formative knowledge assessment: A quasi-experimental study 密室逃生作为形成性知识评估：一项准实验研究。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106572

Chaewon Kim , Fengfeng Ke , Veronica Brewer

Background

Escape rooms offer an immersive approach to nursing education, serving as versatile tools for assessment and skill development. While research has explored their potential as alternatives to traditional assessments, their role as formative assessment and impact on knowledge retention in nursing education remain largely unexplored, prompting the need for further investigation.

Aim

The study aims to explore the impact of escape rooms as formative assessment on first-year nursing students' knowledge retention.

Design

We employed a quasi-experimental research design.

Settings

Four escape rooms themed around medication, patient safety, low blood sugar, and sepsis were physically set up in a public university located in the southeast U.S. Student teams of two or three went through each room for an alternative formative assessment.

Participants

134 first-year nursing students, in clinical groups, were randomly assigned into an experimental condition and a control condition.

Methods

A gameful experience questionnaire developed by Högberg et al. (2019) was adapted, comprising 47 items across six categories. Additionally, a test consisting of seventeen multiple-choice questions was administered online for pre-test, post-test, and retention test. Students' perceptions of their learning experiences were also gathered through an open-ended question, with themes identified from their responses.

Results

The paired t-test on GamefulQuest scores revealed a significant difference between escape rooms and traditional assessment methods, with the experimental group showing notably higher levels of accomplishment, guidance, immersion, playfulness, and social experience. No statistically significant difference was found between the two groups on knowledge retention. Student feedback on escape room experiences highlighted entertainment, educational value, collaboration dynamics, and logistical considerations, underscoring the multifaceted nature of these immersive learning environments.

Conclusions

Escape rooms promoted students' positive perception of learning experience, but showed no significant advantage over traditional assessment methods in terms of retention, aligning with existing literature on problem-based learning (PBL).

背景：逃生室为护理教育提供了一种身临其境的方法，作为评估和技能发展的多功能工具。虽然研究已经探索了它们作为传统评估替代方案的潜力，但它们作为形成性评估的作用和对护理教育知识保留的影响在很大程度上仍未被探索，这促使需要进一步研究。目的：探讨逃生室作为形成性评价对大一护生知识记忆的影响。设计：采用准实验研究设计。设置：美国东南部一所公立大学设置了四个以药物、患者安全、低血糖和脓毒症为主题的逃生室。两到三人一组的学生穿过每个房间，进行另一种形成性评估。参与者：134名一年级护生，分为临床组，随机分为实验组和对照组。方法：采用Högberg等人（2019）开发的游戏体验问卷，包括6个类别的47个项目。此外，还在线进行了一项由17个选择题组成的测试，用于测试前、测试后和记忆测试。学生对自己学习经历的看法也通过一个开放式问题收集，并从他们的回答中确定主题。结果：GamefulQuest得分的配对t检验揭示了密室逃生与传统评估方法之间的显著差异，实验组在成就、引导、沉浸感、游戏性和社交体验方面表现出明显更高的水平。两组在知识保留方面无统计学差异。学生对密室逃生体验的反馈强调了娱乐、教育价值、协作动态和后勤考虑，强调了这些沉浸式学习环境的多面性。结论：逃生室促进了学生对学习体验的积极感知，但在保留度方面与传统的评估方法相比没有显著优势，这与现有的基于问题的学习（PBL）文献一致。

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引用次数: 0

Efficacy of observational learning on nursing students' learning outcomes in delirium care simulation: A parallel-group randomized trial 观察学习对谵妄护理模拟中护生学习效果的影响：一项平行组随机试验。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106574

A Ra Shin , Young Sook Roh

Background

While the learning outcomes of observational learning in simulation-based experiences have been documented, there is a paucity of studies that have provided evidence of the efficacy of observational learning in influencing reaction, performance, and behavioral changes.

Purpose

This study aimed to assess the efficacy of structured observational learning on the learning outcomes of nursing students in delirium care simulations.

Methods

A parallel-group randomized trial design was employed. Nursing students were randomly assigned to either the observational learning group (n = 20) or the active participant group (n = 20). Participants completed a web-based self-administered questionnaire assessing psychological safety, clinical reasoning skills, and learning transfer. Performance in simulations was evaluated by raters. Data were analyzed using paired t-tests and two-sample t-tests.

Results

Both observers and active participants demonstrated improvements in psychological safety and clinical reasoning skills following the simulation-based experiences. Notably, students in the observational learning group exhibited significantly higher performance and learning transfer compared to those in the active participant group.

Conclusion

Structured observational learning significantly enhanced learning outcomes related to reaction, performance, and behavior in nursing students. Further research is required to explore the impact of reflective observation on the acquisition and retention of competencies in simulation-based learning environments.

