Yu Lei Jiang, Zi Yao Lv, Yang Zhou, Hao Hou, Meng Qin Ao, Yu‐Xin Fu, Huijing Zou, Xiao Qin Wang, Dan Luo, Bing Xiang Yang
AimTo explore the individual and interpersonal association between mental health knowledge (MHK) and depression in adolescents and one of their parents, and to explore whether gender differences exist between fathers and mothers in these associations.MethodsParticipants were 3456 father–adolescent dyads and 4478 mother–adolescent dyads, recruited from eight middle schools in Wuhan, who completed self‐report assessments of MHK and depression from September to October 2021.ResultsWith the application of the actor–partner interdependence model, A positive actor effect between MHK and depression in adolescents was found. Adverse partner effects from fathers' MHK and mothers' MHK to adolescent depression were noted and showed no significant difference. Adolescents' depression was significantly associated with parental depression in both fathers and mothers.ConclusionIt is implied that milder adolescent depression was associated with lower levels of adolescent MHK, along with higher levels of MHK in both fathers and mothers. For parents, it is important to emphasise the improvement of their own MHK and increase their attention to adolescent mental health problems, as this may contribute to enhancing the mental health of adolescents.Implications for the Profession and/or Patient CareThis study is instructive and related to family‐based nursing interventions for mental health, emphasising the potential influence of parents in the family on adolescent depressive symptoms. The findings suggest that parental involvement should be encouraged and that the family's role in supporting the child's mental health should be recognised, contributing to the development of relevant policies.ImpactThis study highlights that higher parental MHK is associated with lower levels of adolescent depression, with no gender differences between fathers and mothers. Family‐based nursing interventions that emphasise mental health education for parents may have an impact on improving depression in adolescents.Reporting MethodGuidelines were followed using the STROBE reporting method.Patient or Public ContributionNone.
{"title":"Application of the Actor–Partner Interdependence Model in Parent–Adolescent Mental Health Knowledge and Depression","authors":"Yu Lei Jiang, Zi Yao Lv, Yang Zhou, Hao Hou, Meng Qin Ao, Yu‐Xin Fu, Huijing Zou, Xiao Qin Wang, Dan Luo, Bing Xiang Yang","doi":"10.1111/jan.16610","DOIUrl":"https://doi.org/10.1111/jan.16610","url":null,"abstract":"AimTo explore the individual and interpersonal association between mental health knowledge (MHK) and depression in adolescents and one of their parents, and to explore whether gender differences exist between fathers and mothers in these associations.MethodsParticipants were 3456 father–adolescent dyads and 4478 mother–adolescent dyads, recruited from eight middle schools in Wuhan, who completed self‐report assessments of MHK and depression from September to October 2021.ResultsWith the application of the actor–partner interdependence model, A positive actor effect between MHK and depression in adolescents was found. Adverse partner effects from fathers' MHK and mothers' MHK to adolescent depression were noted and showed no significant difference. Adolescents' depression was significantly associated with parental depression in both fathers and mothers.ConclusionIt is implied that milder adolescent depression was associated with lower levels of adolescent MHK, along with higher levels of MHK in both fathers and mothers. For parents, it is important to emphasise the improvement of their own MHK and increase their attention to adolescent mental health problems, as this may contribute to enhancing the mental health of adolescents.Implications for the Profession and/or Patient CareThis study is instructive and related to family‐based nursing interventions for mental health, emphasising the potential influence of parents in the family on adolescent depressive symptoms. The findings suggest that parental involvement should be encouraged and that the family's role in supporting the child's mental health should be recognised, contributing to the development of relevant policies.ImpactThis study highlights that higher parental MHK is associated with lower levels of adolescent depression, with no gender differences between fathers and mothers. Family‐based nursing interventions that emphasise mental health education for parents may have an impact on improving depression in adolescents.Reporting MethodGuidelines were followed using the STROBE reporting method.Patient or Public ContributionNone.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"24 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597297","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Annabelle Huntsman, Adriene Pavek, Nathan Shen, Justin Lyon, Jonathan Palmer, Zachary Ney, Jennifer L. Hamilton
