The aim of this study was to explore the experiences of adults living with pulmonary sequelae of COVID-19 as a subtype of long-COVID to contribute to pandemic recovery efforts. A qualitative, Interpretive Description design was implemented using semi-structured interviews with 10 participants living with self-reported pulmonary sequelae of COVID-19. Three key findings illustrate the participant experience: (1) the illness burden of pulmonary dysfunction and symptoms, (2) emotional responses to lung damage and symptoms, and (3) navigating the healthcare system. Understanding the burdens associated with the pulmonary subtype of long-COVID such as respiratory symptoms, fatigue, activity intolerance, emotional responses, and inaccessible healthcare can lead to the development and implementation of strategies that support recovery. Further research is needed for a more precise understanding of the experiences of patients with specific pulmonary complications.
{"title":"Pulmonary sequelae of COVID-19: An interpretive description study","authors":"Cameron Albright, Jacqueline Limoges, Gwen Rempel","doi":"10.5430/jnep.v14n8p11","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p11","url":null,"abstract":"The aim of this study was to explore the experiences of adults living with pulmonary sequelae of COVID-19 as a subtype of long-COVID to contribute to pandemic recovery efforts. A qualitative, Interpretive Description design was implemented using semi-structured interviews with 10 participants living with self-reported pulmonary sequelae of COVID-19. Three key findings illustrate the participant experience: (1) the illness burden of pulmonary dysfunction and symptoms, (2) emotional responses to lung damage and symptoms, and (3) navigating the healthcare system. Understanding the burdens associated with the pulmonary subtype of long-COVID such as respiratory symptoms, fatigue, activity intolerance, emotional responses, and inaccessible healthcare can lead to the development and implementation of strategies that support recovery. Further research is needed for a more precise understanding of the experiences of patients with specific pulmonary complications.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140658900","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}
Salma Al Mukhaini, R. Martin-Misener, Lori Weeks, Huda Al-Awaisi, Marilyn Macdonald
Background and aim: The roles of master’s-prepared nurses in clinical settings differ by country. Examples include nurse practitioners, clinical nurse specialists, nurse managers, educators, and researchers. Little is known regarding the role development and utilization of master’s-prepared nurses in Oman. The aim is to explore the role development and utilization of master’s-prepared Omani nurses working in clinical settings in Oman’s governmental healthcare system.Methods: Multiple case study methodology involving two governmental acute care hospitals in Oman. Individual semi-structured interviews were conducted with master's-prepared Omani nurses (n = 19), policymakers (n = 8), and co-workers (n = 8). Relevant documents, including job descriptions and nursing career pathway were reviewed. Interviews and documents were analyzed using thematic analysis.Results: Master's-prepared Omani nurses were mainly utilized in management, education, and nurse specialist roles. Four overarching themes were identified: 1) Drivers for master's-preparation in clinical settings, 2) The journey after pursuing a master's education, 3) Master’s- prepared nurses' roles, their development, and their scope of practice, and 4) Perspectives about the current utilization of master's-prepared Omani nurses. Participants indicated utilization of master’s-prepared Omani nurses in clinical settings could be enhanced.Conclusions: Master’s-prepared nurses could play a vital role in supporting the needs of patients and addressing gaps in clinical settings if their advanced knowledge and competencies were fully utilized. Linking master’s-prepared nurses’ roles to patient, organization, and system needs and engaging stakeholders in developing their roles will enable optimum utilization of this valuable human resource.
