Pub Date : 2025-01-03DOI: 10.1016/j.nedt.2024.106565
Aslı Kurtgöz , Zeliha Koç
Objective
This study aims to identify the impacts of experiencing workplace violence in clinical settings on nursing students' education and professional commitment.
Design/methods
A descriptive qualitative study design was used. Data were collected through face-to-face interviews. Thematic analysis was used to analyze the data.
Settings
The study was conducted in the nursing program at a state university in Türkiye.
Participants
The study was conducted with 12 nursing students.
Results
It was determined that students experienced physical, verbal, and psychological violence in clinical practice, primarily perpetrated by patients, patients' relatives, and nurses. Five main themes were generated from the data: (I) Forms of violence, (II) Justifications for violence, (III) Impacts of experiencing violence, (IV) Behavioral reactions to violence, and (V) Suggestions for preventing violence.
Conclusion
It was found that experiencing workplace violence in clinical settings had a negative impact on nursing students' academic processes and professional commitment. It is recommended that joint procedures be developed in collaboration between universities and healthcare institutions to establish a supportive and safe clinical learning environment.
{"title":"Impacts of experiencing workplace violence in clinical settings on nursing students' education and professional commitment: A qualitative study","authors":"Aslı Kurtgöz , Zeliha Koç","doi":"10.1016/j.nedt.2024.106565","DOIUrl":"10.1016/j.nedt.2024.106565","url":null,"abstract":"<div><h3>Objective</h3><div>This study aims to identify the impacts of experiencing workplace violence in clinical settings on nursing students' education and professional commitment.</div></div><div><h3>Design/methods</h3><div>A descriptive qualitative study design was used. Data were collected through face-to-face interviews. Thematic analysis was used to analyze the data.</div></div><div><h3>Settings</h3><div>The study was conducted in the nursing program at a state university in Türkiye.</div></div><div><h3>Participants</h3><div>The study was conducted with 12 nursing students.</div></div><div><h3>Results</h3><div>It was determined that students experienced physical, verbal, and psychological violence in clinical practice, primarily perpetrated by patients, patients' relatives, and nurses. Five main themes were generated from the data: (I) Forms of violence, (II) Justifications for violence, (III) Impacts of experiencing violence, (IV) Behavioral reactions to violence, and (V) Suggestions for preventing violence.</div></div><div><h3>Conclusion</h3><div>It was found that experiencing workplace violence in clinical settings had a negative impact on nursing students' academic processes and professional commitment. It is recommended that joint procedures be developed in collaboration between universities and healthcare institutions to establish a supportive and safe clinical learning environment.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106565"},"PeriodicalIF":3.6,"publicationDate":"2025-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142959106","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-01-02DOI: 10.1016/j.nedt.2024.106564
Lizabeth Reents
Background
Current literature demonstrates a gap in research involving mixed method study of clinical judgment development in prelicensure nursing students.
Objectives
Clinical judgment of two groups of nursing students were compared using the Lasater Clinical Judgment Rubric (LCJR).
Design
A mixed method convergent parallel quasi-experimental cross-sectional approach was used to determine if simulation increased clinical judgment skills between beginner and advanced pre-licensure nursing students.
Setting
The research site included nursing labs housing 20 hospital beds and a five-room medical simulation lab.
Participants
Student participants were recruited from the Pacific Northwest. A convenience sample included 128 part-time and full-time beginner fundamental and advanced senior nursing students.
Methods
t-Test differences were compared between quantitative dependent dichotomous independent variables. Differences in mean scores, standard deviations, and number of data values of each group were analyzed. Qualitative analysis of field notes and post simulation reflection logs occurred alongside quantitative findings.
Results
Quantitative differences in LCJR scoring (Lasater's Clinical Judgment Rubric) were statistically significant (p < .001) using the unpaired t-test as Cohort B (advanced senior) scored higher than Cohort A (beginner fundamental). Qualitative analysis of the 11 LCJR subset data substantiated quantitative scoring through triangulation. Post-simulation reflection logs revealed comparatively similar qualitative responses for both cohort groups as the need for improvement while expressing emotion during simulation was captured.
