Introduction: The quality of sleep in adolescents is greatly influenced by the process of physical and mental development during puberty. Habitual factors such as physical activity are also often associated with sleep quality. Objectives: This study aims to investigate differences in physical activity and sleep quality among groups of adolescents who are considered to have varying exposure to physical activity about their status as students. Method: This research is a descriptive analysis research, so this research uses cross-sectional research. The population in this study was 240 students in grade 8 at SMP Negeri 20 for the 2022-2023 academic year, and at Muhammadiyah Private Middle School for the 2022-2023 academic year as many as 90 students. The sampling technique was purposive sampling, the sample obtained was 48 people. The instrument used was a questionnaire consisting of a sleep quality questionnaire and a physical activity questionnaire. Physical activity was measured using the Activity Questionnaire For Older Children (PAQ-C), while sleep quality was determined using The Pittsburgh Sleep Quality Index. Bivariate analysis using the Spearman Rank test. Result: The results of the study show that the majority of the physical activity in the two groups of subjects above had heavy physical activity. Namely, in State Middle Schools it was 31(64.6%) while in Private Middle Schools it was 29(60.4%). The quality of sleep in both groups of subjects was that the majority of subjects had poor sleep quality. In State Middle School students it was 26(54.2%) and in Private Middle Schools it was 35(72.9%) Meanwhile, the a difference in physical activity and sleep quality in State Middle Schools and Private Middle Schools. Namely, sleep activity was 0.047b, while physical activity was 0.533b. Conclusion: There are differences in sleep quality and physical activity between State Middle Schools and Private Middle Schools.
{"title":"Analisis Perbedaan Aktivitas Fisik dengan Kualitias Tidur pada Siswa SMP Negri 20 dan SMP Swasta Muhammadiyah di Kecamatan Sawangan Tahun 2022","authors":"Yulia Diningsih, Nur Eni Lestari","doi":"10.53801/jnep.v3i3.206","DOIUrl":"https://doi.org/10.53801/jnep.v3i3.206","url":null,"abstract":"Introduction: The quality of sleep in adolescents is greatly influenced by the process of physical and mental development during puberty. Habitual factors such as physical activity are also often associated with sleep quality.\u0000Objectives: This study aims to investigate differences in physical activity and sleep quality among groups of adolescents who are considered to have varying exposure to physical activity about their status as students.\u0000Method: This research is a descriptive analysis research, so this research uses cross-sectional research. The population in this study was 240 students in grade 8 at SMP Negeri 20 for the 2022-2023 academic year, and at Muhammadiyah Private Middle School for the 2022-2023 academic year as many as 90 students. The sampling technique was purposive sampling, the sample obtained was 48 people. The instrument used was a questionnaire consisting of a sleep quality questionnaire and a physical activity questionnaire. Physical activity was measured using the Activity Questionnaire For Older Children (PAQ-C), while sleep quality was determined using The Pittsburgh Sleep Quality Index. Bivariate analysis using the Spearman Rank test.\u0000Result: The results of the study show that the majority of the physical activity in the two groups of subjects above had heavy physical activity. Namely, in State Middle Schools it was 31(64.6%) while in Private Middle Schools it was 29(60.4%). The quality of sleep in both groups of subjects was that the majority of subjects had poor sleep quality. In State Middle School students it was 26(54.2%) and in Private Middle Schools it was 35(72.9%) Meanwhile, the a difference in physical activity and sleep quality in State Middle Schools and Private Middle Schools. Namely, sleep activity was 0.047b, while physical activity was 0.533b.\u0000Conclusion: There are differences in sleep quality and physical activity between State Middle Schools and Private Middle Schools.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":" 73","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141670800","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: Acute pain is a common and complex problem among postoperative trauma patients, burdening over 90% of the population. Although pharmacological interventions remain the mainstay of pain management in the inpatient setting, non-pharmacological interventions are emerging as legitimate adjuncts. The non-pharmacological intervention of music therapy has been shown to significantly and consistently lower pain and anxiety levels. This quality improvement project aimed to pilot the integration of music therapy for postoperative trauma patients at a Level I Trauma Center in the Southeast United States and evaluate its effects on pain and anxiety levels.Methods: A before and after intervention study was conducted