Nurse Education Today最新文献

{"title":"The impact of virtual reality applied in nurse education on students' clinical thinking: A systematic review","authors":"Meixue Hou ,&nbsp;Yao Lu ,&nbsp;Yinglin Liu ,&nbsp;Wei Luo ,&nbsp;Hui Xue ,&nbsp;Hua Yuan ,&nbsp;Xiuying Zhang","doi":"10.1016/j.nedt.2024.106553","DOIUrl":"10.1016/j.nedt.2024.106553","url":null,"abstract":"<div><h3>Objective</h3><div>To summarise and compare the applications and effectiveness of virtual reality in cultivating clinical thinking among nursing students and to further analyse the active ingredients of virtual reality applications.</div></div><div><h3>Design</h3><div>Systematic review.</div></div><div><h3>Review methods</h3><div>A systematic and comprehensive search of PubMed, Web of Science, Cochrane, Scopus, Embase, and CINAHL was conducted from the inception until 5th of February 2024. The standardised JBI critical appraisal tools for randomised controlled trials (RCTs) and quasiexperimental studies were used to assess the quality of the selected studies.</div></div><div><h3>Results</h3><div>After screening, 17 articles were ultimately included, including 5 RCTs and 12 quasiexperimental studies. The findings reveal that different applications of virtual reality have varying impacts on nursing students' clinical thinking. The analysis of active ingredients reveals a number of key factors that enhance learning in virtual reality applications. A hybrid approach benefits development across critical thinking, clinical judgement, and clinical decision-making. Nonimmersive virtual reality appears to be active and effective for critical thinking, whereas immersive virtual reality proves to be effective for problem solving. Shorter simulation running times enhance clinical judgement. Shorter prebriefing sessions, fewer simulation scenarios, and structured debriefing centred on the algorithm of the scenario contribute positively to clinical reasoning. Individual operation of the virtual reality system, immediate scenario-embedded feedback, and instructor-led debriefing support clinical decision-making.</div></div><div><h3>Conclusions</h3><div>Nurse educators should consider integrating virtual reality technology with other teaching methods to increase the effectiveness of the development of clinical thinking among students. The prebriefing time and debriefing structure should be tailored to specific contexts and objectives. To maintain students' attention during the simulations, allowing students to operate the system independently and shortening the simulation cycles are advisable while limiting the number of scenarios to reduce the cognitive load. For effective reflection, combining scenario-embedded feedback within the virtual reality system with teacher-led debriefing is essential. Additionally, a sensible design of the level of immersion is necessary due to differences in accessibility, the complexity of the learning environment, and the costs between nonimmersive and immersive virtual reality.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106553"},"PeriodicalIF":3.6,"publicationDate":"2024-12-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900549","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}

{"title":"Personal tutoring black nursing students: A qualitative study of the experiences of students and tutors","authors":"Shelley McLetchie-Holder ,&nbsp;Victoria Showunmi ,&nbsp;Sara Bragg","doi":"10.1016/j.nedt.2024.106552","DOIUrl":"10.1016/j.nedt.2024.106552","url":null,"abstract":"<div><h3>Background</h3><div>Personal tutoring at university is designed to provide effective pastoral care to students. Given the increasing diversity of the student body, it is important that personal tutors can support the needs of all students. There is limited research to date which has focused on the personal tutoring needs of Black nursing students.</div></div><div><h3>Aims</h3><div>To understand Black nursing students' perceptions and experiences of receiving personal tutor support at university and identify factors which hinder and facilitate the provision of effective personal tutoring to Black nursing students.</div></div><div><h3>Design</h3><div>An exploratory qualitative study using a phenomenological approach.</div></div><div><h3>Setting</h3><div>A nursing and midwifery faculty within a large urban university in the United Kingdom.</div></div><div><h3>Participants</h3><div>Black nursing students and personal tutors with experience of supporting Black nursing students.</div></div><div><h3>Methods</h3><div>Data were collected through individual in-depth interviews and were analysed using thematic analysis.