Background: Effective therapeutic communication between nurses and patients is a fundamental element of high-quality healthcare. This study examines factors influencing therapeutic communication, including professional, contextual/situational, and patient-related aspects, while also assessing patient satisfaction with nursing care and the communication process.Methods: Employing a correlational cross-sectional design, a sample of 80 nurses and 99 patients under their care was selected using purposive sampling methods. This study encompassed diverse healthcare settings in Hail, Saudi Arabia. Data were collected through two survey questionnaires: the Nurse-Patient Therapeutic Communication Questionnaire for nurses and the Patient Satisfaction with Nursing Care Quality Questionnaire for patients. The data analysis was conducted using SPSS v29.0, with findings presented using descriptive and inferential statistics.Results: The professional dimension had a mean score of 5.56 ± 1.38, the contextual and situational dimension had a mean score of 5.69 ± 1.42, and the patient-related dimension had a mean score of 5.60 ± 1.46. Age, education level, and workplace significantly influenced all dimensions (all p < .001). Patient satisfaction scores ranged from 1.87 to 5.00, with an average score of 4.07 ± 0.72. Interestingly, patient satisfaction tended to increase with longer stays, r(97) = .23, p = .024, with the length of stay explaining 5.11% of the variability in patient satisfaction.Conclusions: This study identifies three key dimensions—professional, contextual/situational, and patient-related—as significant factors in nurse-patient communication. Demographic variables, including age, education, and workplace, also played pivotal roles. Notably, patient satisfaction levels were consistently high and positively correlated with longer stays. To foster patient-centred care, it is recommended to prioritize customized communication training and sustain nurturing interactions throughout the patient's care journey.
背景:护患之间有效的治疗沟通是高质量医疗保健的基本要素。本研究探讨了影响治疗性沟通的因素，包括专业、情境/情境和患者相关方面，同时也评估了患者对护理和沟通过程的满意度。方法:采用相关横断面设计，采用目的抽样方法，抽取80名护士及其护理的99名患者。本研究包括沙特阿拉伯Hail的不同医疗保健环境。数据通过两份调查问卷收集，分别是针对护士的护患治疗沟通问卷和针对患者的患者护理质量满意度问卷。使用SPSS v29.0进行数据分析，使用描述性和推断性统计来呈现结果。结果:专业维度平均得分为5.56±1.38分，情境与情境维度平均得分为5.69±1.42分，患者相关维度平均得分为5.60±1.46分。年龄、受教育程度和工作场所对所有维度都有显著影响(p <措施)。患者满意度评分1.87 ~ 5.00分，平均4.07±0.72分。有趣的是，患者满意度倾向于随着住院时间的延长而增加，r(97) = 0.23, p = 0.024，住院时间的长短解释了患者满意度变异的5.11%。结论:本研究确定了护患沟通的三个关键维度:专业、情境/情境和患者相关。包括年龄、教育程度和工作场所在内的人口统计变量也发挥了关键作用。值得注意的是，患者满意度一直很高，并且与住院时间延长呈正相关。为了促进以患者为中心的护理，建议优先考虑定制的沟通培训，并在整个患者护理过程中保持培养互动。
{"title":"An assessment of nurse-patient therapeutic communication and patient satisfaction with nursing care in multiple healthcare settings: A Study in Saudi Arabia","authors":"Afaf Alrimali, Nashi Alreshidi","doi":"10.5430/jnep.v14n2p15","DOIUrl":"https://doi.org/10.5430/jnep.v14n2p15","url":null,"abstract":"Background: Effective therapeutic communication between nurses and patients is a fundamental element of high-quality healthcare. This study examines factors influencing therapeutic communication, including professional, contextual/situational, and patient-related aspects, while also assessing patient satisfaction with nursing care and the communication process.Methods: Employing a correlational cross-sectional design, a sample of 80 nurses and 99 patients under their care was selected using purposive sampling methods. This study encompassed diverse healthcare settings in Hail, Saudi Arabia. Data