Contemporary Nurse最新文献

Background: In Australia, undertaking cultural safety education often evokes strong emotional responses by health students. Despite the potential for emotion to drive transformative learning in this space, measures of emotion are uncommon.

Aim: To review existing tools that intend to measure emotional components of learning in relation to cultural safety education.

Methods: Articles published in English from January 2005 to January 2020; reported studies from Australia, New Zealand, Canada and United States of America; and measured an emotional construct/s after an education intervention offered to university students enrolled in a health programme were included. Studies were assessed for quality according to the Critical Appraisals Skills Programme criteria.

Results: Eight articles were reviewed; five conducted in the United States of America, and three in Australia. Intervention type, measures, methodological rigour and outcomes varied. Studies predominately measured empathy, guilt and/or fear.

Conclusions: Although students' emotional responses were measured, processes for students to reflect upon these reactions were not incorporated in the classroom. The review has implications for future research and curricula through developments in measuring and acting upon emotion in cultural safety education for nursing students in Australia.

Background: Combining electronic learning with mobile informatics, mobile learning allows learning anytime and anywhere. Nursing education includes both theoretical and hands-on components. The use of mobile learning technologies in nursing education enables students to actively participate in the learning process, improve their cognitive and psychomotor skills, access information at any time, and meet lifelong learning needs.

Aims: This study aimed to investigate the readiness of nursing students for mobile learning and related sociodemographic characteristics.

Methods: This descriptive study included 678 nursing students studying at three different state universities. The data were collected using an identification form and the Mobile Learning Readiness Scale (MLRS).

Results: The study indicated that the students had a moderately high level of readiness for mobile learning. No significant relationship was found between gender and the MLRS scores (p>0.05). However, a significant relationship was found between age and the optimism sub-dimension of MLRS. Significant relationships were found between students' mobile learning readiness and their grade level and income (p<0.01 for both). Also, significant relationships were found between students' readiness and university they attended, except for the optimism sub-dimension (p>0.05).

Conclusion: In conclusion, nursing students were found to have the level of awareness and readiness required for using mobile learning technologies in educational processes.

Impact statement: Determining the level of readiness of student nurses for mobile learning technologies will help nurse educators in their educational processes.

Background: Human resource management in hospitals has become increasingly challenging. Nursing staff are a major asset in achieving the quality and safety objectives of health care institutions. The concept of Magnet Hospitals seeks to promote a positive work environment. Despite knowledge of the Magnet Hospital concept, the reasons for the lack of applying the concept within Belgian nursing departments is matter for debate.

Objectives/ aims/ hypotheses: The aim was to explore whether Magnet Hospital principles and values were applicable to a nursing department within a Belgian University Hospital Centre.

Design: A mixed methods approach involving both qualitative and quantitative methodology was adopted.

Methods: Data were collected across two sites of a University Hospital. For the quantitative phase, a magnetism measurement questionnaire was administered to a convenience sample of nurses from both sites using email and the hospital intranet. For the qualitative phase, a convenience sample of head nurses from across the two sites were recruited by email and agreed to attend interviews.

Results: For the quantitative phase, scores obtained show a limited magnetism among the nurses (n = 224). Out of the 18 sub-dimensions, seven appear to be underdeveloped (score <50) compared to two developed (score> 75). The qualitative phase showed nine facilitators, nine barriers, and seven neutral constructs among surveyed head nurses (n = 17). These demonstrate a marked interest in the concept, but constraints put forward imply that establishment of the concept would be premature or at least quite difficult within the institution.

Conclusions: Despite interest toward the concept, the implementation of Magnet Hospital within nursing departments currently seems difficult. However, these results shed light upon managerial, organisational, and scientific issues involved in using the concept of the Magnet Hospital within European hospitals.

Impact statement: Communication, unit management strategy and transition of human resource management, through a more human and less administrative approach, are essential for Magnet Hospital implementation.

Background: Chronic pain has a disproportionate impact on members of vulnerable population groups, and women are at substantially greater risk than men of suffering multiple chronic pain disorders. Moreover, one of the aspects most affected by the presence of chronic pain is that of health-related quality of life (HRQoL), worsening over time, as the disease persists.

Objectives: To describe the profile of patients who suffer non-malignant chronic pain, from a gender perspective, and to identify factors related to their HRQoL and mental health.

Design: A cross-sectional study was carried out in patients with chronic non-cancer pain.

Methods: Sociodemographic variables, pain intensity at rest and in motion, SF-36 health questionnaire, anxiety, and depression were evaluated.

Results: The study population consisted of 531 subjects, of whom 64.2% were women. The mean age was 52.9 (SD: 10.4) years. The pain intensity recorded on the visual analogue scale was 6 (SD: 2.7) at rest and 8 (SD: 2) in motion. Physical component score and mental component score of quality of life were worse in women vs men: 33.73 (6.77) vs 32.33 (6.20), for the physical component; 36.89 (12.77) vs 32.91 (11.51), for mental component. Anxiety, depression and pain intensity, showed poorer results in women.

Conclusion: Gender is a factor that should be considered in assessing and managing chronic pain, due to its influence on the perception of pain, and HRQoL.

Impact statement: Gender is an important modifier of the perception of pain, and HRQoL. To achieve a patient-centred approach, nurses should incorporate gender as a differential factor to adapt and individualize pain management and patient education.

Background: The education given in cancer process will contribute to better cope with the problems that may be experienced and to improve self-management skills, thus to the improvement in the quality of life.

Aim/objectives: This study aimed to determine the effect of video-assisted education on the quality of life of women with breast cancer who received chemotherapy treatment for the first time.

Design: The control group pre-test/post-test study design was used.