</div></div><div><h3>Results</h3><div>Although some student participants reported positive experiences, others undergoing family difficulties or having academic issues were disappointed with the support provided by their tutor. Four main themes were developed from the data: 1) Insufficient support from personal tutor: “I could have had more help”; 2) Cultural Competency: “Just get to know us”; 3) Sense of belonging: “No one looks like me” and 4) Resilience: “And still I rise.”</div></div><div><h3>Conclusions</h3><div>Black nursing students face many challenges at university as a minoritised group and value a supportive and emotional connection with their tutors. Personal tutors want institutions to provide them with more time and specialised training to provide appropriate support to students from different cultural backgrounds.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106552"},"PeriodicalIF":3.6,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900547","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}

{"title":"Factors influencing preceptor nurses' clinical teaching behavior: A cross-sectional study","authors":"Kyeong Hye Kim ,&nbsp;Sujin Shin","doi":"10.1016/j.nedt.2024.106555","DOIUrl":"10.1016/j.nedt.2024.106555","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;div&gt;This study identified significant factors affecting clinical teaching behavior among South Korean preceptor nurses.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;div&gt;Preceptor nurses create a positive environment that helps new graduate nurses translate theoretical learning to clinical practice, facilitates their professional development, and increases their retention intention. However, few studies on preceptors' clinical teaching behavior, critical reflection competence, and clinical reasoning capabilities exist, and no studies have examined preceptor–preceptee work–ratios. We ascertained the critical reflection competence, clinical reasoning ability, and recognition of the importance of patient safety management of preceptor nurses, and analyzed the factors influencing their clinical teaching behavior.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Study design&lt;/h3&gt;&lt;div&gt;The study used a cross-sectional design.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;div&gt;Participants included 216 preceptor nurses in Seoul, Republic of Korea, who responded to an online questionnaire based on the Critical Reflection Competency Scale, Nurse Clinical Reasoning Scale, Perception of Importance of Patient Safety Management Scale, and Clinical Teaching Behavior Inventory. Collected data were analyzed using descriptive statistics, an independent &lt;em&gt;t-&lt;/em&gt;test, one-way ANOVA, Scheffé's test, Pearson's correlation coefficient, and hierarchical multiple regression using IBM SPSS Statistics 29.0.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;div&gt;Factors influencing clinical teaching behavior included the perception of importance of patient safety management (β = 0.35, &lt;em&gt;p&lt;/em&gt; &lt; .001), clinical reasoning (β = 0.34, p &lt; .001), critical reflection (β = 0.17, &lt;em&gt;p&lt;/em&gt; = .007), preceptor nurses' workload reduction (β = 0.12, &lt;em&gt;p&lt;/em&gt; = .005), and the preceptor–preceptee work–match ratio of schedule alignment in shift rotations (β = 0.09, &lt;em&gt;p&lt;/em&gt; = .042). These factors accounted for 66.7 % of the variance in preceptors' clinical teaching behavior (F = 48.81, &lt;em&gt;p&lt;/em&gt; &lt; .001).&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusion&lt;/h3&gt;&lt;div&gt;We identified the perceptions of the importance of patient safety management, clinical reasoning competence, critical reflection competence, preceptor nurses' workload reduction, and the preceptor–preceptee work–match ratio as significant factors influencing preceptors' clinical teaching behavior. Our findings have implications for the development of training programs for nurses preparing for preceptorship to enhance their critical reflection capacity, competence in clinical reasoning, and perception of the importance of patient safety management. We recommend creating an organizational plan to alleviate the burden on preceptor nurses and establishing standardized protocols for preceptorship programs.&lt;/div&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Tweetable abstract&lt;/h3&gt;&lt;div&gt;Our cross-sectional study identified significant factors affecting the clinical teaching behavior of Korean preceptor nurses in hospit","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106555"},"PeriodicalIF":3.6,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142916169","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}

