Nurse Education in Practice
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Ajouter le résultat dans votre panierSustainable disaster risk reduction training model for nurses / Achir Yani S. Hamid ; Yudi Ariesta Chandra ; Arcellia Farosyah Putri ; Abdul Wakhid ; Annida Falahaini ; Yulianingsih Yulianingsih in Nurse Education in Practice, Vol. 69 (May 2023)
Titre : Sustainable disaster risk reduction training model for nurses : A descriptive qualitative approach Type de document : Article Auteurs : Achir Yani S. Hamid ; Yudi Ariesta Chandra ; Arcellia Farosyah Putri ; Abdul Wakhid ; Annida Falahaini ; Yulianingsih Yulianingsih Année de publication : 2023 Article en page(s) : 103616 Note générale : https://doi.org/10.1016/j.nepr.2023.103616 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement de réduction des risques ; Enseignement spécialisé en soins infirmiers ; Formation ; Planification des mesures d'urgence en cas de catastrophe ; Programme d'enseignement ; Soins infirmiersRésumé : Aim To develop a sustainable disaster risk reduction training model for nurses and identify its key features. Background Available disaster nursing education and training programmes have focused on improving the competency of nurses in all four disaster phases, including mitigation, preparedness, response and recovery. However, a limited programme is available that integrates nurses? competencies for all four disaster phases within one training system. Moreover, no training system exists to ensure the sustainability of the programme to reduce disaster risks. Methods Three methods were used to develop the model: (1) literature review, (2) focus group discussion, and (3) expert panel. Seven participants were involved in the focus group discussion, while five joined the expert panel discussion. Different criteria of participants were invited for focus groups and expert panel discussions. The data were collected from August to September, 2022. A descriptive qualitative approach was used to analyse the data. Results The model is a 3-level training consisting of (1) master of trainer training (MOT), (2) training of trainer (TOT), and (3) training of providers (TOP). Professional governance is a key chain that integrates and connects these 3-level training. The model has six pillars, including (1) leadership, (2) resources, (3) intervention, (4) cultural and spiritual approach, (5) motivation, and (6) policy alignment. Conclusions Sustainable disaster risk reduction training model provides a potential conceptual framework that may assist the continuity of educational intervention related to disaster nursing training. 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=306747
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103616[article]
Titre : Exploration of nursing students' views on the theory-practice gap in surgical nursing education and its relationship with attitudes towards the profession and evidence-based practice Type de document : Article Auteurs : Perihan Simsek ; Gül Çakir Özmen ; Melek Ertürk Yavuz ; Sema Koçan ; Dilek Çilingir Année de publication : 2023 Article en page(s) : 103624 Note générale : https://doi.org/10.1016/j.nepr.2023.103624 Langues : Anglais (eng) Descripteurs : HE Vinci
Connaissances, attitudes et pratiques en santé ; Elève infirmier ; Enseignement spécialisé en soins infirmiers ; Pratique professionnelle ; Soins infirmiers factuelsMots-clés : Écart entre théorie et pratique Résumé : Aim The aim of this study was to explore nursing students' views on the theory-practice gap in surgical nursing education and determine its relationship with attitudes towards the profession and evidence-based practice. Background In nursing education, the discrepancy between the theoretical knowledge and clinical practices is known as the ?theory-practice gap?. Although this problem was defined many years ago, scientific information on the subject is very limited in terms of surgical nursing. Method This descriptive-analytical and cross-sectional study was carried out in three different universities in the Black Sea Region of Türkiye. The sample consisted of 389 nursing students. The data collection was carried out in May-July 2022 through the use of the following tools: The Attitude Scale for the Nursing Profession (ASNP), the Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice (KABQ-EBP) and the researchers made form to determine students? views on the theory-practice gap. The data were analysed with Student?s t-test, multiple linear regression analysis. Results 72.8% of the students stated that they thought there was a discrepancy between their theoretical surgical nursing courses and clinical practice. While the total ASNP score of students who thought that there was a discrepancy between theoretical education and clinical practice was lower than that of the other students (p = 0.002), no difference was found among the students in terms of the total KABQ-EBP score (p > 0.05). In the multiple linear regression analysis, it was determined that thinking about gap (? = -0.125, p = 0.009), gender (? = -0.134, p = 0.006), willingness to choose the profession (? = 0.150, p = 0.002) and KABQ-EBP score (? = 0.247, 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=306748
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103624[article]
Titre : Resilience and academic motivation's mediation effects in nursing students' academic stress and self-directed learning: A multicenter cross-sectional study Type de document : Article Auteurs : Daniel Joseph E. Berdida Année de publication : 2023 Article en page(s) : 103639 Note générale : https://doi.org/10.1016/j.nepr.2023.103639 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Résilience psychologique ; Stress psychologiqueMots-clés : Engagement dans les études Auto apprentissage Résumé : Aims To investigate the mediating role of resilience and academic motivation between academic stress and self-directed learning. Background Academic stress in nursing students is a well-reported concept that affects resilience, academic motivation and self-directed learning. However, there is a dearth of studies investigating the mediating role of resilience and academic motivation between academic stress and self-directed learning. Design Cross-sectional study and mediation analysis. Methods Nursing students (n = 718) were recruited from five nursing schools via convenience sampling. Four self-report scales (Perception of Academic Stress Scale, Connor and Davidson Resilience Scale, Short Academic Motivation Scale and Self-directed Learning Instrument) were used to collect data from August to December 2022. Pearson?s r, bivariate analysis and multistage regression analyses were employed to analyze the data. Results Academic stress negatively influences nursing students' resilience, academic motivation and self-directed learning. Resilience and academic motivation have a positive impact on self-directed learning. Resilience and academic motivation mediate the relationship between academic stress and self-directed learning, as evidenced by a reduction in the negative impacts of academic stress on nursing students. Conclusion Resilience and academic motivation, as mediators, reduce the effects of academic stress on self-directed learning. Nursing educators and administrators should promote programs that strengthen resilience and academic motivation. Thus, improving educational and clinical performance. 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=306749
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103639[article]
Titre : Choosing Midwifery. The perceptions and experiences of Black, Asian and Minority Ethnic applicants to midwifery programmes : A mixed methods study Type de document : Article Auteurs : Carina Okiki ; Giada Giusmin ; Jane Carpenter ; Louise Hunter Année de publication : 2023 Article en page(s) : 103626 Note générale : https://doi.org/10.1016/j.nepr.2023.103626 Langues : Anglais (eng) Descripteurs : HE Vinci
