Nurse Education Today最新文献

Background

Brain drain is the migration of trained professionals and scientists from low and middle-income countries to live and work in better conditions in high-income countries. The brain drain and brain drain intentions of qualified nurses have become a global burning issue for healthcare sustainability in low and middle-income countries. In Türkiye, the idea of brain drain has increased among nurses and nursing students. Realizing the factors affecting brain drain intention and how to manage them are crucial for proper planning, health equity, and positive patient outcomes in health care.

Objectives

To verify a hypothesized model examining the factors contributing to brain drain intentions among nursing students.

Design

A cross-sectional study.

Settings and participants

Data were collected from 528 undergraduate nursing students from a health sciences faculty with an online questionnaire sent through a link between December 16, 2021, and February 28, 2022.

Methods

A hypothesized model was tested using path analysis.

Results

Income level (middle) and income level (low) were indirectly and inversely related to attitudes towards brain drain through the mediating role of satisfaction with life. Sense of belonging to the occupation significantly mediated the indirect effect of concern regarding working conditions (yes) on attitudes towards brain drain. The direct effect of satisfaction with life on attitudes towards brain drain was significant. Sense of belonging to the occupation was indirectly and positively related to attitudes towards brain drain through the mediating role of satisfaction with life. In contrast, the direct effect of the sense of belonging to the occupation on attitudes towards brain drain was not statistically significant.

Conclusion

Faculties and governments should consider that brain drain intention is a good predictor of future brain drain. To reduce nursing students' brain drain intentions, policy-driven changes in nurses' working conditions and psychological support for satisfaction with life and a sense of belonging to the occupation in their own country are required.

Background

The integration of concept mapping into nursing education represents a pivotal strategy aimed at enhancing critical thinking skills, which is a necessity in navigating the complexities of healthcare. This educational tool's role in stimulating students' analytical abilities and motivation towards critical thinking has become increasingly relevant in preparing nursing professionals for the dynamic challenges of their field.

Objectives

The aim of this study is to examine how the implementation of concept mapping affects critical thinking motivation among nursing students, investigate the relationship between them, and support its use as an innovative educational strategy in the field of nursing.

Design

This study was conducted using a descriptive and exploratory design.

Methods

This research was carried out between May and June 2023, involving 435 nursing students. For data collection within an online classroom framework, the study applied a trio of tools: the Student Descriptive Information Form, the Scale for the Effectiveness of Concept Maps in Nursing Education, and the Critical Thinking Motivation Scale. The analysis of the compiled data was undertaken utilizing SPSS version 25.0 and JAMOVI software, with statistical significance set at a p-value of <0.05.

Results

Engagement in social/scientific activities, library usage, and book reading habits were positively correlated with higher scores on both the Critical Thinking Motivation Scale and the Scale for the Effectiveness of Concept Maps in Nursing Education. Notably, concept mapping significantly enhanced critical thinking motivation among the participating students, as evidenced by the path analysis (β = 0.758, R = 0.563, p < 0.001).

Conclusion

The findings underscore the significant role of concept mapping in elevating critical thinking motivation among nursing students, suggesting its strategic inclusion in nursing curricula to meet the evolving demands of healthcare education in the twenty-first century.

Background

High turnover rates of new nurse educators are amplifying nursing shortages by reducing the ability of nursing programs to educate new nurses. When nurses enter their new role as nurse educators, there is a major transition from experienced bedside nurse to novice educator. This transition can be difficult and frequently leads to frustration, and in many cases nurse educators leaving the field.

Aim

The aim of this project is to improve the readiness, and preparedness of new nurse educators prior to entering the field.

Project

Graduate nursing students in the Master of Science in Nursing Education (MSNE) Option at Lamar University were competitively selected and hired as graduate assistants (GA) with a focus on easing the transition of becoming nurse educators by creating nursing professional development (NPD) opportunities for current nursing faculty. The project utilized Kolb's Experiential Learning Theory and mentorship to prepare future nurse educators for their future role.

Applications

Through the application of Kolb's Experiential Learning Theory, graduate assistants (GAs) developed curriculum to be deployed in continuing education courses. This provided graduate assistants the ability to maneuver the nuances of course development using Kolb's Experiential Learning Theory as a template for curriculum development by examining their work with peers and analyzing the cycle of concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE).