at the organization over a 10-week period. Unit registered nurses were educated on patient inclusion criteria and placed music therapy consultation orders accordingly. A board-certified music therapist provided evidence-based music therapy intervention for consulted patients. A survey consisting of the State-Trait Anxiety Inventory State-5 and the numeric rating scale for pain was administered pre- and post-intervention. A paired-sample t-test was run to evaluate the statistical significance of music therapy’s effect on pain and anxiety.Results: The mean pre-test State-Trait Anxiety Inventory State-5 score was 8.43 (sd = 3.46), and the post-test was 5.64 (sd = 1.10) among patients who received music therapy (n = 28). A significant decrease in anxiety was found (t (27) = 5.227, p < .001). The mean pre-test numeric rating scale for pain score was 6.36 (sd = 2.59), and the post-test was 4.57 (sd = 2.66). A significant decrease in pain was found (t (4.90) = 4.892, p < .001).Conclusions: Patients who received music therapy as an adjunct intervention achieved a statistically significant decrease in pain and anxiety levels. This quality improvement project validates current research and bolsters evidence-based practice recommendations that reference music therapy as a legitimate adjunct to pharmacological pain and anxiety treatment regimens.
{"title":"Music therapy for pain and anxiety management in postoperative trauma patients","authors":"Elizabeth R. Moryc","doi":"10.5430/jnep.v14n10p18","DOIUrl":"https://doi.org/10.5430/jnep.v14n10p18","url":null,"abstract":"Objective: Acute pain is a common and complex problem among postoperative trauma patients, burdening over 90% of the population. Although pharmacological interventions remain the mainstay of pain management in the inpatient setting, non-pharmacological interventions are emerging as legitimate adjuncts. The non-pharmacological intervention of music therapy has been shown to significantly and consistently lower pain and anxiety levels. This quality improvement project aimed to pilot the integration of music therapy for postoperative trauma patients at a Level I Trauma Center in the Southeast United States and evaluate its effects on pain and anxiety levels.Methods: A before and after intervention study was conducted at the organization over a 10-week period. Unit registered nurses were educated on patient inclusion criteria and placed music therapy consultation orders accordingly. A board-certified music therapist provided evidence-based music therapy intervention for consulted patients. A survey consisting of the State-Trait Anxiety Inventory State-5 and the numeric rating scale for pain was administered pre- and post-intervention. A paired-sample t-test was run to evaluate the statistical significance of music therapy’s effect on pain and anxiety.Results: The mean pre-test State-Trait Anxiety Inventory State-5 score was 8.43 (sd = 3.46), and the post-test was 5.64 (sd = 1.10) among patients who received music therapy (n = 28). A significant decrease in anxiety was found (t (27) = 5.227, p < .001). The mean pre-test numeric rating scale for pain score was 6.36 (sd = 2.59), and the post-test was 4.57 (sd = 2.66). A significant decrease in pain was found (t (4.90) = 4.892, p < .001).Conclusions: Patients who received music therapy as an adjunct intervention achieved a statistically significant decrease in pain and anxiety levels. This quality improvement project validates current research and bolsters evidence-based practice recommendations that reference music therapy as a legitimate adjunct to pharmacological pain and anxiety treatment regimens.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"39 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141348766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background and objective: The impact of the COVID-19 global pandemic has been rated as one of the highest factors of nurse leaders to leave the profession, but limited research exists describing academic chief nurse administrators’ (ACNAs) leadership experiences during the pandemic as crisis leadership swept across academia in the United States. The purpose of this qualitative study was to explore the lived experiences of ACNAs in pre-licensure nursing programs in the state of Georgia serving on campus post-pandemic after temporary full virtual instruction and isolation during an ongoing worldwide pandemic.Methods: This Husserlian phenomenological qualitative study combined with Colaizzi’s method of data analysis included a demographic questionnaire and in-depth interviews with seven ACNAs throughout the state of Georgia.Results: Four themes emerged: ACNA Leadership and Challenges, Navigating Leadership Challenges and Obstacles, Managing Support and Work-Life Balance, and Reflection and Moving Forward.Conclusions: This study illuminated ACNAs’ strengths and weaknesses in academic leadership necessitating the need for further discussion, mentorship, development of leadership tools for future crises, and the need for collaboration with clinical nurse leaders.