Élève sage-femme ; Enseignement infirmier ; Inclusion ; Inégalité sociale ; Minorités ; Programme de formation ; Royaume-UniMots-clés : Minorités ethniques Recrutement d'étudiants Résumé : Aim to explore recruitment to UK midwifery programmes from the perspective of applicants from Black, Asian and Minority Ethnic (BAME) groups and describe the perceptions and experiences of the application process for these applicants and those from white backgrounds. Background Midwifery in the Global North is an overwhelmingly white profession. This lack of diversity has been cited as a factor in the poorer outcomes experienced by women from non-white backgrounds. There is a need for midwifery programmes to recruit and support more ethnically and racially diverse cohorts if this situation is to be addressed. Very little is currently known about the recruitment experiences of midwifery applicants. Design A mixed methods study comprising a survey and individual interview or focus group. The study was conducted between September 2020 and March 2021 in three universities in South East England. Participants comprised 440 applicants to midwifery programmes and 13 current or recently qualified BAME midwifery students. Findings Although many survey findings in respect to choosing a midwifery programme were broadly similar between candidates from BAME and non-BAME backgrounds, some trends were noted. More BAME applicants cited school/college rather than family as encouraging. More BAME applicants also indicated that they would consider issues of diversity when selecting a place of study, and BAME respondents appeared less likely to consider location and university life. Survey and focus group findings combined may indicate deficits in social capital available to BAME midwifery applicants. Focus group findings in particular suggest multiple experiences of challenge and inequity at all stages of the application process, together with a perception that midwifery is a niche and white profession. Applicants value proactive support from universities and would appreciate increased diversity, opportunities for mentorship and an individualised approach to recruitment. Conclusions BAME applicants to midwifery can face additional challenges which have an impact on their ability to secure a place. There is a need to reposition midwifery as an inclusive and welcoming option for people from all backgrounds and to develop equitable recruitment processes that value a range of skills and life experiences. 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=306750
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103626[article]
Titre : Surface acting, emotional exhaustion, career calling and turnover intention among student nurses: A cross-sectional study Type de document : Article Auteurs : Youjuan Hong ; Meicha Qiu ; Liting Liu ; Fajie Huang ; Kaixuan Wang ; Rongmao Lin Année de publication : 2023 Article en page(s) : 103641 Langues : Anglais (eng) Descripteurs : HE Vinci
Abandon en cours d'études ; Elève infirmier ; Épuisement psychologique ; Gestion des émotions ; Stage de formation cliniqueMots-clés : Vocation professionnelle Turnover Résumé : Aim This study aims to explore the mediating role of emotional exhaustion and the moderating role of career calling in the linkage of surface acting and turnover intention among student nurses in the final clinical practicum. Background Turnover rates are especially high for graduating nursing students. Surface acting is considered an important factor that affects this rate among nurses. However, little is known about the relationships between surface acting and turnover intentions among graduating nursing students in the final clinical practicum. Design The current research is a cross-sectional study, and the data were collected from 8 January 2022?22 January 2022. Methods A survey was completed by 275 graduating nursing students. This survey included Chinese translations of scales measuring surface acting, emotional exhaustion, career calling and turnover intentions. Results Both surface acting (r = 0.47, 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=306751
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103641[article]
Titre : Is high-fidelity simulation-based training in emergency nursing effective in enhancing clinical decision-making skills ? : A mixed methods study Type de document : Article Auteurs : Ka Ming Chow ; Ricky Ahmat ; Alice W.Y. Leung ; Carmen W.H. Chan Année de publication : 2023 Article en page(s) : 103610 Note générale : https://doi.org/10.1016/j.nepr.2023.103610 Langues : Anglais (eng) Descripteurs : HE Vinci
Anxiété ; Développement de compétences ; Enseignement spécialisé en soins infirmiers ; Formation par simulation haute fidélité ; Prise de décision ; Simulation ; Soins infirmiers aux urgencesRésumé : Aim To evaluate the effects of a high-fidelity simulation-based training in emergency nursing and the relationships between study outcomes. The objectives were to: (1) evaluate the effects of high-fidelity simulation-based training in emergency nursing on final-year nursing students? generic capabilities, self-confidence and anxiety during clinical decision-making; (2) examine the relationships between the outcomes of generic capabilities and clinical decision-making skills; (3) examine participants? satisfaction with the simulation experience; and (4) explore their experiences and opinions of the training module. Background Following the emergence of coronavirus disease 2019, safety and other considerations have limited the clinical training opportunities available to nursing students. This has resulted in the increased use of high-fidelity simulations to provide clinical training for nursing students. However, evidence of the effects of such training modalities on generic capabilities, clinical decision-making skills and learning satisfaction remains lacking. In particular, the effectiveness of high-fidelity simulations of emergency clinical situations in training has not been closely evaluated. Design A mixed methods study incorporating quasi-experimental and qualitative components. Methods We recruited a convenience sample of 255 final-year pre-registration nursing students (183 bachelor and 72 master students) from a government-funded local university in Hong Kong. Four case scenarios of emergency nursing were developed and simulated in the simulation wards of the study institution in May and June 2021. We assessed the pre- and post-intervention outcomes of generic capabilities and clinical decision-making skills. We also explored the participants? post-intervention satisfaction, experiences and opinions. Results Post-intervention, the participants reported significant improvements in generic capabilities, self-confidence and anxiety during clinical decision-making. They expressed a high level of satisfaction with the simulation experience. Additionally, we detected significant relationships between generic capabilities and clinical decision-making skills. Qualitative data analysis yielded four themes that either confirmed or complemented the quantitative findings. Conclusions This study provides evidence of the effectiveness of high-fidelity simulation-based training in emergency nursing in enhancing students? learning outcomes. Further studies should include a control group, evaluate students? knowledge and skills, and retention of knowledge to confirm the true impact of such training. 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=306752
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103610[article]
Titre : The effect of drama-supported, patient role-play experience on empathy and altruism levels in nursing students: A randomized controlled study Type de document : Article Auteurs : Gülden Basit ; Serpil Su ; Emine Geçkil ; Osman Basit ; Kübra Nur Köse Alabay Année de publication : 2023 Article en page(s) : 103634 Note générale : https://doi.org/10.1016/j.nepr.2023.103634 Langues : Anglais (eng) Descripteurs : HE Vinci