Conclusions
Recommendations for educators and administrators include the promotion, design, and execution of simulation across the nursing curriculum by well-trained nursing educators. Formative and summative clinical judgment evaluation will solidify this pedagogical feature in simulation and elsewhere. Simulation is considered a valid pedagogy requiring proper execution for the assimilation of knowledge, skills, and attitudes. Employment of regular clinical judgment assessment and evaluation should occur across the simulation curriculum. Simulation provides a dedicated time and space for nursing students to practice and reflect upon how they will be better prepared in clinical judgment upon graduation prior to entry to practice.
{"title":"A mixed method approach to substantiate quantitative data with qualitative data: Improving clinical judgment in prelicensure nursing students using simulation","authors":"Lizabeth Reents","doi":"10.1016/j.nedt.2024.106564","DOIUrl":"10.1016/j.nedt.2024.106564","url":null,"abstract":"<div><h3>Background</h3><div>Current literature demonstrates a gap in research involving mixed method study of clinical judgment development in prelicensure nursing students.</div></div><div><h3>Objectives</h3><div>Clinical judgment of two groups of nursing students were compared using the <em>Lasater Clinical Judgment Rubric</em> (LCJR).</div></div><div><h3>Design</h3><div>A mixed method convergent parallel quasi-experimental cross-sectional approach was used to determine if simulation increased clinical judgment skills between beginner and advanced pre-licensure nursing students.</div></div><div><h3>Setting</h3><div>The research site included nursing labs housing 20 hospital beds and a five-room medical simulation lab.</div></div><div><h3>Participants</h3><div>Student participants were recruited from the Pacific Northwest. A convenience sample included 128 part-time and full-time beginner fundamental and advanced senior nursing students.</div></div><div><h3>Methods</h3><div><em>t</em>-Test differences were compared between quantitative dependent dichotomous independent variables. Differences in mean scores, standard deviations, and number of data values of each group were analyzed. Qualitative analysis of field notes and post simulation reflection logs occurred alongside quantitative findings.</div></div><div><h3>Results</h3><div>Quantitative differences in LCJR scoring (Lasater's Clinical Judgment Rubric) were statistically significant (<em>p</em> < .001) using the unpaired <em>t</em>-test as Cohort B (advanced senior) scored higher than Cohort A (beginner fundamental). Qualitative analysis of the 11 LCJR subset data substantiated quantitative scoring through triangulation. Post-simulation reflection logs revealed comparatively similar qualitative responses for both cohort groups as the need for improvement while expressing emotion during simulation was captured.</div></div><div><h3>Conclusions</h3><div>Recommendations for educators and administrators include the promotion, design, and execution of simulation across the nursing curriculum by well-trained nursing educators. Formative and summative clinical judgment evaluation will solidify this pedagogical feature in simulation and elsewhere. Simulation is considered a valid pedagogy requiring proper execution for the assimilation of knowledge, skills, and attitudes. Employment of regular clinical judgment assessment and evaluation should occur across the simulation curriculum. Simulation provides a dedicated time and space for nursing students to practice and reflect upon how they will be better prepared in clinical judgment upon graduation prior to entry to practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106564"},"PeriodicalIF":3.6,"publicationDate":"2025-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142959103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-30DOI: 10.1016/j.nedt.2024.106563
Suzi Özdemir , Özlem Özfırat
Background
The skills required to safely manage vaginal breech birth are declining among healthcare professionals, while midwifery students have limited practice opportunities due to its rarity. Innovative techniques, such as simulation and gamification, have the potential to enhance the acquisition of these essential skills.
Aim
This study has two aims. The first aim is to design a serious mobile game on vaginal breech birth management for midwifery students. The second aim is to evaluate the effect of the serious mobile game-based teaching approach on learning.