{"title":"Role development and utilization of master’s-prepared omani nurses working in clinical settings: A multiple case study","authors":"Salma Al Mukhaini, R. Martin-Misener, Lori Weeks, Huda Al-Awaisi, Marilyn Macdonald","doi":"10.5430/jnep.v14n8p30","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p30","url":null,"abstract":"Background and aim: The roles of master’s-prepared nurses in clinical settings differ by country. Examples include nurse practitioners, clinical nurse specialists, nurse managers, educators, and researchers. Little is known regarding the role development and utilization of master’s-prepared nurses in Oman. The aim is to explore the role development and utilization of master’s-prepared Omani nurses working in clinical settings in Oman’s governmental healthcare system.Methods: Multiple case study methodology involving two governmental acute care hospitals in Oman. Individual semi-structured interviews were conducted with master's-prepared Omani nurses (n = 19), policymakers (n = 8), and co-workers (n = 8). Relevant documents, including job descriptions and nursing career pathway were reviewed. Interviews and documents were analyzed using thematic analysis.Results: Master's-prepared Omani nurses were mainly utilized in management, education, and nurse specialist roles. Four overarching themes were identified: 1) Drivers for master's-preparation in clinical settings, 2) The journey after pursuing a master's education, 3) Master’s- prepared nurses' roles, their development, and their scope of practice, and 4) Perspectives about the current utilization of master's-prepared Omani nurses. Participants indicated utilization of master’s-prepared Omani nurses in clinical settings could be enhanced.Conclusions: Master’s-prepared nurses could play a vital role in supporting the needs of patients and addressing gaps in clinical settings if their advanced knowledge and competencies were fully utilized. Linking master’s-prepared nurses’ roles to patient, organization, and system needs and engaging stakeholders in developing their roles will enable optimum utilization of this valuable human resource.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140656683","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}
V. Pauli, Christine Ribbens Grimm, Elizabeth Joffe
Background and objectives: The clinical encounters that student nurses experience during their training make an impressionable impact on their learning. Previous studies have examined the perceptions of staff nurses in serving as preceptors or mentors, but there is limited literature focused on the student experience. This study aims to highlight the student perspective on working with nurse mentors during various levels of their undergraduate nursing program.Methods: This study applied a qualitative descriptive design. Purposive sampling was conducted among undergraduate nursing students attending a four-year Midwest university. A total of 19 baccalaureate students were interviewed using conversational-style interviews. This included three different focus group sessions; one designated for each level of the program. Nvivo professional services provided verbatim transcription. The data management was supported by Google Docs. The data was analyzed using qualitative thematic analysis.Results: Four common themes emerged among the focus groups related to the impact of interactions with nurse mentors on student learning; the themes were (1) sense of belonging, (2) helpful staff approaches, (3) burden, and (4) experience with clinical instructor.Conclusions: The results from this study add important insight into the student perspective on working with staff nurse mentors during their clinical experience. The findings underscore the critical impact these relationships have on student learning throughout their nursing education.
{"title":"Exploring impacts of student-nurse relationships: Views from across the curriculum","authors":"V. Pauli, Christine Ribbens Grimm, Elizabeth Joffe","doi":"10.5430/jnep.v14n8p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n8p1","url":null,"abstract":"Background and objectives: The clinical encounters that student nurses experience during their training make an impressionable impact on their learning. Previous studies have examined the perceptions of staff nurses in serving as preceptors or mentors, but there is limited literature focused on the student experience. This study aims to highlight the student perspective on working with nurse mentors during various levels of their undergraduate nursing program.Methods: This study applied a qualitative descriptive design. Purposive sampling was conducted among undergraduate nursing students attending a four-year Midwest university. A total of 19 baccalaureate students were interviewed using conversational-style interviews. This included three different focus group sessions; one designated for each level of the program. Nvivo professional services provided verbatim transcription. The data management was supported by Google Docs. The data was analyzed using qualitative thematic analysis.Results: Four common themes emerged among the focus groups related to the impact of interactions with nurse mentors on student learning; the themes were (1) sense of belonging, (2) helpful staff approaches, (3) burden, and (4) experience with clinical instructor.Conclusions: The results from this study add important insight into the student perspective on working with staff nurse mentors during their clinical experience. The findings underscore the critical impact these relationships have on student learning throughout their nursing education.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140666904","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}
Clinical nursing is the most significant aspect of nursing education. An early exposure to clinical practice can be beneficial for nursing students, fostering a deeper comprehension of real-life nursing care. However, this experience may induce stress among students who might feel underprepared for the significant responsibilities involved. To ensure students attain their utmost potential in acquiring clinical knowledge and skills to deliver high-quality care, it becomes imperative for clinical instructors to critically reflect on their teaching methodologies. Incorporating innovative teaching methods is crucial for engaging students actively and instilling a sense of challenge and motivation during bedside clinical nursing. To involve nursing students actively in clinical learning, instructors need to connect brain neurotransmitters in the quest for learning. Without sufficient stimulation of the brain and its neurotransmitters and hormones during the learning process, students may struggle to grasp and retain knowledge over the long term. This literature review highlights the significance of using the brain-based approach in clinical education to address the needs of Gen Z students. Embracing a brain-based approach can lead to a revolutionary change in nursing education and clinical practice. By associating the brain’s physiology and leveraging advanced learning processes, clinical instructors can adeptly cultivate patient-centered, critical-thinking, practice-ready nurses.