Altruisme ; Education ; Elève infirmier ; Empathie ; Jeu de rôle ; Participation des patients ; ThéâtreRésumé : Aim This study aims to determine the effect of drama-supported, patient role-play experiences on the empathy and altruism levels of nursing students. Background Empathy, one of the most important skills of the nursing profession, has an important place in the patient-nurse relationship. To be empathetic, which is acknowledged as the most basic motivation of altruistic behavior, requires recognizing emotional states and understanding the needs of others. Design The format of this study was a pre-test-post-test, regular parallel-group, randomized, controlled experiment. Methods The study data were collected between October 2021 and February 2022. The research was carried out with second-year students at Necmettin Erbakan University, Faculty of Nursing, who did not have any history of hospitalization or any chronic diseases. All subjects agreed to participate in the study (n = 52, intervention group=26, control group 26). Data were collected using a Descriptive Characteristics Form, the Altruism Scale and the Jefferson Scale of Empathy for Nursing Students (JSENS). After a three-hour drama workshop, participants in the intervention group acted out the role of a bed-bound patient in the laboratory environment and no intervention was applied to the control group. A series of Mixed ANOVAs were conducted for the analysis of the data. Results The mean age of participants was 19.94 years (SD = + 1.31) and 83.7 % of the participants were women. The intervention group showed a significant increase in altruism compared with the control group, as evidenced by higher scores in the Altruism Scale Total Score and a significant group*time interaction effect. However, in the JSENS Total Score, including the perspective taking and standing in patient?s shoes sub-dimensions, no differences were observed based on group, time and group * time interactions. Conclusion The patient role-play experience increased the empathy and altruism levels of nursing students, but the effect was not evident at the three-month follow-up. 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=306753
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103634[article]
Titre : The experience of nurses participating in peer group supervision : A qualitative systematic review Type de document : Article Auteurs : Tracey Tulleners ; Christina Campbell ; Melissa Taylor Année de publication : 2023 Article en page(s) : 103606 Note générale : https://doi.org/10.1016/j.nepr.2023.103606 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Evaluation par les pairs ; Expériences ; Infirmières et infirmiers ; Revue systématique ; Supervision ; Vécu du soignantMots-clés : Supervision par les pairs Résumé : Aim This systematic review will identify, appraise, and synthesise the best available qualitative studies exploring nurses? experiences of peer group supervision. The review purpose draws from the synthesised evidence recommendations to enhance policy and implementation of peer group supervision in practice. Background Clinical Supervision is increasing in acceptance as a means of professional and best practice support in nursing. Peer group supervision is a non-hierarchical, leaderless model of clinical supervision delivery and is an option for implementation by nursing management when prioritising staff support with limited resources. This systematic review will provide a synthesis of the qualitative literature regarding the nursing peer group supervision experience. Understanding the experience of peer group supervision from those participating may provide constructive insights regarding implementation of this practice to benefit both nurse and patient driven outcomes. Design Included are peer reviewed journals focused on nurses? experiences of participating in peer group supervision. Participants are registered nurses of any designation. Qualitative articles, written in English and relating to any area of nursing practice and/or speciality are included. The standards of the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) Statement were used to guide the review. Two investigators independently screened titles, abstracts and selected full text studies describing the experience of peer group supervision. Pre-designed data extraction tools were utilised, and the review followed the Joanna Briggs Institute qualitative meta-aggregation approach with a hermeneutic interpretive analysis. Results Results identified seven studies that met the inclusion criteria. A total of 52 findings that described the experiences of nursing peer group supervision are synthesised into eight categories. Four overarching synthesised findings resulted: 1. facilitating professional growth 2. trusting the group 3. professional learning experience and 4. shared experiences. Benefits such as sharing of experiences whilst receiving feedback and support were identified. Challenges identified related to group processes. Conclusions The paucity of international research into nursing peer group supervision poses challenges for nurse decision makers. Significantly, this review provides insight into the value of peer group supervision for nurses regardless of clinical context and setting. The ability to share and reflect with nursing peers enhances both personal and professional aspects of practice. The worth of the peer group supervision model varied across studies however the outcomes provided important insights into facilitating professional growth, enabling a space to share experiences and reflect, and to build teams where trust and respect develops in groups. 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=306754
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103606[article]
Titre : Effects of obstetric critical care simulation training on core competency and learning experience of midwives : A pilot quasi-experimental study Type de document : Article Auteurs : Yinting Zou ; Jinguo Zhai ; Xueyan Wang ; Xiaofeng Wan ; Xiuhong Wang ; Huiyuan Wang ; Jing Zhang ; Jingjing Guo ; Qiumei Li Année de publication : 2023 Article en page(s) : 103612 Note générale : https://doi.org/10.1016/j.nepr.2023.103612 Langues : Anglais (eng) Descripteurs : HE Vinci
Formation par simulation ; Maladie grave ; Obstétrique ; Sage-femme ; Unités de soins intensifs néonatalsRésumé : Aim This study aimed to investigate the effects of maternal critical care simulation training on the core competency and satisfaction of midwives in China. Background Midwives play an important role during the peripartum period. Simulation-based training could be an effective tool in improving the core competency of midwives when managing critical obstetric illnesses. Design A pilot pre- and post-course, quasi-experimental study in China. Method In July 2022, 82 midwives completed a 2-day obstetric critical care simulation training and survey. Core competency was evaluated by a comprehensive score system, including response ability, communication ability, site control ability, critical thinking ability, team cooperation ability, forward-thinking ability, midwifery specialty ability, and error correction ability. We used the Simulation Effectiveness Tool-Modified (SET-M) to evaluate the learning experience and satisfaction. Descriptive analysis, McNemar ?2 test, and subject content analysis were used for data analysis. Results After the training, the core competency scores showed significant improvements in the case scenarios simulating shoulder dystocia, amniotic fluid embolism, and eclampsia (P 0.05). The scores evaluated by the SET-M were all above 2.5 points. Some midwives preferred extended course duration, expanded course materials, and more active involvement in the simulation exercises. The midwives were generally highly satisfied with the training, but some expressed certain negative emotions, such as anxiety and nervousness. Conclusion The high quality of scientifically constructed and implemented obstetric critical care simulation training courses could improve the core competency and satisfaction of midwives. Appropriate preparation and professional simulation teachers are required to reduce negative emotions and improve learning outcomes and experience. 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=306755
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103612[article]