{"title":"The leadership experience of academic chief nurse administrators post pandemic","authors":"Susie M. Jonassen","doi":"10.5430/jnep.v14n10p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n10p1","url":null,"abstract":"Background and objective: The impact of the COVID-19 global pandemic has been rated as one of the highest factors of nurse leaders to leave the profession, but limited research exists describing academic chief nurse administrators’ (ACNAs) leadership experiences during the pandemic as crisis leadership swept across academia in the United States. The purpose of this qualitative study was to explore the lived experiences of ACNAs in pre-licensure nursing programs in the state of Georgia serving on campus post-pandemic after temporary full virtual instruction and isolation during an ongoing worldwide pandemic.Methods: This Husserlian phenomenological qualitative study combined with Colaizzi’s method of data analysis included a demographic questionnaire and in-depth interviews with seven ACNAs throughout the state of Georgia.Results: Four themes emerged: ACNA Leadership and Challenges, Navigating Leadership Challenges and Obstacles, Managing Support and Work-Life Balance, and Reflection and Moving Forward.Conclusions: This study illuminated ACNAs’ strengths and weaknesses in academic leadership necessitating the need for further discussion, mentorship, development of leadership tools for future crises, and the need for collaboration with clinical nurse leaders.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"29 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141354603","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Adolescents’ mental well-being is affected by a variety of different factors and their mental health has been a subject of great concern worldwide. Research has demonstrated the importance of how we arrange young people’s mental health promotion and preventive actions. The aim of this qualitative study was to examine mental health nurses’ competence areas in adolescent mental health promotion work in student healthcare in one city in southern Finland. The data were collected from semi-structured interviews with six mental health nurses. The data were analyzed using the content analysis method applying deductive and inductive approaches. The results of the study revealed 11 subcategories for the multidisciplinary knowledge area, eight subcategories for the skill-related competence area, four subcategories for the attitudinal competence area, and five subcategories for the personal characteristics area. The analysis demonstrates that nurses need extensive competencies in promoting mental health among adolescents in student healthcare. Especially evidence-based practice, client-centeredness, communication, and the social significance of the work were emphasized in the findings. This information can be utilized in service development and continuing education. Further research is needed on how the work of nurses in student healthcare could be more preventive.
{"title":"Nurses’ competence areas in adolescent mental health promotion work in student healthcare","authors":"Henna Salmela, H. Melender, Virpi Maijala","doi":"10.5430/jnep.v14n9p26","DOIUrl":"https://doi.org/10.5430/jnep.v14n9p26","url":null,"abstract":"Adolescents’ mental well-being is affected by a variety of different factors and their mental health has been a subject of great concern worldwide. Research has demonstrated the importance of how we arrange young people’s mental health promotion and preventive actions. The aim of this qualitative study was to examine mental health nurses’ competence areas in adolescent mental health promotion work in student healthcare in one city in southern Finland. The data were collected from semi-structured interviews with six mental health nurses. The data were analyzed using the content analysis method applying deductive and inductive approaches. The results of the study revealed 11 subcategories for the multidisciplinary knowledge area, eight subcategories for the skill-related competence area, four subcategories for the attitudinal competence area, and five subcategories for the personal characteristics area. The analysis demonstrates that nurses need extensive competencies in promoting mental health among adolescents in student healthcare. Especially evidence-based practice, client-centeredness, communication, and the social significance of the work were emphasized in the findings. This information can be utilized in service development and continuing education. Further research is needed on how the work of nurses in student healthcare could be more preventive.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"23 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141105388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background and objective: The amount of medical misinformation accessible to the public presents challenges for the healthcare community. Nursing graduates require knowledge, skills, and attitudes to enter practice prepared to recognize and respond to misinformation. The aim of the study was to assess the student nurse’s ability to recognize and respond to misinformation in the media.Methods: A total of 14 prelicensure students were recruited for a qualitative study involving watching/listening to birth-related media containing misinformation. Ability to recognize and respond to misinformation was evaluated using reflective journals guided by Tanner’s Clinical Judgment Model.Results: Evidence of components of clinical judgment were noted: noticing in 14/14; interpreting in 11/14; and responding in 8/14 journals. Further analysis yielded themes: media/social media misinformation can impact care that people seek; students recognize nursing responsibility to respond to misinformation; while most are able to recognize misinformation, many do not know how to respond.Conclusions: Students recognized misinformation, but the degree to which they were prepared to respond to it is unclear. Further study is needed to determine the ability of prelicensure students to respond to misinformation and to determine if programs should evaluate for incorporation of misinformation into curricula.
