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Mention de date : October 2022
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Dépouillements
Ajouter le résultat dans votre panierTurkish validity and reliability study of Nursing Students perceptions of Clinical Stressors Scale ? / Merve Aydin ; Hacer Erdöl ; Mehmet Görgöz ; Enes Furkan Aksu in Nurse Education in Practice, Vol. 64 (October 2022)
Titre : Turkish validity and reliability study of Nursing Students perceptions of Clinical Stressors Scale ? Type de document : Article Auteurs : Merve Aydin ; Hacer Erdöl ; Mehmet Görgöz ; Enes Furkan Aksu Année de publication : 2022 Article en page(s) : 103440 Note générale : https://doi.org/10.1016/j.nepr.2022.103440 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Point de vue ; Stress psychologique ; TurquieMots-clés : Etude de validité et de fiabilité Perception de l'élève infirmier Stress d'origine clinique: Résumé : Background Clinical education is a significant part of nursing education, but students frequently perceive it as stressful. There is no valid and reliable scale to determine the clinical stressor perceptions of nursing students in Turkey. Objective The study aims to adapt the ?Nursing Students' Clinical Stressor Perceptions Scale? (NSPCSS) into Turkish and perform its validity and reliability study for nursing students. Method The research was conducted in a methodological design between 30 September 2021 and 1 November 2021. The sample consisted of 304 nursing students. Results ?The Cronbach's alpha? reliability coefficient of the NSPCSS is 0.912. The retest coefficient is 0.90 and the item correlation values are between 0.404 and 0.689. Conclusion The study has shown that the NSPCSS-TR is a valid and reliable assessment tool to evaluate clinical stressors in nursing students. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300238
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103440[article]
Titre : Integrity of nursing students in Israel: An exploratory study Type de document : Article Auteurs : Avi Kay ; Brian A. Polin ; Shira Sadeh Année de publication : 2022 Article en page(s) : 103446 Note générale : https://doi.org/10.1016/j.nepr.2022.103446 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enquête ; Facteurs âges ; Israël ; UniversitésMots-clés : Intégrité avadémique Résumé : Aim Research regarding the relationship between academic year and age and academic integrity is ambiguous; and at times confounded by a conflation of the terms ?age? and ?academic year.? This research aims to disentangle age from academic year and to assess the possible impact of those two factors on academic integrity. Background There is a growing concern regarding the lack of academic integrity among nursing students. The lack of academic integrity not only undermines the ability of academic institutions to accurately assess the professional training of nursing students, but also poses a danger to those who may ultimately depend on these nurses for treatment. Design Cross-sectional analysis of self-report measures of nursing students. Methods In the Fall of 2020, 143 nursing students at a faith-based academic institution in Israel completed an online, anonymous questionnaire addressing academic integrity and background demographics of respondents (i.e. age, academic year, sex). Results No general trends regarding dishonesty and academic year or age emerged, though advanced students reported being less honest on work-based presentations. Also, differences emerged in self-acknowledged frequency of the different forms of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat was the most frequent type. Conclusions We hypothesized that academic dishonesty would decrease with both age and academic year. No such overall trend emerged when all cheating items are considered as an unweighted ?cheating index.? However, there were differences among different types of cheating. Cheating on exams is the least frequent of all the forms of cheating, while enabling others to cheat is engaged in most frequently and presumably perceived to be the most benign. Enabling others may be related to the communal nature of Israeli society and further amplified by the homogenous nature of the student body. Also, it is suggested that differences between cheating on familiar methods of evaluation (e.g. tests) and unfamiliar methods, which the students only experience as they advance in their degree (e.g. case studies) is a function of their gradual exposure to these novel methods. It is suggested that further research regarding this matter is warranted. Finally, the possible importance of the findings for those interested in advancing academic integrity are discussed, with a focus on how cultural matters and the novelty of forms of evaluation should be addressed to advance academic integrity among student as they advance in their studies. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300239
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103446[article]
Titre : The effects of high-fidelity simulation training on empathy and attitudes toward older people among undergraduate nursing students: A quasi-experimental study Type de document : Article Auteurs : Oscar Arrogante ; Juan Francisco Velarde-García ; Patricia Blázquez-González ; MA Nieves Moro-Tejedor Année de publication : 2022 Article en page(s) : 103441 Note générale : https://doi.org/10.1016/j.nepr.2022.103441 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Attitude envers la santé ; Elève infirmier ; Empathie ; Enseignement infirmier ; Formation par simulation haute fidélité ; Soins infirmiers en gériatrie ; Sujet âgéRésumé : Aim To evaluate the effects of high-fidelity simulation training on attitudes towards older people and empathy among undergraduate nursing students. Background People worldwide are living longer and, consequently, the number of older people is increasing globally. Geriatric syndromes are highly prevalent and associated with increased morbidity and mortality in this population. Positive attitudes towards older people and high levels of empathy are necessary for the provision of high-quality nursing care, which will contribute towards improving the quality of life of older patients affected by these syndromes. Methods A quasi-experimental study was conducted using a longitudinal design with a single group and a pre- and post-intervention evaluation. The development of attitudes towards older people and empathy skills were evaluated using high-fidelity simulation-based training, comparing the levels obtained in these skills at baseline and after the simulation experience. The simulated scenarios recreated the great geriatric syndromes in older patients: instability, immobility, intellectual impairment and incontinence. Results After the simulation sessions, nursing students significantly improved their total scores for both attitudes toward older people and empathy, moreover, improvements were found in the three subscales of empathy. The effect size was large for the total scores of both the attitudes towards older people and the empathy scales and the ?perspective taking? subscale. The obtained effect size was small for the ?compassionate care? subscale, whereas for the ?standing in the patient?s shoes? subscale, the obtained effect size was medium. Conclusions Our high-fidelity simulation-based training allows undergraduate nursing students to improve their empathy levels and positive attitudes toward older people. The development of these skills may provide benefits directly related to high-quality care for older patients. Therefore, the inclusion of simulation training programs in geriatric nursing study plans is necessary to train nursing students in the care of older people and to prepare them for real clinical practice. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300240
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103441[article]
Titre : Effectiveness of e-STORY App in clinical reasoning competency and self-directed learning among students in associate nursing program: A quasi experimental study Type de document : Article Auteurs : Chia-Han Yeh ; Hui-Man Huang ; Chien-Lin Kuo ; Chu-Yu Huang ; Su-Fen Cheng Année de publication : 2022 Article en page(s) : 103456 Note générale : https://doi.org/10.1016/j.nepr.2022.103456 Langues : Anglais (eng) Descripteurs : HE Vinci
Applications mobiles ; Apprentissage ; Elève infirmier ; Raisonnement cliniqueMots-clés : Apprentissage autodirigé Résumé : Aim The purpose of this study was to promote students? clinical reasoning (CR) and self-directed learning (SDL). The specific aims were: (1) to examine effectiveness of the e-STORY App in promoting nursing students? CR and SDL; and (2) to explore the relationships between levels of learning motivation and suitability of the e-STORY App. Background CR and SDL are core competencies for nursing students. However, new graduates tend to be in adequately prepared in these competencies. Humanoid diagram uses diagrams to guide students in gaining a comprehensive view of the patient issues, which may promote attainment of these competencies. The Z generation students favor learning through smart devices for the feature of no time and spatial limitations. The e-STORY App was developed to overcome the setbacks of creating hard-copy drawings to promote learning effectiveness. Design This quasi-experimental study used two-group repeated measure design with a convenience sample. Methods A total of 77 students from two sections of the ?Seminar for Clinical Case Studies? course participated in the study (experimental group: 39 students; control group: 38 students). Data were collected before, one week after and four weeks after the teaching intervention. The instruments used were demographic information sheet, Huang et al.?s (in press) Clinical reasoning scale and Cheng et al. (2010) Self-directed learning instrument. Results There were no significant differences in the CR and SDL scores between the experimental and control groups one week after the intervention (p?.05). Analyses of the delay effects four weeks after the intervention found significantly higher CR scores in the experimental group than the control group (p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300241