{"title":"School nurses' competency in supporting students with type 1 diabetes: A mixed methods systematic review","authors":"Ju-Yeon Uhm ,&nbsp;Suhee Kim","doi":"10.1016/j.nedt.2024.106554","DOIUrl":"10.1016/j.nedt.2024.106554","url":null,"abstract":"<div><div>Aim</div><div>To evaluate school nurse and family-reported perceptions of school nurse competencies in supporting students with Type 1 diabetes.</div></div><div><h3>Design</h3><div>Mixed methods systematic review of the Joanna Briggs Institute methodology.</div></div><div><h3>Data sources</h3><div>Five academic databases (PubMed, Cumulative Index to Nursing and Allied Health Literature, Web of Science, Embase, and Research Information Sharing Service) were used as data sources.</div></div><div><h3>Review methods</h3><div>Qualitative, quantitative, and mixed-method studies published between 2014 and 2023 were included. Two authors independently assessed the eligibility and quality of the included studies. The quality of the included studies was evaluated using a mixed methods assessment tool.</div></div><div><h3>Results</h3><div>Thirteen qualitative studies, 11 quantitative studies, seven non-randomized studies, and four mixed studies met the inclusion criteria. Consequently, five competencies and 11 sub-competencies were derived under two themes. The two themes were “demand for training in school diabetes care” and “demand for more active cooperation.” In particular, the literature confirmed challenges in school nurses' utilization of diabetes devices despite moderate to high confidence in basic diabetes care tasks.</div></div><div><h3>Conclusions</h3><div>This systematic review offered useful information from the perspective of stakeholders (school nurses, parents, and students) regarding school nurses' competencies in caring for students with T1D. This can help us understand the various tasks and requirements faced by school nurses, and future capacity development interventions for school nurses that consider these are needed.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106554"},"PeriodicalIF":3.6,"publicationDate":"2024-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142904029","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}

{"title":"Nurse lecturers' experiences of working with people with lived experience: A phenomenological study","authors":"Gail Sinfield ,&nbsp;Ceri Wilson ,&nbsp;Sally Goldspink","doi":"10.1016/j.nedt.2024.106549","DOIUrl":"10.1016/j.nedt.2024.106549","url":null,"abstract":"<div><h3>Background</h3><div>Involving people with lived experience in United Kingdom healthcare courses is a government directive and professional body recommendation, yet involvement remains non-standardised with minimal guidance. Previous literature has largely ignored the experiences of Nurse lecturer's in this work, yet they provide vital resources in promoting, sustaining and developing the involvement of people with lived experience.</div></div><div><h3>Aim</h3><div>To explore adult nurse lecturers' experiences of working with people with lived experience in two higher educational institution settings.</div></div><div><h3>Design</h3><div>A qualitative descriptive phenomenology study was undertaken.</div></div><div><h3>Setting</h3><div>This study took place in two universities in the East of England.</div></div><div><h3>Participants</h3><div>Using purposive sampling nine pre-registration adult nurse lecturers working with people with lived experience were recruited.</div></div><div><h3>Methods</h3><div>Data were collected from semi-structured interviews, which were analysed using an adaptation of Colaizzi's method.</div></div><div><h3>Results</h3><div>Three main themes were identified: Filling the gaps; Muddling along; and Challenges and facilitators. These describe the lifeworld of nurse lecturers working with people with lived experience. Nurse lecturers strove to embed people with lived experience into nurse education, which was a challenging process but led to positive outcomes. Nurse lecturers illustrated how working with people with lived experience affected their teaching, professional values and understanding. Findings highlight the need for nurse lecturers to be at the forefront of discussions, emphasising their integral role in ongoing discussions about service user involvement in nurse education.</div></div><div><h3>Conclusion</h3><div>Pre-registration nursing lecturers include people with lived experience in their courses to expand students' understanding of lived experience. Participating lecturers highlighted a snapshot of their multiple, and often ‘hidden,’ roles when working with people with lived experience. Representations of power, human rights and partnership working illustrate important aspects of this work affecting people with lived experience, students and lecturers. Participants wanted to move from tokenistic inclusion of people with lived experience, to a wider cultural/organisational involvement. The intrinsic value of including people with lived experience in courses for professional practice and organisational values were highlighted. Findings are applicable for those who design and develop healthcare courses and can inform future curriculum development.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"147 ","pages":"Article 106549"},"PeriodicalIF":3.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142973377","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}