{"title":"Healthcare misinformation: Recognition and response in pre-licensure nursing education","authors":"Terri W. Enslein","doi":"10.5430/jnep.v14n8p53","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p53","url":null,"abstract":"Background and objective: The amount of medical misinformation accessible to the public presents challenges for the healthcare community. Nursing graduates require knowledge, skills, and attitudes to enter practice prepared to recognize and respond to misinformation. The aim of the study was to assess the student nurse’s ability to recognize and respond to misinformation in the media.Methods: A total of 14 prelicensure students were recruited for a qualitative study involving watching/listening to birth-related media containing misinformation. Ability to recognize and respond to misinformation was evaluated using reflective journals guided by Tanner’s Clinical Judgment Model.Results: Evidence of components of clinical judgment were noted: noticing in 14/14; interpreting in 11/14; and responding in 8/14 journals. Further analysis yielded themes: media/social media misinformation can impact care that people seek; students recognize nursing responsibility to respond to misinformation; while most are able to recognize misinformation, many do not know how to respond.Conclusions: Students recognized misinformation, but the degree to which they were prepared to respond to it is unclear. Further study is needed to determine the ability of prelicensure students to respond to misinformation and to determine if programs should evaluate for incorporation of misinformation into curricula.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"26 18","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141106655","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introduction: This study aims to analyze nursing interventions for trauma patients at regional emergency medical centers based on injury types, mechanisms, and sites, providing foundational data for nursing education programs. Specific goals include understanding trauma patient characteristics, determining the frequency of nursing interventions by injury types, mechanisms, and sites and identifying variations in nursing interventions based on injury characteristics.Methods: Conducted retrospectively, this study contributes basic data for creating nursing education materials. It includes 661 eligible trauma patients out of 19,920 visits to the S city regional emergency medical center between March 1, 2019, and February 29, 2020.Results: This research is pivotal in gathering contexts for nursing interventions among trauma patients, providing essential information for the development of nursing education resources. It emphasizes the importance of a comprehensive analysis of interventions tailored to the type, location, and mechanism of injuries to ensure effective patient care. The development and ongoing use of educational materials for nurses remain vital.Conclusions: This investigation highlights the importance of documenting and analyzing nursing intervention strategies in trauma care, establishing a solid foundation for educational content in this field. Continuous examination of varied interventions according to injury characteristics is crucial for delivering precise and effective nursing care. The sustained development and application of educational resources in nursing are essential for improving patient outcomes.
