Kierah M. Barnes-Vaval, Erica Lewis, E. Sawin, Jeanel Little
Racial health disparities and healthcare provider bias are concerning problems. Cultural competency training (CCT) is effective to address this bias, resulting in improved patient outcomes. This project aimed to increase cultural competency among advanced practice providers (APPs) who completed CCT. The Process of Cultural Competence in the Delivery of Healthcare Services model and its primary constructs of cultural awareness, skill, knowledge, encounters, and desire guided this work, along with other evidence. Eighteen APPs completed the training and tests, demonstrating statistically significant score increases in overall cultural competency (p < .001), cultural awareness (p = .030), cultural skill (p = .017), cultural knowledge (p = .002), and cultural encounter (p < .001). An increased cultural desire was not statistically significant (p = .120). Evidence reviewed demonstrates how this work can guide future quality improvement efforts to implement evidence-based CCT professional development for all healthcare workers.
{"title":"Improving cultural competency in advanced practice providers at an academic medical center","authors":"Kierah M. Barnes-Vaval, Erica Lewis, E. Sawin, Jeanel Little","doi":"10.5430/jnep.v14n6p31","DOIUrl":"https://doi.org/10.5430/jnep.v14n6p31","url":null,"abstract":"Racial health disparities and healthcare provider bias are concerning problems. Cultural competency training (CCT) is effective to address this bias, resulting in improved patient outcomes. This project aimed to increase cultural competency among advanced practice providers (APPs) who completed CCT. The Process of Cultural Competence in the Delivery of Healthcare Services model and its primary constructs of cultural awareness, skill, knowledge, encounters, and desire guided this work, along with other evidence. Eighteen APPs completed the training and tests, demonstrating statistically significant score increases in overall cultural competency (p < .001), cultural awareness (p = .030), cultural skill (p = .017), cultural knowledge (p = .002), and cultural encounter (p < .001). An increased cultural desire was not statistically significant (p = .120). Evidence reviewed demonstrates how this work can guide future quality improvement efforts to implement evidence-based CCT professional development for all healthcare workers.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":" 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140214161","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: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with ped
{"title":"What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?","authors":"Christina Ebanks","doi":"10.5430/jnep.v14n6p22","DOIUrl":"https://doi.org/10.5430/jnep.v14n6p22","url":null,"abstract":"Background and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with ped","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"19 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140244494","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 and objective: Clinical learning environments play a great role in nursing training as they allow nursing students to develop their clinical skills by combining cognitive, psychomotor and affective skills. Consequently, clinical learning environments enable nursing students to bridge the theory-practice gap. Fewer studies have examined the clinical experiences of RN to BScN students in Kenya. This paper is part of analytical memo of a larger PhD study that sought to explore and describe the support needs of RN to BScN students in Kenyan universities. The paper focuses on clinical experiences of RN to BScN students.Methods: Using a qualitative phenomenological approach, ten focus group discussions were conducted with 100 RN to BScN students, purposively sampled from four universities in Kenya. Data were analyzed using Tesch’s data analysis protocol. The article has adhered to Consolidated criteria for reporting qualitative studies.Results: The data on RN to BScN students’ clinical experience revealed two themes: curriculum challenges and practice environment and six sub-themes: redundant learning outcomes, redundant clinical assessments, not acknowledging prior learning, lack of clinical supervision, lack of learning resources and “an extra pair of hands”.Conclusions: The study findings highlight the need for review of clinical learning outcomes for the RN to BScN students in Kenya. The findings emphasize the need for collaborative partnerships between universities, clinical learning environments, nurse educators, and policy makers, to design of clinical learning outcomes relevant to RN to BScN students in Kenya.