were collected through two survey questionnaires: the Nurse-Patient Therapeutic Communication Questionnaire for nurses and the Patient Satisfaction with Nursing Care Quality Questionnaire for patients. The data analysis was conducted using SPSS v29.0, with findings presented using descriptive and inferential statistics.Results: The professional dimension had a mean score of 5.56 ± 1.38, the contextual and situational dimension had a mean score of 5.69 ± 1.42, and the patient-related dimension had a mean score of 5.60 ± 1.46. Age, education level, and workplace significantly influenced all dimensions (all p < .001). Patient satisfaction scores ranged from 1.87 to 5.00, with an average score of 4.07 ± 0.72. Interestingly, patient satisfaction tended to increase with longer stays, r(97) = .23, p = .024, with the length of stay explaining 5.11% of the variability in patient satisfaction.Conclusions: This study identifies three key dimensions—professional, contextual/situational, and patient-related—as significant factors in nurse-patient communication. Demographic variables, including age, education, and workplace, also played pivotal roles. Notably, patient satisfaction levels were consistently high and positively correlated with longer stays. To foster patient-centred care, it is recommended to prioritize customized communication training and sustain nurturing interactions throughout the patient's care journey.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135413214","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: Nursing students tend to show poor clinical reasoning skills and incompetence in clinical performance. This study aimed to explore nursing students’ perceptions of their clinical reasoning ability in relation to their different background of academic program and clinical experience.Methods: A cross-sectional correlation study was conducted in a private tertiary professional training institute. Nursing students (n = 508) were surveyed with demographic details and a self-reported Nurse Clinical Reasoning Scale (NCRS) questionnaire about their perceptions of clinical reasoning in relation with their clinical experience.Results: Descriptive statistic, parametric analyses of variance, and Pearson’s correlation coefficients were used to determine the relationships between variables. The mean NCRS score was lower for paid student nurse externs (49.22 ± 9.2) than for participants who were not paid student nurse externs. The mean NCRS scores differed significantly between the different clinical placements that nursing students last experienced (F = 5.41, p ≤ .001), as well as between students of various academic programs (F = 11.88, p ≤ .001), with students of the sub-baccalaureate level nursing program showing the highest score (53.04 ± 10.48), followed by those of the accelerated baccalaureate level nursing program (52.93 ± 7.67) and those of the baccalaureate level nursing program (48.82 ± 10.11). The mean NCRS score showed a weakly positive, but significant, correlation with the attendance of pre-clinical training, r(506) = .12, p = .009. The free-text surveys provided rich information concerning nursing students’ preferences for future pre-clinical training.Conclusions: Different academic backgrounds and clinical experiences influence nursing students’ clinical reasoning competence. Strategies are needed to motivate earlier clinical preparedness and caring attitudes which are essential attributes of a nursing student before their exposure to real patients.
{"title":"The association between nursing students’ perceptions of their clinical reasoning ability and their background of clinical experience: A cross-sectional correlation study","authors":"Alice Chan","doi":"10.5430/jnep.v14n2p5","DOIUrl":"https://doi.org/10.5430/jnep.v14n2p5","url":null,"abstract":"Background and objective: Nursing students tend to show poor clinical reasoning skills and incompetence in clinical performance. This study aimed to explore nursing students’ perceptions of their clinical reasoning ability in relation to their different background of academic program and clinical experience.Methods: A cross-sectional correlation study was conducted in a private tertiary professional training institute. Nursing students (n = 508) were surveyed with demographic details and a self-reported Nurse Clinical Reasoning Scale (NCRS) questionnaire about their perceptions of clinical reasoning in relation with their clinical experience.Results: Descriptive statistic, parametric analyses of variance, and Pearson’s correlation coefficients were used to determine the relationships between variables. The mean NCRS score was lower for paid student nurse externs (49.22 ± 9.2) than for participants who were not paid student nurse externs. The mean NCRS scores differed significantly between the different clinical placements that nursing students last experienced (F = 5.41, p ≤ .001), as well as between students of various academic programs (F = 11.88, p ≤ .001), with students of the sub-baccalaureate level nursing program showing the highest score (53.04 ± 10.48), followed by those of the accelerated baccalaureate level nursing program (52.93 ± 7.67) and those of the baccalaureate level nursing program (48.82 ± 10.11). The mean NCRS score showed a weakly positive, but significant, correlation with the attendance of pre-clinical training, r(506) = .12, p = .009. The free-text surveys provided rich information concerning nursing students’ preferences for future pre-clinical training.Conclusions: Different academic backgrounds and clinical experiences influence nursing students’ clinical reasoning competence. Strategies are needed to motivate earlier clinical preparedness and caring attitudes which are essential attributes of a nursing student before their exposure to real patients.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135888672","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: Students previously reported they did not feel well prepared for health history assessment in the clinical setting. Students felt that more experience prior to beginning clinical would better prepare them to adequately complete a health history assessment.Methods: First semester nursing students in a pre-licensure baccalaureate program participated in a simulation where they collected health history data on a standardized patient prior to beginning hospital clinicals. Six weeks later, students evaluated the simulation’s effectiveness in preparing them for clinical.Results: Out of a 14-item survey, where agreement indicated effectiveness, two items had a mode of 0 (do not agree), five items had a mode of 1 (somewhat agree) and seven items had a mode of 2 (strongly agree). The mean of all questions was 1.31.Conclusions: Overall, students found the simulation beneficial and effective in preparing them to complete a health history assessment in the clinical setting.
{"title":"Student evaluation of a health history assessment with standardized patients","authors":"Natalie Perry, Sarah P. Hodges, Bethany McFann","doi":"10.5430/jnep.v14n2p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n2p1","url":null,"abstract":"Background: Students previously reported they did not feel well prepared for health history assessment in the clinical setting. Students felt that more experience prior to beginning clinical would better prepare them to adequately complete a health history assessment.Methods: First semester nursing students in a pre-licensure baccalaureate program participated in a simulation where they collected health history data on a standardized patient prior to beginning hospital clinicals. Six weeks later, students evaluated the simulation’s effectiveness in preparing them for clinical.Results: Out of a 14-item survey, where agreement indicated effectiveness, two items had a mode of 0 (do not agree), five items had a mode of 1 (somewhat agree) and seven items had a mode of 2 (strongly agree). The mean of all questions was 1.31.Conclusions: Overall, students found the simulation beneficial and effective in preparing them to complete a health history assessment in the clinical setting.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135823968","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: “Design Thinking” is a problem-solving strategy focused on human behavior and needs. Within education, it is a collaborative approach with significant potential to produce innovations that address current issues. The Higher Institute of Nursing Professions and Technical Healthcare in Morocco is a public institution that provides training for nursing and healthcare technicians. By examining the contribution of design thinking in helping students overcome challenges during their internships, this study aims to improve the education experience of nursing students by promoting the adoption of this approach in their clinical practice.Methods: This study is descriptive and exploratory, using the design thinking approach of the d-School at Stanford University with Moroccan students at the Higher Institute of Nursing Professions and Technical Healthcare of Tetuan. The study follows a five-step process (Empathize, Define, Ideate, Prototype, and Test) and includes 21 selected nursing students as designers during clinical training in a surgical ward under the guidance of their nurse educator. The designers then collaborated with the other nursing students on their surgical rotations and presented the solutions. Two satisfaction questionnaires were distributed among the designers and participating students to assess how this approach aided in addressing the identified problems.Results: Using design thinking allowed students to be familiar with the management of the surgical department, how it operates, and the expectations of the training. The approach yielded numerous solutions, which the designers compiled into a guide for improving the clinical education experience for all nursing students. The satisfaction questionnaire results indicate that 76% of designers see potential in using this approach to overcome practical difficulties, and 52% believe it enhances the learning experience. However, the guide format received a satisfaction rate of 91% among end-users.Conclusions: The use of the “Design Thinking” process showed that the conceptual thinking framework helped the nursing students understand the difficulties they faced during the first contact with the field placement. Promoting design thinking among nursing students has become an essential tool to generate innovations, and address challenges by developing competencies in a professional environment.