{"title":"Comparative effectiveness of self-learning and instructor-assisted pediatric cardiopulmonary resuscitation training: A prospective randomized study","authors":"Hye Ji Park ,&nbsp;Daun Choi ,&nbsp;Hoyoen Shim ,&nbsp;Choung Ah. Lee","doi":"10.1016/j.nedt.2024.106545","DOIUrl":"10.1016/j.nedt.2024.106545","url":null,"abstract":"<div><h3>Background</h3><div>Unlike that for adults, training for cardiopulmonary resuscitation of infant and child is scarce, and warrants efforts for greater accessibility. Effective self-learning could expand training accessibility and facilitate the development of effective infant and child cardiopulmonary resuscitation training methods.</div></div><div><h3>Aim</h3><div>This study was conducted to develop a pediatric cardiopulmonary resuscitation self-learning training program, implement nurse training, and evaluate training effectiveness by comparing trainees' achievement of self-efficacy in pediatric cardiopulmonary resuscitation, with or without instructor assistance.</div></div><div><h3>Design</h3><div>Prospective randomized controlled study.</div></div><div><h3>Settings</h3><div>General hospital.</div></div><div><h3>Participants</h3><div>Nurses working in a general hospital.</div></div><div><h3>Methods</h3><div>Participants were randomly and sequentially assigned to either an instructor-assisted or a self-learning group and completed a pre-training survey, pediatric cardiopulmonary resuscitation training, post-training survey and test, and a 1-year follow-up test. Pediatric cardiopulmonary resuscitation training was divided into infant and child cardiopulmonary resuscitation training.</div></div><div><h3>Results</h3><div>Among the 97 participants, instructor-assisted and self-learning groups trained in pediatric cardiopulmonary resuscitation showed no significant difference in correct chest compressions, ventilation performance, and self-efficacy at the post-training assessment. However compared to the pre-training assessment, these parameters increased significantly in both groups at the post-training assessment (self-efficacy: infant cardiopulmonary resuscitation: pre-training 15.48, post-training: 17.25 vs pre-training 19.74, post-training 20.05; child cardiopulmonary resuscitation: pre-training 15.78, post-training 17.90 vs pre-training 19.48, post-training 20.55; both <em>p</em> &lt; 0.001), respectively. In the self-learning group, at the 1-year follow-up, the rate of correct infant resuscitation compression decreased significantly from 89 (immediate post-training score) to 76 (<em>p</em> = 0.07), without significant intergroup difference. Regarding the time of measurement, although the main effect was significant (<em>p</em> &lt; 0.001), the interaction effect of instructor-assisted training and time of measurement on pediatric cardiopulmonary resuscitation self-efficacy was not.</div></div><div><h3>Conclusion</h3><div>Pediatric cardiopulmonary resuscitation training did not differ significantly with training modality and improved self-efficacy, which changed significantly over time. These results aid the design of effective self-learning training programs for pediatric cardiopulmonary resuscitation training.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106545"},"PeriodicalIF":3.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142873540","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}

{"title":"“Challenges in the implementation of inter-professional education programs with clinical simulation for health care students: A scoping review“","authors":"Paula Chávez-Valenzuela ,&nbsp;Maria Kappes ,&nbsp;Carolina Eliana Sambuceti ,&nbsp;Diego Andrés Díaz-Guio","doi":"10.1016/j.nedt.2024.106548","DOIUrl":"10.1016/j.nedt.2024.106548","url":null,"abstract":"<div><h3>Introduction</h3><div>Interprofessional education in health professions was developed to address the challenges of teamwork in health-related issues as realistically as possible. Based on the available evidence, a comprehensive perspective is necessary to learn from experience.</div></div><div><h3>Objective</h3><div>To examine the challenges associated with the implementation of interprofessional education based on clinical simulation for students in health science programs.