{"title":"Clinical experiences of RN to BScN nursing students in Kenyan universities","authors":"G. Mbuthia, Gisela Van Rensburg, S. Shaibu","doi":"10.5430/jnep.v14n5p39","DOIUrl":"https://doi.org/10.5430/jnep.v14n5p39","url":null,"abstract":"Introduction and objective: Clinical learning environments play a great role in nursing training as they allow nursing students to develop their clinical skills by combining cognitive, psychomotor and affective skills. Consequently, clinical learning environments enable nursing students to bridge the theory-practice gap. Fewer studies have examined the clinical experiences of RN to BScN students in Kenya. This paper is part of analytical memo of a larger PhD study that sought to explore and describe the support needs of RN to BScN students in Kenyan universities. The paper focuses on clinical experiences of RN to BScN students.Methods: Using a qualitative phenomenological approach, ten focus group discussions were conducted with 100 RN to BScN students, purposively sampled from four universities in Kenya. Data were analyzed using Tesch’s data analysis protocol. The article has adhered to Consolidated criteria for reporting qualitative studies.Results: The data on RN to BScN students’ clinical experience revealed two themes: curriculum challenges and practice environment and six sub-themes: redundant learning outcomes, redundant clinical assessments, not acknowledging prior learning, lack of clinical supervision, lack of learning resources and “an extra pair of hands”.Conclusions: The study findings highlight the need for review of clinical learning outcomes for the RN to BScN students in Kenya. The findings emphasize the need for collaborative partnerships between universities, clinical learning environments, nurse educators, and policy makers, to design of clinical learning outcomes relevant to RN to BScN students in Kenya.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"204 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140247198","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: This study aims to evaluate the preparedness and training of Canadian nurses in critical incidents.Methods: Design: An observational cross-sectional survey through a self-administered web-based questionnaire. Setting: The questionnaire was shared with nurses working in emergency departments, intensive care units, and coronary care units at five hospitals affiliated with McGill University in Montreal (Quebec, Canada). Participants: In total, 145 nurses completed the questionnaire. It was sent through email to nurse managers and assistant nurse managers working in the emergency department, adult intensive care unit, and cardiac care unit at four academic hospitals. Main Outcome Measured: level of preparedness and skills of nurses to deal with critical incidents.Results: Most nurses have not participated in a disaster management (code orange) simulation (64.8%, n = 94). Moreover, around half of them knew their specific role in such a simulation (49.6%, n = 72). The vast majority of participants (78.6%, n = 114) never took part in a real code orange scenario. On multiple logistic regression, having > 10 years of experience in nursing, having > 10 years of experience in critical care, participating in a code orange simulation, knowledge of roles and responsibilities during a code orange situation, and having knowledge of the department's code orange plan, were significantly associated with a higher level of preparedness.Conclusions: This study shows a lack of nurses’ preparedness in dealing with critical incidents based on their self-assessment. Confidence and knowledge of skills associated with BLS and ACLS were noted to be essential for a high level of preparedness.
{"title":"Evaluating nurses’ preparedness in critical incidents","authors":"Shafic Abdulkarim, Ammar Saed Aldien, Anudari Zorigtbaatar, Natasha Dupuis, Josee Larocque, Tarek Razek","doi":"10.5430/jnep.v14n6p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n6p1","url":null,"abstract":"Objective: This study aims to evaluate the preparedness and training of Canadian nurses in critical incidents.Methods: Design: An observational cross-sectional survey through a self-administered web-based questionnaire. Setting: The questionnaire was shared with nurses working in emergency departments, intensive care units, and coronary care units at five hospitals affiliated with McGill University in Montreal (Quebec, Canada). Participants: In total, 145 nurses completed the questionnaire. It was sent through email to nurse managers and assistant nurse managers working in the emergency department, adult intensive care unit, and cardiac care unit at four academic hospitals. Main Outcome Measured: level of preparedness and skills of nurses to deal with critical incidents.Results: Most nurses have not participated in a disaster management (code orange) simulation (64.8%, n = 94). Moreover, around half of them knew their specific role in such a simulation (49.6%, n = 72). The vast majority of participants (78.6%, n = 114) never took part in a real code orange scenario. On multiple logistic regression, having > 10 years of experience in nursing, having > 10 years of experience in critical care, participating in a code orange simulation, knowledge of roles and responsibilities during a code orange situation, and having knowledge of the department's code orange plan, were significantly associated with a higher level of preparedness.Conclusions: This study shows a lack of nurses’ preparedness in dealing with critical incidents based on their self-assessment. Confidence and knowledge of skills associated with BLS and ACLS were noted to be essential for a high level of preparedness.