AimsOur study aims to analyse 8 commonly used textbooks to determine how diverse skin tones are represented in paediatric nursing practitioner education.DesignLiterature reviewed from 2016 to 2024 demonstrated that the lack of darkly pigmented skin colour representation in health science education leads to diminished patient outcomes for these populations. Our study sought to study representation teaching images and eight commonly referenced nursing textbooks were chosen for this study, given their use in paediatric nurse practitioner education. Of the eight textbooks selected, five were analysed based on inclusion criteria.MethodsTwo investigators trained in skin prototyping coded each textbook for skin colour representation and coded during 2023–2024. Coders used the widely accepted prototyping scale, the Fitzpatrick Scale (range I‐VI, with I being the lightest colour skin and VI the darkest). Teaching photographs were defined as all photos used to provide insight into a disease or diagnostic technique that included human skin. Two individual coders coded and documented data, ensuring each coder was blinded to the overall results.ResultsOur analysis of 5 textbooks revealed that 2112 images met the criteria as teaching images. Of the 2112 teaching images, 593.5 included images of type IV‐VI skin (darkly pigmented skin), resulting in a 28% representation of dark skin tone images. Additionally, 2 of the 82 total illustrations included patients with dark skin tones, indicating a representation of 2.5%. However, chapters addressing conditions of child abuse/neglect (55.95%) and stigmatised social issues (infectious disease, 54.88%) displayed a disproportionate representation of patients from these demographics.ConclusionsOur results highlight the importance of enhancing equitable representation in educational resources for nursing practitioners.Implications for the Profession/ Patient CareThere is room to collaborate with other health science institutions to establish clear guidelines for future improvement in expanding teaching images to include diversity representation in education.Patient or Public ContributionNo patient or public contribution.
{"title":"An Analysis of the Diversity of Skin Colour Representation in Paediatric Nursing Practitioner Textbooks","authors":"Annabelle Huntsman, Adriene Pavek, Nathan Shen, Justin Lyon, Jonathan Palmer, Zachary Ney, Jennifer L. Hamilton","doi":"10.1111/jan.16614","DOIUrl":"https://doi.org/10.1111/jan.16614","url":null,"abstract":"AimsOur study aims to analyse 8 commonly used textbooks to determine how diverse skin tones are represented in paediatric nursing practitioner education.DesignLiterature reviewed from 2016 to 2024 demonstrated that the lack of darkly pigmented skin colour representation in health science education leads to diminished patient outcomes for these populations. Our study sought to study representation teaching images and eight commonly referenced nursing textbooks were chosen for this study, given their use in paediatric nurse practitioner education. Of the eight textbooks selected, five were analysed based on inclusion criteria.MethodsTwo investigators trained in skin prototyping coded each textbook for skin colour representation and coded during 2023–2024. Coders used the widely accepted prototyping scale, the Fitzpatrick Scale (range I‐VI, with I being the lightest colour skin and VI the darkest). <jats:italic>Teaching photographs</jats:italic> were defined as all photos used to provide insight into a disease or diagnostic technique that included human skin. Two individual coders coded and documented data, ensuring each coder was blinded to the overall results.ResultsOur analysis of 5 textbooks revealed that 2112 images met the criteria as teaching images. Of the 2112 teaching images, 593.5 included images of type IV‐VI skin (darkly pigmented skin), resulting in a 28% representation of dark skin tone images. Additionally, 2 of the 82 total illustrations included patients with dark skin tones, indicating a representation of 2.5%. However, chapters addressing conditions of child abuse/neglect (55.95%) and stigmatised social issues (infectious disease, 54.88%) displayed a disproportionate representation of patients from these demographics.ConclusionsOur results highlight the importance of enhancing equitable representation in educational resources for nursing practitioners.Implications for the Profession/ Patient CareThere is room to collaborate with other health science institutions to establish clear guidelines for future improvement in expanding teaching images to include diversity representation in education.Patient or Public ContributionNo patient or public contribution.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"9 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
AimTo explore the meaning of ‘safety’ as it applies to critical care nurses during daily care practice in the intensive care setting.DesignA qualitative study design was employed.MethodsThe study enlisted 18 critical care nurses and nurse leaders from three hospitals in Sweden. Interview data were collected in 2017 and in 2024. The data were examined using reflexive thematic content analysis.ResultsThe meaning of safety within critical care settings was illustrated by the themes ‘Sustaining a safety mindset’, ‘Fostering commitment to patient safety’, ‘Showing individual accountability and continuous learning’ and ‘Managing complexity while prioritising safety standards’. Safe care practice in daily practice also involved adaptability and resilience in response to changing circumstances or unexpected events, ensuring thoroughness and allowing for a return to regular routines when conditions permitted, thereby