</div></div><div><h3>Methodology</h3><div>A scoping review was conducted following the Joanna Briggs Institute methodology guidelines, with results reported using the PRISMA-ScR guidelines, between September and November 2023. Databases such as PUBMED, ScienceDirect, Scopus, and Research Rabbit were consulted, using the keywords: “Interprofessional Education by Simulation,” “Clinical Simulation in Interprofessional Education,” and “Interprofessional Simulation and Implementation.” Articles with qualitative, quantitative, and mixed methods approaches of any design that described the implementation of interprofessional education based on clinical simulation in health science programs were included. The time frame spanned from 2015 to 2023, and articles were selected in English, Spanish, French, or Portuguese.</div></div><div><h3>Results</h3><div>A total of 409 articles were retrieved; after removing duplicates and applying inclusion criteria with critical reading, 23 studies were included: 10 with a quantitative approach, 11 with a qualitative approach, and 2 with a mixed methods approach. Four key challenges in the implementation of SIM-IPE were highlighted. These challenges included logistical aspects, the importance of faculty training, issues with understanding the roles of other health disciplines, and obstacles in program coordination. Achieving successful implementation involved efficiently managing resources, overcoming curricular and technical obstacles, preparing for interprofessional reflection sessions, and addressing logistical and planning challenges through collaboration between academic programs.</div></div><div><h3>Conclusions</h3><div>Four fundamental challenges were identified and analyzed, with a particular focus on logistical aspects, faculty training, interprofessional understanding, and program coordination.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106548"},"PeriodicalIF":3.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142911127","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}

{"title":"Exploring nurse educators' experiences and perceptions debriefing virtual simulations related to sexual orientation and gender identity: A qualitative study","authors":"Erin Ziegler ,&nbsp;Laura Killam ,&nbsp;Jane Tyerman ,&nbsp;Marian Luctkar-Flude ,&nbsp;Laura Istanboulian","doi":"10.1016/j.nedt.2024.106550","DOIUrl":"10.1016/j.nedt.2024.106550","url":null,"abstract":"<div><h3>Background</h3><div>Sexual orientation and gender identity (SOGI) impact health, yet healthcare providers often lack the necessary education to address the unique needs of the 2SLGBTQIA+ community. The SOGI Nursing Toolkit was developed to enhance cultural humility among healthcare providers using virtual simulation experiences.</div></div><div><h3>Objective</h3><div>The purpose of this study was to explore nurse educators' experiences with debriefing virtual simulations related to the SOGI nursing toolkit within nursing education.</div></div><div><h3>Methods</h3><div>A qualitative descriptive approach was used, including semi-structured interviews with 12 nurse educators with previous experience implementing the SOGI toolkit within a nursing program. Data were analyzed thematically to identify facilitators and barriers to effective debriefing.</div></div><div><h3>Findings</h3><div>The results underscore the importance of creating a psychologically safe environment to optimize learning. Additionally, the debriefer needs specialized training. Barriers to effective debriefing included limited clinical experience and challenges associated with debriefing within virtual environments.</div></div><div><h3>Conclusions</h3><div>Tailored debriefing strategies are essential for fostering an inclusive learning environment and enhancing cultural humility for current and future healthcare professionals.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106550"},"PeriodicalIF":3.6,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142878567","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}

{"title":"Pedagogical approaches to foster caring behaviors among nursing students: A scoping review","authors":"Leodoro J. Labrague ,&nbsp;Arwa Atef Obeidat","doi":"10.1016/j.nedt.2024.106547","DOIUrl":"10.1016/j.nedt.2024.106547","url":null,"abstract":"<div><h3>Background</h3><div>Developing <em>caring</em> behaviors in nursing students is crucial for improving patient care quality. Despite the variety of pedagogical approaches employed to cultivate these behaviors, their comparative effectiveness remains underexplored.</div></div><div><h3>Aim</h3><div>This review systematically examined various pedagogical approaches used to foster <em>caring</em> behaviors among nursing students and evaluated their outcomes.</div></div><div><h3>Design</h3><div>This study employed a scoping review design.</div></div><div><h3>Methods</h3><div>A comprehensive search across five databases—PubMed, CINAHL, Scopus, Web of Science, and ERIC—was conducted for studies published from January 2000 to the present. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines were followed in reporting the findings.