Conclusion

Master's programs help instill knowledge necessary to equip future educators with the tools needed to give nursing education students a solid foundation. By utilizing Kolb's Experiential Learning Theory with this project, future nurse educators could apply a deeper understanding of newfound knowledge into practice. Increasing demands in nursing requires innovations in the preparation of nurse educators. By incorporating projects such as this, with a strong grasp on concrete experiences (CE), reflective observation (RO), abstract conceptualization (AC), and active experimentation (AE), novice educators can be primed for their new role of developing future nurses.

The aim of this contemporary piece is to discuss the student experience of co-design and the process involved in the co-creation of developing digital educational resources. A discussion of the need for digital educational resources in the era of pre-registration nursing students being digital natives is explored and the potential benefits or barriers for nursing education and practice are outlined. The need for co-design as a methodology in nurse education which is inclusive of the student-led role is discussed and a personal account of student experience will be detailed. By focusing on the student voice this article aims to provide a first-hand experience of working alongside academic and educational research teams, whilst also promoting student participation within co-design projects further than simply tokenistic involvement, highlighting the comprehensive benefits associated for all. The importance of support, knowledge sharing, and effective communication will be detailed to allow other students to gain insight and empower them to participate in a co-designed project should it arise in their university education.

Background

Determining the climate change anxiety and awareness of student nurses, who will provide health services in various parts of the world after the borders are removed, is important in combating climate change.

Objectives

The study aims to assess whether nursing students' climate change awareness is a predictor of climate change anxiety.

Design

This research adopts a descriptive cross-sectional study design.

Participants

The population of the study consisted of a total of 562 students studying in the nursing department of a state university. 419 students were included in study.

Methods

Data were gathered from 419 students enrolled in the nursing department of a university during the fall semester of 2022–2023, employing online questionnaires via Google Forms from January to March 2023. The research instrument comprised three parts: a Descriptive Information Form developed in line with the literature, the Global Climate Change Awareness Scale, and the Climate Change Anxiety Scale. SPSS 20.0 software was used for data analysis. The study obtained ethical committee approval, institutional permissions, and participant consent.

Results

Findings indicated that nursing students' mean Global Climate Change Awareness Scale total score was 59.06 ± 15.78, Climate Change Anxiety Scale total score was determined to be 21.27 ± 8.75. A moderate positive relationship was identified between global climate change awareness and climate change anxiety levels among nursing students (r = 0.304, p < 0.05). Furthermore, the study revealed that the participants' awareness of global climate change served as a predictor for their anxiety levels.

Conclusion

The climate change awareness of nursing students significantly influences their levels of anxiety related to climate change. Integrating climate change awareness into nursing education is quite important and necessary. This can empower future nurses to be more prepared and effective in a changing world.

Background

High prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula.

Objectives

To explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables.

Design

Cross-sectional survey study.

Settings

Data was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey.

Participants

147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP).

Methods

Participants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale.

Results

A large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence.

Conclusions

These findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Background

In the age of automation and technology, incorporating empathy in pre-licensure healthcare education is essential in providing empathic care to patients and co-workers. This can be achieved through interprofessional education (IPE).

Objective

To consolidate evidence to evaluate interprofessional education's impact on pre-licensure healthcare students' empathy levels.

Design

A mixed-studies systematic review following a convergent segregated approach.

Methods

Ten electronic databases were searched from their inception until 30 November 2023. Quantitative, qualitative, and mixed-method studies that explored the impact of IPE on the change in empathy level in pre-licensure healthcare students were reviewed. The methodological quality of the included studies was assessed using the Mixed-Method Appraisal Tool. Findings from the qualitative and quantitative aspects were analysed and synthesized separately using thematic and narrative synthesis. The findings were integrated by convergent synthesis.

Results

A total of 36 studies involving 3887 participants were included in this review, consisting of five quantitative, 14 qualitative and 17 mixed-methods studies. This review found that IPE enhanced the empathy level of students by improving their understanding of empathy and various empathic responses. Through IPE activities, students demonstrated empathy towards both patients and interprofessional peers. Three themes were generated through the synthesis of qualitative and quantitative results: (1) Empathy Awareness, (2) Internal Empathic Processes, and (3) Intentional Actions. The results showed that healthcare students exhibited empathic care behaviours towards patients and their interprofessional peers.