preventing incomplete care. Core competencies in safety encompassed both technical and non‐technical skills, such as the ability to assess and use technology, remain vigilant and thorough, plan ahead, prioritise and identify, and follow through on nursing interventions, all while working in a team and allocating sufficient time for patients.ConclusionSustaining a safe mindset over time is both challenging and essential. Further research should focus on how to foster a sustained safety mindset. A more proactive approach to learning may be achieved by reflecting on and discussing things that have worked well even in challenging circumstances.Implications for the Profession and/or Patient CareThis study enriches our understanding of practising safe care in intensive care. It furnishes the nursing profession with a deeper theoretical grasp of proactive safety efforts, encompassing various factors that can mitigate risks in a technologically advanced environment.
{"title":"Practising Safe Care in Critical Care: A Reflexive Thematic Analysis","authors":"Marie Häggström, Ulla Näppä","doi":"10.1111/jan.16602","DOIUrl":"https://doi.org/10.1111/jan.16602","url":null,"abstract":"AimTo explore the meaning of ‘safety’ as it applies to critical care nurses during daily care practice in the intensive care setting.DesignA qualitative study design was employed.MethodsThe study enlisted 18 critical care nurses and nurse leaders from three hospitals in Sweden. Interview data were collected in 2017 and in 2024. The data were examined using reflexive thematic content analysis.ResultsThe meaning of safety within critical care settings was illustrated by the themes ‘Sustaining a safety mindset’, ‘Fostering commitment to patient safety’, ‘Showing individual accountability and continuous learning’ and ‘Managing complexity while prioritising safety standards’. Safe care practice in daily practice also involved adaptability and resilience in response to changing circumstances or unexpected events, ensuring thoroughness and allowing for a return to regular routines when conditions permitted, thereby preventing incomplete care. Core competencies in safety encompassed both technical and non‐technical skills, such as the ability to assess and use technology, remain vigilant and thorough, plan ahead, prioritise and identify, and follow through on nursing interventions, all while working in a team and allocating sufficient time for patients.ConclusionSustaining a safe mindset over time is both challenging and essential. Further research should focus on how to foster a sustained safety mindset. A more proactive approach to learning may be achieved by reflecting on and discussing things that have worked well even in challenging circumstances.Implications for the Profession and/or Patient CareThis study enriches our understanding of practising safe care in intensive care. It furnishes the nursing profession with a deeper theoretical grasp of proactive safety efforts, encompassing various factors that can mitigate risks in a technologically advanced environment.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"18 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142597298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Juan Carlos Fernández‐Domínguez, Albert Sesé‐Abad, Joan Ernest De Pedro‐Gómez, Jose‐Miguel Morales‐Asencio, Rafael Jiménez‐López
AimThis study explores contextual factors affecting evidence‐based practice (EBP) adoption among Spanish nurses, examining their interaction with sociodemographic and practice variables to enhance implementation strategies.DesignA national multicenter study employing a cross‐sectional online survey design was conducted with an intentional sample of 934 voluntary Spanish practicing nurses.MethodsParticipants completed the 12‐item Barriers/facilitators dimension of the HS‐EBP instrument, along with sociodemographic, training and practice information relevant to EBP implementation. Psychometric networks have been utilised as a novel analytical approach.ResultsThe HS‐EBP scores confirm validity and reliability for assessing EBP barriers and facilitators among Spanish nurses. Primary barriers include inadequate EBP discussion spaces, lack of guidance, resistance to change, patient apathy, time constraints and support gaps. Key facilitators are higher academic qualifications, EBP training, professional development participation, educational institution employment and student supervision. Focus is needed on rural nurses and those with heavy clinical duties, facing major EBP barriers.ConclusionSpanish nurses encounter organisational barriers to EBP implementation, including insufficient incentives and support. Prioritising hands‐on training, professional development in teaching and research and robust programs can enhance nurses' ability to advance EBP implementation.ImpactThe HS‐EBP questionnaire is reliable in measuring organisational and contextual factors affecting EBP implementation.Implications for the ProfessionSuccessful implementation of evidence‐based practice (EBP) in the Spanish healthcare system depends on developing an appropriate organisational culture and securing support from formal leaders. Additionally, fostering an understanding of the importance of patients and their families among Spanish nurses is crucial for promoting EBP adoption.