Titre : Enhancing cultural competency and empathy toward foreign patients for Korean nursing students through a simulation : A quasi-experimental study Type de document : Article Auteurs : Mijin Shin ; Hyunjoo Na ; Sujeong Kim Année de publication : 2023 Article en page(s) : 103615 Note générale : https://doi.org/10.1016/j.nepr.2023.103615 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence culturelle ; Corée du Sud ; Elève infirmier ; Empathie ; Formation par simulationMots-clés : Patients étrangers Résumé : Aim This study aimed to develop a transcultural nursing simulation-based learning program with patients from the United Arab Emirates and evaluate its effects on cultural competence and empathy among undergraduate nursing students in South Korea. Background The importance of cultural competency and empathy has increased with the increased number of foreign patients in Korea. The United Arab Emirates (UAE) is one of the top Middle Eastern countries from which patients visit Korea for medical services. Because South Korea is a largely homogenous country, foreign patients often experience difficulties in their hospitalizations when Korean nurses lack cultural competency in caring for them. To improve cultural competency, a practical form of education, such as a simulation, is necessary. In addition, the simulation module based on cultural competency model allowing nursing students to provide effective and culturally responsive services to ethnically diverse patients. Design This quasi-experimental study used a non-randomized control group design with a convenience sample. Methods The program was administered to 53 Korean undergraduate nursing students (26 control and 27 experimental). Fourteen teams of two students practiced infection prevention training with the mother of a 7-year-old child with immunodeficiency. Participants? cultural competency and empathy were assessed before and after the TN-SBL using an online survey. The effects of cultural competency and empathy were analyzed using a generalized estimation equation. Results Nursing students in the TN-SBL group showed more positive improvement in cultural competence and had increased cognitive empathy levels than students in the control group. Conclusion The simulation module developed in this study improved students? cultural competency and empathy levels. It is valuable because the scenario was developed based actual clinical cases of Emirati patients and their families. The simulation module was designed based on the cultural competency model to raise awareness of cultural diversity and allow students to directly practice culturally competent care. It can be used to educate Korean nurses and improve the quality of care provided to Arabic-speaking Muslim patients. 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=306756
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103615[article]
Titre : Factors related to readiness for practice among undergraduate nursing students : A systematic review Type de document : Article Auteurs : Taewha Lee ; Dulamsuren Damiran ; Kennedy Diema Konlan ; Yoonjung Ji ; Yea Seul Yoon ; Hyunju Ji Année de publication : 2023 Article en page(s) : 103614 Note générale : https://doi.org/10.1016/j.nepr.2023.103614 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Elève infirmier ; Pratique professionnelle ; Revue systématiqueMots-clés : Préparation à la pratique professionnelle Résumé : Aim This systematic review identifies the factors and effective strategies related to nursing students? readiness for practice. Method A search was conducted from 2012 to 2022 in PubMed, CINAHL, SCOPUS, PsycInfo and EMBASE databases, using a combination of predetermined keywords. Four authors made the selection independently and the methodological quality was assessed using the RoBANS, Analytical cross-sectional studies Critical Appraisal Tool and MMAT tools. Information was extracted using a matrix and analyzed through the thematic synthesis approach. Result Studies (14,000) were identified from the search and 11 met the predetermined inclusion criteria. The main identified themes were personal characteristics, education-related factors, cognitive factors, psychological characteristics and social factors influencing readiness to practice. Some barriers also affect readiness for practice among undergraduate nursing students. Conclusion Multiple personal, educational and community factors interact in diverse ways to influences nursing students readiness to practice. Registration The protocol for the conduct of this study was registered on the International Prospective Register of Systematic Reviews (PROSPERO) with the registration number CRD42020222337 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=306757
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103614[article]
Titre : The meaning and application of student-centered learning in nursing education: An integrative review of the literature Type de document : Article Auteurs : Eva Berg ; Margret Lepp Année de publication : 2023 Article en page(s) : 103622 Note générale : https://doi.org/10.1016/j.nepr.2023.103622 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Collaboration ; Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; InteractionMots-clés : Apprentissage centré sur les étudiants Résumé : Aim The aim of this study was to review empirical articles to explore the meaning and the application of student-centered learning in nursing education. Background Teachers in higher education are encouraged to adopt student-centered learning principles, but research shows that many still apply teacher-centered methods. There is therefore a need to clarify the meaning of student-centered learning, including how it is performed and the reasons to apply it in nursing education. Design This study employed an integrative review method, following Whittemore and Knafl?s framework. Methods The databases CINAHL, Education Database and Education Research Complete were searched for related literature published from 2010 to 2020. The initial search located 308 articles. After screening and checking for eligibility, 25 articles were critically appraised. Data were extracted from the articles and displayed in matrices to be categorized and compared. Results Three themes with attendant sub-themes emerged through the analysis: foundation, using core concepts to define and explain student-centered learning, eligibility, enhancing student knowledge, developing student abilities and supporting student self-reliance and realization, learning in interaction with peers, learning individually and learning in interaction with the teacher. Conclusion Student-centered learning in nursing education is an approach where the teacher is a facilitator of student learning and students are empowered to take control of their own studies. Students study together in groups; they are listened to by the teacher and their needs are taken into consideration. The main reasons to apply student-centered learning are to enhance students? theoretical and practical learning; to improve their generic competencies, such as problem-solving and critical-thinking abilities; and to strengthen students? self-reliance. 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=306758
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103622[article]
Titre : Effectiveness of an optional breastfeeding course for multidisciplinary undergraduate healthcare students : A quasi-experimental study Type de document : Article Auteurs : Mengting Yu ; Mengyan Xu ; Zhongping Liu ; Yin Ying ; Qianying Weng ; Nasim O'Subhi ; Yu Zhang Année de publication : 2023 Article en page(s) : 103609 Note générale : https://doi.org/10.1016/j.nepr.2023.103609 Langues : Anglais (eng) Descripteurs : HE Vinci
Allaitement naturel ; Apprentissages premiers (cycle des) ; Chine ; Connaissances, attitudes et pratiques en santé ; Démarche qualité ; Education ; Elève infirmier ; FormationMots-clés : Cours optionnel Résumé : Aims This study aimed to examine and quantify the effectiveness of an optional breastfeeding course for multidisciplinary undergraduate healthcare students and to provide advice for education improvement based on students? characteristics and learning feedback. Background Breastfeeding has received global awareness and educating undergraduate healthcare students is a prospective way to promote breastfeeding. This is the first report from mainland China to verify the education effects and formulate a proposal for improvement. Design A quasi-experimental study with a one-group pretest-posttest design. Methods An optional breastfeeding course covering eight topics based on the Health Belief Model was conducted for multidisciplinary students in a medical college. The Breastfeeding Knowledge Questionnaire, Iowa Infant Feeding Attitude Scale and Breastfeeding Promotion Intention Scale were completed for pre- and post-education comparison. The Wilcoxon signed-rank test, MannWhitney U test, KruskalWallis test and chi-square test were used for statistical analysis. The class average normalized gain and individual students? normalized gain were calculated to quantify the effectiveness from the perspective of learning gain. Results From March to November 2021, 102 students specialized mainly in nursing, clinical medicine, medical imaging technology and midwifery took the course. Knowledge, attitudes and intention scores improved significantly (Z = 8.70, 8.72, 7.64, respectively, p .05). Students of first year had significantly higher individual normalized gains (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=306759