Methods
A prospective, pretest-posttest, randomized controlled quasi-experimental method was used. The study was conducted with 79 third-year midwifery students (game group = 39, control group = 40) studying in a midwifery department between February–December 2022. After developing the Vaginal Breech Birth Management serious mobile game for midwifery students, students in the game group were educated with serious mobile game, while students in the control group were educated with the traditional teaching method. Questionnaire forms were used to collect data.
Results
The Vaginal Breech Birth Management knowledge test day 0 score median of the students in the game group was significantly higher than those in the control group (p < 0,05). However, there was no statistical significance between the median scores of the 14th day of the Vaginal Breech Birth Management knowledge test and the seventh month between the play and control groups (p > 0,05), and it was determined that the scores of the participants in both groups decreased with time.
Conclusion
The serious mobile game developed increased students' short-term knowledge level of vaginal breech birth management but was not effective in the retention of long-term knowledge. It is recommended that the serious mobile game developed for teaching Vaginal Breech Birth Management should be integrated into the traditional teaching method and used as a reinforcement method.
{"title":"Vaginal breech birth management: serious mobile game design and evaluation for midwifery students","authors":"Suzi Özdemir , Özlem Özfırat","doi":"10.1016/j.nedt.2024.106563","DOIUrl":"10.1016/j.nedt.2024.106563","url":null,"abstract":"<div><h3>Background</h3><div>The skills required to safely manage vaginal breech birth are declining among healthcare professionals, while midwifery students have limited practice opportunities due to its rarity. Innovative techniques, such as simulation and gamification, have the potential to enhance the acquisition of these essential skills.</div></div><div><h3>Aim</h3><div>This study has two aims. The first aim is to design a serious mobile game on vaginal breech birth management for midwifery students. The second aim is to evaluate the effect of the serious mobile game-based teaching approach on learning.</div></div><div><h3>Methods</h3><div>A prospective, pretest-posttest, randomized controlled quasi-experimental method was used. The study was conducted with 79 third-year midwifery students (game group = 39, control group = 40) studying in a midwifery department between February–December 2022. After developing the Vaginal Breech Birth Management serious mobile game for midwifery students, students in the game group were educated with serious mobile game, while students in the control group were educated with the traditional teaching method. Questionnaire forms were used to collect data.</div></div><div><h3>Results</h3><div>The Vaginal Breech Birth Management knowledge test day 0 score median of the students in the game group was significantly higher than those in the control group (<em>p</em> < 0,05). However, there was no statistical significance between the median scores of the 14th day of the Vaginal Breech Birth Management knowledge test and the seventh month between the play and control groups (<em>p</em> > 0,05), and it was determined that the scores of the participants in both groups decreased with time.</div></div><div><h3>Conclusion</h3><div>The serious mobile game developed increased students' short-term knowledge level of vaginal breech birth management but was not effective in the retention of long-term knowledge. It is recommended that the serious mobile game developed for teaching Vaginal Breech Birth Management should be integrated into the traditional teaching method and used as a reinforcement method.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106563"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142959100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-30DOI: 10.1016/j.nedt.2024.106562
Xue Wang , Lina Ge , Zhenjie Yu , Qiao Qiao , Xiaoming Guo , Shiping Liu , Chengcai Zhang , Shuang Zang
Background
Investigating the urban-rural differences in eHealth literacy among Chinese nursing students is imperative for enhancing healthcare education and practice. This study aimed to investigate the factors that contribute to urban-rural differences in eHealth literacy among Chinese nursing students and measure their respective contributions.
Design
A multisite cross-sectional study.
Settings
In China.
Participants
A total of 967 nursing students were involved in this study.
Methods
Multivariate linear regression models were used to explore the associations between sociodemographic and health-related factors and the eHealth literacy of Chinese nursing students. Additionally, Blinder-Oaxaca decomposition was employed to scrutinize the factors attributing to the urban-rural differences in eHealth literacy among Chinese nursing students, elucidating their respective contributions.