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103456[article]
Titre : Collaboration between first year undergraduate nursing students ? A focused ethnographic study Type de document : Article Auteurs : Marie Stenberg ; Mariette Bengtsson ; Elisabeth Mangrio ; Elisabeth Carlson Année de publication : 2022 Article en page(s) : 103427 Note générale : https://doi.org/10.1016/j.nepr.2022.103427 Langues : Anglais (eng) Descripteurs : HE Vinci
Collaboration ; Elève infirmier ; Enseignement infirmierMots-clés : Théorie socio-culturelle Etude ethnographique Résumé : Aim The aim was to explore collaboration between first year undergraduate nursing students in a three-year bachelor program during clinical skills lab practices. Background The ability to collaborate is important in the nursing profession to ensure patient safety. Thus, efforts supporting nursing students with learning activities emphasizing this ability is crucial in nurse education as a preparation for the requirements of the nursing profession. Collaborative learning models are described as ways that support the students? interaction during education. However, collaboration between students has shown to have challenges such as negative competition and confrontations. This stresses the need to explore the collaboration between students to find ways to support the interaction. Design The study was conducted with a focused ethnographic approach. Method Data were generated by participant observations during one semester, involving 70 h observation of 87 first year nursing students for 6 months and 24 training sessions in clinical skills lab practices. Two focus group discussions were used to elaborate students? views of collaboration and to provide an opportunity for follow up questions and interpretations from the observations. Field notes and focus group discussions were interpreted as one unit of analysis conducted with thematic network analysis. A global theme were synthesized from organizational and additional basic themes presenting the overall metaphor of the students? collaboration. Result The global theme, Between adaptation and non-conformity, revealed a field of tension in the nursing students? collaboration. One the one hand, the global theme involved the students? ability to adopt to new knowledge and to being a nursing student in a clinical skills lab and to others? perspective. On the other hand, non-conformity creates a collaboration with less reflection between the students and non-synchronized and time-consuming laboratory work. Conclusion Collaborative activities in nurse education fosters and challenges nursing students? collaboration required for clinical practices and later in the nursing profession. By the presented scaffolding efforts, nurse educators can arrange a learning environment that can support the collaboration between students and facilitate the transition into the profession. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300242
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103427[article]
Titre : Nursing students' decision-making regarding postpartum hemorrhage: An exploration using the recognition-primed decision model Type de document : Article Auteurs : Patrick Lavoie ; Marie-France Deschênes ; Marc-André Maheu-Cadotte ; Alexandra Lapierre ; Tanya Mailhot ; Dora Rodriguez ; Joey Desforges Année de publication : 2022 Article en page(s) : 103448 Note générale : https://doi.org/10.1016/j.nepr.2022.103448 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Jugement clinique ; Période du postpartum ; Prise de décision clinique ; SaignementMots-clés : Modèle de décision de reconnaissance-primée Prise de décision naturaliste Résumé : Aim To explore the knowledge content and structure of nursing students' decision-making in a high-stake clinical situation of postpartum hemorrhage using the Recognition-Primed Decision Model. Background According to research on clinical judgment, a nurse?s expectations for a patient situation are central to the clinical decision-making process. However, little research has addressed the expectation concept and its relationship with the nurse?s knowledge. Grounded in the naturalistic decision-making paradigm, the Recognition-Primed Decision Model provides a potential framework to describe the content and structure of nurses? knowledge and expectations as they unfold in high-stake clinical situations, such as postpartum hemorrhage. As it is typically used in studies of expert decision-making, it is crucial to test the adequacy of the Model with a student population and refine the research methods for using this framework. Design Descriptive design where qualitative data were analyzed using qualitative and quantitative methods. Methods A convenience sample of 53 students enrolled in a maternal and child health course in the Fall of 2021 was formed. As part of an online exercise to prepare for a simulation, they read a vignette presenting the story of a woman experiencing postpartum hemorrhage and recorded their answers to questions designed to probe their decision-making. Recordings were transcribed and subjected to content analysis based on the four components of recognition according to the Recognition-Primed Decision Model (i.e., cues, expectations, goals and actions). Findings All participants recognized the postpartum hemorrhage. Their knowledge was organized into clusters representing the potential causes (i.e., tone, trauma, tissue and thrombin) and consequences (i.e., hemodynamic instability) of postpartum hemorrhage, as well as other potential issues (e.g., pain and comfort, baby and partner, infection). Although students could identify relevant cues and actions, they had difficulties articulating their longer-term goals and expectations for the mother and care outcomes. Conclusions This study showed the potential of the Recognition-Primed Decision Model to organize the content and structure of the knowledge that supported nursing students' decision-making in a high-stake situation. The findings suggest that their knowledge disproportionately focuses on the cause-and-effect relations between cues and actions. They invite further consideration of longer-term goals and expectations in nursing education to prepare students to anticipate events and assess patient responses appropriately. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300243
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103448[article]
Titre : Investigating the self-perceived educational priorities among oncology nurses Type de document : Article Auteurs : Doreen Tapsall ; Carla Thamm ; Catherine Paterson Année de publication : 2022 Article en page(s) : 103426 Note générale : https://doi.org/10.1016/j.nepr.2022.103426 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Elève infirmier ; Enseignement infirmier ; Infirmières et infirmiers ; Oncologie médicale ; Soins aux patientsRésumé : Aim To understand the self-perceived educational priorities among oncology nurses. Background Oncology nurses are the main providers of care to people affected by cancer. However, little is known about the educational needs and priorities of oncology nurses when providing care to people living with cancer. Design A national online survey. Setting The Cancer Nurses Society of Australia (CNSA) is an Australian wide professional body for cancer nurses. At the time of conducting the research, there were approximately 1300 members. All members were invited to participate in the survey. CNSA provided access to nurses working in all areas of cancer care, including inpatient wards, outpatient centres, ambulatory day oncology units, radiation oncology, bone marrow transplant units, educational, and research units. Participants Registered nurses involved in direct care of people affected by cancer who were members of CNSA, and ability to communicate in English. Methods The instrument consisted of a 15-item online questionnaire which included demographic and professional questions related to the self-perceived oncology educational needs which were free-text. This survey was hosted using an online electronic data capture system (i.e., SurveyMonkey®), and the electronic link was sent to the CNSA who then sent an email invitation to the 1300 members. Results 610 educational needs were identified and ranked. These individual answers were grouped into seven overarching categories with various sub-categories within each group. The oncology nurses identified important educational topics which included: a) cancer biology, b) treatments, c) direct patient care, d) age-specific cancer care, e) leadership and research, and f) law and ethics. Conclusion As the number of people affected by cancer continue to rise, addressing the educational needs and priorities of oncology nurses has never been so important. Higher educational institutions and healthcare institutions should consider these findings in addressing the learning needs for the current oncology nursing workforce. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300244