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103609[article]
Titre : The effect of crossword puzzle activity used in distance education on nursing students' problem-solving and clinical decision-making skills : A comparative study Type de document : Article Auteurs : Serap Kaynak ; Sibel Ergün ; Ayse Karadas Année de publication : 2023 Article en page(s) : 103618 Note générale : https://doi.org/10.1016/j.nepr.2023.103618 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement de compétences ; Elève infirmier ; Enseignement à distance ; Mots croisés ; Prise de décision clinique ; Résolution de problèmeRésumé : Aim The study was planned to determine the effect of crossword puzzle activity in distance education on nursing students? problem-solving and clinical decision-making skills. Background In online education, increasing nursing students? learning skills, motivations and participation is important. Design The study is a randomized-controlled trial. Method The study sample consisted of 132 nursing students registered to the Pediatric Nursing distance course in the 2020?2021 academic year. 20 students who were assigned to the control group did not agree to participate in the study and did not fill in the data form. Accordingly, the study was completed with the participation of 112 students, with 66 students in the experimental group and 46 students in the control group. In the 14-week distance education, 20-question crossword puzzle activity per unit was applied to the students in the experimental group. The standards for reporting consort guidelines for reporting parallel group randomized trials were used to report this research. The students in the control group were taught in the form of presentation. At the beginning and end of the study, CDMNS and PSI were applied to the students. Ethics committee approval (Number: 2021/79) was obtained from the relevant university to conduct the research. Results A statistically significant difference was found between pretest and posttest scores of the experimental group in PSI and CDMNS scales (p?0.001). Conclusion Crossword puzzle activity used in distance education developed the students? problem-solving and clinical decision-making 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=306760
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103618[article]
Titre : COVID-19 pandemic increases the occurrence of nursing burnout syndrome: an interrupted time-series analysis of preliminary data from 38 countries Type de document : Article Auteurs : Meng-Wei Ge ; Fei-Hong Hu ; Yi-Jie Jia ; Wen Tang ; Wan-Qing Zhang ; Dan-Yan Zhao ; Wang-Qin Shen ; Hong-Lin Chen Année de publication : 2023 Article en page(s) : 103643 Note générale : https://doi.org/10.1016/j.nepr.2023.103643 Langues : Anglais (eng) Descripteurs : HE Vinci
Analyse de données ; COVID-19 ; Epuisement professionnel ; Infirmières et infirmiersRésumé : Aim To evaluate the trends in nursing burnout rates before and during the coronavirus 2019 restrictions. Method Meta-analysis was used to extract the data on global nursing burnout from 1 Jan. 2010?15 Dec. 2022. An interrupted time-series analysis using segmented ordinary least squares (OLS) regression models was used to explore if the nursing burnout were affected by the epidemic. Newey-West standard error was used to adjust for autocorrelation and heteroskedasticity. Results Before the epidemic (April 2020), the nursing burnout rate rose with 0.0007497 (95% CI: 0.0000316, 0.0014677, t = 2.07, P = 0.041) per month. The trend of nursing burnout rate has increased by 0.0231042 (95 CI%:0.0086818, 0.0375266, t = 3.18, P = 0.002). The increasing trend of nursing burnout rate after the COVID-19 restrictions is 0.0007497 + 0.0231042 = 0.0238539 per month. Conclusion The study indicated that the Covid-19 restrictions had an impact on nursing burnout, increasing the occurrence of nursing burnout syndrome. 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=306761
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103643[article]
Titre : Factors of cardiopulmonary resuscitation skills retention among healthcare providers : A scoping review Type de document : Article Auteurs : Amiruddin Junli ; Siti Nor Ismalina Isa ; Farrah Shafeera Ibrahim Année de publication : 2023 Article en page(s) : 103617 Note générale : https://doi.org/10.1016/j.nepr.2023.103617 Langues : Anglais (eng) Descripteurs : HE Vinci
Formation ; Personnel de santé ; Réanimation cardiopulmonaire ; RétentionMots-clés : Rétention de compétence Résumé : Background The retention of cardiopulmonary resuscitation skills among healthcare providers is critical to ensure the delivery of effective treatment to patients who experience cardiac arrest. However, the factors influencing cardiopulmonary resuscitation skills retention among healthcare providers have yet to be well studied. Objective This scoping review aimed to map the factors influencing cardiopulmonary resuscitation skills retention among healthcare providers. Methods A literature search was conducted using the Web of Sciences, Scopus, Cochrane, Google Scholar and PubMed electronic databases. The inclusion criteria were original publications published during the last five years (2018 ? 2022), availability of full texts in English and evidence of the retention of pertinent cardiopulmonary resuscitation in terms of knowledge and abilities. Results Three cross-sectional studies, two prospective studies, one each of prospective descriptive-analytical study, randomised controlled trial, intervention and prospective interventional study, prospective pre-post study, retrospective study, cluster randomised control trial and randomised education trial study comprise the 14 publications including in this study. The thematic analysis identified four major themes that influence the retention of cardiopulmonary resuscitation skills: experience, training type, training frequency and other factors. The final theme identified infrastructure access, evidence-based practice review meetings and healthcare providers' educational background. Conclusion To retain skills in cardiopulmonary resuscitation, healthcare providers must be regularly updated and trained on the latest cardiopulmonary resuscitation guidelines. 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=306762
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103617[article]
Titre : Nursing students' experiences with patient death and palliative and end-of-life care : A systematic review and meta-synthesis Type de document : Article Auteurs : Si Qi Yoong ; Wenru Wang ; Alvin Chuen Wei Seah ; Nivetha Kumar ; Joanne Oon Nee Gan ; Laura Tham Schmidt ; Yanjuan Lin ; Hui Zhang Année de publication : 2023 Article en page(s) : 103625 Note générale : https://doi.org/10.1016/j.nepr.2023.103625 Langues : Anglais (eng) Descripteurs : HE Vinci