{"title":"Nursing intervention analysis: Understanding the characteristics of trauma patients in a regional emergency medical center","authors":"Eun Jung Lee, Eun Ja Lee","doi":"10.5430/jnep.v14n9p21","DOIUrl":"https://doi.org/10.5430/jnep.v14n9p21","url":null,"abstract":"Introduction: This study aims to analyze nursing interventions for trauma patients at regional emergency medical centers based on injury types, mechanisms, and sites, providing foundational data for nursing education programs. Specific goals include understanding trauma patient characteristics, determining the frequency of nursing interventions by injury types, mechanisms, and sites and identifying variations in nursing interventions based on injury characteristics.Methods: Conducted retrospectively, this study contributes basic data for creating nursing education materials. It includes 661 eligible trauma patients out of 19,920 visits to the S city regional emergency medical center between March 1, 2019, and February 29, 2020.Results: This research is pivotal in gathering contexts for nursing interventions among trauma patients, providing essential information for the development of nursing education resources. It emphasizes the importance of a comprehensive analysis of interventions tailored to the type, location, and mechanism of injuries to ensure effective patient care. The development and ongoing use of educational materials for nurses remain vital.Conclusions: This investigation highlights the importance of documenting and analyzing nursing intervention strategies in trauma care, establishing a solid foundation for educational content in this field. Continuous examination of varied interventions according to injury characteristics is crucial for delivering precise and effective nursing care. The sustained development and application of educational resources in nursing are essential for improving patient outcomes.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"93 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141111573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: The “Five-Minute-Preceptor Model” (5MP) is a teaching method that is especially useful for teaching students in clinical training and strengthens the clinical reasoning skills of nursing students. Despite its acclaimed utility in clinical environments, there is a notable paucity of research on this model, particularly from the standpoint of nurse preceptors. Therefore, the study aimed to investigate the views of the nurse preceptors towards the applicability of the 5MP in precepting nursing students.Methods: Adopting a qualitative descriptive design, this study involved 15 problem-centered interviews conducted in February 2022. The participants were nurse preceptors employed at a hospital in Southern Austria. Interviews were audio-recorded, transcribed verbatim, and analyzed. Data analysis was performed through qualitative content analysis following Kuckartz's methodology.Results: The qualitative content analysis yielded five main categories, further delineated into 14 sub-categories. Nurse preceptors generally had a positive attitude towards the applicability of the teaching method. They expressed it as practicable, supportive, and enhancing for their preceptorship. However, the universal application in every nursing setting and situation as well as the applicability in lower training levels was questioned by the nurse preceptors.Conclusions: The findings suggest that the 5MP is a viable teaching method for precepting nursing students. While some limitations in its adaptability to diverse settings and situations were identified, several participants noted the method's inherent flexibility for customization. Further research is required to extensively evaluate its effectiveness across varied nursing environments.
{"title":"Nursing preceptors’ attitudes towards the applicability of the five-minute-preceptor-model in practical nursing education: A qualitative descriptive study","authors":"Melanie Breznik, Karoline Schermann, D. Deufert","doi":"10.5430/jnep.v14n9p8","DOIUrl":"https://doi.org/10.5430/jnep.v14n9p8","url":null,"abstract":"Objective: The “Five-Minute-Preceptor Model” (5MP) is a teaching method that is especially useful for teaching students in clinical training and strengthens the clinical reasoning skills of nursing students. Despite its acclaimed utility in clinical environments, there is a notable paucity of research on this model, particularly from the standpoint of nurse preceptors. Therefore, the study aimed to investigate the views of the nurse preceptors towards the applicability of the 5MP in precepting nursing students.Methods: Adopting a qualitative descriptive design, this study involved 15 problem-centered interviews conducted in February 2022. The participants were nurse preceptors employed at a hospital in Southern Austria. Interviews were audio-recorded, transcribed verbatim, and analyzed. Data analysis was performed through qualitative content analysis following Kuckartz's methodology.Results: The qualitative content analysis yielded five main categories, further delineated into 14 sub-categories. Nurse preceptors generally had a positive attitude towards the applicability of the teaching method. They expressed it as practicable, supportive, and enhancing for their preceptorship. However, the universal application in every nursing setting and situation as well as the applicability in lower training levels was questioned by the nurse preceptors.Conclusions: The findings suggest that the 5MP is a viable teaching method for precepting nursing students. While some limitations in its adaptability to diverse settings and situations were identified, several participants noted the method's inherent flexibility for customization. Further research is required to extensively evaluate its effectiveness across varied nursing environments.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"107 27","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141124597","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Jamie Lewis Saye, Tammy M. Patterson, Maia Holtzhower, Tamara Sylvester, Miranda Hawks
The American Association of Colleges of Nursing (AACN) periodically updates its Essentials guidelines to evolve nursing curriculum to meet global healthcare demands. The AACN 2021 Essentials outline core competencies that address diverse patient needs and promote safe and effective nursing care. Curriculum mapping is used to align nursing programs with the AACN Essentials. The purpose of this qualitative focus group was to engage faculty in identifying and describing the competencies and sub-competencies of AACN 2021 Essentials Domain Two, Person-Centered Care (PCC), through the application of an interactive activity within a domain team. The interactive activity involved faculty members reflecting on their perspectives by writing down their interpretation of PCC on flower petals. These petals were arranged onto a unified flower display representing the department's view on Person-Centered Care. This exploration occurred during a one-day curriculum mapping at Kennesaw State University Wellstar School of Nursing in North-Central Georgia. Data was obtained using the flower petal activity with a sample size of 24. A thematic analysis revealed that (n = 13) of faculty responded with an action term, 33% (n = 8) of faculty responded with an attitude term, and 13% (n = 3) of faculty responded with both action and attitude terms when describing their perception of the PCC domain. The results indicated that most faculty view the PCC domain in terms of attitudes more than demonstrable action. These findings may be used to encourage faculty to incorporate more attitude-based learning strategies into their courses while adopting the AACN 2021 Essentials.