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103426[article]
Titre : Sustainable development awareness and related factors in nursing students: A correlational descriptive study Type de document : Article Auteurs : Hatice Gürgen Simsek ; Özüm Erkin Année de publication : 2022 Article en page(s) : 103420 Note générale : https://doi.org/10.1016/j.nepr.2022.103420 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement durable ; Elève infirmier ; SensibilisationRésumé : Aim To determine the sustainable development awareness and related factors in nursing students. Background Sustainable Development Goals have an important place in nursing education. While the Sustainable Development Goals set out the determinants of health, they also provide guidance to nurses for their interventions. In this respect, it is important to determine the awareness of nursing students and to address this issue in nursing education. Design Correlational descriptive study. Methods A total of 199 Turkish nursing students were included in the study. Data were collected online through Google Forms between March and June 2021 by the demographic characteristics form and ?Sustainable Development Awareness Scale?. Results The mean age of the nursing students in the study was 20.18 ( + 1.27) years. Students' mean score from the scale was 164.41 ( + 15.13) points. While 63.8 % of the participants stated not hearing of the sustainable development concept before and 77.4 % of them did not know about Sustainable Development Goals. The social sustainability, environmental sustainability and total scale scores were determined to show significant differences between the genders and female participants got higher scores compared with males. Participants over the age of twenty were found to score significantly higher in the environmental sustainability sub-dimension. According to the status of thinking that there is a relationship between sustainable development and nursing, the environmental sustainability scores of the students were found to differ statistically. According to the status of wanting to get more information about Sustainable Development Goals, the economic sustainability, environmental sustainability and total scale scores of the students were found to show a statistically significant difference (p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300245
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103420[article]
Titre : The relationship of social status and social image with the choice of nursing career among the next generation of Turkish youth: A cross-sectional study Type de document : Article Auteurs : Emine Öncü ; Sümbüle Köksoy Vayisoglu ; Ezgi Önen Efecan ; Yasemin Güven Année de publication : 2022 Article en page(s) : 103442 Note générale : https://doi.org/10.1016/j.nepr.2022.103442 Langues : Anglais (eng) Descripteurs : HE Vinci
Choix de carrière ; Generation ; Infirmières et infirmiers ; TurquieMots-clés : Statut social Représentation sociale Nouvelle génération Résumé : Aim To evaluate the nursing image and social status characteristics on young people?s decision to choose nursing as a career. Background Low social status and social image threaten the nursing workforce. Design A cross-sectional study. Methods The study was conducted with 745 high school students and 349 nursing students between 24 March and 10 May 2022. The data were collected through the Nursing Image Scale, Job Satisfaction Scale and Personal Form and analyzed using multiple regression and decision tree analysis. Results High school (43.1 %) and 73.6 % of nursing students expressed their intention to become a nurse. While the likelihood of choosing nursing as a career decreases among man high school students (p = 0.018) with a high occupation (p = 0.003) and income index (p = 0.003), it increases among low-income female students (p = 0.012), perceiving occupational status more positively (p = 0.002). The possibility of continuing in the profession increases among nursing students who have a higher opinion of the profession's status (p = 0.010) and job satisfaction increases as the image perception improves (r = 0.385, p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300246
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103442[article]
Titre : Effectiveness of a multimodal intervention and the simulation flow to improve empathy and attitudes towards older adults in nursing students: A crossover randomised controlled trial Type de document : Article Auteurs : Martina Fernández-Gutiérrez ; Pilar Bas-Sarmiento ; Helena del Pino-Chinchilla ; Miriam Poza-Méndez ; Antonio Jesús Marín-Paz Année de publication : 2022 Article en page(s) : 103430 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude ; Intervention ; Soins infirmiersMots-clés : Aged Empathy Multimodal simulation Age simulation suit Résumé : Aim The aims of this study were (1) to develop a multimodal intervention according to the NLN Jeffries Simulation Theory planned to improve attitudes and empathy towards older adults in undergraduate nursing students using theoretical contents, age simulation suits, and storytelling of old participants, and (2) to evaluate the influence of the simulation flow on the effectiveness of this intervention in improving attitudes and empathy towards older adults. Background The increase in longevity in recent decades has led to an increase in the demand for professionals linked to the care of the older adults. Some studies indicate that health care professionals lack empathy and understanding toward older adults. Therefore, it is essential to introduce innovative teaching strategies to improve attitudes and empathy toward older adults in future health professionals. Design A crossover randomised controlled trial. Methods A three-period crossover randomised controlled trial with an experimental group, a control group (that transitions to a delayed experimental group) was conducted on 70 nursing students after the initial 73 were allocated. A multimodal intervention was used that, in addition to geriatric nursing theory, incorporated complex age simulation suit and student-older adult interaction. Pre-test and post-test data were obtained through the Jefferson Scale of Empathy and Kogan?s Attitudes towards Older People Scale. Thus, students in the experimental group 1 received the following simulation flow: Geriatric Nursing Theory + Seminar with age simulation suit + student-older adult interaction. The students in the delayed experimental group 2 received this order: Geriatric Nursing Theory +Seminar without Age simulation suit + student-older adult interaction + Age simulation suit. Results Statistically significant differences were observed in both empathy (t = 3.155, p = 0.001, d = 0.782), and attitudes (t=3.256, p=0.001, d=0.803) when comparing control group scores (who only received the theoretical contents of the seminar) and experimental group 1 scores after receiving the full multimodal simulation (i.e. a seminar wearing an age simulation suit + volunteer interaction with an older adult). Regarding the order of educational strategies in the simulation flow, there were significant differences in the empathy scores found when both groups had received the full intervention. Accordingly, training with age simulation suits followed by storytelling provides better scores in empathy than in the opposite direction (t = 2.028, p = 0.048, d = 0.54). Conclusions The use of a multimodal intervention, implementing an age simulation suit and the narration of an older adult's life experiences (in this order), improves attitudes and empathy. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300247
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103430[article]
Titre : The value of social media use in improving nursing students? engagement: A systematic review Type de document : Article Auteurs : Malak Almutairi ; Alan Simpson ; Ehsan Khan ; Tommy Dickinson Année de publication : 2022 Article en page(s) : 103455 Note générale : https://doi.org/10.1016/j.nepr.2022.103455 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Engagement dans le travail ; Médias sociauxMots-clés : Engagement dans les études Résumé : Aim This systematic review was undertaken to investigate the impact of social media use in relation to student engagement in nursing education. Background The availability of social media has transformed global connectivity within education systems. Social media has been used in various educational contexts. The widespread use of social media has prompted a demand for a better understanding of how it might be used in nursing education. While research has previously explored the positive effects of using social media on a range of learning outcomes in nursing education, studies have not specifically focused on how these positive features have an impact on students? engagement as a vital component of successful learning. Design This review uses the Joanna Briggs Institute approach to conducting systematic reviews and follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting a systematic review. Methods Following predefined inclusion criteria, a search of electronic databases was performed using a three-step strategy to identify relevant studies. The following databases were searched: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Resources Information Centre (ERIC), MEDLINE and PubMed. A further manual search was performed to identify potentially relevant articles. The included studies were assessed for methodological quality by all reviewers using the Mixed Methods Appraisal Tool. NVivo software was used for organising data and developing themes. Results Data from sixteen studies with different designs were extracted and thematically synthesised. The synthesised findings yielded five themes: 1) interaction and communication; 2) managing stress; 3) positive online community; 4) time spent; and 5) digital literacy and e-professionalism. Conclusions This review reveals that using social media to support nursing students? learning has positive benefits in terms of promoting several aspects of their engagement, such as rapid interaction and communication. Further empirical studies, however, should aim to measure social media?s effects on nursing students? engagement with their courses and their academic attainment. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300248