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"16 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437724","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 holistic admissions process employs a review strategy designed to assess an applicant's unique life experiences together with traditional measures of academic achievement. This process considers a broad range of factors that reflect an applicant's potential for professional success in the nursing field. The purpose of this initiative was to introduce a holistic admissions process at a nursing program that has historically utilized an academic metrics-based approach.Methods: The nursing program identified goals and targets for holistic admissions as a means to evaluate the process and to make informed decisions that support the aim of increased student diversity.Results: A team-based approach was used to develop criteria for holistic admissions. Shared values for characteristics of ideal nursing applicants were discussed first, and a literature review was conducted, focusing on predictors of success in nursing school and on the nursing licensure examination. Criteria were developed aimed at capturing the shared values, predictors of success, while also allowing applicants to ‘tell their stories’ during the application process. A student-facing application and applicant faculty review process were created. Benchmarks for monitoring diversity of the student population were identified.Conclusions: Our faculty task force developed and implemented a holistic admissions review process and generated plans designed to monitor the improved diversity of the student population. Faculty reflections highlight the value of pursuing this change and moving forward with holistic admissions in our nursing program.
{"title":"Creation of a holistic admissions review process: A promising change designed to promote diversity and inclusion in nursing education","authors":"Angela Silvestri-Elmore, Kayla Sullivan, Esmeralda Clark, Jennifer Pfannes, Natalie Spitler, Necole Leland, Kathi Thimsen, Roseann Colosimo, Janelle Willis","doi":"10.5430/jnep.v14n6p11","DOIUrl":"https://doi.org/10.5430/jnep.v14n6p11","url":null,"abstract":"Objective: The holistic admissions process employs a review strategy designed to assess an applicant's unique life experiences together with traditional measures of academic achievement. This process considers a broad range of factors that reflect an applicant's potential for professional success in the nursing field. The purpose of this initiative was to introduce a holistic admissions process at a nursing program that has historically utilized an academic metrics-based approach.Methods: The nursing program identified goals and targets for holistic admissions as a means to evaluate the process and to make informed decisions that support the aim of increased student diversity.Results: A team-based approach was used to develop criteria for holistic admissions. Shared values for characteristics of ideal nursing applicants were discussed first, and a literature review was conducted, focusing on predictors of success in nursing school and on the nursing licensure examination. Criteria were developed aimed at capturing the shared values, predictors of success, while also allowing applicants to ‘tell their stories’ during the application process. A student-facing application and applicant faculty review process were created. Benchmarks for monitoring diversity of the student population were identified.Conclusions: Our faculty task force developed and implemented a holistic admissions review process and generated plans designed to monitor the improved diversity of the student population. Faculty reflections highlight the value of pursuing this change and moving forward with holistic admissions in our nursing program.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"29 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140437348","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}
Isadora R.R. Jacob, Marcos H. Soares, Katya L. De Oliveira
Background and objective: Religious coping can help understanding suicide in its prevention and intervention. The objective of this study was to investigate if religious coping and suicidal ideation could be used as a predictive model for suicide attempts.Methods: This is a survey and correlational delineation, carried out in southern Brazil with 260 adults assisted by the a public mental health service in two cities in northern Paraná from October 2020 to June 2021. For data collection, three instruments were used: The first one was a sociodemographic/clinical questionnaire to profile the participants; The second instrument was composed of 30 items dealing with impulsivity manifestations. The third instrument was used because it addresses coping and how people deal with everyday adversity through faith. Logistic regression analysis was used, through the SPSS®, v. 28. The dichotomous outcome variable was the suicide attempt, and the independent variables were a negative domain of the RCOPE scale. At first, three regression models were considered. A greater adherence happened only when the nominal variable “Have you ever tried to commit suicide?” qualified as an outcome variable.Results: The suicide attempt as an outcome and the other variables performing as predictive represented a higher sensitivity (96.8%) compared to the previous models. As the negative coping score was increased by 1 unit, there was also an increase in the chances of suicide attempting by 1.83 times (95% CI 1.11;3.00).Conclusions: It was discussed that religiosity has a positive impact on suicidal behavior, as it provides well-being/happiness, especially for those with mental disorders. This study would contribute to understanding the role and effects of religious coping in the process of counseling by healthcare workers. It is the first study to present predictive modelling for suicide attempt from negative religious coping. Hopefully, it would contribute to improve the process of counseling by mental health nurses and other healthcare workers.