{"title":"Promoting design thinking in nursing education: Experience of Moroccan undergraduate students in a surgical department","authors":"Siham Chelli, Kawtar Raghay","doi":"10.5430/jnep.v14n1p21","DOIUrl":"https://doi.org/10.5430/jnep.v14n1p21","url":null,"abstract":"Background and objective: “Design Thinking” is a problem-solving strategy focused on human behavior and needs. Within education, it is a collaborative approach with significant potential to produce innovations that address current issues. The Higher Institute of Nursing Professions and Technical Healthcare in Morocco is a public institution that provides training for nursing and healthcare technicians. By examining the contribution of design thinking in helping students overcome challenges during their internships, this study aims to improve the education experience of nursing students by promoting the adoption of this approach in their clinical practice.Methods: This study is descriptive and exploratory, using the design thinking approach of the d-School at Stanford University with Moroccan students at the Higher Institute of Nursing Professions and Technical Healthcare of Tetuan. The study follows a five-step process (Empathize, Define, Ideate, Prototype, and Test) and includes 21 selected nursing students as designers during clinical training in a surgical ward under the guidance of their nurse educator. The designers then collaborated with the other nursing students on their surgical rotations and presented the solutions. Two satisfaction questionnaires were distributed among the designers and participating students to assess how this approach aided in addressing the identified problems.Results: Using design thinking allowed students to be familiar with the management of the surgical department, how it operates, and the expectations of the training. The approach yielded numerous solutions, which the designers compiled into a guide for improving the clinical education experience for all nursing students. The satisfaction questionnaire results indicate that 76% of designers see potential in using this approach to overcome practical difficulties, and 52% believe it enhances the learning experience. However, the guide format received a satisfaction rate of 91% among end-users.Conclusions: The use of the “Design Thinking” process showed that the conceptual thinking framework helped the nursing students understand the difficulties they faced during the first contact with the field placement. Promoting design thinking among nursing students has become an essential tool to generate innovations, and address challenges by developing competencies in a professional environment.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926011","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}
Nursing programs face faculty shortages further aggravated by burnout and low pay compared to the private sector. As meaningful recognition programs are linked to resiliency and improved job satisfaction, this university initially implemented the DAISY Award for Extraordinary Nursing Faculty program in 2014. With the significant changes experienced during the pandemic, the university wanted to strengthen the Daisy Award program and determine its impact on Compassion Satisfaction (CS) and Compassion Fatigue (CF). Nursing faculty are at increased risk for CF (burnout and secondary traumatic stress) due to clinical errors, patient illness, death, and multicultural differences. These risks have increased across nursing settings with the pandemic. In the clinical setting, research has shown that effective implementation of the Daisy Award Program provides nurses with meaningful recognition that increases CS and decreases CF. There is limited literature on how meaningful recognition programs influence CS and CF for nursing faculty. The purpose of this research study is to evaluate whether strategies to improve the DAISY Award program influence CS and CF for nursing faculty. The study design was quasi-experimental, utilizing a pre-and post-survey design following interventions to strengthen the DAISY Award program through centralized communication and recognition strategies. Across the two data collection periods, CS remained high and CF low (non-significant findings) overall, though visiting professors had statistically significantly higher CS and lower CF than full-time faculty. Given the pandemic timing, it is unknown if the meaningful recognition program contributed to maintaining the desired CS and CF results, and further research is needed.