Accompagnement de la fin de la vie ; Elève infirmier ; Famille ; Malades en phase terminale ; Revue systématique ; Soins palliatifs ; Vécu de l'étudiantRésumé : Aim To synthesise the experiences of nursing students encountering patient death and caring for patients under palliative care or at end-of-life and their families in clinical settings Background Nurses are pivotal in caring for dying patients and families. It has been reported that nursing students feel unprepared in caring for dying patients and handling patient death. Understanding their experiences would better inform how palliative care education can be improved and how students can be better supported in clinical settings. Design A qualitative systematic review and meta-synthesis Methods PubMed, Embase, CINAHL, PsycINFO, ProQuest and Google Scholar were searched for peer-reviewed articles and theses/dissertations published between 1 January 2012?25 Feb 2023. Qualitative studies of any design reporting nursing students? experiences of patient death, caring for patients under palliative care, at end-of-life, or with time-limiting diseases in clinical settings in English were included. Study quality was evaluated using the Critical Appraisal Skills Programme tool. Data were synthesised using Sandelowski and Barroso?s 2-step framework through a meta-summary using thematic analysis, which were then integrated into meta-syntheses using an event timeline. Results The review included 71 studies from 26 countries (n = 1586 nursing students). The meta-summary contained 8 themes and 23 subthemes: (1) Communication experience with patients and families, (2) Satisfaction with care provided to patients and families, (3) Impact of the COVID-19 pandemic on death and dying, (4) Perceptions of death and dying, (5) Impact of death, (6) Nursing education on palliative end-of-life care, (7) Support systems and coping methods, (8) Learning outcomes. The meta-synthesis depicted nursing students' experiences before, during and after encountering dying patients, families and patient death. Suggestions for nursing faculty and clinical staff on how they could equip students with necessary skills and knowledge and support them in clinical settings were also provided. Conclusions While caring for dying patients and families was beneficial to nursing students' learning and professional development, they encountered many challenges. Governments, clinical and academic nursing leaders must prioritise the integration of palliative care content into the curricula across nursing schools in face of increasing palliative and end-of-life care needs in patients. Nursing schools should ensure that students are adequately prepared by designing culturally and socioeconomically relevant curricula, integrating theoretical and experiential learning and offering students a thorough understanding of palliative and end-of-life care. Clinical staff and nursing instructors should support students emotionally and guide them in patient 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=306763
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103625[article]
Titre : Registered nurses' attitudes towards e-learning and technology in healthcare : A cross-sectional survey Type de document : Article Auteurs : Jacqueline G. Bloomfield ; Murray Fisher ; Clare Davies ; Sue Randall ; Christopher J. Gordon Année de publication : 2023 Article en page(s) : 103597 Note générale : https://doi.org/10.1016/j.nepr.2023.103597 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude envers la santé ; Enseignement à distance ; Infirmières et infirmiers ; Pédagogie ; Technologie ; Technologie de l'informationRésumé : Background Online learning, also known as e-learning, has increased considerably during the COVID-19 pandemic and is now an important feature of nursing education globally. An understanding of registered nurses? online self-regulated learning, attitudes to e-learning and the relationship of these to attitudes to Information and Communication Technology (ICT) in healthcare facilitates successful educational outcomes. Objective To explore the association between registered nurses? attitudes to e-learning and self-regulated online learning skills on their attitudes towards the use of ICT in healthcare. Design A quantitative study employing a cross-sectional survey. Settings and participants A convenience sample of registered nurses (n = 120) enrolled in a nursing degree conversion program delivered in Singapore. Methods Participants (n = 120) completed an online anonymous survey consisting of three validated instruments (Information Technology Attitude Scale for Health (ITASH), Attitudes towards e-learning and, Online Self-regulated Learning Questionnaire. Descriptive and inferential statistics analyses were conducted. Results Participant?s levels of online self-regulated learning were positively correlated with attitudes to e-learning (r = 0.663, 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=306764
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103597[article]
Titre : Factors associated with the perceptions of eHealth technology of Chinese nurses and nursing students Type de document : Article Auteurs : Arkers Kwan Ching Wong ; Jonathan Bayuo ; Shaoling Wang ; Rick Yiu Cho Kwan ; Simon Ching Lam ; Frances Kam Yuet Wong Année de publication : 2023 Article en page(s) : 103605 Note générale : https://doi.org/10.1016/j.nepr.2023.103605 Langues : Anglais (eng) Descripteurs : HE Vinci
Chine ; Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; TechnologieMots-clés : Technologie de la santé Résumé : Aim The current study sought to assess the perceptions of eHealth technology of nurses and nursing students in China and to examine the association between these perceptions and demographic factors. Background Despite the increasing use of eHealth technologies in China and across the globe, the perceptions of practicing and student nurses remain minimally explored. Findings from such an inquiry can potentially inform actions and policies to improve the uptake of eHealth technologies among Chinese nurses. Design This was a cross-sectional study with a real-time online survey. Methods A convenience sample of 1338 nurses and nursing students from Mainland China participated in the study. Their perceptions of eHealth technology were collected using the Chinese version of the Perceptions of eHealth Technology Scale. The Kruskal-Wallis test and multiple linear regression analysis were used to examine the relationship between demographic variables (age group, gender, occupation, education level, position and clinical experience) and perceptions of eHealth technology. All study procedures adhered to the STROBE guidelines. Results Most participants were aged between 20 and 29 (55.8%). Nearly half (42.5%) were frontline clinical nursing staff, some were nursing students (36.2%), academic nursing staff (12.3%) and clinical nursing management staff (9.0%). Regardless of the differences in their demographic characteristics, the participants had higher mean scores in ?Perception of eHealth applications? and lower mean scores in ?Knowledge of eHealth technology?. Participants with doctoral degree had a higher mean total score and higher sub-scale scores in knowledge of eHealth technology, perception of the advantages of eHealth technology and perception of eHealth applications; and the lowest scores in perception of the disadvantages of eHealth technology and perception of eHealth applications. Occupation, position and clinical experience were found to be the demographic characteristics associated with eHealth perceptions, before adjusting for age and gender. Education level was associated with eHealth perceptions regardless of adjustment. Conclusion Overall, participants had higher scores on perceptions of eHealth applications but lower scores on knowledge of eHealth technology. Considering the association between education and all subscales and overall scores, it may be essential to implement continuing professional education for nurses to improve their knowledge of eHealth applications. Encouragement to use available eHealth digital technologies may also be helpful to improve perceptions of eHealth. 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=306765
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103605[article]
Titre : Newly qualified graduate nurses' experiences of workplace incivility in healthcare settings : An integrative review Type de document : Article Auteurs : Bindu Narolil Mammen ; Louisa Lam ; Danny Hills Année de publication : 2023 Article en page(s) : 103611 Note générale : https://doi.org/10.1016/j.nepr.2023.103611 Langues : Anglais (eng) Descripteurs : HE Vinci