临床护理是护理教育中最重要的一环。尽早接触临床实践对护理专业的学生大有裨益，可以加深对现实生活中护理工作的理解。然而，这种经历可能会给学生带来压力，他们可能会感到准备不足，无法承担其中的重大责任。为确保学生在掌握临床知识和技能以提供高质量护理服务方面发挥最大潜能，临床教师必须对其教学方法进行批判性反思。在床边临床护理过程中，融入创新的教学方法对于吸引学生积极参与、灌输挑战感和动力至关重要。要让护理专业学生积极主动地参与临床学习，带教老师需要连接大脑神经递质以寻求学习。如果在学习过程中不充分刺激大脑及其神经递质和激素，学生可能难以长期掌握和保留知识。本文献综述强调了在临床教育中使用基于大脑的方法来满足 Z 世代学生需求的重要性。采用以大脑为基础的方法可以为护理教育和临床实践带来革命性的变化。通过结合大脑的生理机能和利用先进的学习过程，临床教师可以巧妙地培养出以患者为中心、具有批判性思维、为实践做好准备的护士。
{"title":"Enhancing clinical nursing education for Gen Z students through brain-based learning","authors":"Sadaf Murad Kassam, Shrinithi Subramanian","doi":"10.5430/jnep.v14n7p42","DOIUrl":"https://doi.org/10.5430/jnep.v14n7p42","url":null,"abstract":"Clinical nursing is the most significant aspect of nursing education. An early exposure to clinical practice can be beneficial for nursing students, fostering a deeper comprehension of real-life nursing care. However, this experience may induce stress among students who might feel underprepared for the significant responsibilities involved. To ensure students attain their utmost potential in acquiring clinical knowledge and skills to deliver high-quality care, it becomes imperative for clinical instructors to critically reflect on their teaching methodologies. Incorporating innovative teaching methods is crucial for engaging students actively and instilling a sense of challenge and motivation during bedside clinical nursing. To involve nursing students actively in clinical learning, instructors need to connect brain neurotransmitters in the quest for learning. Without sufficient stimulation of the brain and its neurotransmitters and hormones during the learning process, students may struggle to grasp and retain knowledge over the long term. This literature review highlights the significance of using the brain-based approach in clinical education to address the needs of Gen Z students. Embracing a brain-based approach can lead to a revolutionary change in nursing education and clinical practice. By associating the brain’s physiology and leveraging advanced learning processes, clinical instructors can adeptly cultivate patient-centered, critical-thinking, practice-ready nurses.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140676769","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}
Arzouma Hermann Pilabré, Guébré Esther, Dieudonné Soubeiga, Soutongnoma Safiata Kaboré, N. Bationo, N. Korsaga
Background and objective: Information and communication technologies are often used in universities in sub-Saharan Africa to train nurses and midwives. However, user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa has not been well documented. The objective of this study is to synthesize user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa.Methods: A systematic review was conducted. Three electronic databases (PubMed, CINAHL, and ERIC) were consulted. Two reviewers independently conducted the selection of eligible publications based on the inclusion and exclusion criteria. Data were extracted and quality assessed by four team members. Qualitative, quantitative, or mixed studies conducted in sub-Saharan African countries published from 2018 to 2021 were included.Results: The majority of students used smart mobile phones. Access to the internet connection was via their mobile phone or tablet. In terms of their ability to use mobile devices, the majority of students were good users. The rest were divided between experts in mobile use and limited users. The majority of teachers were open to the use of word processing, PowerPoint presentations, and blended learning. Other reasons for satisfaction include the use of information and communication technologies during clinical placements, online assessments, the creation of discussion forums, and live discussions with colleagues.Conclusions: Students are satisfied with the use of information and communication technologies. The administration must equip itself with the means to use them in teaching by motivating and supporting teachers. To do this, it must take into account the results of regular assessments to provide a better learning environment. Using information and communication technologies could become a quality criterion for a high-performance university.