{"title":"Meaningful recognition program for nursing faculty insights learned during the pandemic","authors":"Sherrie A. Palmieri","doi":"10.5430/jnep.v14n1p42","DOIUrl":"https://doi.org/10.5430/jnep.v14n1p42","url":null,"abstract":"Nursing programs face faculty shortages further aggravated by burnout and low pay compared to the private sector. As meaningful recognition programs are linked to resiliency and improved job satisfaction, this university initially implemented the DAISY Award for Extraordinary Nursing Faculty program in 2014. With the significant changes experienced during the pandemic, the university wanted to strengthen the Daisy Award program and determine its impact on Compassion Satisfaction (CS) and Compassion Fatigue (CF). Nursing faculty are at increased risk for CF (burnout and secondary traumatic stress) due to clinical errors, patient illness, death, and multicultural differences. These risks have increased across nursing settings with the pandemic. In the clinical setting, research has shown that effective implementation of the Daisy Award Program provides nurses with meaningful recognition that increases CS and decreases CF. There is limited literature on how meaningful recognition programs influence CS and CF for nursing faculty. The purpose of this research study is to evaluate whether strategies to improve the DAISY Award program influence CS and CF for nursing faculty. The study design was quasi-experimental, utilizing a pre-and post-survey design following interventions to strengthen the DAISY Award program through centralized communication and recognition strategies. Across the two data collection periods, CS remained high and CF low (non-significant findings) overall, though visiting professors had statistically significantly higher CS and lower CF than full-time faculty. Given the pandemic timing, it is unknown if the meaningful recognition program contributed to maintaining the desired CS and CF results, and further research is needed.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135925558","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}
Robyn MacSorley, Kim Adcock, Eloise Lopez-Lambert, Zeb Henson, Melissa Klamm, Lyssa Weatherly, Joseph Tacy
Introduction: Integrating ethical decisions, patient safety, and cultural diversity through multidisciplinary team-based simulation enhances learning and awareness of interprofessional core competencies.Methods: A simulation scenario was designed to meet educational objectives and create a realistic environment for second-year medical, third-year pharmacy, and third-year nursing students. Students from each of the three disciplines were evenly distributed into groups to participate in a scenario. The simulation-based encounter consisted of a prebrief session, a simulation activity, and an overall debrief session. Course faculty from each discipline facilitated the three mirror-imaged scenarios, observed student behaviors, and operated mid-fidelity simulators. Students’ knowledge and attitudes related to the interprofessional education core competencies (IPE-CC) were evaluated using pre- and post-assessment surveys. Additionally, student feedback was gathered through an opinion survey following the activity.Results: Three-hundred and sixty-one students participated in the simulation activity during the spring semester of the 2021-2022 academic year. A statistical significance was noted with 80% of the pre- and post-assessment survey items. Learner opinion survey results provided favorable feedback as well as suggestions for improvement. The educational objectives were met.Discussion: This simulation activity provides a realistic environment for students to apply the IPE-CC in preparation for their role as an interdisciplinary healthcare team member.
{"title":"Integrating interprofessional core competencies through simulation that promotes ethical decisions, patient safety, and cultural diversity","authors":"Robyn MacSorley, Kim Adcock, Eloise Lopez-Lambert, Zeb Henson, Melissa Klamm, Lyssa Weatherly, Joseph Tacy","doi":"10.5430/jnep.v14n1p32","DOIUrl":"https://doi.org/10.5430/jnep.v14n1p32","url":null,"abstract":"Introduction: Integrating ethical decisions, patient safety, and cultural diversity through multidisciplinary team-based simulation enhances learning and awareness of interprofessional core competencies.Methods: A simulation scenario was designed to meet educational objectives and create a realistic environment for second-year medical, third-year pharmacy, and third-year nursing students. Students from each of the three disciplines were evenly distributed into groups to participate in a scenario. The simulation-based encounter consisted of a prebrief session, a simulation activity, and an overall debrief session. Course faculty from each discipline facilitated the three mirror-imaged scenarios, observed student behaviors, and operated mid-fidelity simulators. Students’ knowledge and attitudes related to the interprofessional education core competencies (IPE-CC) were evaluated using pre- and post-assessment surveys. Additionally, student feedback was gathered through an opinion survey following the activity.Results: Three-hundred and sixty-one students participated in the simulation activity during the spring semester of the 2021-2022 academic year. A statistical significance was noted with 80% of the pre- and post-assessment survey items. Learner opinion survey results provided favorable feedback as well as suggestions for improvement. The educational objectives were met.Discussion: This simulation activity provides a realistic environment for students to apply the IPE-CC in preparation for their role as an interdisciplinary healthcare team member.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135926192","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 United States is a multicultural, multilingual country; as a recognized feature of the American population, the challenges of caregivers seeking services for multilingual older adults still need to be better understood. This study aims to understand the experience of caregivers who sought healthcare services for a multilingual older adult living with dementia.Methods: Using Constructivist Grounded Theory, formal and informal caregivers participated in semi-structured interviews to ascertain their experiences seeking health services for multilingual older adults with dementia.Results: Several themes emerged, including Cultural Translator, Mitigating Relationships, Leaning, Seeking Help, Meeting them where they are, and a Rigid Healthcare System. Lastly, the participants’ descriptions unveiled a phenomenon identified as cultural translator stress. Cultural Translator stress may occur due to the added responsibilities of advocacy, healthcare system navigation, language interpretation, and explanations of culturally based idioms on behalf of the multilingual older adult with dementia for the healthcare provider.Conclusions: As our understanding of care for multilingual older adults with dementia improves, awareness of their caregiver's needs and mechanisms to support this unique population should emerge. Factors such as culture, access to culturally appropriate services, and services needed to support family caregivers are needed. Further studies are needed to understand the stressors related to caring for a multilingual adult living with dementia or the phenomenon of cultural translator stress.
{"title":"A theory of cultural translation in healthcare for multilingual older adults living with dementia and their caregivers","authors":"Maria Roche-Dean, Angela Groves","doi":"10.5430/jnep.v14n1p12","DOIUrl":"https://doi.org/10.5430/jnep.v14n1p12","url":null,"abstract":"Objective: The United States is a multicultural, multilingual country; as a recognized feature of the American population, the challenges of caregivers seeking services for multilingual older adults still need to be better understood. This study aims to understand the experience of caregivers who sought healthcare services for a multilingual older adult living with dementia.Methods: Using Constructivist Grounded Theory, formal and informal caregivers participated in semi-structured interviews to ascertain their experiences seeking health services for multilingual older adults with dementia.Results: Several themes emerged, including Cultural Translator, Mitigating Relationships, Leaning, Seeking Help, Meeting them where they are, and a Rigid Healthcare System. Lastly, the participants’ descriptions unveiled a phenomenon identified as cultural translator stress. Cultural Translator stress may occur due to the added responsibilities of advocacy, healthcare system navigation, language interpretation, and explanations of culturally based idioms on behalf of the multilingual older adult with dementia for the healthcare provider.Conclusions: As our understanding of care for multilingual older adults with dementia improves, awareness of their caregiver's needs and mechanisms to support this unique population should emerge. Factors such as culture, access to culturally appropriate services, and services needed to support family caregivers are needed. Further studies are needed to understand the stressors related to caring for a multilingual adult living with dementia or the phenomenon of cultural translator stress.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739830","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}
Rita D'Aoust, Laura C. Sarver, Sandra M. Swoboda, Robie Victoria Hughes, Krysia W. Hudson, Erin M. Wright, C. Rushton
Introduction: It is essential to support the health and well-being of nursing faculty. Nurse well-being is imperative for promoting many outcomes in health care and education. In the presence of workplace stressors, nursing faculty may experience negative impacts, including burnout. This integrative review explored the literature on burnout and related concepts in nursing faculty.Methods: An integrative review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram was performed. Articles were identified from databases, including PubMed and CINAHL Plus, citation searching, and content expert referral. Key search terms included “nursing faculty”, “burnout”, and “nursing education”. 102 articles were identified and screened for established inclusion criteria and 23 were included in this review.Results: A total of 23 articles exploring burnout and other related concepts in nursing faculty were appraised. Emergent themes encompassing contributing factors, manifestations, impact, and strategies for decreasing faculty burnout and increasing faculty well-being are illustrated in this review. Although a variety of individual and organizational strategies for decreasing burnout were emphasized in the literature, multiple gaps were identified. These gaps include 1) lack of comprehensive programs to address faculty burnout, 2) integration of skills and practices into nursing education curricula, 3) impact of interventions on educational outcomes, 4) assessments examining faculty needs, and 5) absence of best practices replicated in nursing education.Conclusions: It is imperative to explore a comprehensive approach to decreasing burnout and supporting faculty and student well-being in nursing education and examine methodological challenges in defining related concepts and measures.