{"title":"Curriculum mapping for AACN Essentials 2021 Adoption: Experiences of a faculty domain team in evolving understanding of person-centered care","authors":"Jamie Lewis Saye, Tammy M. Patterson, Maia Holtzhower, Tamara Sylvester, Miranda Hawks","doi":"10.5430/jnep.v14n9p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n9p1","url":null,"abstract":"The American Association of Colleges of Nursing (AACN) periodically updates its Essentials guidelines to evolve nursing curriculum to meet global healthcare demands. The AACN 2021 Essentials outline core competencies that address diverse patient needs and promote safe and effective nursing care. Curriculum mapping is used to align nursing programs with the AACN Essentials. The purpose of this qualitative focus group was to engage faculty in identifying and describing the competencies and sub-competencies of AACN 2021 Essentials Domain Two, Person-Centered Care (PCC), through the application of an interactive activity within a domain team. The interactive activity involved faculty members reflecting on their perspectives by writing down their interpretation of PCC on flower petals. These petals were arranged onto a unified flower display representing the department's view on Person-Centered Care. This exploration occurred during a one-day curriculum mapping at Kennesaw State University Wellstar School of Nursing in North-Central Georgia. Data was obtained using the flower petal activity with a sample size of 24. A thematic analysis revealed that (n = 13) of faculty responded with an action term, 33% (n = 8) of faculty responded with an attitude term, and 13% (n = 3) of faculty responded with both action and attitude terms when describing their perception of the PCC domain. The results indicated that most faculty view the PCC domain in terms of attitudes more than demonstrable action. These findings may be used to encourage faculty to incorporate more attitude-based learning strategies into their courses while adopting the AACN 2021 Essentials.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"17 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Petra Schumacher, E. Santos, Bettina Wandl, Gerhard Mueller
Objective: The Braden scale is frequently used to assess pressure ulcer risk in health care settings. Selected psychometric properties have been tested using various methods of classical test theory in international studies. However, limited information on construct validity is available. Aim was to determine if the Braden subscale items correlate with the construct pressure ulcer risk and whether the construct validity concerning the factor structure of the Braden scale is adequate in acute and long-term settings.Methods: A quantitative design with secondary analysis of data from one acute (n = 328) and eight long-term care facilities (n = 311) in Austria was used to test construct validity. Data analysis included principal axis factor analysis with Promax rotation and assessment of internal consistency, followed by structural equation modeling.Results: For the acute care setting, a structure equation model with two latent factors and for the long-term care setting with one latent factor was tested according to principal axis factoring results. The Braden subscale items correlated with the construct pressure ulcer risk. Almost all examined model fit indices were within recommended reference values. Thus, the construct validity of the Braden scale was adequate in both settings.Conclusions: The factor structure in the acute care setting did not match that in the investigated long-term care setting. Further research regarding the construct validity of the Braden scale is therefore necessary.