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103455[article]
Titre : What challenges and enablers elicit job satisfaction in rural and remote nursing in Australia: An Integrative review Type de document : Article Auteurs : Michelle McElroy ; Kristin Wicking ; Nichole Harvey ; Karen Yates Année de publication : 2022 Article en page(s) : 103454 Note générale : https://doi.org/10.1016/j.nepr.2022.103454 Langues : Anglais (eng) Descripteurs : HE Vinci
Australie ; Education ; Infirmières et infirmiers ; Milieu rural ; Satisfaction professionnelle ; StressMots-clés : Travail en région rurale et éloignée Résumé : Aim To explore challenges and stressors experienced by rural and remote area nurses and identify any interventions that aided in decreasing stress and increasing job satisfaction. Background Demand for a generalist nursing workforce in rural and remote locations exposes nurses to the same conditions as people residing there: higher mortality rates and higher incidence of chronic diseases and inadequacies in accessing health services. Design Christmals and Gross?s integrative review framework was used with specified inclusion and exclusion criteria. Four databases were searched with no date limits. Only Australian studies were searched as international scope of practice differences for nurses could have distorted findings. Findings Eighteen studies identified three broad themes: access to education; isolation (geographical, professional and personal) and recognition of role. Discussion Interlinked themes showed positives and negatives from differing viewpoints. Ambivalence to education stemmed from inadequate exposure to learning and was linked with geographical isolation. Isolation was found to be less of a challenge to nurses who had an existing emotional connection with the community. Conclusion The themes identified were recurrent and interconnecting. The benefits of working in small rural and remote communities are being used as a driver for recruitment. These benefits include higher wages, providing a sense of belonging and allowing nurses to work to their full scope and develop generalist nursing skills. The geographical isolation generates challenges through inequality in access to education and professional support, working outside their scope of practice, safety and vulnerability that comes with living remotely and adapting to extreme weather conditions. Tweetable abstract What are the challenges and enablers of rural and remote working and living that influence job satisfaction for rural and remote area nurses in Australia? Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300249
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103454[article]
Titre : Belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment: A scoping review Type de document : Article Auteurs : Diana L. Singer ; Alysha Sapp ; Kathy A. Baker Année de publication : 2022 Article en page(s) : 103422 Note générale : https://doi.org/10.1016/j.nepr.2022.103422 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Elève infirmier ; Environnement d'apprentissageMots-clés : Belonging Belongingness Clinical experience Clinical learning environment Pre-licensure nursing students Undergraduate nursing students Résumé : Aim The aim of this scoping review was to map the literature investigating belongingness in undergraduate/pre-licensure nursing students in the clinical learning environment. Background The concept of belongingness, which encompasses feelings of acceptance, connection and value alignment, has been tied to positive outcomes in undergraduate/pre-licensure nursing students including increased learning, participation, confidence and professional socialization. It is critical for educators and clinical staff to foster a sense of belongingness for nursing students to promote positive and effective clinical learning experiences. Design The scoping review strategy established by the Joanna Briggs Institute was followed. The databases searched were CINAHL Complete (EBSCO), Education Source, Medline Complete (EBSCO), APA PsycINFO (EBSCO) and Epistemonikos. Methods Following a search of the five databases, studies were screened by title and abstract by two independent reviewers for inclusion. Data including population, concept, context, methods and key findings relevant to the review question were extracted and synthesized using an instrument developed by the reviewers. Results A total of 47 articles with varying methodologies were critically appraised. Three overarching focus areas emerged: outcomes resulting from feelings of belongingness versus alienation, factors that contribute to a sense of belongingness in the clinical learning environment and interventions to promote a sense of belongingness while students are immersed in the clinical learning environment. Conclusions Belongingness in the clinical learning environment is an important concept that lends itself to positive learning experiences and increased satisfaction of undergraduate/pre-licensure nursing students. Environmental, relational and experiential factors can be maximized and specific interventions employed to promote belongingness. This review identifies a lack of evidence on measured interventional effectiveness at the student, school and clinical unit level. Future research to address these gaps is recommended. Tweetable abstract Scoping review suggests environmental, relational and experiential factors promote positive outcomes in belongingness of nursing students. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300250
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103422[article]
Titre : Factors to predict the knowledge, attitude and practice of nursing interruptions among nurses: A nationwide cross-sectional survey Type de document : Article Auteurs : Jie Li ; Sha Wang ; Xiaoqi Wu ; Min Liu ; Gang Gan ; Xiaoqian Dong ; Yajuan Fu ; Jianfei Xie ; Andy SK Cheng Année de publication : 2022 Article en page(s) : 103428 Note générale : https://doi.org/10.1016/j.nepr.2022.103428 Langues : Anglais (eng) Descripteurs : HE Vinci
Abstention thérapeutique ; Gestion des soins aux patients ; Infirmières et infirmiers ; Risque ; Sécurité des patientsRésumé : Aim To identify the knowledge, attitude and practice of nursing interruptions and related factors among nurses in China. Background Nursing interruptions are extremely common and have introduced major security risks and harm to hospitalized patients. However, nursing interruptions? factors are not well known. Design A nationwide cross-sectional descriptive survey. Methods A multistratified random sampling method was used to obtain nurses from five provinces in China. We collected data by online questionnaires (the Knowledge, Attitude and Practice Questionnaire of Nursing Interruptions, the Chinese Revised Safety Attitude Questionnaire and the Coping Adaptation Processing Scale). We used the Mann?Whitney test, the Kruskal-Wallis test, Spearman?s linear correlation analysis and multiple linear stepwise regression to analyze the data. A STROBE checklist was used to report the results. Results Of the 14500 questionnaires distributed, 14302 (98.6 %) were returned. The mean score was 79.69 (SD 17.73) and the level was medium. Having attended nursing interruptions training and attended nursing safety training, safety attitude, coping ability and position were positive factors, while age and marital status were negative factors (F=1068.226, p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300251
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103428[article]
Titre : Construction on teaching quality evaluation indicator system of multi-disciplinary team (MDT) clinical nursing practice in China: A Delphi study Type de document : Article Auteurs : Jingwen Wei ; Xiaojie Fang ; Juan Qiao ; Hong Liu ; Hanfei Cui ; Yulian Wei ; Xiaohong Ji ; Bing Xu ; Qingkun Han ; Xuebing Jing Année de publication : 2022 Article en page(s) : 103452 Note générale : https://doi.org/10.1016/j.nepr.2022.103452 Langues : Anglais (eng) Descripteurs : HE Vinci
Chine ; Enseignement infirmier ; Equipe infirmiers ; Evaluation de la qualité ; Méthode Delphi ; Pratique cliniqueMots-clés : Étude Delphi Résumé : Aim To construct an evaluation indicator system for nursing multi-disciplinary team (MDT) clinical practice in China and to provide quantifiable indicators for MDT clinical teaching courses. Methods Based on relevant literature retrieval and analysis, a evaluation indicator system of nursing MDT clinical teaching quality was preliminarily constructed using the Donabedian. Structure-Process-Outcome model as theoretical guidance. Then, a final indicators content was formed after two rounds of expert consultation and Analytic Hierarchy Process (AHP) was used to determine the weight of indicators at all levels. Results The effective response rate of the questionnaires in two rounds were 95.23% (20/21) and 100% (20/20) respectively, the expert authority coefficient (Cr) were 0.838 and 0.853 respectively and the Kendall's coefficient of concordance (Kendall's W) of indicators at all levels were 0.137?0.612 (P Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300252
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103452[article]
Titre : Exploring flipped classrooms in undergraduate nursing and health science: A systematic review Type de document : Article Auteurs : Laura Banks ; Robin Kay Année de publication : 2022 Article en page(s) : 103417 Note générale : https://doi.org/10.1016/j.nepr.2022.103417 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-efficacité ; Classe inversée ; Elève infirmier ; Enseignement infirmier ; Enseignement supérieur ; PédagogieMots-clés : Satisfaction des étudiants Résumé : Aim We conducted a systematic review to investigate the effect of implementing flipped classroom designs on academic performance, student satisfaction and self-efficacy in undergraduate health science disciplines. Background Blended learning approaches, including the flipped classroom, have been increasingly implemented in higher education. To date, studies examining the effectiveness of the flipped classroom in nursing and health sciences programs have reported mixed findings. Design Systematic review Methods We used the PRISMA framework and searched electronic databases (Education Source, ERIC via ProQuest, Scholars Portal, CINAHL, Pubmed) with the terms "flip* class", "health," and "undergraduate" or "higher education". Original research articles were limited to peer-reviewed, quantitative and/or mixed-methods studies published between 2010 and 2021. We extracted data through a full-text screening and of the articles. Results Three main themes emerged from the 16 articles reviewed, including positive gains in academic performance (n = 8/12 studies reporting; 67 % studies), student satisfaction (n = 7/13 studies reporting; 54 % studies) and increased self-efficacy (n = 1/1 reporting; 100 % studies). Effect sizes demonstrated significant heterogeneity in these outcome measures. Note that none of these studies reported a negative effect for flipped classroom interventions. Structured design of teaching strategies and curriculum appears to be an important determinant of performance, satisfaction and self-efficacy. Conclusion Studies on flipped classrooms in undergraduate health sciences disciplines indicated positive changes in academic performance, student satisfaction and self-efficacy linked to well-designed curriculum. Methodological limitations in the studies reviewed include the absence of demographic analysis, minimal descriptions of the flipped classroom curriculum design, inadequate data reporting and the absence of randomized, comparison groups. Future research should focus on pre-class, in-class and post-class flipped classroom design, careful documentation of research methods and improving the quality of data collected. Tweetable abstract A systematic review of flipped classroom use in undergraduate nursing and health science programs indicates positive academic performance, satisfaction and self-efficacy changes. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300253
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103417[article]
Titre : Evidence informed generalist palliative care content for undergraduate nursing curriculum: An integrative review Type de document : Article Auteurs : Sylvia Nilsson ; Jo Gibson ; Catherine Paterson ; Patrick Crookes Année de publication : 2022 Article en page(s) : 103447 Note générale : https://doi.org/10.1016/j.nepr.2022.103447 Langues : Anglais (eng) Descripteurs : HE Vinci
Programme d'enseignement ; Programme d'études ; Soins infirmiers ; Soins palliatifsMots-clés : Examen intégratif Programme d'enseignement fondé sur des données probantes Programme d'études de premier cycle Résumé : Background Clinicians delivering palliative care require the specific knowledge, skill and understanding to meet the needs of the dying. Research shows that undergraduate nursing students report feeling inadequately prepared to provide safe and effective palliative care. Objectives To identify existing empirical evidence on generalist palliative care content within international undergraduate nursing curricula and to synthesize existing generalist palliative care topics. Design An integrative systematic review was conducted and reported in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and registered with the International Prospective Register of Systematic Reviews (PROSPERO). Data sources Keywords were searched in six electronic databases CINAHL, Medline, APA PsycINFO, SCOPUS, Cochran Library and ProQuest Nursing & Allied Health Database, between January 2000 and February 2022. Review methods Studies were selected as per a pre-determined inclusion and exclusion criteria. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT). Tabulation of the author, year, country, aim, participants and setting, method, generalist palliative care content topics, additional findings and limitations were compiled. A thematic analysis of the data was conducted to organise and categorise generalist palliative care topics into an additional table followed by a narrative synthesis. Results Of the n = 1014 papers retrieved, n = 13 studies of varying methodological quality were included in the analysis (n = 8 quantitative descriptive, n = 5 mixed method). Most studies were published in high income countries with developed economies. Methods used to obtain data include survey, extraction of secondary data and expert consensus. Generalist palliative care topics were presented as a list reporting frequency taught/discussed/cited (n = 10), recommended competencies (n = 2), and teaching modules (n = 1). A large variety of topics were identified with differing levels of detail and clear differences in topics identified globally. Overall, the most frequently mentioned generalist palliative care topics were pain and symptom management (n = 12), grief loss & bereavement (n = 12) and communication (n = 11). Conclusions This review demonstrates for the first time that international primary research evidence on generalist palliative care content in undergraduate nursing curriculum is minimal, of varying methodological quality, with visible inconsistencies among studies designed to inform curriculum verses studies reporting what is taught to students. More research is required to create evidence informed generalist palliative care content for undergraduate nursing curriculum. Recommendations It is recommended for future research to use international consensus-based methods to inform and develop internationally agreed educational topics to optimise patient care at the point of nurse registration. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300254
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103447[article]
Titre : Development and application of a mobile-based multimedia nursing competency evaluation system for nursing students: A mixed-method randomized controlled study Type de document : Article Auteurs : Soyoung Jang ; Eunyoung E. Suh Année de publication : 2022 Article en page(s) : 103458 Note générale : https://doi.org/10.1016/j.nepr.2022.103458 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Evaluation des compétences ; Multimédia ; Ordinateurs ; Soins infirmiersMots-clés : Competency assessment Computer Nursing education Nursing student Résumé : Aim To develop a mobile-based multimedia Nursing Competency Evaluation (NCE) system based on the Attention, Relevance, Confidence, Satisfaction model and verify its effectiveness. Background In education, mobile devices can enable the delivery of learning content without time and spatial constraints. Mobile-based test is emerging as a novel method using technologies to appraise students? performance on practicum. This mobile-based test go beyond the simple evaluation of memorised knowledge, a limitation common to paper-based tests. They are useful because they can include multimedia items such as videos, animations and pictures to comprehensively evaluate students? clinical competencies. Methods This study was conducted in a nursing university in Seoul, South Korea in September 2021. A mixed method randomised controlled design was employed to evaluate its usability. The participants in the experimental group used the Nursing Competency Evaluation system and joined in focus group interviews for verifying the effects of the Nursing Competency Evaluation system qualitatively. Those in the control group responded to the mobile-based test, but which has only text-based test items. The system usability, effectiveness and learning satisfaction in both groups were measured after the mobile-based test experience. Quantitative and qualitative data were analysed using t-tests and thematic analysis using focus group interviews, respectively. Results Sixty nursing students participated, with 30 each in the experimental and control groups. There were no significant differences in nursing competency scores between the two groups. However, average scores for effectiveness and learning satisfaction were significantly higher in the experimental than in the control group. Nineteen experimental group participants partook in the interviews, with many describing that the Nursing Competency Evaluation system allowed them to experience new learning contents and efficiently learn practical nursing skills that can be useful in clinical settings. Conclusions The Nursing Competency Evaluation system is a promising method because it used mobile technologies and multimedia to appraise students? performance on nursing practicum. It was found that the Nursing Competency Evaluation system with multimedia items is more realistic, interactive and satisfactory compared with text-based mobile test. Thus, we expect it to be used in future nursing curriculums to improve students? nursing competencies. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300255
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103458[article]
Titre : Nursing students? perceived stress and clinical learning experience Type de document : Article Auteurs : Lenka Mazalová ; Elena Gurková ; Lenka ?tureková Année de publication : 2022 Article en page(s) : 103457 Note générale : https://doi.org/10.1016/j.nepr.2022.103457 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation psychologique ; Elève infirmier ; Stress psychologique ; SupervisionMots-clés : Supervision clinique Environnement d'apprentissage clinique Résumé : Background Stressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. Objectives To investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. Design Cross-sectional correlation study Settings University Participants The sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. Methods The following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. Results The clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. Conclusions There is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300256
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103457[article]
Titre : Can mental healthcare for Muslim patients be person-centred without consideration of religious identity? A concurrent analysis Type de document : Article Auteurs : Taira Jabeen ; Austyn Snowden Année de publication : 2022 Article en page(s) : 103449 Note générale : https://doi.org/10.1016/j.nepr.2022.103449 Langues : Anglais (eng) Descripteurs : HE Vinci
Infirmières et infirmiers ; Islam ; Préjugé ; Races ; Religion ; Santé mentale ; Soins infirmiers centrés sur la personne ; SpiritualitéMots-clés : Identité religieuse Résumé : Background Muslims constitute the largest, fastest growing religious minority in the UK. Globally, nurses are legally, morally and ethically obliged to provide non-discriminatory, person-centred, culturally sensitive care. This obligation includes supporting people with their religious needs where appropriate, but there is evidence this is not always happening, particularly for Muslims in mental health care. Aims This paper reviewed primary research to address the question: Can mental healthcare for Muslims be person-centred without consideration of religious identity? Methods Narrative synthesis and concurrent analysis. Searches were conducted post 2000 in MEDLINE, CINAHL, SAGE, PsychINFO and ASA with terms: ?Muslim?, ?Islam* ?, ?mental health?, ?nurs* ?, ?person-cent* ?, ?religio* ?. Narrative data were analysed for commonalities and themes. Findings Seven studies of sufficient quality were analysed. Unconscious religious bias was the overarching theme linking the findings that healthcare staff felt ill-prepared and lacked necessary knowledge and experience to work with diverse patient groups. Unconscious racial bias contributed to limited cultural/ religious competence in treatment and care. Conclusion Religious identity is core for Muslim patients, so this group may not be receiving the person-centred care they deserve. Nurses need cultural and religious competence to deliver person-centred, holistic care to diverse patient populations, yet the importance of religious practice can be overlooked by staff, with harmful consequences for patient?s mental and spiritual welfare. This paper introduces a welcome pack that could help staff support the religious observance of those Muslim patients/service-users wishing to practice their faith during their stay in health services. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300257
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103449[article]
Titre : Testing the validity and reliability of the Arabic version of the Disaster Response Self-Efficacy Scale among Saudi nursing students Type de document : Article Auteurs : Jonas Preposi Cruz ; Ejercito Mangawa Balay-odao ; Junel Bryan Bajet ; Abdalkarem F. Alsharari ; Hanan M.M. Tork ; Talal Ali F. Alharbi ; Joseph U. Almazan Année de publication : 2022 Article en page(s) : 103443 Note générale : https://doi.org/10.1016/j.nepr.2022.103443 Langues : Anglais (eng) Descripteurs : HE Vinci
Arabie Saoudite ; Auto-efficacité ; Elève infirmier ; Evaluation ; Planification des mesures d'urgence en cas de catastropheMots-clés : Test de fiabilité Test de validité Évaluation de la validité Comportement en cas de catastrophe Résumé : Aim The study tested the validity and reliability of the ?Disaster Response Self-Efficacy Scale? Arabic version (DRSES-A) among Saudi nursing students. Background Disaster self-efficacy is one such factor of increasing interest. Little research has explored disaster response self-efficacy despite growing evidence on disaster response preparedness in Saudi Arabia. A systematic, standardized and valid instrument is needed to assess disaster self-efficacy in the Saudi context. The DRSES is one of the tools with excellent psychometric properties that can evaluate the nursing students? perceived self-efficacy in disaster preparation, mitigation and response. Design This investigation is a quantitative methodological design testing the validity and reliability of the DRSES-A. Method In this study, 290 Saudi nursing students were surveyed from May to June 2021 in the three government universities in Saudi Arabia using the convenience sampling technique. The Disaster Response Self-Efficacy Scale underwent a linguistic adaptation following a forward-backward translation method. Construct validity was established using the principal component analysis to extract the components of DRSES-A. Result The overall mean of the DRSES-A was 3.41 (SD = 0.75). The overall Cronbach alpha was 0.939. The subscales "Onsite rescue" and "Psychological nursing" had a similar alpha of 0.911, while "Role quality and adaptation" had a computed alpha of 0.878. The expert rated all item content validity index as 1 with an average score content validity index of 1. The principal component analysis supported a three-factor DRSES-A. Conclusion The DRSES-A is a valid and reliable scale that can measure Arabic-speaking baccalaureate nursing students' self-reported disaster response self-efficacy. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300258
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103443[article]
Titre : The differences between learned and practiced competences among nurses: An international pilot study Type de document : Article Auteurs : Lucia Cadorin ; Brigita Skela-Savi? ; Sara Scarsini ; Barbara Narduzzi ; Luca Grassetti ; Katja Pesjak ; Sanela Piva? ; Alvisa Palese ; Sedina Kalender-Smajlovi? Année de publication : 2022 Article en page(s) : 103421 Note générale : https://doi.org/10.1016/j.nepr.2022.103421 Langues : Anglais (eng) Descripteurs : HE Vinci
Acquisition de compétences ; Aides-soignants ; Développement de compétences ; Infirmières et infirmiers ; Infirmières praticiennesMots-clés : Infirmières et infirmiers spécialisés Test psychométrique Résumé : Aim The primary aim was to describe differences, if any, between learned and practiced competences among a convenience sample of Italian and Slovenian nursing staff; the secondary aim was to validate an instrument capable of measuring internationally such competences. Background The distance between competences learned and those practiced as a source of under- or over-education has not been investigated to date at the international level. Design A explorative observational investigation was performed in 2019 by involving 426 Italian and Slovenian members of the nursing staff working in medical and surgical departments. The study was conducted according to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines. Methods Members of the nursing staff (health care assistants, general nurses, specialist nurses and advanced nurses) were invited to complete the Nursing Competence Instrument based on the European Federation of Nursing Association?s four categories of the nursing care continuum, from health care assistants to advanced practice nurses. Results The construct validity of the Nursing Competence Instrument indicated the presence of four identifiable dimensions (internal consistency ranging from 0.82 to 0.93). On average, the scores of the competences practiced were interestingly slightly higher than those learned among general care nurses. In contrast, health care assistants, specialist nurses and advanced practice nurses, reported to have learned importantly slightly lower as that practiced. Conclusions At the overall levels, nurses tend to apply what they had been thought; additionally, all profiles seem to rate at low ranges both the competences practiced and those learned, suggesting the need to maximise nursing competences, both in the classroom and in the daily practice. Mapping the degree of competences acquired in education, as applied in the clinical practice, might assist clinical nurses, nurse educators and health care managers to identify areas at need of improvement. Moreover, mapping differences (if any) across countries might have research, managerial and educational implications. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300259
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103421[article]
Titre : Resilience, Social Support, Loneliness and Quality of Life during COVID-19 Pandemic: A Structural Equation Model Type de document : Article Auteurs : Chelsea Nicole Pineda ; Moira Pauline Naz ; Annedel Ortiz ; Ella Louisse Ouano ; Nathaniel Pierce Padua ; Jaime Jr Paronable ; Janella Mae Pelayo ; Minette Coleen Regalado ; Gian Carlo S. Torres Année de publication : 2022 Article en page(s) : 103419 Note générale : https://doi.org/10.1016/j.nepr.2022.103419 Langues : Anglais (eng) Descripteurs : HE Vinci
Aide publique ; COVID-19 ; Elève infirmier ; Isolement social ; Qualité de vie ; Relations interpersonnelles ; Résilience psychologique ; SolitudeRésumé : Aim To determine the parsimonious model of the interrelationships of personal resilience, social support, loneliness and quality of life (QoL) and to identify the mediating effect of loneliness among nursing students amidst the pandemic. Background The coronavirus 2019 (COVID-19) pandemic led to control measures which increased loneliness among students due to disrupted social connections and sudden shift to virtual learning. During these changes, resilience and social support can significantly influence how learners deal with pandemic-related stresses thus, minimizing loneliness and enhancing QoL. Although studies posited the influence of resilience and social support with loneliness and QoL, these were conducted prior the COVID-19 pandemic wherein loneliness and feelings of isolation play a crucial part. Design Correlational, theory testing using covariance-based structural equation modeling Methods A total of 550 nursing students from a comprehensive university in Manila, Philippines were recruited from September to October 2021 and answered four standardized, validated scales. Results A good and parsimonious model (x2/df = 2.84, RMSEA = 0.058, GFI = 0.999, CFI = 0.999, PNFI = 0.048) highlighted the mediating effect of loneliness between social support, personal resilience and QoL. While personal resilience positively influenced the physical and psychological domains of QoL, social support positively affected the social relationships and environmental domains. Loneliness was a strong, negative predictor of the psychological and social domains of QoL and had a moderate, negative effect on the physical domain. Personal resilience also mediated the influence of social support on loneliness and QoL. Conclusion Social support and personal resilience positively affected QoL, while loneliness had a negative effect. Through the mediation of loneliness, the effects of social support on QoL decreases. However, the mediation of resilience further decreases loneliness and improves QoL. The presented model assists nurse educators and administrators in developing strategies to enhance social support, resilience and QoL among students while mitigating the negative effects loneliness during the pandemic. Tweetable abstract Loneliness and Resilience are mediators of student nurses? quality of life during COVID-19 pandemic. Social support is the common predictor. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300260
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103419[article]
Titre : A blended learning perineal suturing programme for midwifery students: An evaluative descriptive study Type de document : Article Auteurs : Siobhan Brereton ; Mary Curtin ; Elizabeth Greene ; Philip Hardie ; Marcelina Szafranska ; Ciara Kirwan Année de publication : 2022 Article en page(s) : 103453 Note générale : https://doi.org/10.1016/j.nepr.2022.103453 Langues : Anglais (eng) Descripteurs : HE Vinci
Blended learning ; Périnée ; Programme scolaireMots-clés : Elève sage-femme Suture périnéale Programme d'apprentissage Résumé : Aim The purpose of this study was to examine midwifery students' views and experiences of learning perineal suturing skills through a blended learning approach. Background Evidence suggests that not all midwifery students are gaining sufficient experience in perineal trauma and suturing to sufficiently prepare them to achieve competency in this skill at the point of registration. Design The blended learning approach included lectures, a bespoke ?suture at home kit?, online reusable learning objects, and an optional face-to-face drop-in suture clinic. Midwifery students submitted a video demonstration of the skills acquired and then attended a clinical skills laboratory in preparation for a face-to-face competency assessment on campus. Results A qualitative descriptive evaluation research design study was undertaken from 22 participants. Deductive thematic analysis was selected to analyse the qualitative data. Two themes were identified. The first theme, 'learning at home', included sub-themes of 'deliberate practice' and 'the ability to make mistakes. The second theme, 'achieving competency', included sub-themes of 'equipment' and 'bringing it all together' Conclusions The blended learning approach of the programme applied to teach perineal suturing had a positive influence on midwifery students learning of the skill. The acquisition of knowledge using the suture at home kit gave the students confidence and prepared them for laboratory practice and assessment, and ultimately prepared them for practice placement. They identified other clinical skills suited to using an 'at home' simulation pack. The validation of the perineal suturing programme by midwifery students supports the need for a blended learning approach for this and other clinical skills. All participants expressed a positive view of the programme and found it beneficial for their learning. Midwifery students recognised that the suture at home kit gave them confidence, knowledge of the skill and preparedness for the clinical skills laboratory practice and assessment. They identified other clinical skills suited to using an 'at home' simulation pack. The positive experiences of midwifery students in this study to a blended-learning programme for perineal suturing education and training further validated the recognised need to develop and include online, and face to face learning approaches for this vital aspect of intrapartum care. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300261
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103453[article]
Titre : Asian American nursing students? experiences of racial microaggressions amid the COVID-19 pandemic: Focus group discussions Type de document : Article Auteurs : Sun S. Kim ; Teresa M. Eliot Roberts ; Jannat E. Khusbo ; Wichita Watriboonruang ; Ashley Parks ; Jessica Lewczyk Année de publication : 2022 Article en page(s) : 103459 Note générale : https://doi.org/10.1016/j.nepr.2022.103459 Langues : Anglais (eng) Descripteurs : HE Vinci
COVID-19 ; Discrimination raciale ; Elève infirmier ; Etats-Unis ; Pandémies ; Population d'origine asiatiqueMots-clés : Américains d'origine asiatique Résumé : Aim This study aimed to explore the thoughts and feelings of Asian American nursing students regarding Anti-Asian racism that they might anticipate or experience during their clinical training. Background Asian Americans have long been viewed as perpetual foreigners and coronavirus disease 2019 has reinforced that negative view. Asian American nursing students may anticipate and experience racial discrimination during their clinical training, which could negatively affect their mental health. Design This is a qualitative research study using focus group discussions. Method Focus group discussions were conducted over Zoom and audiotaped. The audiotapes were transcribed and validated for accuracy. A thematic analysis was performed using NVivo10. Emerging themes and subthemes were compared and discussed until agreements were made. Results Nineteen students participated in four focus group meetings, of which, 13 (68 %) had clinical training and six (32 %) were preclinical students. Four major themes emerged: (a) looking forward to hands-on learning opportunities, (b) enduring racial microaggressions, (c) maintaining professionalism in the face of racial microaggressions and (d) standing up for oneself and other Asian American healthcare workers. Preclinical students were anxiously waiting for clinical training so that they could have hands-on learning experiences. They anticipated that anti-Asian racism in clinical settings would be similar to what they had experienced on the streets and therefore, they were not afraid of it. Students who had clinical training reported experiencing a variety of racial microaggressions that varied from ?side-eyes? to ?verbal assault? and occurred at three levels: patients, nurses and clinical instructors. They reported that most of the microaggressions were familiar to them, but some, especially coming from their clinical instructors, were unique to clinical settings. Conclusion Asian American nursing students experienced racial microaggressions during their clinical training which came from patients, nurses on the unit and their clinical instructors. Nevertheless, the students strove to maintain professionalism and stand up for themselves and other Asian healthcare workers as they gained confidence in clinical knowledge and skills. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300262
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103459[article]
Titre : Effects of preceptors? mentoring function on novice nurses? self-efficacy and organizational commitment: A cross-sectional study Type de document : Article Auteurs : Eunkyung Choi ; Soyoung Yu Année de publication : 2022 Article en page(s) : 103431 Note générale : https://doi.org/10.1016/j.nepr.2022.103431 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-efficacité ; Elève infirmier ; Mentorat ; PréceptoratMots-clés : Engagement organisationnel Résumé : Aims This study investigated novice nurses' perception of the effects of preceptors? mentoring function on their self-efficacy and organizational commitment. Background Nursing mentoring is a mutually beneficial relationship between more and less experienced nurses. In nurse education, mentoring is a powerful tool that can be used for a successful transition from a novice to an experienced nurse. Design This descriptive study used a cross-sectional design. Methods A questionnaire survey was conducted with 160 novice nurses from Korean general hospitals who had been working for less than a year after completing their preceptorship. Results The preceptors? mentoring function as perceived by the novice nurses was 3.87, self-efficacy of the novice nurses was 3.71 points, and the organizational commitment was 3.46 out of 5 points. The results of the multiple regression analysis showed that mentoring function significantly affected novice nurses? self-efficacy (? = 0.50, p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300263
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103431[article]
Titre : The transition from child to adult health services for young adults with intellectual disabilities: An evaluation of a pilot of an online learning resource for Registered Nurses Type de document : Article Auteurs : Michael Brown ; Juliet MacArthur ; Maria Truesdale ; Anna Higgins Année de publication : 2022 Article en page(s) : 103424 Note générale : https://doi.org/10.1016/j.nepr.2022.103424 Langues : Anglais (eng) Descripteurs : HE Vinci
Déficience intellectuelle ; Education ; Enseignement à distance ; Jeune adulte (19-24 ans) ; Projets pilotes ; Transition aux soins pour adultesRésumé : Aim This study formed the third phase of a national study on the experience of transition from child to adult health services for young adults with intellectual disabilities. The aim of this phase was to evaluate the accessibility and acceptability of an on-line learning resource for Registered Nurses. Background The population of young adults with intellectual disabilities and complex needs is increasing. Consequently, more will move from child to adult healthcare, with evidence highlighting that for some their experiences of the transition process is poor. The main study provided contemporary evidence to raise the awareness of Registered Nurses of the needs of young adults with intellectual disabilities and their role in enabling an effective transition from child to adult services. Methods The online learning resource was developed and piloted with Registered Nurses involved in the transition from child to adult health services for young adults with intellectual disabilities and complex needs. Data collection involved an online survey and semi-structured interviews. Results Twelve Registered Nurses from 2 Scottish NHS Boards completed the questionnaire and 3 participated in a follow-up interview. The findings suggest that the mode of on-line delivery and most of the content of the learning resource were both acceptable and accessible to Registered Nurses across a range of areas of nursing practice. The learning resource was further adapted in response to the participant data. Conclusion This on-line learning resources offers the potential for Registered Nurses, and potentially other healthcare professionals to undertake evidence-based, structured further education regarding the effective transitions for young adults with intellectual disabilities and their families. Tweetable abstract Registered Nurses have key contributions to enable the transition from child to adult healthcare for young adults with intellectual disabilities. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300264
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103424[article]
Titre : Development and psychometric testing of the preceptors? orientation competence instrument (POCI) Type de document : Article Auteurs : Netta Pohjamies ; Kristina Mikkonen ; Maria Kääriäinen ; Toni Haapa Année de publication : 2022 Article en page(s) : 103445 Note générale : https://doi.org/10.1016/j.nepr.2022.103445 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement de compétences ; Préceptorat ; Soins infirmiersMots-clés : Développement de test psychométrique Développement d'instrument Compétence d'orientation Résumé : Aim To develop and psychometrically test a Preceptors? Orientation Competence Instrument measuring orientation competence of nurses working as new employee preceptors. Background Competence of nurse preceptor is essential for a successful preceptorship and thus nursing staff´s commitment to the organization. Design Instrument development according to the COSMIN guidelines. Methods and participants Four phases were implemented: 1) establishment of the theoretical framework, modification of the validated Mentor Competence Instrument and generation of new items; 2) content validity testing; 3) structural validity testing; and 4) internal consistency testing. Content validity was evaluated by 14 experts using content validity index methods. Structural validity was evaluated using exploratory factor analysis with a convenience sample of 844 Finnish nurses. Internal consistency was evaluated by measuring Cronbach?s alpha. Results The content validity index of subdimensions of the instrument ranged from 0.80 to 0.94 for relevance and 0.80?0.94 for clarity. Exploratory factor analysis resulted in a seven-factor model with 53 items (61.62% of total variance): preceptor characteristics, goal-oriented orientation, guidance in reflective discussion, knowledge of work unit orientation practices, creation of a supportive learning atmosphere, preceptor motivation and giving of developmental feedback. Cronbach?s alpha values varied from 0.79 to 0.93. Conclusion Preceptors? Orientation Competence Instrument demonstrated adequate psychometric properties based on content and construct validity as well as internal consistency. Therefore, it is useful for self-evaluation of orientation competence of nurses working as new employee preceptors. Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300265
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103445[article]
Titre : What knowledge of breastfeeding do nursing students hold and what are the factors influencing this knowledge: An integrative literature review Type de document : Article Auteurs : Suzanne Bowdler ; Wendy Nielsen ; Tracey Moroney ; Shahla Meedya Année de publication : 2022 Article en page(s) : 103423 Note générale : https://doi.org/10.1016/j.nepr.2022.103423 Langues : Anglais (eng) Descripteurs : HE Vinci
Allaitement naturel ; Elève infirmier ; Evaluation des connaissances ; PédiatrieRésumé : Aim The aim of this review was to explore the preregistration nursing students' breastfeeding knowledge and the sources they used to develop that knowledge as a health care professional. Background New registered nurses do not feel prepared to support breastfeeding women in neonatal and paediatric settings. Results Preregistration nursing students have sufficient knowledge of the physiology of lactation but insufficient knowledge on supporting women to decide on the practical aspects of breastfeeding and its challenges for healthy or sick babies. The sources of knowledge included the students' personal experiences and the education and training that they received during their nursing course. The two themes extracted from the data that related to the sources of knowledge were: a) informal knowledge through experience and b) formal education. Conclusions There is a need for new ways to align the students' informal sources of breastfeeding knowledge to their formal education, focusing on supporting women to make decisions on the practical aspects of breastfeeding, including the most common challenges. Tweetable abstract Nursing students? knowledge of breastfeeding practice: an integrative review Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300266
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103423[article]
Titre : The effect of sense of coherence on mindful attention awareness and academic self-efficacy in nursing students Type de document : Article Auteurs : Nurcan Uzdil ; Yurdagül Günayd?n Année de publication : 2022 Article en page(s) : 103429 Note générale : https://doi.org/10.1016/j.nepr.2022.103429 Langues : Anglais (eng) Descripteurs : HE Vinci
Attention ; Auto-efficacité ; Elève infirmier ; Soins infirmiersMots-clés : Sens de la cohérence Résumé : Aim This research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students. Method The study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study. Results In the study, the mean SOC score of the nursing students was 49.95 + 10.30, the mean MAAS score was 56.57 + 12.41 and the mean ASES score was 16.13 + 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p Disponible en ligne : Oui En ligne : https://login.ezproxy.vinci.be/login?url=https://www.sciencedirect.com/science/a [...] Permalink : https://bib.vinci.be/opac_css/index.php?lvl=notice_display&id=300267
in Nurse Education in Practice > Vol. 64 (October 2022) . - 103429[article]