{"title":"Unveiling the Context for Implementing Evidence‐Based Practice in Spanish Nursing","authors":"Juan Carlos Fernández‐Domínguez, Albert Sesé‐Abad, Joan Ernest De Pedro‐Gómez, Jose‐Miguel Morales‐Asencio, Rafael Jiménez‐López","doi":"10.1111/jan.16604","DOIUrl":"https://doi.org/10.1111/jan.16604","url":null,"abstract":"AimThis study explores contextual factors affecting evidence‐based practice (EBP) adoption among Spanish nurses, examining their interaction with sociodemographic and practice variables to enhance implementation strategies.DesignA national multicenter study employing a cross‐sectional online survey design was conducted with an intentional sample of 934 voluntary Spanish practicing nurses.MethodsParticipants completed the 12‐item Barriers/facilitators dimension of the HS‐EBP instrument, along with sociodemographic, training and practice information relevant to EBP implementation. Psychometric networks have been utilised as a novel analytical approach.ResultsThe HS‐EBP scores confirm validity and reliability for assessing EBP barriers and facilitators among Spanish nurses. Primary barriers include inadequate EBP discussion spaces, lack of guidance, resistance to change, patient apathy, time constraints and support gaps. Key facilitators are higher academic qualifications, EBP training, professional development participation, educational institution employment and student supervision. Focus is needed on rural nurses and those with heavy clinical duties, facing major EBP barriers.ConclusionSpanish nurses encounter organisational barriers to EBP implementation, including insufficient incentives and support. Prioritising hands‐on training, professional development in teaching and research and robust programs can enhance nurses' ability to advance EBP implementation.ImpactThe HS‐EBP questionnaire is reliable in measuring organisational and contextual factors affecting EBP implementation.Implications for the ProfessionSuccessful implementation of evidence‐based practice (EBP) in the Spanish healthcare system depends on developing an appropriate organisational culture and securing support from formal leaders. Additionally, fostering an understanding of the importance of patients and their families among Spanish nurses is crucial for promoting EBP adoption.","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"2 1","pages":""},"PeriodicalIF":3.8,"publicationDate":"2024-11-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142596906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The journey to publication can be arduous, requiring considerable time, effort and resources. Researchers face numerous challenges, right from initially conceptualising a research idea, forming the research team, securing ethical approvals, recruiting participants, collecting data, analysing findings and making recommendations. Ultimately, these efforts culminate in preparing a manuscript that must meet the standards of reputable and rigorous academic journals to share study findings with the broader nursing and health community. Transparent and ethical reporting plays a crucial role not only in ensuring transparency but also in saving time for both authors and reviewers. Well-structured and complete manuscripts help streamline the review process by minimising the need for revisions related to organisation, clarity and missing information, enhancing transparency and hopefully reducing the time in peer review.