</div></div><div><h3>Results</h3><div>A total of 22 studies were included in the review. The review identified four primary pedagogical approaches: (1) simulated interactive learning, (2) caring-centered educational programs/courses, and (3) immersion/service learning. All approaches demonstrated positive outcomes in enhancing students' caring behaviors.</div></div><div><h3>Conclusion</h3><div>Employing a diverse range of pedagogical approaches, aligned with experiential, cognitive, and behavioral learning theories, significantly enhances the development of caring behaviors in nursing students. However, the review highlighted the need for more rigorous study designs to further validate these findings.</div></div><div><h3>Implications for nurse education</h3><div>Nurse faculty should incorporate a variety of pedagogical approaches into nursing education to address different learning needs and enhance the development of caring behaviors. Future research should focus on evaluating the effectiveness of these approaches and their long-term impact on nursing practice.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106547"},"PeriodicalIF":3.6,"publicationDate":"2024-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142900544","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}

{"title":"Career aspiration and influencing factors study of intern nursing students: A latent profile analysis","authors":"Yuye Zhang,&nbsp;Xiaokai Wang,&nbsp;Qiufang Li,&nbsp;Ruixing Zhang,&nbsp;Siyan Guo,&nbsp;Yaning Zhao,&nbsp;Tianci Xiao,&nbsp;Haoyue Luo,&nbsp;Shuangrong Han,&nbsp;Jiayin Yang","doi":"10.1016/j.nedt.2024.106546","DOIUrl":"10.1016/j.nedt.2024.106546","url":null,"abstract":"<div><h3>Background</h3><div>The intensifying global aging population exacerbates the serious shortage of nurses, placing immense pressure on the healthcare system worldwide. Overwhelming workloads, limited career development opportunities, and high turnover rates among nurses compound these challenges. Career aspiration is closely related to individual active work behavior and career orientation, and is significant for stabilizing the nursing team. Identifying different subgroups of career aspiration among intern nursing students and analyzing the influencing factors can provide tailored support and interventions for their career development, contributing to addressing the global nursing shortage and shaping the future of the nursing profession.</div></div><div><h3>Aims</h3><div>To identify different subgroups of career aspiration among intern nursing students and to analyze the related factors of the different subgroups.</div></div><div><h3>Methods</h3><div>This secondary analysis relied upon a cross-sectional study conducted in China among 521 nursing students during clinical practice. Latent profile analysis was used to identify subgroups of career aspiration among intern nursing students, and multivariate logistic regression was used to analyze factors influencing their career aspiration. The Career Aspiration Scale, General Demographic Information Questionnaire, and the Nursing Students Clinical Practice Poor Adaptation Scale were utilized as measures.</div></div><div><h3>Results</h3><div>There were four different subgroups of career aspiration, namely the “Moderate career aspiration type (33.7%)”, “High leadership expectations-low effort type (11.6%)”, “High professional development-low educational aspiration type (28.9%)”, “High aspiration multidimensional leader-scholar type (25.8%)”. School classification and clinical practice poor adaptation were significantly related factors for the four subgroups (all <em>p</em> &lt; 0.05). Female significantly influenced the “high professional development-low educational aspiration type” (<em>p</em> &lt; 0.001). Students' origin, grade point average, and student leadership experience significantly influenced the “high aspiration multidimensional leader-scholar type” (all <em>p</em> &lt; 0.05).</div></div><div><h3>Conclusions</h3><div>This study has identified four distinct subgroups of career aspiration among Chinese intern nursing students and their influencing factors. These findings demonstrate the heterogeneity within the intern nursing student population, provide an effective supplement with a more in-depth analysis to the previous research and underscore the need for tailored educational approaches in clinical practice. By nurturing nursing students' career aspiration, a stable and competent nursing workforce will be cultivated to meet future healthcare demands and propel the advancement of the nursing profession.</div></div>","PeriodicalId":54704,"journal":{"name":"Nurse Education Today","volume":"146 ","pages":"Article 106546"},"PeriodicalIF":3.6,"publicationDate":"2024-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142933698","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}