Results
The mean eHealth literacy score for urban nursing students (mean: 20.26, SD: 3.61) exceeded that of rural nursing students (mean: 19.53, SD: 3.56) (p < 0.001). Blinder-Oaxaca decomposition analysis indicated that 84.82 % of the urban-rural differences in eHealth literacy among nursing students can be explained. The urban-rural differences are primarily explained by family health (40.05 %).
Conclusions
The study emphasizes the importance of tailoring educational curricula to address urban-rural differences in eHealth literacy among nursing students in China. Specifically, incorporating content related to family health in educational programs is crucial.
{"title":"Decomposition and comparative analysis of urban-rural differences in eHealth literacy among nursing students: A multisite cross-sectional study","authors":"Xue Wang , Lina Ge , Zhenjie Yu , Qiao Qiao , Xiaoming Guo , Shiping Liu , Chengcai Zhang , Shuang Zang","doi":"10.1016/j.nedt.2024.106562","DOIUrl":"10.1016/j.nedt.2024.106562","url":null,"abstract":"<div><h3>Background</h3><div>Investigating the urban-rural differences in eHealth literacy among Chinese nursing students is imperative for enhancing healthcare education and practice. This study aimed to investigate the factors that contribute to urban-rural differences in eHealth literacy among Chinese nursing students and measure their respective contributions.</div></div><div><h3>Design</h3><div>A multisite cross-sectional study.</div></div><div><h3>Settings</h3><div>In China.</div></div><div><h3>Participants</h3><div>A total of 967 nursing students were involved in this study.</div></div><div><h3>Methods</h3><div>Multivariate linear regression models were used to explore the associations between sociodemographic and health-related factors and the eHealth literacy of Chinese nursing students. Additionally, Blinder-Oaxaca decomposition was employed to scrutinize the factors attributing to the urban-rural differences in eHealth literacy among Chinese nursing students, elucidating their respective contributions.</div></div><div><h3>Results</h3><div>The mean eHealth literacy score for urban nursing students (mean: 20.26, SD: 3.61) exceeded that of rural nursing students (mean: 19.53, SD: 3.56) (<em>p</em> < 0.001). Blinder-Oaxaca decomposition analysis indicated that 84.82 % of the urban-rural differences in eHealth literacy among nursing students can be explained. The urban-rural differences are primarily explained by family health (40.05 %).</div></div><div><h3>Conclusions</h3><div>The study emphasizes the importance of tailoring educational curricula to address urban-rural differences in eHealth literacy among nursing students in China. Specifically, incorporating content related to family health in educational programs is crucial.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106562"},"PeriodicalIF":3.6,"publicationDate":"2024-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928259","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}
Globalisation has resulted in universities around the world accepting an increasing number of culturally and linguistically diverse students, which facilitates the exchange of knowledge, strengthens cultural awareness and develops a globally adaptive nursing workforce. Graduate research students play an important role in Australian universities' education and research efforts. However, there are limited student perspectives and voices that explore the challenges and barriers faced by international nursing students undertaking graduate research. This article summarises the lived experiences of three Chinese graduate research students, including challenges with language barriers, cultural differences, academic adjustment and the impacts of time zone differences. In providing these unique insights, we hope to identify ways to reduce the risk of failing to meet expectations and improve the learning experiences for future international nursing students.