背景：虽然在基于模拟的经验中观察学习的学习结果已经被记录下来，但很少有研究证明观察学习在影响反应、表现和行为改变方面的有效性。目的：本研究旨在评估结构化观察学习对护生谵妄护理模拟学习效果的影响。方法：采用平行组随机试验设计。护理学生随机分为观察学习组（n = 20）和积极参与组（n = 20）。参与者完成了一份基于网络的自我管理问卷，评估心理安全、临床推理技能和学习迁移。模拟中的表现由评分员进行评估。数据分析采用配对t检验和双样本t检验。结果：在模拟体验后，观察者和积极参与者都表现出心理安全和临床推理技能的改善。值得注意的是，观察学习组的学生表现出显著高于积极参与组的学生的表现和学习迁移。结论：结构化观察学习能显著提高护生在反应、表现和行为方面的学习效果。在基于模拟的学习环境中，反思性观察对能力习得和保留的影响有待进一步研究。

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引用次数: 0

Mixed discipline 'Simulation Integrating Mental and Physical health Learning' (SMIPL): A qualitative study of student experience and learning

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-15 DOI: 10.1016/j.nedt.2025.106579

Roupmatee Joggyah, Lucy Tyler

<div><h3>Background/problems</h3><div>Individuals with comorbid physical and mental health conditions face significant threats to their well-being while placing a substantial burden on healthcare systems through increased service costs. Nursing professionals encounter multiple challenges in delivering effective care to this population. These challenges include a lack of integrated care models, communication barriers among providers, the complexity of addressing dual health needs, insufficient training in comorbidity management, resource and time constraints, and pervasive stigma toward mental illness.</div><div>These factors leave many nurses, in particular, report feeling ill-prepared to provide integrated care for individuals with such complex conditions. Comorbid physical and mental health problems pose significant risks to individuals and incur additional costs to healthcare services.</div><div>Addressing these barriers calls for enhanced training programs, stronger collaboration among healthcare professionals, and the adoption of integrated care approaches. Simulation-based approaches have emerged as a potential solution to address some of these challenges, offering a way to enhance healthcare providers' knowledge and confidence in managing comorbidities.</div></div><div><h3>Aim/objective</h3><div>To 1) explore the experiences of students learning together in a mixed specialty high-fidelity simulation developed to increase knowledge and confidence in providing care for people with comorbidities and 2) understand what aspects of the simulation facilitated and hindered their engagement and learning.</div></div><div><h3>Methodology</h3><div>This study employed an illuminative evaluation, a qualitative research approach designed to provide a deeper understanding of how learning occurs in specific educational contexts.</div></div><div><h3>Methods</h3><div>An exploratory qualitative study was conducted using focus groups to gather data. Eighteen undergraduate students from mental health and adult nursing programs participated in a novel, integrated simulation-based learning experience designed to simulate real-world healthcare challenges. Participants were purposively sampled to ensure diverse perspectives. The focus groups were semi-structured, with sessions lasting approximately 60 min, and discussions were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Nursing students from both disciplines reported an increase in knowledge, confidence and assessment skills. Peer learning through observation and discussion, alongside the interdisciplinary working that was encouraged during the simulation session, was highly valued. Students spoke about the key features of the simulation, such as group size and authenticity, that had supported and hindered their engagement.</div></div><div><h3>Conclusions</h3><div>Collaborative learning between nursing specialisms about comorbid health conditions effectively aligns student experience and

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引用次数: 0

Exploring artificial intelligence literacy and the use of ChatGPT and copilot in instruction on nursing academic report writing 探讨人工智能素养及ChatGPT和副驾驶在护理学术报告写作教学中的应用。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-14 DOI: 10.1016/j.nedt.2025.106570

Li-Ping Tseng , Li-Ping Huang , Wei-Ru Chen

Background

Nursing education increasingly emphasizes academic writing and communication, critical for delivering quality patient care and professional advancement. Rapidly emerging artificial intelligence (AI) tools such as ChatGPT and Copilot are transforming educational methodologies, and a focus is being placed on embedding AI literacy to effectively bridge the gap between theoretical knowledge and clinical practice. These technologies have the potential to reshape nursing education in a technology-driven health-care landscape.

Aim

This study investigated the effectiveness of AI literacy and the application of ChatGPT and Copilot in academic nursing report writing. It assessed the level of AI literacy of nursing students, examined the integration of basic AI concepts into a curriculum, and analyzed the impact of these tools compared with traditional teaching methods.

Methods

The study adopted a sample of 203 senior nursing students from Southern Taiwan to compare an AI-enhanced teaching approach using ChatGPT and Copilot with conventional methods. The curriculum, centered on the “Writing Case Reports and Seminars” course, employed the Analyze, Design, Develop, Implement, Evaluate model and incorporated scaffolding techniques to synergistically integrate clinical skills with academic learning. AI literacy was measured using the Meta AI Literacy Scale (MAILS). Summative assessments, adhering to the Taiwan Nursing Association standards, focused on individual and group case report evaluations.

Findings

Following an 18-week AI intervention, the experimental group demonstrated significant improvements in all dimensions of the MAILS. A ChatGPT usage of 100 % was found, with a notable enhancement discovered in the “Nursing Plan” section of case reports. Although the experimental group outperformed the control group in overall case report evaluations, the connections between identified problems and proposed plans were weaker and nursing interventions tended to be less individualized for the experimental group.