{"title":"User satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa: A systematic review","authors":"Arzouma Hermann Pilabré, Guébré Esther, Dieudonné Soubeiga, Soutongnoma Safiata Kaboré, N. Bationo, N. Korsaga","doi":"10.5430/jnep.v14n7p30","DOIUrl":"https://doi.org/10.5430/jnep.v14n7p30","url":null,"abstract":"Background and objective: Information and communication technologies are often used in universities in sub-Saharan Africa to train nurses and midwives. However, user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa has not been well documented. The objective of this study is to synthesize user satisfaction with information and communication technologies in nursing and midwifery schools in sub-Saharan Africa.Methods: A systematic review was conducted. Three electronic databases (PubMed, CINAHL, and ERIC) were consulted. Two reviewers independently conducted the selection of eligible publications based on the inclusion and exclusion criteria. Data were extracted and quality assessed by four team members. Qualitative, quantitative, or mixed studies conducted in sub-Saharan African countries published from 2018 to 2021 were included.Results: The majority of students used smart mobile phones. Access to the internet connection was via their mobile phone or tablet. In terms of their ability to use mobile devices, the majority of students were good users. The rest were divided between experts in mobile use and limited users. The majority of teachers were open to the use of word processing, PowerPoint presentations, and blended learning. Other reasons for satisfaction include the use of information and communication technologies during clinical placements, online assessments, the creation of discussion forums, and live discussions with colleagues.Conclusions: Students are satisfied with the use of information and communication technologies. The administration must equip itself with the means to use them in teaching by motivating and supporting teachers. To do this, it must take into account the results of regular assessments to provide a better learning environment. Using information and communication technologies could become a quality criterion for a high-performance university.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712177","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/Objective: It is difficult to describe or quantify the extensiveness and importance of the nurses’ role in direct patient care. Although Registered Dietitian Nutritionists (RDN) are available, it is often the nurse who is tasked with monitoring a patient’s nutritional status and carrying out nutrition interventions to optimize oral intake such as providing meals and oral supplements, as well as administering enteral and parenteral nutrition. Therefore, it is critical that nurses have an understanding of nutrition to promote good health. Although fundamental nursing courses stress the nurse’s role in promoting healthy nutrition as a means to prevent disease and assist patients in sustaining wellness, there is no standardized nursing curriculum enforcing an independent nutrition course within nursing programs.Methods: A quantitative methodology was used to explore the level of nutritional awareness as measured by the Nutritional Literacy Assessment Instrument (NLit) among BSN nursing students in a public, 4-year institution in the Mid-West of the United States. Nutritional literacy, as defined by Gibbs et al., students’ knowledge of food and associated impact on nutrition was evaluated. Results: The data indicated that 70% of participants had completed an undergraduate nutrition course, with the highest performance on the Nutritional Literacy Survey within the understanding of food groups. Over 80% of respondents were found to have a likelihood of good nutrition literacy. Although no statistical significance was found between a pre-requisite Nutrition course and/or an integrated Nursing Nutrition course and Nutritional Literacy, statistical significance was found when examining student classification (sophomores versus seniors) impact on Nutritional Literacy scores.Conclusions: Promoting the integration of nutrition concepts across a variety of courses within the nursing curriculum will assist the student to utilize clinical judgment in the application and synthesis of nutritional concepts in relation to patient health and wellness.