{"title":"Construct validity of the Braden scale in acute- and long-term care settings in Austria: A structural equation modeling analysis","authors":"Petra Schumacher, E. Santos, Bettina Wandl, Gerhard Mueller","doi":"10.5430/jnep.v14n8p44","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p44","url":null,"abstract":"Objective: The Braden scale is frequently used to assess pressure ulcer risk in health care settings. Selected psychometric properties have been tested using various methods of classical test theory in international studies. However, limited information on construct validity is available. Aim was to determine if the Braden subscale items correlate with the construct pressure ulcer risk and whether the construct validity concerning the factor structure of the Braden scale is adequate in acute and long-term settings.Methods: A quantitative design with secondary analysis of data from one acute (n = 328) and eight long-term care facilities (n = 311) in Austria was used to test construct validity. Data analysis included principal axis factor analysis with Promax rotation and assessment of internal consistency, followed by structural equation modeling.Results: For the acute care setting, a structure equation model with two latent factors and for the long-term care setting with one latent factor was tested according to principal axis factoring results. The Braden subscale items correlated with the construct pressure ulcer risk. Almost all examined model fit indices were within recommended reference values. Thus, the construct validity of the Braden scale was adequate in both settings.Conclusions: The factor structure in the acute care setting did not match that in the investigated long-term care setting. Further research regarding the construct validity of the Braden scale is therefore necessary.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"59 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141008734","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Objective: In March 2021, modifications were made to the dietary guidelines for expectant and nursing mothers in Japan, resulting in an increased recommended gestational weight gain (GWG) based on the pre-pregnancy body mass index. However, the existing landscape of midwives’ health-guidance practices remains unexplored. This study aimed to elucidate the situation and perceptions of the revised GWG guidelines among midwives in Japan.Methods: This cross-sectional study, conducted between January and March 2023, targeted midwives employed across primary, secondary, and tertiary hospitals in Japan. The participants completed a web-based questionnaire via a QR code and provided responses. Descriptive analysis was employed to discern the midwives’ perceptions of the revised GWG guidelines.Results: A total of 160 midwives (24.2%) completed the web-based questionnaire and were included in the analysis. Of them, 117 (73.1%) knew the recommended GWG had been adjusted. A significant difference was observed in the self-evaluation of health guidance before and after the guideline change (p = .015). While 47.9% of the midwives viewed the guideline change positively, 50.4% considered it neither good nor detrimental. The reasons for this positive perspective included the perceived stringency of previous standards and concerns about the potential effects of strict weight guidance on the physical and mental health of both mothers and children. Those with a neutral stance gave the following reasons: 1) uncertainties about the post-change impact and 2) concerns regarding potential health implications for pregnant women gaining excessive weight.Conclusions: Because not all midwives were aware of the guideline adjustments, the new guidelines must be prioritized.
{"title":"Impact of altered gestational weight gain guidelines on midwives in Japan: A cross-sectional study","authors":"Naoko Hikita, Ritsuko Iso, Kiyoko Mizuhata, Hiroko Arai, Akemi Isoyama","doi":"10.5430/jnep.v14n8p22","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p22","url":null,"abstract":"Objective: In March 2021, modifications were made to the dietary guidelines for expectant and nursing mothers in Japan, resulting in an increased recommended gestational weight gain (GWG) based on the pre-pregnancy body mass index. However, the existing landscape of midwives’ health-guidance practices remains unexplored. This study aimed to elucidate the situation and perceptions of the revised GWG guidelines among midwives in Japan.Methods: This cross-sectional study, conducted between January and March 2023, targeted midwives employed across primary, secondary, and tertiary hospitals in Japan. The participants completed a web-based questionnaire via a QR code and provided responses. Descriptive analysis was employed to discern the midwives’ perceptions of the revised GWG guidelines.Results: A total of 160 midwives (24.2%) completed the web-based questionnaire and were included in the analysis. Of them, 117 (73.1%) knew the recommended GWG had been adjusted. A significant difference was observed in the self-evaluation of health guidance before and after the guideline change (p = .015). While 47.9% of the midwives viewed the guideline change positively, 50.4% considered it neither good nor detrimental. The reasons for this positive perspective included the perceived stringency of previous standards and concerns about the potential effects of strict weight guidance on the physical and mental health of both mothers and children. Those with a neutral stance gave the following reasons: 1) uncertainties about the post-change impact and 2) concerns regarding potential health implications for pregnant women gaining excessive weight.Conclusions: Because not all midwives were aware of the guideline adjustments, the new guidelines must be prioritized.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"42 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140657103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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