{"title":"Challenges faced by international nursing students undertaking graduate research: Contemporary issues","authors":"Xue Zhao, Lebing Yu, James Bonnamy, Gabrielle Brand, Nicole Kovach, Mengting Huang","doi":"10.1016/j.nedt.2024.106556","DOIUrl":"10.1016/j.nedt.2024.106556","url":null,"abstract":"<div><div>Globalisation has resulted in universities around the world accepting an increasing number of culturally and linguistically diverse students, which facilitates the exchange of knowledge, strengthens cultural awareness and develops a globally adaptive nursing workforce. Graduate research students play an important role in Australian universities' education and research efforts. However, there are limited student perspectives and voices that explore the challenges and barriers faced by international nursing students undertaking graduate research. This article summarises the lived experiences of three Chinese graduate research students, including challenges with language barriers, cultural differences, academic adjustment and the impacts of time zone differences. In providing these unique insights, we hope to identify ways to reduce the risk of failing to meet expectations and improve the learning experiences for future international nursing students.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106556"},"PeriodicalIF":3.6,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-25DOI: 10.1016/j.nedt.2024.106551
Quanlei Li, Denise Shuk Ting Cheung
{"title":"Nurse education in Asia: A microcosm of the changing world","authors":"Quanlei Li, Denise Shuk Ting Cheung","doi":"10.1016/j.nedt.2024.106551","DOIUrl":"10.1016/j.nedt.2024.106551","url":null,"abstract":"","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106551"},"PeriodicalIF":3.6,"publicationDate":"2024-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928188","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1016/j.nedt.2024.106561
Sandra J. Kane , Lorelli Nowell , Shelley Raffin Bouchal , Graham McCaffrey
Background
Nursing students are tasked with connecting theoretical knowledge with clinical practice to ensure patient safety and provide quality care. However, there is a distinct lack of research on nursing student learning transfer. More exploration and research are necessary to understand how nursing students apply their learning in complex and evolving clinical situations.
Aim
The objective of this study was to explore the processes and strategies nursing students use to transfer classroom learning to real-world clinical situations.
Design
We utilized a classic grounded theory methodology developed by Glaser and Strauss to explore how fourth-year baccalaureate nursing students transfer classroom learning to clinical practice.
Participants and setting
From March 2023 to February 2024, 19 fourth-year nursing students were recruited from six undergraduate nursing programs across Alberta, Canada, ensuring that the study population provided a fair representation within the province.
Methods
Interviews were transcribed verbatim and analyzed through open coding, the constant comparative method, and memo writing. A core category emerged along with four related sub-categories. A substantive theory was developed through theoretical sampling, selective coding, the constant comparative method, and memo writing.
Results
The research findings identified making sense of praxis as the core category, which represented the way students applied theory-to-practice connections in clinical settings. Four interconnected sub-categories were identified: experiencing the clinical environment, making it personal, recognizing connections, and working toward mastery by doing, culminating in the theory Making Sense of Praxis Within an Evolving Clinical Context.
Conclusions
The findings led to recommendations for nursing education programs, specifically nursing curriculum designers and clinical instructors, regarding the preparation of and support for nursing students in their developing clinical practice.
{"title":"Making sense of praxis within an evolving clinical context: A grounded theory of nursing student learning transfer","authors":"Sandra J. Kane , Lorelli Nowell , Shelley Raffin Bouchal , Graham McCaffrey","doi":"10.1016/j.nedt.2024.106561","DOIUrl":"10.1016/j.nedt.2024.106561","url":null,"abstract":"<div><h3>Background</h3><div>Nursing students are tasked with connecting theoretical knowledge with clinical practice to ensure patient safety and provide quality care. However, there is a distinct lack of research on nursing student learning transfer. More exploration and research are necessary to understand how nursing students apply their learning in complex and evolving clinical situations.</div></div><div><h3>Aim</h3><div>The objective of this study was to explore the processes and strategies nursing students use to transfer classroom learning to real-world clinical situations.</div></div><div><h3>Design</h3><div>We utilized a classic grounded theory methodology developed by Glaser and Strauss to explore how fourth-year baccalaureate nursing students transfer classroom learning to clinical practice.</div></div><div><h3>Participants and setting</h3><div>From March 2023 to February 2024, 19 fourth-year nursing students were recruited from six undergraduate nursing programs across Alberta, Canada, ensuring that the study population provided a fair representation within the province.</div></div><div><h3>Methods</h3><div>Interviews were transcribed verbatim and analyzed through open coding, the constant comparative method, and memo writing. A core category emerged along with four related sub-categories. A substantive theory was developed through theoretical sampling, selective coding, the constant comparative method, and memo writing.</div></div><div><h3>Results</h3><div>The research findings identified making sense of praxis as the core category, which represented the way students applied theory-to-practice connections in clinical settings. Four interconnected sub-categories were identified: experiencing the clinical environment, making it personal, recognizing connections, and working toward mastery by doing, culminating in the theory <em>Making Sense of Praxis Within an Evolving Clinical Context</em>.</div></div><div><h3>Conclusions</h3><div>The findings led to recommendations for nursing education programs, specifically nursing curriculum designers and clinical instructors, regarding the preparation of and support for nursing students in their developing clinical practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106561"},"PeriodicalIF":3.6,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142928266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1016/j.nedt.2024.106558