{"title":"Evaluation of nutritional literacy among undergraduate nursing students","authors":"Kelli D. Whittington, Dawn C. Null","doi":"10.5430/jnep.v14n7p22","DOIUrl":"https://doi.org/10.5430/jnep.v14n7p22","url":null,"abstract":"Background/Objective: It is difficult to describe or quantify the extensiveness and importance of the nurses’ role in direct patient care. Although Registered Dietitian Nutritionists (RDN) are available, it is often the nurse who is tasked with monitoring a patient’s nutritional status and carrying out nutrition interventions to optimize oral intake such as providing meals and oral supplements, as well as administering enteral and parenteral nutrition. Therefore, it is critical that nurses have an understanding of nutrition to promote good health. Although fundamental nursing courses stress the nurse’s role in promoting healthy nutrition as a means to prevent disease and assist patients in sustaining wellness, there is no standardized nursing curriculum enforcing an independent nutrition course within nursing programs.Methods: A quantitative methodology was used to explore the level of nutritional awareness as measured by the Nutritional Literacy Assessment Instrument (NLit) among BSN nursing students in a public, 4-year institution in the Mid-West of the United States. Nutritional literacy, as defined by Gibbs et al., students’ knowledge of food and associated impact on nutrition was evaluated. Results: The data indicated that 70% of participants had completed an undergraduate nutrition course, with the highest performance on the Nutritional Literacy Survey within the understanding of food groups. Over 80% of respondents were found to have a likelihood of good nutrition literacy. Although no statistical significance was found between a pre-requisite Nutrition course and/or an integrated Nursing Nutrition course and Nutritional Literacy, statistical significance was found when examining student classification (sophomores versus seniors) impact on Nutritional Literacy scores.Conclusions: Promoting the integration of nutrition concepts across a variety of courses within the nursing curriculum will assist the student to utilize clinical judgment in the application and synthesis of nutritional concepts in relation to patient health and wellness.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140712736","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}
This research study investigated the profound physical, social, and psychological effects of pressure injuries on individuals. Despite ongoing efforts, hospital-acquired pressure injuries remain prevalent, with up to seventy percent deemed preventable. The study, which involved 40 nurses, employed the Pressure Ulcer Knowledge Assessment Tool (PUKAT) 2.0 to assess the impact of an educational workshop on nurses' knowledge. Statistical analysis revealed a statistically significant improvement in PUKAT 2.0 scores post-education (p < .001, r = .61), aligning with existing literature emphasizing the positive effect of education on nurses' knowledge of pressure injuries.
{"title":"Impact of pressure injury education on nurses’ knowledge in an acute care setting","authors":"Jane Mathews","doi":"10.5430/jnep.v14n7p18","DOIUrl":"https://doi.org/10.5430/jnep.v14n7p18","url":null,"abstract":"This research study investigated the profound physical, social, and psychological effects of pressure injuries on individuals. Despite ongoing efforts, hospital-acquired pressure injuries remain prevalent, with up to seventy percent deemed preventable. The study, which involved 40 nurses, employed the Pressure Ulcer Knowledge Assessment Tool (PUKAT) 2.0 to assess the impact of an educational workshop on nurses' knowledge. Statistical analysis revealed a statistically significant improvement in PUKAT 2.0 scores post-education (p < .001, r = .61), aligning with existing literature emphasizing the positive effect of education on nurses' knowledge of pressure injuries.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140383526","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}
Sara Loewy, Aria Jelks, Teresa Greene, Gail Vozzella, Nicole Fontenot, Joanne D. Muyco
Nurses are asked to respond to numerous demands that affect their ability to provide efficient and effective patient care. Many activities can be safely delegated to unlicensed assistive personnel. Nurse leaders from an acute care unit identified nurse and unlicensed assistive personnel activities that could be observed over four 24-hour periods in a week. Results from the time study demonstrated that many opportunities exist to optimize delegation practices. While nurses spend time on patient care, time is also spent on activities that can be delegated. These activities can be more appropriately aligned with unlicensed assistive personnel workflows which can help alleviate increased nursing workloads and allow nurses to maximize time spent on patient care.