{"title":"An integrative review of burnout and related concepts in nursing faculty","authors":"Rita D'Aoust, Laura C. Sarver, Sandra M. Swoboda, Robie Victoria Hughes, Krysia W. Hudson, Erin M. Wright, C. Rushton","doi":"10.5430/jnep.v14n1p1","DOIUrl":"https://doi.org/10.5430/jnep.v14n1p1","url":null,"abstract":"Introduction: It is essential to support the health and well-being of nursing faculty. Nurse well-being is imperative for promoting many outcomes in health care and education. In the presence of workplace stressors, nursing faculty may experience negative impacts, including burnout. This integrative review explored the literature on burnout and related concepts in nursing faculty.Methods: An integrative review guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses flow diagram was performed. Articles were identified from databases, including PubMed and CINAHL Plus, citation searching, and content expert referral. Key search terms included “nursing faculty”, “burnout”, and “nursing education”. 102 articles were identified and screened for established inclusion criteria and 23 were included in this review.Results: A total of 23 articles exploring burnout and other related concepts in nursing faculty were appraised. Emergent themes encompassing contributing factors, manifestations, impact, and strategies for decreasing faculty burnout and increasing faculty well-being are illustrated in this review. Although a variety of individual and organizational strategies for decreasing burnout were emphasized in the literature, multiple gaps were identified. These gaps include 1) lack of comprehensive programs to address faculty burnout, 2) integration of skills and practices into nursing education curricula, 3) impact of interventions on educational outcomes, 4) assessments examining faculty needs, and 5) absence of best practices replicated in nursing education.Conclusions: It is imperative to explore a comprehensive approach to decreasing burnout and supporting faculty and student well-being in nursing education and examine methodological challenges in defining related concepts and measures.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45442561","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: Professional socialisation is the method by which nurses become ‘professionals’, demonstrating the values and behaviours accepted by the profession in both the online (e-professionalism) and offline environment. Understanding the concept of e-professionalism and the values associated with online behaviours is an important component of professional practice. This mixed methods project explored nurse’s perspectives about what is acceptable to do on social media and used an evidence-based decision-making tool (A2A) to assess perspectives about whether behaviours in social media are professional or unprofessional is reliable and valid for use in nurse education.Methods: Quantitative data was gathered for a series of five vignettes nurses were required to use the A2A tool to score each on the basis of professionalism. To assess the reliability and validity of the tool, participants were asked to complete this task on two occasions n = 122 nurses completed the initial survey and n = 48 repeated the survey. Following this, qualitative data were gathered via focus groups to explore the reasons why consensus could not be achieved.Results: Findings show that, even with a structured tool there are still variations in what is and is not deemed to be professional behaviour. There was limited reliability and validity for individual use of the tool, but clinical staff found it useful and relevant to practice. Focus groups (three, n = 8) then explored the concept of e-professionalism further to establish the reasons why consensus is not achieved despite the presence of a structured tool. Two main themes were found 1) the role of values in achieving consensus and 2) the role of tools in achieving consensus and in nurse education. The complex interdependence of personal-social-professional values (competing or complementary) were found to be a significant reason why consensus about acceptable online behaviours was not achieved by using the structured tool.Conclusions: A multi-method model to approach nurse education is proposed. It uses a combination of tools and approaches to explore the personal-social-professional domains, navigate competing values and teach practical skills for effective use of social media platforms.