{"title":"Religious coping and suicidal ideation as a predictive model for suicide attempts","authors":"Isadora R.R. Jacob, Marcos H. Soares, Katya L. De Oliveira","doi":"10.5430/jnep.v14n5p31","DOIUrl":"https://doi.org/10.5430/jnep.v14n5p31","url":null,"abstract":"Background and objective: Religious coping can help understanding suicide in its prevention and intervention. The objective of this study was to investigate if religious coping and suicidal ideation could be used as a predictive model for suicide attempts.Methods: This is a survey and correlational delineation, carried out in southern Brazil with 260 adults assisted by the a public mental health service in two cities in northern Paraná from October 2020 to June 2021. For data collection, three instruments were used: The first one was a sociodemographic/clinical questionnaire to profile the participants; The second instrument was composed of 30 items dealing with impulsivity manifestations. The third instrument was used because it addresses coping and how people deal with everyday adversity through faith. Logistic regression analysis was used, through the SPSS®, v. 28. The dichotomous outcome variable was the suicide attempt, and the independent variables were a negative domain of the RCOPE scale. At first, three regression models were considered. A greater adherence happened only when the nominal variable “Have you ever tried to commit suicide?” qualified as an outcome variable.Results: The suicide attempt as an outcome and the other variables performing as predictive represented a higher sensitivity (96.8%) compared to the previous models. As the negative coping score was increased by 1 unit, there was also an increase in the chances of suicide attempting by 1.83 times (95% CI 1.11;3.00).Conclusions: It was discussed that religiosity has a positive impact on suicidal behavior, as it provides well-being/happiness, especially for those with mental disorders. This study would contribute to understanding the role and effects of religious coping in the process of counseling by healthcare workers. It is the first study to present predictive modelling for suicide attempt from negative religious coping. Hopefully, it would contribute to improve the process of counseling by mental health nurses and other healthcare workers.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"17 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139598524","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 and background: Today’s complex healthcare environment requires skilled clinical decision making. Yet, this skill in novice and student nurses is documented as linear, based on limited knowledge and experience, and often focused on single problems. Concurrently, an ongoing shortage of nurse educators has resulted in many clinical instructors and preceptors being relatively novice as educators.Methods: Teaching and assessing critical thinking and clinical reasoning is challenging in the context of clinical practice education, especially for novice clinical instructors and preceptors. Critical thinking and clinical reasoning tools are presented as a useful pedagogical approach for teaching and assessing critical thinking, clinical reasoning and clinical decision-making both with students as well as with novice educators and preceptors.Conclusions: By utilizing theoretically-based clinical thinking tools to guide learners through critical thinking, clinical reasoning and decision-making processes, both learners and novice educators benefit.