Methods: The study was conducted with women who applied to Outpatient Chemotherapy Unit of a university hospital in Turkey between September 2016 and March 2017 and who received chemotherapy for the first time. The European Organisation for Research and Treatment of Cancer Quality of Life Questionnaires namely EORTC QLQ-C30 and EORTC QLQ-BR23 were used to obtain the data.

Results: In the education group patients in the fourth cycle of chemotherapy; a decrease in general well-being and a significant increase in dyspnoea, nausea, vomiting and loss of appetite were observed. In control group patients in the fourth cycle of chemotherapy, a decrease in general well-being, physical and role functions and a significant increase in nausea, vomiting, loss of appetite, and fatigue. Breast symptoms and arm symptoms in the educational group patients decreased from the 1st to the 4th cycle.

Conclusions: It has been determined that the application of visual material in patients with breast cancer in the education and counselling process is effective in improving the quality of life.

Background: Many nursing programmes have had to swiftly move online in response to COVID-19. Nursing students are often a heterogenous group that traverses generational boundaries. Exploring generational differences may assist in developing support systems for specific groups. This study sought to examine psychological wellbeing and preventative behaviours among nursing students from the iGeneration in comparison to older generations.

Method: A prospective cross-sectional study was undertaken using a convenience sample of pre-registration nursing students studying at two Australian Universities, one regional and one metropolitan. About 631 pre-registration nursing students completed an online survey.

Results: An independent samples t-test revealed that students from the iGeneration possess higher anxiety compared to nursing students from older generations (p = .000). Compared to iGeneration participants, older generation participants had significantly higher scores for knowledge of COVID-19 (p = .015). iGeneration participants utilised social media to source information about COVID-19 far more than older generations (p = .008). iGeneration participants were significantly more concerned than older generations about the impact of COVID-19 on completing their clinical placement (p = .014). Older generations tended to have higher academic preventative behaviours, with significant mean scores for not attending university if they or others they knew had symptoms of COVID-19.

Conclusion: Given the differences between generation groups with regard to psychological wellbeing, knowledge about COVID-19, and concerns about studying in an altered study environment, strategies should be targeted to generational groups. Anxiety negatively impacts the quality of life, educational performance and clinical practice and is experienced more frequently in the iGeneration. Therefore it is crucial for nursing educators to reflect on how they engage this generation in the online space to provide support, stability and a sense of connection. This will contribute towards ensuring a well-prepared future nursing workforce who may encounter other pandemics and isolating events.

Impact statement: Compared with other generations, iGeneration students have a greater likelihood to experience mental health issues, isolation and insecurity. Nursing leaders and educators must be sensitive to such intergenerational differences, to ensure they are developing a skilled and productive workforce.

Background: COVID-19 has caused significant disruption. This has been particularly evident within the university student population where their traditional ways of learning were abruptly reorganised and support structures removed.Objective: This paper aims to explore undergraduate student nurses' perceptions of the support required from the university during COVID-19 using the Achievement Goal Theory framework.Design: Data were collected via an online survey of undergraduate student nurses from an Australian university. This paper is reporting the data from a single open-ended item asking participants about their support needs from the University. Data were analysed using thematic analysis.Results: Of the 178 students who responded 206 individual statements were provided about the support they would like from the university. Four primary themes emerged, Support beyond academia, Academic support, Online learning readiness and Clinical practice units and clinical placement. The students identified that their needs during this pandemic include financial needs, social isolation, needs for more communication and unpreparedness for online teaching.Conclusion: Several factors were identified by participants about the additional support required from the university during COVID-19. Understanding and addressing these factors have the potential to improve student support during COVID-19 and support students in future crises.Impact statement: Understanding what support students perceive they require from the university during significant disruption will assist in future crisis management planning.

Background: Many nursing contexts have introduced bedside handover, where the person in care participates in the transfer of clinical information, with benefits for person, carers, and clinicians. This type of handover has been implemented across a number of mental health settings, but there is limited evidence regarding implementation approaches or of practice change. This study reports the development and evaluation of a co-produced education and support package.

Aim: To evaluate changes in nurses' practice regarding bedside (person-side) handover following implementation of a structured education and support package.

Design: Multi-method design incorporating nurse surveys and chart audit.

Methods: The survey and audit were conducted in 2019-2020 on two inpatient mental health units in a metropolitan health service immediately prior to, and 6 months after, implementation, with 70 survey responses and 52 files audited. Non-parametric tests assessed change, and text comments were reported.

Results: Significant improvements were observed in nurses' reports of confidence, the ability to maintain privacy, identified benefits for the person and in information transfer. In contrast, the chart audit identified no change in documentation of this practice.

Conclusions: The implementation of a co-produced education and support package demonstrated positive practice change in engaging people receiving care in handover. This approach to handover provides increased opportunity for nurses to work in partnership with people receiving mental healthcare, facilitating collaborative person-centred care and shared decision making.

Background: Technological advances have provided alternatives to traditional handwritten note taking that are changing the classroom learning environment in higher education for nursing students.Aims: The purpose of this study was to explore nursing student attitudes and preferences for note taking and the relationship of note taking methods on academic performance. Design: The mixed method approaches collected data from 217 nursing students in a baccalaureate program of study in spring and fall of 2017.Methods: Nursing students at the junior and senior level in the academic program voluntarily participated by completing a survey using a Likert-type scale and open-ended questions.Findings: The majority of students (69.3%) reported taking notes by electronic methods. No significant difference was found between the method of note taking and GPA (p = .139).Conclusions: Findings suggest that multiple variables influence learning in the classroom environment and note taking method has little impact on academic performance. Impact Statement: Educators should consider this finding when implementing policies on classroom electronics, including note taking. Understanding that the preferred method of note taking whether handwritten or electronic has little impact on overall academic performance should inform evidence based teaching and learning.