Mahbub Sarkar , Charlotte E. Rees , Charlotte Barber , Claire Palermo
Introduction
Health professions education research has evolved as a discipline, yet chronological trends in topics and methodologies together have not been comprehensively explored previously. This study aimed to identify the trends in research topics and methodologies used in primary empirical studies published in reputable health professions education research journals at the turn of three decades (2000, 2010, and 2020).
Methods
Underpinned by relativism and subjectivism, this review of trends included primary empirical studies published in five quartile 1 health professions education research journals, defined by Clarivate (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) from three sample years at the start of three decades (2000, 2010, and 2020). Each study was coded for demographics (e.g., country of origin), topic area, and methodological approach, including philosophical positioning, study design, and methods. Data were analysed descriptively.
Results
A total of 1126 empirical studies were published across the three time-points, with the majority from North American and European countries. More papers were published in recent years, with publications doubling in 2020 (n = 488) compared with 2000 (n = 223). Effective teaching methods were the most researched topic, whereas teaching and learning of Indigenous health received the least priority consistently across the three time-periods. Over half of the methodologies were quantitative, followed by qualitative, and mixed methods. The use of qualitative methodologies and the reporting of philosophical positioning (mostly in qualitative studies) have gradually increased over the three time-points. Many studies, however, still fail to report key markers of methodological quality.
Discussion
Despite positive trends in health professions education research (more studies, multi-institutional research, and balanced methodological approaches), our review of trends identified notable issues (e.g., limited country diversity, missing criteria for methodological quality, and less-diverse research topics). We therefore encourage greater consideration of the role of journals in shaping the future, quality of output reporting, and gaps in the literature; thereby diversifying what and how we research health professions education.
{"title":"A review of trends in health professions education research at the turn of three decades (2000, 2010, and 2020)","authors":"Mahbub Sarkar , Charlotte E. Rees , Charlotte Barber , Claire Palermo","doi":"10.1016/j.nedt.2024.106558","DOIUrl":"10.1016/j.nedt.2024.106558","url":null,"abstract":"<div><h3>Introduction</h3><div>Health professions education research has evolved as a discipline, yet chronological trends in topics and methodologies together have not been comprehensively explored previously. This study aimed to identify the trends in research topics and methodologies used in primary empirical studies published in reputable health professions education research journals at the turn of three decades (2000, 2010, and 2020).</div></div><div><h3>Methods</h3><div>Underpinned by relativism and subjectivism, this review of trends included primary empirical studies published in five quartile 1 health professions education research journals, defined by Clarivate (Academic Medicine, Advances in Health Sciences Education, Medical Education, Medical Teacher, and Nurse Education Today) from three sample years at the start of three decades (2000, 2010, and 2020). Each study was coded for demographics (e.g., country of origin), topic area, and methodological approach, including philosophical positioning, study design, and methods. Data were analysed descriptively.</div></div><div><h3>Results</h3><div>A total of 1126 empirical studies were published across the three time-points, with the majority from North American and European countries. More papers were published in recent years, with publications doubling in 2020 (n = 488) compared with 2000 (n = 223). Effective teaching methods were the most researched topic, whereas teaching and learning of Indigenous health received the least priority consistently across the three time-periods. Over half of the methodologies were quantitative, followed by qualitative, and mixed methods. The use of qualitative methodologies and the reporting of philosophical positioning (mostly in qualitative studies) have gradually increased over the three time-points. Many studies, however, still fail to report key markers of methodological quality.</div></div><div><h3>Discussion</h3><div>Despite positive trends in health professions education research (more studies, multi-institutional research, and balanced methodological approaches), our review of trends identified notable issues (e.g., limited country diversity, missing criteria for methodological quality, and less-diverse research topics). We therefore encourage greater consideration of the role of journals in shaping the future, quality of output reporting, and gaps in the literature; thereby diversifying what and how we research health professions education.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106558"},"PeriodicalIF":3.6,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1016/j.nedt.2024.106560
Majd T. Mrayyan
Background
Understanding cultural humility is a challenge, even in academic nursing settings. Nursing academics are the driving force behind students and the next generation of nurses' awareness and practice of cultural humility.
Aim
The study investigated the predictors and differences of nursing academics' cultural humility in nursing education, as perceived by nursing students.
Design
A cross-sectional research design was used.
Participants
Two hundred eighty-one nursing students were conveniently recruited for the study.
Methods
Nursing students completed an online survey about the measured variables.
Results
Nursing students expressed a consensus regarding the importance of cultural humility among nursing academics in the context of nursing education; however, their overall agreement was relatively low (Mean = 3.86/5, SE = 0.037). Being trained in private hospitals and senior students predicted the perceived nursing academics' cultural humility in nursing education (t-test = 11.29, p-value = 0.001, R2 = 0.035, adjusted R2 = 0.028). Senior nursing students highly rated most of the items when measuring the differences in perceived nursing academics' cultural humility.
Conclusion
The preparation of nursing students by nursing academics is essential for promoting cultural humility within nursing education.
Patient or public contribution
No Patient or Public Contribution. The study involved nursing students who were enrolled in academic higher education nursing programs at different universities.
{"title":"Students' perceptions of nursing academics' cultural humility: An online cross-sectional study","authors":"Majd T. Mrayyan","doi":"10.1016/j.nedt.2024.106560","DOIUrl":"10.1016/j.nedt.2024.106560","url":null,"abstract":"<div><h3>Background</h3><div>Understanding cultural humility is a challenge, even in academic nursing settings. Nursing academics are the driving force behind students and the next generation of nurses' awareness and practice of cultural humility.</div></div><div><h3>Aim</h3><div>The study investigated the predictors and differences of nursing academics' cultural humility in nursing education, as perceived by nursing students.</div></div><div><h3>Design</h3><div>A cross-sectional research design was used.</div></div><div><h3>Participants</h3><div>Two hundred eighty-one nursing students were conveniently recruited for the study.</div></div><div><h3>Methods</h3><div>Nursing students completed an online survey about the measured variables.</div></div><div><h3>Results</h3><div>Nursing students expressed a consensus regarding the importance of cultural humility among nursing academics in the context of nursing education; however, their overall agreement was relatively low (Mean = 3.86/5, SE = 0.037). Being trained in private hospitals and senior students predicted the perceived nursing academics' cultural humility in nursing education (<em>t</em>-test = 11.29, <em>p</em>-value = 0.001, <em>R</em><sup><em>2</em></sup> = 0.035, <em>adjusted R</em><sup><em>2</em></sup> = 0.028). Senior nursing students highly rated most of the items when measuring the differences in perceived nursing academics' cultural humility.</div></div><div><h3>Conclusion</h3><div>The preparation of nursing students by nursing academics is essential for promoting cultural humility within nursing education.</div></div><div><h3>Patient or public contribution</h3><div>No Patient or Public Contribution. The study involved nursing students who were enrolled in academic higher education nursing programs at different universities.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106560"},"PeriodicalIF":3.6,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142911148","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-12-24DOI: 10.1016/j.nedt.2024.106559
Jing Huang , Na Wang , Yuhui Fu , Rui Yang , Mingna Zhang , Li Guo , Jenny Gamble , Debra K. Creedy
Background
Empathy is a crucial attribute in healthcare, benefiting both professionals and patients. It also plays an important role in the midwife-woman relationship, contributing to the implementation of respectful maternity care. Witnessing acts of disrespect towards childbearing women in the clinical setting may impair students' perceptions of respectful maternity care, as they may come to view disrespect as normative. However, empathy may moderate this effect among pre-registration nursing and midwifery students.