{"title":"Optimizing delegation to maximize nurses’ time: Results of a time study in an acute care setting","authors":"Sara Loewy, Aria Jelks, Teresa Greene, Gail Vozzella, Nicole Fontenot, Joanne D. Muyco","doi":"10.5430/jnep.v14n6p43","DOIUrl":"https://doi.org/10.5430/jnep.v14n6p43","url":null,"abstract":"Nurses are asked to respond to numerous demands that affect their ability to provide efficient and effective patient care. Many activities can be safely delegated to unlicensed assistive personnel. Nurse leaders from an acute care unit identified nurse and unlicensed assistive personnel activities that could be observed over four 24-hour periods in a week. Results from the time study demonstrated that many opportunities exist to optimize delegation practices. While nurses spend time on patient care, time is also spent on activities that can be delegated. These activities can be more appropriately aligned with unlicensed assistive personnel workflows which can help alleviate increased nursing workloads and allow nurses to maximize time spent on patient care.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140384555","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}
The National Council of State Boards of Nursing developed next generation (NextGen) NCLEX questions to improve the clinical judgment of pre-licensure nursing students. In an innovative group assignment in a public university, second-semester ABSN students used case scenarios to write NextGen questions in various styles. Students were prepared for this project in the first semester. Each student group completed the group assignments every week. After the faculty review, the completed assignments were shared with the entire class every week. A six-item Qualtrics survey evaluated the project learning outcomes with two open-text questions. The combined response rates for the agree and strongly agree responses ranged from 76% to 94%, indicating that the students had a positive perception of this assignment. In open-text analysis, the students reported improvement in critical thinking skills, teamwork, collaboration, positive experiences, group dynamics, and exam preparation.
美国国家护理委员会（National Council of State Boards of Nursing）开发了新一代（NextGen）NCLEX试题，以提高执照前护理专业学生的临床判断能力。 在一所公立大学的创新小组作业中，第二学期的 ABSN 学生利用案例情景编写了不同风格的 NextGen 问题。学生们在第一学期就为这个项目做好了准备。每个学生小组每周完成小组作业。经教师审核后，每周与全班分享已完成的作业。一项包含六个项目的 Qualtrics 调查通过两个开放文本问题对项目学习成果进行了评估。同意和非常同意的综合回复率从 76% 到 94%不等，这表明学生对这项作业有积极的看法。在开放文本分析中，学生们报告了在批判性思维能力、团队合作、协作、积极体验、小组动态和备考方面的进步。
{"title":"An innovative learning strategy for improving clinical judgment among undergraduate nursing students: A reflection","authors":"Suja P. Davis, Bethany L. Davis","doi":"10.5430/jnep.v14n7p13","DOIUrl":"https://doi.org/10.5430/jnep.v14n7p13","url":null,"abstract":"The National Council of State Boards of Nursing developed next generation (NextGen) NCLEX questions to improve the clinical judgment of pre-licensure nursing students. In an innovative group assignment in a public university, second-semester ABSN students used case scenarios to write NextGen questions in various styles. Students were prepared for this project in the first semester. Each student group completed the group assignments every week. After the faculty review, the completed assignments were shared with the entire class every week. A six-item Qualtrics survey evaluated the project learning outcomes with two open-text questions. The combined response rates for the agree and strongly agree responses ranged from 76% to 94%, indicating that the students had a positive perception of this assignment. In open-text analysis, the students reported improvement in critical thinking skills, teamwork, collaboration, positive experiences, group dynamics, and exam preparation.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140386357","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}
Christina Jensen, Tanja E. Bertelsen, Frederik L. Kuipers, S. R. Jessiman, Lene R. Andersen, Astrid G. Sørensen, Niels S. Larsen, Camilla Bernild
This study is an education experiment based on a comparative approach, where two clinical exams – a bedside exam and a written case study exam – are investigated simultaneously. The article explores what’s going on in the two exams and how nursing students assess and experience them. Based on these findings, we discuss the types of logics, knowledge, and competencies the two exams enhance and limit, respectively. Data consists of a questionnaire survey with 104 students (56/48), observations of twelve exams (6/6), followed by two focus group interviews with nurse students. The analysis shows that the bedside exam enhances ‘knowing-in-action’, ‘reflection-in-action’, ‘shows how’ and ‘does’ by its focus on nursing actions. It is unpredictable and promotes ‘logics of relational care, care production and care education'. The written case study exam enhances ‘reflection-on-action’, ‘knows’ and ‘knows-how’ by its focus on theoretically based reflections on nursing practice. It is predictable and enhances ‘logic of care education’.
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