Conclusion

The findings of this review suggested that IPE was effective in improving awareness and knowledge of empathy and in providing empathy care to patients and interprofessional peers. This review encourages educators to implement IPE to pre-licensure healthcare students to increase their knowledge of the importance of providing empathic patient care and interprofessional empathy. Future research could explore more on the processes of interprofessional empathy in students.

Background

Self-directed learning is a fundamental skill and requirement for lifelong learning. It enables nursing students to enhance their learning ability, academic achievement, clinical performance, and adaptability to clinical situations. Metacognition (i.e., the process of reflecting on one's own cognitive activities) helps internalize learning strategies, construct self-concept, and solve problems. Positive psychological capital is a positive psychological state that stimulates the pursuit of individual development; it helps nursing students to cope effectively with various problems. However, it remains unclear if metacognition impacts self-directed learning ability (SDLA) through positive psychological capital; if confirmed, this would provide basic data for the development of effective teaching and learning methods.

Objectives

To examine the mediating effect of positive psychological capital in the relationship between metacognition and SDLA in nursing students.

Design

A cross-sectional, descriptive survey study.

Participants

The participants were 172 nursing students from four nursing colleges.

Methods

We measured metacognition, positive psychological capital, and SDLA using an online questionnaire; data were collected from September 7 to 23, 2023. We used Pearson's correlation coefficient to analyze correlations. To test the mediating effect of positive psychological capital, we used three-step regression analysis, Sobel's test, and Hayes's Process Macro - Model 4.

Results

SDLA was correlated with metacognition (r = 0.689, p < .001) and positive psychological capital (r = 0.605, p < .001). Metacognition influenced positive psychological capital (B = 0.324, p < .001) and SDLA (B = 0.614, p < .001). Positive psychological capital mediated the relationship between metacognition and SDLA (B = 0.297, p < .001; z = 3.214, p = .001 [Sobel test]).

Conclusion

Learning strategies aiming to enhance nursing students' SDLA require successful metacognition to boost positive psychological capital. This study's empirical evidence on the potential benefits of linking metacognition with positive psychological capital has practical implications in relation to helping nursing students attain core academic goals.

Background

The core competency of trauma advanced practice nurses (APNs) is directly related to the quality of trauma nursing work.

Objectives

To develop an instrument to measure trauma APNs' core competency and examine its psychometric properties.

Design

A cross-sectional psychometric validation study.

Participants

A total of 762 trauma nurses recruited from several tertiary hospitals in 14 different provinces of China between June 2023 and May 2024 provided valid data for analysis.

Methods

The Simplified Chinese Trauma Advanced Practice Nurses' Core Competency Scale (TAPNCCS-SC) was developed through five steps. Step 1) Creation of the operational definition: Based on the onion model, an operational definition of core competencies for trauma nurses is proposed. Step 2) Item generation: Based on the theoretical model, literature review, semi-structured interviews, and Delphi consultation, a preliminary scale was developed. Step 3) Item content validation: 6 experts reviewed items for content validity; Step 4) Pilot study: 21 nurses were selected to test the readability of the preliminary scale; and Step 5) Psychometric evaluation: Item analysis, content validity, exploratory and confirmatory factor analyses, convergent validity, internal consistency reliability, and half-reliability were conducted.

Results

The TAPNCCS-SC consists of 34 items and three dimensions (knowledge and skills, professional competencies, and occupational qualities). The explained variance of the 3-factor was 81.86 %. The CFA showed an acceptable-fitting 3-factor model (χ²/df = 3.653, RMSEA = 0.088, SRMR = 0.402, CFI = 0.920, IFI = 0.920, and TLI = 0.914). For convergent validity, AVE was 0.784–0.804 and CR was 0.974–0.980. The internal consistency and split-half reliability for the total scale were 0.991 and 0.945, respectively. The I-CVI ranged from 0.83 to 1.

Conclusions

The proposed scale exhibits high reliability and validity and is suitable for assessing the core competency of trauma APNs, which can help nursing managers plan relevant training and enhance trauma care competency.

Background

Global nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups.

Objective

This study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions.

Methods

Seventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t-test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively.

Results

The quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure.

Conclusions

The CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice.