Objective: Previous studies have demonstrated that wearing a white coat affects patients (“the white coat effect”), the individual wearing the white coat (“enclothed cognition”), and the relationship itself between both parties. The aim of our study is to determine whether our perception of an older person differs when they are interacting with a professional caregiver wearing a white coat as opposed to when the caregiver is in civilian clothing. To the best of our knowledge, no study has been conducted on this subject thus far.Methods: In this cross-sectional study, we recorded two videos showing an older person with a professional caregiver. The videos are identical except for the caregiver's attire: white coat vs. civilian clothing. 135 volunteers from the general population took part in our online survey and watched one of the two videos. Then, the perception of the older person was evaluated with 10 pairs of opposing adjectives (such as: “independent/dependent”). Participants were asked to move the cursor between the two adjectives. Multiple regression analyses were conducted to compare the perceptions both groups.Results: The results obtained indicate that when the caregiver is wearing a white coat, the older person at their side is perceived as significantly (14.77%) more dependent as opposed to when the caregiver is in civilian clothing. The caregiver is also perceived as significantly more competent when wearing a white coat.Conclusions: Professional caregiver’s wearing a white coat is likely to have an impact on the perception of the older people in contact with said caregivers. Older people may be perceived as more dependent if the nursing staff (at home, in nursing home) wear white coats.
{"title":"The impact of wearing a white coat on the perception of older people","authors":"Coline Crutzen, S. Adam, S. Willems","doi":"10.5430/jnep.v13n12p36","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p36","url":null,"abstract":"Objective: Previous studies have demonstrated that wearing a white coat affects patients (“the white coat effect”), the individual wearing the white coat (“enclothed cognition”), and the relationship itself between both parties. The aim of our study is to determine whether our perception of an older person differs when they are interacting with a professional caregiver wearing a white coat as opposed to when the caregiver is in civilian clothing. To the best of our knowledge, no study has been conducted on this subject thus far.Methods: In this cross-sectional study, we recorded two videos showing an older person with a professional caregiver. The videos are identical except for the caregiver's attire: white coat vs. civilian clothing. 135 volunteers from the general population took part in our online survey and watched one of the two videos. Then, the perception of the older person was evaluated with 10 pairs of opposing adjectives (such as: “independent/dependent”). Participants were asked to move the cursor between the two adjectives. Multiple regression analyses were conducted to compare the perceptions both groups.Results: The results obtained indicate that when the caregiver is wearing a white coat, the older person at their side is perceived as significantly (14.77%) more dependent as opposed to when the caregiver is in civilian clothing. The caregiver is also perceived as significantly more competent when wearing a white coat.Conclusions: Professional caregiver’s wearing a white coat is likely to have an impact on the perception of the older people in contact with said caregivers. Older people may be perceived as more dependent if the nursing staff (at home, in nursing home) wear white coats.","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":"42128811","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}
A lack of dementia understanding can complicate caring for people living with this condition. Caregivers need to connect with people living with dementia on an affective level to better understand their unique needs. 360-degree video is a type of virtual reality that can allow one to experience how it is to live with dementia. This study utilized 360-degree videos filmed from the point of view of people living with dementia to enhance nursing students and practicing nurses’ dementia empathy and understanding. Sixteen participants watched two 360-degree videos and participated in individual in-depth interviews. The cathartic powers of these videos made participants feel isolated, misunderstood, or confused, like those living with dementia. This helped participants reflect on the care they have been providing to patients living with dementia and share how they will enhance their care. Experienced nurses shared insights related to priorities and helpful strategies in providing dementia care. Novice nurses gained a better perspective of how it feels to live with dementia. It is recommended to include these videos as part of orientation, in-service training, and in nursing education curricula. Participants also recommended filming other 360-degree videos portraying scenarios with advanced care strategies useful in dementia care.
{"title":"Using 360-degree videos to raise empathy and understanding of dementia","authors":"Halyna Yurkiv, A. Wang, Kristine Newman","doi":"10.5430/jnep.v13n12p15","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p15","url":null,"abstract":"A lack of dementia understanding can complicate caring for people living with this condition. Caregivers need to connect with people living with dementia on an affective level to better understand their unique needs. 360-degree video is a type of virtual reality that can allow one to experience how it is to live with dementia. This study utilized 360-degree videos filmed from the point of view of people living with dementia to enhance nursing students and practicing nurses’ dementia empathy and understanding. Sixteen participants watched two 360-degree videos and participated in individual in-depth interviews. The cathartic powers of these videos made participants feel isolated, misunderstood, or confused, like those living with dementia. This helped participants reflect on the care they have been providing to patients living with dementia and share how they will enhance their care. Experienced nurses shared insights related to priorities and helpful strategies in providing dementia care. Novice nurses gained a better perspective of how it feels to live with dementia. It is recommended to include these videos as part of orientation, in-service training, and in nursing education curricula. Participants also recommended filming other 360-degree videos portraying scenarios with advanced care strategies useful in dementia care.","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":"48770221","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}
Angela Groves, Maria Roche-Dean, Dell G. Mars, A. Ndiwane
COVID-19 increased food insecurity among African Americans. However, little is known about the impact of COVID-19 on food access and delivery for this population in Cuyahoga County. The objective of this study was to collect insights into the facilitators of and barriers to food access and delivery from community stakeholders. Methods: A total of 10 in-depth individual interviews with community stakeholders were conducted. Content analysis was used to analyze the interviews. Results: COVID-19 led to immediate and necessary changes to food access and distribution practices. Additionally, the increased utilization of food pantries, limited food supply, and lack of transportation to food pantries were identified as challenges to food access and distribution. However, community stakeholders were able to continue serving the community despite food supply and distribution challenges. Conclusion: This study provided novel insights into the challenges faced by community stakeholders and strategies that can be used to overcome these food dissemination challenges during the COVID-19 pandemic. Nurses can play a key role in addressing food insecurities in African American communities through nursing assessments and advocacy.
{"title":"Navigating food access and distribution during the pandemic","authors":"Angela Groves, Maria Roche-Dean, Dell G. Mars, A. Ndiwane","doi":"10.5430/jnep.v13n11p49","DOIUrl":"https://doi.org/10.5430/jnep.v13n11p49","url":null,"abstract":"COVID-19 increased food insecurity among African Americans. However, little is known about the impact of COVID-19 on food access and delivery for this population in Cuyahoga County. The objective of this study was to collect insights into the facilitators of and barriers to food access and delivery from community stakeholders. Methods: A total of 10 in-depth individual interviews with community stakeholders were conducted. Content analysis was used to analyze the interviews. Results: COVID-19 led to immediate and necessary changes to food access and distribution practices. Additionally, the increased utilization of food pantries, limited food supply, and lack of transportation to food pantries were identified as challenges to food access and distribution. However, community stakeholders were able to continue serving the community despite food supply and distribution challenges. Conclusion: This study provided novel insights into the challenges faced by community stakeholders and strategies that can be used to overcome these food dissemination challenges during the COVID-19 pandemic. Nurses can play a key role in addressing food insecurities in African American communities through nursing assessments and advocacy.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44349560","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: Interprofessional collaboration is an essential skill for high-quality healthcare delivery, particularly for serving members of vulnerable populations who are managing stigmatized conditions, such as mental health disorders. As part of a primary care-focused nursing education grant, faculty created the Interprofessional Counseling and Psychological Services (CAPS) Experience (ICE) for nursing students. This interprofessional experience focused on educating students on team-based care for people managing mental health conditions and substance use disorders in rural areas.Methods: ICE partnered registered nurses, providers, faculty, and graduate counseling students with 56 undergraduate nursing students, providing students with interprofessional mental health-focused clinical experiences in federally-designated Rural Health Clinics (RHCs).Results: Fifty-six nursing grant scholars participated in ICE. Students reported that they found ICE to be valuable.Conclusions: ICE provided nursing students with an interprofessional, team-based immersion experience, allowing them to develop an understanding of the complex mental health needs of people in underserved rural communities.
{"title":"An innovative interprofessional rural mental health education model for baccalaureate nursing students","authors":"Tina Switzer, E. Sawin, Timo Schulte","doi":"10.5430/jnep.v13n12p10","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p10","url":null,"abstract":"Background/Objective: Interprofessional collaboration is an essential skill for high-quality healthcare delivery, particularly for serving members of vulnerable populations who are managing stigmatized conditions, such as mental health disorders. As part of a primary care-focused nursing education grant, faculty created the Interprofessional Counseling and Psychological Services (CAPS) Experience (ICE) for nursing students. This interprofessional experience focused on educating students on team-based care for people managing mental health conditions and substance use disorders in rural areas.Methods: ICE partnered registered nurses, providers, faculty, and graduate counseling students with 56 undergraduate nursing students, providing students with interprofessional mental health-focused clinical experiences in federally-designated Rural Health Clinics (RHCs).Results: Fifty-six nursing grant scholars participated in ICE. Students reported that they found ICE to be valuable.Conclusions: ICE provided nursing students with an interprofessional, team-based immersion experience, allowing them to develop an understanding of the complex mental health needs of people in underserved rural communities.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49234144","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 Häusermann, Evelyn Huber, A. Meichtry, Fabian Gautschi, Irène Ris, D. Deufert
Objective: Family systems care and palliative care are main topics in nursing education and practice. Self-efficacy of undergraduate nursing students is strengthened by high-fidelity simulation. The aim of this study was to explore the effects of high-fidelity simulation on the self-efficacy of undergraduate nursing students regarding family systems care and early palliative care in an adult setting.Methods: A quasi-experimental study design with repeated measures was conducted. Self-Efficacy was measured using the Family Nursing Practice Scale (FNPS) and the Self-Efficacy-Subscale of the Bonner Palliativwissenstest (BPW) before the start of the theoretical family systems care and palliative care courses (t1), after completion of the courses (t2), immediately after high-fidelity simulation (t3) and 3 months after high-fidelity simulation (t4). A linear mixed model was performed to evaluate the difference of self-efficacy between the times of measurement.Results: A total of 46 undergraduate nursing students participated in the study. There were statistically significant differences regarding the FNPS between t1 and t3 (p = .0019) as well as t1 and t4 (p = .0198), and regarding the BPW between t1 and t3 (p ≤ .0001), t1 and t4 (p = .0012), as well as t2 and t3 (p = .0112). Between the other times of measurement, no statistically significant differences were found.Conclusions: High-fidelity simulation in combination with traditional learning methods can have a short- and long-term effect on undergraduate nursing students’ self-efficacy regarding family systems care and early palliative care in hospitalized adult patients.
{"title":"Effects of high-fidelity simulation on self-efficacy in undergraduate nursing education regarding family systems care and early palliative care","authors":"Sara Häusermann, Evelyn Huber, A. Meichtry, Fabian Gautschi, Irène Ris, D. Deufert","doi":"10.5430/jnep.v13n12p1","DOIUrl":"https://doi.org/10.5430/jnep.v13n12p1","url":null,"abstract":"Objective: Family systems care and palliative care are main topics in nursing education and practice. Self-efficacy of undergraduate nursing students is strengthened by high-fidelity simulation. The aim of this study was to explore the effects of high-fidelity simulation on the self-efficacy of undergraduate nursing students regarding family systems care and early palliative care in an adult setting.Methods: A quasi-experimental study design with repeated measures was conducted. Self-Efficacy was measured using the Family Nursing Practice Scale (FNPS) and the Self-Efficacy-Subscale of the Bonner Palliativwissenstest (BPW) before the start of the theoretical family systems care and palliative care courses (t1), after completion of the courses (t2), immediately after high-fidelity simulation (t3) and 3 months after high-fidelity simulation (t4). A linear mixed model was performed to evaluate the difference of self-efficacy between the times of measurement.Results: A total of 46 undergraduate nursing students participated in the study. There were statistically significant differences regarding the FNPS between t1 and t3 (p = .0019) as well as t1 and t4 (p = .0198), and regarding the BPW between t1 and t3 (p ≤ .0001), t1 and t4 (p = .0012), as well as t2 and t3 (p = .0112). Between the other times of measurement, no statistically significant differences were found.Conclusions: High-fidelity simulation in combination with traditional learning methods can have a short- and long-term effect on undergraduate nursing students’ self-efficacy regarding family systems care and early palliative care in hospitalized adult patients.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49360251","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}
Binu Koirala, Patricia M Davidson, R. D'Aoust, J. Silbert-Flagg, Tammy M Slater, Catherine Ling, D. Busch, C. Rushton, R. Razzak, B. Ferrell, C. D. Dennison Himmelfarb
Objective: To describe the process and impact of integrating palliative care into the nursing curriculum to accelerate advanced practice palliative care competencies.Methods: Educational research was implemented at the Johns Hopkins University School of Nursing, Baltimore, MD to integrate palliative care knowledge and skills into the advanced practice nursing curriculum. Palliative care principles and skills were threaded through the curriculum and resources and contents were shared across graduate programs, faculty members, and students throughout the school. Additionally, palliative care workshops, symposium and conference were organized at the school to increase academic-practice partnerships and disseminate project progress. The initiative was evaluated using the Palliative Care Quiz for Nursing (PCQN) and Palliative-Care Self-efficacy Scale (PCSES) among faculty and students annually. Additional data on overall feedback on research activities were collected. Data were analyzed using descriptive statistics, t-tests, and analysis of variance.Results: In total 54 students, faculty, and clinicians participated in two workshops. The evaluation of workshops identified a significant improvement in confidence scores. In total, 620 faculty and students responded to the annual school-wide survey: 203 in 2019, 242 in 2020, and 175 in 2021. There were no significant changes in palliative care knowledge and confidence scores after integrating content within the curriculum. The participants agreed or strongly agreed with the overall positive feedback for the project events regarding expectation, pace, relevance, and objective.Conclusions: The academic-practice partnership could be one model for improving palliative care competencies. More educational initiatives are needed to identify the role of educational models with appropriate evaluation measures in preparing a competent palliative care workforce.
{"title":"Accelerating advanced practice palliative care competencies: An educational research initiative","authors":"Binu Koirala, Patricia M Davidson, R. D'Aoust, J. Silbert-Flagg, Tammy M Slater, Catherine Ling, D. Busch, C. Rushton, R. Razzak, B. Ferrell, C. D. Dennison Himmelfarb","doi":"10.5430/jnep.v13n11p31","DOIUrl":"https://doi.org/10.5430/jnep.v13n11p31","url":null,"abstract":"Objective: To describe the process and impact of integrating palliative care into the nursing curriculum to accelerate advanced practice palliative care competencies.Methods: Educational research was implemented at the Johns Hopkins University School of Nursing, Baltimore, MD to integrate palliative care knowledge and skills into the advanced practice nursing curriculum. Palliative care principles and skills were threaded through the curriculum and resources and contents were shared across graduate programs, faculty members, and students throughout the school. Additionally, palliative care workshops, symposium and conference were organized at the school to increase academic-practice partnerships and disseminate project progress. The initiative was evaluated using the Palliative Care Quiz for Nursing (PCQN) and Palliative-Care Self-efficacy Scale (PCSES) among faculty and students annually. Additional data on overall feedback on research activities were collected. Data were analyzed using descriptive statistics, t-tests, and analysis of variance.Results: In total 54 students, faculty, and clinicians participated in two workshops. The evaluation of workshops identified a significant improvement in confidence scores. In total, 620 faculty and students responded to the annual school-wide survey: 203 in 2019, 242 in 2020, and 175 in 2021. There were no significant changes in palliative care knowledge and confidence scores after integrating content within the curriculum. The participants agreed or strongly agreed with the overall positive feedback for the project events regarding expectation, pace, relevance, and objective.Conclusions: The academic-practice partnership could be one model for improving palliative care competencies. More educational initiatives are needed to identify the role of educational models with appropriate evaluation measures in preparing a competent palliative care workforce.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47887262","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}
N. Alreshidi, Somia Abdalwahed Haj Saeed Gadora, Eida Habeeb, L. Alrashidi
This study evaluated the knowledge, attitude, and practice (KAP) regarding complementary feeding (weaning) among mothers with six-month-old children. A quantitative, cross-sectional, descriptive-analytical approach was employed, emphasizing the gathering, analysis, and interpretation of relevant data to portray the phenomenon accurately. The evaluation was divided into three KAP domains. A total of 200 respondents were included in the analysis. It was discovered that mothers demonstrated concerns and a lack of knowledge about enriching complementary food with iodized salt (Knowledge: M = 2.63 out of 5, SD = 1.454, Score = 52.6%). Attitude-wise, mothers reported initiating complementary feeding due to a perceived insufficiency of breast milk (Attitude: M = 1.60 out of 5, SD = 0.802, Score = 32.0%). However, mothers understood complementary feeding practices well (Practice: M = 49.68 out of 60, SD = 8.8, Score = 82.8%). Despite some awareness about sensitive health aspects such as food allergies, mothers lacked crucial knowledge regarding the enrichment of complementary food with iodized salt and iron-rich food. Mothers' decisions to initiate complementary feeding were largely driven by concerns about the sufficiency of their milk production. The study underlines the need for prenatal guidance and education for parents on desirable practices concerning complementary food.
{"title":"Evaluating knowledge, attitudes, and practices regarding complementary feeding (weaning) among mothers of six-month-old children","authors":"N. Alreshidi, Somia Abdalwahed Haj Saeed Gadora, Eida Habeeb, L. Alrashidi","doi":"10.5430/jnep.v13n11p39","DOIUrl":"https://doi.org/10.5430/jnep.v13n11p39","url":null,"abstract":"This study evaluated the knowledge, attitude, and practice (KAP) regarding complementary feeding (weaning) among mothers with six-month-old children. A quantitative, cross-sectional, descriptive-analytical approach was employed, emphasizing the gathering, analysis, and interpretation of relevant data to portray the phenomenon accurately. The evaluation was divided into three KAP domains. A total of 200 respondents were included in the analysis. It was discovered that mothers demonstrated concerns and a lack of knowledge about enriching complementary food with iodized salt (Knowledge: M = 2.63 out of 5, SD = 1.454, Score = 52.6%). Attitude-wise, mothers reported initiating complementary feeding due to a perceived insufficiency of breast milk (Attitude: M = 1.60 out of 5, SD = 0.802, Score = 32.0%). However, mothers understood complementary feeding practices well (Practice: M = 49.68 out of 60, SD = 8.8, Score = 82.8%). Despite some awareness about sensitive health aspects such as food allergies, mothers lacked crucial knowledge regarding the enrichment of complementary food with iodized salt and iron-rich food. Mothers' decisions to initiate complementary feeding were largely driven by concerns about the sufficiency of their milk production. The study underlines the need for prenatal guidance and education for parents on desirable practices concerning complementary food.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49008692","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}
Katrin Pernica, H. Virtanen, Ida Lunddahl Bager, F. Jordan, Nadin Dütthorn, Minna Stolt
Background and objectives: Virtual reality simulation (VRS) can be used to complement experiential learning, as it enables nursing students to further learn and refine nursing skills outside of the clinical setting. However, gathering evidence for its effectiveness as a teaching method in achieving learning outcomes is still ongoing, and thus there is a lack of systematic synthesis. The objective of this systematic literature review is to analyze VRS scenarios with a high level of immersion and their impact on learning outcomes in nursing education.Methods: A literature search was performed in the MEDLINE, CINAHL, and ERIC databases in November 2022. As a result, fifteen studies were included and analyzed using deductive content analysis.Results: The studies reported twelve different scenarios for virtual reality simulations with high levels of immersion, the focus of which was on acute critical care, broader nursing processes, neonatal and pediatric care, single nursing interventions, and observation of patients’ symptoms. The associated learning objectives were mainly achieved in the domains of cognition and psychomotor skills.Conclusions: There are several VRS scenarios that show potential for use in nursing education. The VRS scenarios are effective in improving learning outcomes, particularly those related to knowledge and skills. Overall, the supportive body of evidence gained through this review may help nurse educators in integrating virtual simulations in their curricula. In the future, nursing and adult learning theories should be given greater consideration, and the aspect of affective learning could be included in design and implementation. Moreover, future research could benefit from exploring the long-term effects of learning after using VRS with a high level of immersion to provide valuable evidence for developing VRS teaching methods in nursing.
{"title":"Virtual reality simulation enabling high level immersion in undergraduate nursing education: A systematic review","authors":"Katrin Pernica, H. Virtanen, Ida Lunddahl Bager, F. Jordan, Nadin Dütthorn, Minna Stolt","doi":"10.5430/jnep.v13n11p20","DOIUrl":"https://doi.org/10.5430/jnep.v13n11p20","url":null,"abstract":"Background and objectives: Virtual reality simulation (VRS) can be used to complement experiential learning, as it enables nursing students to further learn and refine nursing skills outside of the clinical setting. However, gathering evidence for its effectiveness as a teaching method in achieving learning outcomes is still ongoing, and thus there is a lack of systematic synthesis. The objective of this systematic literature review is to analyze VRS scenarios with a high level of immersion and their impact on learning outcomes in nursing education.Methods: A literature search was performed in the MEDLINE, CINAHL, and ERIC databases in November 2022. As a result, fifteen studies were included and analyzed using deductive content analysis.Results: The studies reported twelve different scenarios for virtual reality simulations with high levels of immersion, the focus of which was on acute critical care, broader nursing processes, neonatal and pediatric care, single nursing interventions, and observation of patients’ symptoms. The associated learning objectives were mainly achieved in the domains of cognition and psychomotor skills.Conclusions: There are several VRS scenarios that show potential for use in nursing education. The VRS scenarios are effective in improving learning outcomes, particularly those related to knowledge and skills. Overall, the supportive body of evidence gained through this review may help nurse educators in integrating virtual simulations in their curricula. In the future, nursing and adult learning theories should be given greater consideration, and the aspect of affective learning could be included in design and implementation. Moreover, future research could benefit from exploring the long-term effects of learning after using VRS with a high level of immersion to provide valuable evidence for developing VRS teaching methods in nursing.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45898751","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}
Francisco Marcelo Leandro Cavalcante, Thamires Sales Macêdo, M. C. E. S. L. Cavalcanti, N. M. G. Neto, Natasha Marques Frota, J. A. Caetano, Lívia Moreira Barros
Objective: The aim was to map, in the scientific literature, nursing care and health promotion competencies in cardiometabolic diseases in the light of the Galway Consensus.Methods: This is a scoping review carried out in accordance with the JBI recommendations, from November 2021 to January 2022, in five databases. The studies were analyzed according to the Galway Consensus competency domains: catalysing change, leadership, assessment, planning, implementation, evaluation, advocacy and partnerships.Results: A total of 85 studies were included in the review, and existing scientific production points out that nurses carry out comprehensive actions, which involve educational interventions, follow-up of nursing at home and at the health institution for individuals/families, health service management and partnership articulation to guarantee longitudinal, comprehensive, qualified and network-integrated care. The most highlighted domain was catalysing change, followed by assessment, planning, implementation, partnerships, advocacy and evaluation. Care such as health education, guidance on healthy eating habits, physical activity, weight reduction, smoking cessation and foot care/shoe use stood out, in addition to guidance on drug treatment, counseling, care/support for the family, home visits, follow-up by telephone and referral to a nutritionist and other professionals.Conclusions: It is necessary to strengthen competencies such as leadership and health advocacy in health promoting nurses, considering that few studies related to such themes were identified.
{"title":"Nursing care and health promotion competencies in cardiometabolic diseases: A scoping review","authors":"Francisco Marcelo Leandro Cavalcante, Thamires Sales Macêdo, M. C. E. S. L. Cavalcanti, N. M. G. Neto, Natasha Marques Frota, J. A. Caetano, Lívia Moreira Barros","doi":"10.5430/jnep.v13n10p45","DOIUrl":"https://doi.org/10.5430/jnep.v13n10p45","url":null,"abstract":"Objective: The aim was to map, in the scientific literature, nursing care and health promotion competencies in cardiometabolic diseases in the light of the Galway Consensus.Methods: This is a scoping review carried out in accordance with the JBI recommendations, from November 2021 to January 2022, in five databases. The studies were analyzed according to the Galway Consensus competency domains: catalysing change, leadership, assessment, planning, implementation, evaluation, advocacy and partnerships.Results: A total of 85 studies were included in the review, and existing scientific production points out that nurses carry out comprehensive actions, which involve educational interventions, follow-up of nursing at home and at the health institution for individuals/families, health service management and partnership articulation to guarantee longitudinal, comprehensive, qualified and network-integrated care. The most highlighted domain was catalysing change, followed by assessment, planning, implementation, partnerships, advocacy and evaluation. Care such as health education, guidance on healthy eating habits, physical activity, weight reduction, smoking cessation and foot care/shoe use stood out, in addition to guidance on drug treatment, counseling, care/support for the family, home visits, follow-up by telephone and referral to a nutritionist and other professionals.Conclusions: It is necessary to strengthen competencies such as leadership and health advocacy in health promoting nurses, considering that few studies related to such themes were identified.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46007077","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}
Priscella Correa, Megan E. Gross, Teresa E Darnall, Christina Hernandez
Objective: The Next Generation NCLEX licensing examination is used to assess entry-level nurses’ ability to use clinical judgment in the care of individuals, families, and populations. An approach in developing clinical judgment is using a standardized debriefing process after a clinical experience. The purpose of this research was to examine whether community, population, and public health (CPPH) baccalaureate nurse educators received education on the use of clinical debriefing with their students and to describe the type of debriefing approaches used to transfer nursing theory into clinical practice.Methods: This study used a mixed method approach. Convenience sampling was used to conduct a descriptive survey of CPPH educators use of clinical debriefing using SurveyMonkey®. Three focus group sessions were held with participants representing a variety of BSN degree formats in nursing programs across the continental United States. These virtual meetings used the Zoom® conference platform. Each focus group was recorded with a transcription of the session. Transcriptions were evaluated using NVivo® and placed into five themes with additional subthemes.Results: The analysis indicated that CPPH BSN nurse educators lack formal training in the use of post-clinical debriefing. Educators’ debriefing approaches are not formalized or standardized across nursing programs and do not meet current best practices. Nurse educators identified barriers to debriefing with students, including geographic location, variety of clinical placements, and large numbers of students. Some nurse educators use debriefing techniques developed in non-nursing disciplines and for non-clinical debriefing situations. Focus group participants expressed interest in the development of a clinical debriefing tool for CPPH courses.Conclusions: The research demonstrates that CPPH nurse educators do not feel experientially prepared to lead debriefing. The lack of formalized education has resulted in nurse educators using debriefing methods that do not meet best practices. This could result in ineffective student development of clinical judgment.
{"title":"Community, population, and public health nurse educators use of clinical debriefing","authors":"Priscella Correa, Megan E. Gross, Teresa E Darnall, Christina Hernandez","doi":"10.5430/jnep.v13n11p12","DOIUrl":"https://doi.org/10.5430/jnep.v13n11p12","url":null,"abstract":"Objective: The Next Generation NCLEX licensing examination is used to assess entry-level nurses’ ability to use clinical judgment in the care of individuals, families, and populations. An approach in developing clinical judgment is using a standardized debriefing process after a clinical experience. The purpose of this research was to examine whether community, population, and public health (CPPH) baccalaureate nurse educators received education on the use of clinical debriefing with their students and to describe the type of debriefing approaches used to transfer nursing theory into clinical practice.Methods: This study used a mixed method approach. Convenience sampling was used to conduct a descriptive survey of CPPH educators use of clinical debriefing using SurveyMonkey®. Three focus group sessions were held with participants representing a variety of BSN degree formats in nursing programs across the continental United States. These virtual meetings used the Zoom® conference platform. Each focus group was recorded with a transcription of the session. Transcriptions were evaluated using NVivo® and placed into five themes with additional subthemes.Results: The analysis indicated that CPPH BSN nurse educators lack formal training in the use of post-clinical debriefing. Educators’ debriefing approaches are not formalized or standardized across nursing programs and do not meet current best practices. Nurse educators identified barriers to debriefing with students, including geographic location, variety of clinical placements, and large numbers of students. Some nurse educators use debriefing techniques developed in non-nursing disciplines and for non-clinical debriefing situations. Focus group participants expressed interest in the development of a clinical debriefing tool for CPPH courses.Conclusions: The research demonstrates that CPPH nurse educators do not feel experientially prepared to lead debriefing. The lack of formalized education has resulted in nurse educators using debriefing methods that do not meet best practices. This could result in ineffective student development of clinical judgment.","PeriodicalId":73866,"journal":{"name":"Journal of nursing education and practice","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42218619","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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