Bien-être au travail ; Brimades ; Concept du soi ; Incivilité ; Infirmières et infirmiers nouvellement diplômés ; Lieu de travail ; Relation professionnelle ; Vécu du soignant ; Violence psychologiqueRésumé : Aim To explore, identify and integrate the existing knowledge to categorise the characteristics, likelihood, and consequences of workplace incivility among newly qualified graduate registered nurses. A particular focus of this review is on the experiences of new nurses related to these negative workplace behaviours and the strategies employed by these nurses and their organisations to manage workplace incivility. Background Workplace incivility has been widely recognised as a global problem in healthcare settings and is known to affect nurses in all facets of their professional and personal life. This might be particularly harmful for newly qualified graduate nurses, as they are unprepared to deal with this uncivil culture. Design An integrative review of the global literature, conducted according to the Whittemore and Knafl framework. Methods Database searches (CINAHL, OVID Medline, PubMed, Scopus, Ovid Emcare and PsycINFO), and manual searching generated an aggregate of 1904 articles, which were further screened based on inclusion criteria and eligibility using the Mixed Methods Appraisal Tool (MMAT). Peer-reviewed empirical studies that explored the workplace incivility experiences of new graduate nurses were included in this review. Extracted data were grouped to develop themes and sub-themes. Results This review included 14 studies in total with seven quantitative and seven qualitative studies. The data collected from these studies were categorised according to the research questions into a) expectations of civility, b) experiences and exposure to workplace incivility, c) forms and characteristics of incivility, d) sources of incivility, e) consequences of incivility, and f) managing and coping with incivility. Across studies, graduate nurses' views about the prestige and power of the nursing profession are conflicted due to experiences of incivility in clinical practice. New graduate nurses experienced a high but variable prevalence of incivility from their co-workers (25.6?87 %), with manifestations of incivility varying greatly, including eye rolling, yelling, exclusion and sexual harassment. Included studies primarily focused on professional and organisational effects and their outcomes relative to the physical and psychological effects on new nurses. Conclusion Findings from the literature demonstrate that incivility directed toward newly qualified graduate nurses is prevalent and can have significant negative impact on their self-esteem and confidence, which may ultimately impact on their workforce participation decisions and the quality of patient care. Supportive and empowering work environments are vital not only for improved nurse health and well-being, but also to retain new graduate nurses. The current nursing shortage emphasises the need for such conditions. 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=306766
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103611[article]
Titre : Disaster preparedness in healthcare professionals amid COVID-19 and beyond: A systematic review of randomized controlled trials Type de document : Article Auteurs : Zhaohui Su ; Dean McDonnell ; Junaid Ahmad ; Ali Cheshmehzangi Année de publication : 2023 Article en page(s) : 103583 Note générale : https://doi.org/10.1016/j.nepr.2023.103583 Langues : Anglais (eng) Descripteurs : HE Vinci
Congrès ou conférence ; COVID-19 ; Essais cliniques comme sujet ; Personnel de santé ; Planification des mesures d'urgence en cas de catastrophe ; Revue systématiqueRésumé : Background Disasters like COVID-19 are oftentimes inevitable, which makes disaster preparedness indispensable to global health and social stability. However, there is a dearth of understanding of how well healthcare professionals, who often have to work at the epicenter of disasters as they evolve, are trained to be sufficiently prepared for these crises. To this end, this study aims to examine the characteristics and effectiveness of existing interventions that aim to improve healthcare professionals? disaster preparedness. Methods We searched RCTs that aim to improve healthcare professionals? disaster preparedness in databases including PubMed, PsycINFO, CINAHL and Scopus. Results were screened against the eligibility criteria. The review was registered with PROSPERO (CRD42020192517) and conducted following the PRISMA guidelines. Results A total of 7382 articles were screened for eligibility, among which, 27 RCTs, incorporating 35,145, met the inclusion criteria. Review results show that most of the eligible RCTs were conducted in high-income countries. Only two RCTs were developed in disaster contexts that share similarities with COVID-19. Most of the interventions did not address critical disaster coping abilities, such as how can healthcare professionals protect or improve their personal or the general public?s mental health amid pandemics. Furthermore, almost half of the disaster preparedness RCTs failed to generate statistically significant outcomes. Conclusions Albeit inevitable, disasters are preventable. Our study results underscore the imperative of designing and developing effective and comprehensive interventions that could boost healthcare professionals? disaster preparedness, so that these frontline workers can better protect personal and public health amid global crises like COVID-19. 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=306767
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103583[article]
Titre : Designing and delivering digital learning (e-Learning) interventions in nursing and midwifery education : A systematic review of theories Type de document : Article Auteurs : Siobhán O'Connor ; Yajing Wang ; Samantha Cooke ; Amna Ali ; Stephanie Kennedy ; Jung Jae Lee ; Richard G. Booth Année de publication : 2023 Article en page(s) : 103635 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Enseignement à distance ; Modèles théoriques ; Sage-femme ; Simulation ; Soins infirmiersRésumé : Aims /Objectives To identify and synthesise theories that support the design and delivery of digital learning interventions in nursing and midwifery education. Background A range of educational and other theories are used to support nursing and midwifery education, including when e-learning interventions are being designed and delivered. However, there is a limited understanding of how theory is applied across the wide range of digital learning interventions to inform pedagogical research and practice. Design A systematic review. Methods CINAHL, ERIC, MEDLINE and PubMed were searched using key terms. Studies were screened by independent reviewers checking the title, abstract and full text against eligibility criteria. Due to the theoretical focus of the review, critical appraisal was not undertaken. Data were extracted and synthesised using a descriptive approach. Results Thirty-four studies were included. Twenty theories were identified from a range of scientific disciplines, with the Technology Acceptance Model and Theory of Self-Efficacy employed most often. Theoretical frameworks were used to inform and explain how the digital learning interventions were designed or implemented in nursing and midwifery education. The sample were mainly undergraduate nursing students and the digital learning interventions encompassed animation, blended approaches, general technologies, mobile, online, virtual simulation and virtual reality applications which were used mainly in university settings. Conclusions This systematic review found a range of theories that support the design and delivery on digital learning interventions in nursing and midwifery education. While a single theory, the Technology Acceptance Model, tended to dominate the literature, the evidence base is peppered with numerous theoretical models that need to be examined more rigorously to ascertain their utility in improving the design or implementation of digital forms of learning to improve pedagogical research and practice in nursing and midwifery. 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=306768
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103635[article]