Objectives
To measure empathy levels and associated factors among pre-registration nursing and midwifery students, and the mediating role of empathy on perceptions of disrespectful and respectful maternity care.
Design
A cross-sectional survey.
Settings
Eight universities/colleges.
Participants
A total of 694 pre-registration nursing and midwifery students.
Methods
Participants completed an online survey with questions from the Jefferson Scale of Empathy (Health Profession Students), Students' Perceptions of Respectful Maternity Care and a list of items to measure exposure to disrespectful maternity care.
Results
Students reported a mean empathy score of 103 out of 140. Factors such as female, Han ethnicity, fourth year of the program, midwifery major, and a hybrid mode of clinical practicum (online and in-person) were found to be associated with higher empathy levels. Empathy mediated the impact of witnessing disrespectful care on students' perceptions of respectful maternity care.
Conclusion
Pre-registration education should consider the different needs of students based on their gender, ethnicity, and different stages of clinical training. Enabling clinical learning environments with empathetic role models may cultivate students' empathy during their clinical training.
{"title":"Effects of empathy on the perspectives of respectful and disrespectful maternity care among nursing and midwifery students in China: A cross-sectional study","authors":"Jing Huang , Na Wang , Yuhui Fu , Rui Yang , Mingna Zhang , Li Guo , Jenny Gamble , Debra K. Creedy","doi":"10.1016/j.nedt.2024.106559","DOIUrl":"10.1016/j.nedt.2024.106559","url":null,"abstract":"<div><h3>Background</h3><div>Empathy is a crucial attribute in healthcare, benefiting both professionals and patients. It also plays an important role in the midwife-woman relationship, contributing to the implementation of respectful maternity care. Witnessing acts of disrespect towards childbearing women in the clinical setting may impair students' perceptions of respectful maternity care, as they may come to view disrespect as normative. However, empathy may moderate this effect among pre-registration nursing and midwifery students.</div></div><div><h3>Objectives</h3><div>To measure empathy levels and associated factors among pre-registration nursing and midwifery students, and the mediating role of empathy on perceptions of disrespectful and respectful maternity care.</div></div><div><h3>Design</h3><div>A cross-sectional survey.</div></div><div><h3>Settings</h3><div>Eight universities/colleges.</div></div><div><h3>Participants</h3><div>A total of 694 pre-registration nursing and midwifery students.</div></div><div><h3>Methods</h3><div>Participants completed an online survey with questions from the Jefferson Scale of Empathy (Health Profession Students), Students' Perceptions of Respectful Maternity Care and a list of items to measure exposure to disrespectful maternity care.</div></div><div><h3>Results</h3><div>Students reported a mean empathy score of 103 out of 140. Factors such as female, Han ethnicity, fourth year of the program, midwifery major, and a hybrid mode of clinical practicum (online and in-person) were found to be associated with higher empathy levels. Empathy mediated the impact of witnessing disrespectful care on students' perceptions of respectful maternity care.</div></div><div><h3>Conclusion</h3><div>Pre-registration education should consider the different needs of students based on their gender, ethnicity, and different stages of clinical training. Enabling clinical learning environments with empathetic role models may cultivate students' empathy during their clinical training.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106559"},"PeriodicalIF":3.6,"publicationDate":"2024-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143098770","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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