Conclusions

The incorporation of AI tools such as ChatGPT and Copilot into a scaffolding teaching framework significantly boosted students' AI literacy and performance in summative assessments. Effective AI training for students, supervised use of these tools, and continuous professional development for educators are paramount to successful implementation. Addressing the current limitations of AI has the potential to further improve academic writing, foster critical thinking, and ensure responsible application in patient care, ultimately leading to higher-quality and more effective nursing education.

背景：护理教育越来越强调学术写作和交流，这对于提供高质量的患者护理和专业进步至关重要。ChatGPT和Copilot等快速兴起的人工智能（AI）工具正在改变教育方法，并将重点放在嵌入人工智能素养上，以有效地弥合理论知识和临床实践之间的差距。这些技术有可能在技术驱动的医疗保健环境中重塑护理教育。目的：探讨人工智能素养及ChatGPT和Copilot在学术护理报告写作中的应用效果。它评估了护理专业学生的人工智能素养水平，检查了基本人工智能概念融入课程的情况，并分析了这些工具与传统教学方法相比的影响。方法：本研究以203名台湾南部护生为样本，比较ChatGPT和Copilot人工智能强化教学方法与传统方法。课程以“撰写病例报告与研讨会”课程为中心，采用“分析、设计、开发、实施、评估”模式，并结合脚手架技术，将临床技能与学术学习协同结合。人工智能素养使用元人工智能素养量表（mail）进行测量。总结性评估，遵循台湾护理协会标准，以个案及团体报告评估为主。研究结果：经过18周的人工智能干预，实验组在邮件的各个方面都有显著改善。ChatGPT的使用率达到了100%，在病例报告的“护理计划”部分有了显著的提高。虽然实验组在整体病例报告评估中表现优于对照组，但发现的问题与提出的计划之间的联系较弱，实验组的护理干预措施往往不那么个性化。结论：将ChatGPT和Copilot等人工智能工具纳入脚手架式教学框架，显著提高了学生的人工智能素养和总结性评估成绩。对学生进行有效的人工智能培训，监督这些工具的使用，以及教育工作者的持续专业发展，对于成功实施至关重要。解决当前人工智能的局限性有可能进一步提高学术写作，培养批判性思维，并确保在患者护理中负责任的应用，最终导致更高质量和更有效的护理教育。

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引用次数: 0

Intensive Care Registered Nurses knowledge, attitudes and perspectives of caring for patients with mental health conditions: A scoping review 重症监护注册护士护理精神疾病患者的知识、态度和观点：一项范围综述。

IF 3.6 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Nurse Education Today

Pub Date : 2025-01-03 DOI: 10.1016/j.nedt.2024.106557

Claire Wilson, Catherine Kilgour, Lori J. Delaney

Background

Registered nurses (RNs) working in intensive care settings report challenges in supporting the physical as well as perceived additional psychological care of patients with mental health disorders (MHD).

Aim

To undertake a scoping review of RNs' knowledge, attitudes, and perspectives of caring for patients with MHD in an Intensive Care Unit (ICU).

Method

Arksey and O’Malley's 2005 scoping review methodology was used, and the quality of reporting was upheld with PRISMA-Scoping Review guidelines. A comprehensive literature search of peer-reviewed, published studies in English from 2013 to 2013 was conducted in six databases (CINAHL, PubMed, Joanna Briggs Institute, Scopus, Cochrane, and PsycINFO databases). All included studies were evaluated using Critical Appraisal Skills Program (CASP) to assess the rigor of each study.

Findings

Seven studies were included, three qualitative and four quantitative studies. Most represented the Oceania region (n = 4). Thematic analysis identified four primary themes (i) developing knowledge and skills, (ii) variable empathy for patients, (iii) perceived safety concerns for patients and staff, and (iv) the need for clinical support.

Conclusion

RNs' knowledge, attitudes, and perspectives influence the care of patients with MHD in adult intensive care. Ensuring staff are equipped technically with knowledge and skills along with clinical resources is fundamental to promoting the physical and psychological well-being of patients with MHD in the intensive care setting.

背景：在重症监护室工作的注册护士（RNs）报告了在支持精神健康障碍（MHD）患者的身体和感知到的额外心理护理方面的挑战。目的：对注册护士在重症监护室（ICU）照顾MHD患者的知识、态度和观点进行范围审查。方法：采用Arksey和O'Malley的2005年范围审查方法，并根据prisma -范围审查指南维持报告质量。我们在六个数据库（CINAHL、PubMed、Joanna Briggs Institute、Scopus、Cochrane和PsycINFO数据库）中对2013年至2013年同行评议的已发表的英文研究进行了全面的文献检索。所有纳入的研究都使用关键评估技能程序（CASP）评估每个研究的严谨性。结果：纳入7项研究，3项定性研究和4项定量研究。大多数代表大洋洲区域（n = 4）。专题分析确定了四个主要主题(i)发展知识和技能，（ii）对患者的可变同理心，（iii）对患者和工作人员的感知安全问题，以及（iv）对临床支持的需求。结论：注册护士的知识、态度和观点影响着成人重症监护中MHD患者的护理。确保工作人员在技术上具备知识和技能，并配备临床资源，是促进重症监护室中MHD患者身心健康的基础。

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