{"title":"Achieving shared values: A mixed methods study and multi-method model of how to effectively educate nurses about e-professionalism","authors":"Gemma Ryan-Blackwell","doi":"10.5430/jnep.v13n12p47","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p47","url":null,"abstract":"Background and objective: Professional socialisation is the method by which nurses become ‘professionals’, demonstrating the values and behaviours accepted by the profession in both the online (e-professionalism) and offline environment. Understanding the concept of e-professionalism and the values associated with online behaviours is an important component of professional practice. This mixed methods project explored nurse’s perspectives about what is acceptable to do on social media and used an evidence-based decision-making tool (A2A) to assess perspectives about whether behaviours in social media are professional or unprofessional is reliable and valid for use in nurse education.Methods: Quantitative data was gathered for a series of five vignettes nurses were required to use the A2A tool to score each on the basis of professionalism. To assess the reliability and validity of the tool, participants were asked to complete this task on two occasions n = 122 nurses completed the initial survey and n = 48 repeated the survey. Following this, qualitative data were gathered via focus groups to explore the reasons why consensus could not be achieved.Results: Findings show that, even with a structured tool there are still variations in what is and is not deemed to be professional behaviour. There was limited reliability and validity for individual use of the tool, but clinical staff found it useful and relevant to practice. Focus groups (three, n = 8) then explored the concept of e-professionalism further to establish the reasons why consensus is not achieved despite the presence of a structured tool. Two main themes were found 1) the role of values in achieving consensus and 2) the role of tools in achieving consensus and in nurse education. The complex interdependence of personal-social-professional values (competing or complementary) were found to be a significant reason why consensus about acceptable online behaviours was not achieved by using the structured tool.Conclusions: A multi-method model to approach nurse education is proposed. It uses a combination of tools and approaches to explore the personal-social-professional domains, navigate competing values and teach practical skills for effective use of social media platforms.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42451372","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}
Wafaa Shehada, Kathleen Benjamin, Sadia Munir, Nima M. I. Ali
Background and objective: Breast cancer is the most common cancer among women worldwide and it is by far the most common cancer of women in Qatar. Nurses can play an important role in developing and implementing support groups for women with breast cancer. The main objective of this literature review was to identify the context of information to develop a support group to meet the needs of women with breast cancer in Qatar.Methods: The following databases were searched: Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, MEDLINE, EMBASE, and PsycINFO. After applying the inclusion and exclusion criteria, 25 studies were retained for this review. Results: The synthesis and integration of the literature revealed that traditional support groups can impact women with breast cancer across the physical, psychological, spiritual, and social domains. Various outcomes such as fatigue and anxiety were measured and several different types of interventions were used such as education, relaxation, and goal setting. Overall, the interventions had a positive impact on some of the outcomes.Conclusions: This review highlights the need to develop and implement a support group program for women with breast cancer in Qatar.
{"title":"Traditional support groups for women with breast cancer: A review of the literature","authors":"Wafaa Shehada, Kathleen Benjamin, Sadia Munir, Nima M. I. Ali","doi":"10.5430/jnep.v13n12p27","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p27","url":null,"abstract":"Background and objective: Breast cancer is the most common cancer among women worldwide and it is by far the most common cancer of women in Qatar. Nurses can play an important role in developing and implementing support groups for women with breast cancer. The main objective of this literature review was to identify the context of information to develop a support group to meet the needs of women with breast cancer in Qatar.Methods: The following databases were searched: Cumulative Index to Nursing and Allied Health Literature (CINAHL), PubMed, MEDLINE, EMBASE, and PsycINFO. After applying the inclusion and exclusion criteria, 25 studies were retained for this review. Results: The synthesis and integration of the literature revealed that traditional support groups can impact women with breast cancer across the physical, psychological, spiritual, and social domains. Various outcomes such as fatigue and anxiety were measured and several different types of interventions were used such as education, relaxation, and goal setting. Overall, the interventions had a positive impact on some of the outcomes.Conclusions: This review highlights the need to develop and implement a support group program for women with breast cancer in Qatar.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44128865","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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