{"title":"Teaching to learn, learning to teach: Clinical thinking tools to support novice clinical educators, preceptors and students","authors":"Michelle House-Kokan, Farah Jetha","doi":"10.5430/jnep.v14n5p23","DOIUrl":"https://doi.org/10.5430/jnep.v14n5p23","url":null,"abstract":"Introduction and background: Today’s complex healthcare environment requires skilled clinical decision making. Yet, this skill in novice and student nurses is documented as linear, based on limited knowledge and experience, and often focused on single problems. Concurrently, an ongoing shortage of nurse educators has resulted in many clinical instructors and preceptors being relatively novice as educators.Methods: Teaching and assessing critical thinking and clinical reasoning is challenging in the context of clinical practice education, especially for novice clinical instructors and preceptors. Critical thinking and clinical reasoning tools are presented as a useful pedagogical approach for teaching and assessing critical thinking, clinical reasoning and clinical decision-making both with students as well as with novice educators and preceptors.Conclusions: By utilizing theoretically-based clinical thinking tools to guide learners through critical thinking, clinical reasoning and decision-making processes, both learners and novice educators benefit.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139597596","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}
Xinyan Li, Yi Wen, Wan Shu, Zhefan Shen, Zhaoxia Huang
Objective: To explore the experience of perceived disease benefit among gynecological cancer patients.Methods: Using purposive sampling, twelve gynecological cancer patients were selected from a tertiary A-level hospital in Wenzhou city, from July to September 2023. Data were collected through face-to-face, semi-structured, in-depth interviews and analyzed using Colaizzi's seven-step method and NVivo 11 software.Results: Five main themes were identified: perception of social support, growth and transformation in mindset, enhancement of health awareness and caregiving ability, gratitude and cherishing life, and improved family relationships.Conclusions: Gynecological cancer patients are able to experience a sense of disease benefit during their treatment. Healthcare professionals should integrate knowledge of positive psychology and communication skills to guide patients in finding positive meanings and help them adopt more proactive coping methods to promote psychophysical health development, thereby improving the quality of life. In addition, it is encouraged that patients' spouses, family members, and friends provide the necessary social support, enhance the level of benefit finding, and establish a robust family and social support system.
{"title":"Qualitative research on the perception of benefit in gynecological cancer patients","authors":"Xinyan Li, Yi Wen, Wan Shu, Zhefan Shen, Zhaoxia Huang","doi":"10.5430/jnep.v14n5p16","DOIUrl":"https://doi.org/10.5430/jnep.v14n5p16","url":null,"abstract":"Objective: To explore the experience of perceived disease benefit among gynecological cancer patients.Methods: Using purposive sampling, twelve gynecological cancer patients were selected from a tertiary A-level hospital in Wenzhou city, from July to September 2023. Data were collected through face-to-face, semi-structured, in-depth interviews and analyzed using Colaizzi's seven-step method and NVivo 11 software.Results: Five main themes were identified: perception of social support, growth and transformation in mindset, enhancement of health awareness and caregiving ability, gratitude and cherishing life, and improved family relationships.Conclusions: Gynecological cancer patients are able to experience a sense of disease benefit during their treatment. Healthcare professionals should integrate knowledge of positive psychology and communication skills to guide patients in finding positive meanings and help them adopt more proactive coping methods to promote psychophysical health development, thereby improving the quality of life. In addition, it is encouraged that patients' spouses, family members, and friends provide the necessary social support, enhance the level of benefit finding, and establish a robust family and social support system.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"11 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139603106","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 article features strategies to instruct the competencies in Domains 2, 6 and 10, i.e., respectively, Person-Centered Care, Interprofessional Partnership, and Personal, Professional, and Leadership Development, of American Association of Colleges of Nursing (AACN) 2021 core competencies for entry- and advanced-level psychiatric mental health nursing courses. These three Domains feature scientific knowledge, effective communication skills and collaboration with patients and other healthcare professionals in diverse clinical situations, and lifelong learning and leadership, which are essential in nursing practice. The creative examples for AACN Domains 2, 6 and 10 offered in this article can help faculty to more effectively prepare both entry- and advanced-level nursing students for evolving clinical practices.
{"title":"Educational strategies to implement domains 2, 6 and 10 of the 2021 AACN core competencies","authors":"Susan Glodstein, Jennifer Graber, Marian Newton","doi":"10.5430/jnep.v14n5p10","DOIUrl":"https://doi.org/10.5430/jnep.v14n5p10","url":null,"abstract":"This article features strategies to instruct the competencies in Domains 2, 6 and 10, i.e., respectively, Person-Centered Care, Interprofessional Partnership, and Personal, Professional, and Leadership Development, of American Association of Colleges of Nursing (AACN) 2021 core competencies for entry- and advanced-level psychiatric mental health nursing courses. These three Domains feature scientific knowledge, effective communication skills and collaboration with patients and other healthcare professionals in diverse clinical situations, and lifelong learning and leadership, which are essential in nursing practice. The creative examples for AACN Domains 2, 6 and 10 offered in this article can help faculty to more effectively prepare both entry- and advanced-level nursing students for evolving clinical practices.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"91 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139606133","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: Hyperthermia is a condition of body temperature higher than normal or temperature above normal. Hyperthermia generally occurs when a person experiences health problems that become a problem in children aged 0-5 years. Objectives: This study aims to determine the effectiveness of warm compresses and hydrogel compresses on polyacrylate-base (plaster compresses) against reducing body temperature of hyperthermic children aged 0-5 years. Method: This research uses a type of quasi-experimental research with two groups, pre-test and post-test design. Researchers grouped respondents into two groups, one group was given a warm compress intervention, and the other group was given a hydrogel compress intervention on polyacrylate-based (plaster compress) made by a manufacturer. Each group had their body temperature measured both before being given the intervention and after being given the intervention. The total sample was 32 children aged 0-5 years, the sampling technique was purposive sampling. The data analysis used in this research was univariate and bivariate using a parried simple t-test. Result: The results found that based on the analysis of the effectiveness of warm compresses and hydrogel compresses on polyacrylate-basis (plaster compresses) on reducing body temperature of children aged 0-5 years, it was found that the effectiveness of warm compresses was as much as the male sex (56.3%) and the rest of the female sex (43.8%). It was found that the effectiveness of hydrogel compresses on polyacrylate-base (plaster compresses) was as much as the male sex (58.8%) and the rest of the female sex (31.1%). The difference in the effectiveness of warm compresses and hydrogel in polyacrylate-based plaster compresses in reducing hyperthermia temperature with a p-value of 0.001. Conclusion: There is a difference in the effectiveness of warm compresses and Hydrogel on polyacrylate-basis plaster compresses against hyperthermia temperature reduction.
{"title":"Efektivitas Kompres Hangat dan Kompres Hydrogel On Polyacrylate-Basis (Kompres Plester) terhadap Penurunan Suhu Tubuh Anak Hipertermia Usia 0-5 Tahun","authors":"Ajeng Merlydia Alvionita, Irma Herliana","doi":"10.53801/jnep.v3i2.191","DOIUrl":"https://doi.org/10.53801/jnep.v3i2.191","url":null,"abstract":"Introduction: Hyperthermia is a condition of body temperature higher than normal or temperature above normal. Hyperthermia generally occurs when a person experiences health problems that become a problem in children aged 0-5 years.\u0000Objectives: This study aims to determine the effectiveness of warm compresses and hydrogel compresses on polyacrylate-base (plaster compresses) against reducing body temperature of hyperthermic children aged 0-5 years.\u0000Method: This research uses a type of quasi-experimental research with two groups, pre-test and post-test design. Researchers grouped respondents into two groups, one group was given a warm compress intervention, and the other group was given a hydrogel compress intervention on polyacrylate-based (plaster compress) made by a manufacturer. Each group had their body temperature measured both before being given the intervention and after being given the intervention. The total sample was 32 children aged 0-5 years, the sampling technique was purposive sampling. The data analysis used in this research was univariate and bivariate using a parried simple t-test. \u0000Result: The results found that based on the analysis of the effectiveness of warm compresses and hydrogel compresses on polyacrylate-basis (plaster compresses) on reducing body temperature of children aged 0-5 years, it was found that the effectiveness of warm compresses was as much as the male sex (56.3%) and the rest of the female sex (43.8%). It was found that the effectiveness of hydrogel compresses on polyacrylate-base (plaster compresses) was as much as the male sex (58.8%) and the rest of the female sex (31.1%). The difference in the effectiveness of warm compresses and hydrogel in polyacrylate-based plaster compresses in reducing hyperthermia temperature with a p-value of 0.001.\u0000Conclusion: There is a difference in the effectiveness of warm compresses and Hydrogel on polyacrylate-basis plaster compresses against hyperthermia temperature reduction.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":"90 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140504998","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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