Titre : Association between COVID-19-related stress and self-directed learning ability among Korean nursing students Type de document : Article Auteurs : Jeong Min Park ; Hyun-Ju Seo ; Seong Min Kim ; Hyuncheol Kang ; Su Jung Lee Année de publication : 2023 Article en page(s) : 103613 Note générale : https://doi.org/10.1016/j.nepr.2023.103613 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-apprentissage ; Autonomie personnelle ; COVID-19 ; Elève infirmier ; Instrument de mesure ; StressRésumé : Purpose Traditional face-to-face classes for nursing students due to the COVID (Coronavirus Disease)-19 pandemic around the world made it inevitable to operate education delivery method using remote/hybrid fashion. This study was aimed to validate the Korean version of the Student Stress Inventory-Stress Manifestations (SSI-SM) and assess the association between COVID-19 pandemic related stress level and self-directed learning ability competence in nursing students. Design This research was a cross-sectional study design. Methods The study was conducted from December 2020 to January 2021, with a convenience sample of 172 nursing students in the 3rd and 4th grades in South Korea. The Korean version of SSI-SM(K-SSI-SM) was translated and adapted according to standard guideline, and tested construct validity and reliability. In addition, a multiple linear regression analysis was used to examine the associations between the COVID-19 related stress level and the self-directed learning ability. Results An exploratory analysis showed that K-SSI-SM composed of 13-item in three factors (uncertainty, non-sociability, and somatization) accounted for 68.73% of the total variance after it was modified. The internal consistency was good with 0.91. Multiple linear regression analysis revealed that higher self-directed learning ability was associated with lower stress levels (? = ?0.19, p = 0.008), positive toward online learning (? = 0.41, p = 0.003) and scored higher in theory (? = 0.30, 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=306769
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103613[article]
Titre : Identification of factors influencing core competence promotion among professional nurses and midwives: A qualitative study using the COM-B model Type de document : Article Auteurs : Sijing Chen ; Rui Wang ; Nuo Xu ; Jingjing Zhang ; Yan Liu ; Shengnan Cong ; Xiaoqing Sun ; Zhu Zhu ; Hui Zhou ; Ping Gu ; Aixia Zhang Année de publication : 2023 Article en page(s) : 103619 Note générale : https://doi.org/10.1016/j.nepr.2023.103619 Langues : Anglais (eng) Descripteurs : HE Vinci
Infirmières et infirmiers ; Recherche qualitative ; Sage-femmeMots-clés : Compétences de base en soins infirmiers Stratégie d'intervention Résumé : Aim To identify factors influencing a behaviour of improving core competencies among nurses and midwives in the Maternity and Child Health Care Hospital using the capability, opportunity, motivation and behaviour (COM-B) model. Background With the increasing number of women with pregnancy complications and the COVID-19 pandemic, nurses and midwives are being challenged and enhancing their core competencies is imperative to ensure high-quality care. To develop effective intervention strategies, it is essential to systematically explore what influences nurses and midwives to improve their core competencies. To this end, this study applied the COM-B model of behavioural change. Design Qualitative study using the COM-B model. Methods This qualitative descriptive study was conducted in 2022 using face-to-face interviews, including 49 nurses and midwives. Topic guides for the interviews were developed based on the COM-B model. Transcribed verbatim interviews were analysed using deductive thematic analysis. Results The COM-B model captures several factors. Capability factors included clinical knowledge and self-directed learning abilities. Opportunity factors included professional education covering necessary clinical skills, adequate clinical practice, personalised training, available time, insufficient clinical learning resources, absence of scientific research resources and support from leadership. Motivational factors were access to long-term work, incentive policies based on individuals? work values and responses to upward social comparison. Conclusions The findings of this study suggested that prior to developing intervention strategies to enhance the core competencies of nurses and midwives, processing barriers to nurses? and midwives? capabilities, opportunities and motivation can facilitate the implementation of interventions. 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=306770
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103619[article]
Titre : Healthcare professionals' knowledge and attitudes of surgical site infection and surveillance : A narrative systematic review Type de document : Article Auteurs : Sinéad Horgan ; Mohamad M. Saab ; Jonathan Drennan ; Danielle Keane ; Josephine Hegarty Année de publication : 2023 Article en page(s) : 103637 Note générale : https://doi.org/10.1016/j.nepr.2023.103637 Langues : Anglais (eng) Descripteurs : HE Vinci
Blocs opératoires ; Connaissances, attitudes et pratiques en santé ; Infection de plaie opératoire ; Prévention des infections ; Recommandations comme sujet ; Revue systématique ; Rôle de l'infirmierRésumé : Aim This systematic review reports on healthcare professionals? knowledge and attitudes of surgical site infection and surgical site infection surveillance as well as interventions aimed at enhancing healthcare professionals? knowledge and attitudes. Background Surgical site infection is a serious adverse outcome following surgery. Despite the presence of international guidelines, the prevention of surgical site infections remains a challenge for patients and hospitals. It is critical that healthcare professionals have sufficient knowledge on surgical site infection and on their role in implementing evidence-based prevention strategies. Design This review is reported using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) guidelines. Methods A search was undertaken in the following databases: Academic Search Complete, CINAHL, ERIC, MEDLINE, PsycARTICLES, PsycINFO and Web of Science for studies published between January 2010 and March 2022. Studies that examined healthcare professionals? knowledge and attitudes in relation to surgical site infection, surgical site infection surveillance and risk factors for their development were included. We also included studies that examined interventions that aimed to enhance healthcare professionals? knowledge and attitude in relation to surgical site infection, surveillance, and risk factors. We also described the impact of such interventions on the incidence of surgical site infections. Results A total of 26 studies were included. Results were synthesised narratively according to the review objectives. Findings from this review show that knowledge of what surgical site infection is and its prevention was poor amongst healthcare professionals, while attitudes were positive particularly in relation to healthcare professionals? role in prevention. Only three studies examined the effects of interventions on healthcare professionals? knowledge of surgical site infection and surgical site infection prevention. Of those, two used multimodal educational interventions and found statistically significant improvement in knowledge. Conclusions Overall knowledge of surgical site infection and its prevention is poor amongst healthcare professionals, while attitudes were positive particularly in relation to healthcare professionals' role in prevention. There is a need for more experimental research to evaluate interventions which aim to address healthcare professionals? knowledge and attitudes towards surgical site infection prevention and surveillance. Such studies should include all healthcare professionals involved in the care of a surgical patient. Tweetable abstract Knowledge and attitudes of surgical site infection prevention amongst healthcare professionals. 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=306771
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103637[article]
Titre : Effectiveness of female genital mutilation/cutting education for health professionals : An integrative review Type de document : Article Auteurs : Ms Monica P. Diaz ; Angela E. Brown ; Julie-Anne Fleet ; Mary Steen Année de publication : 2023 Article en page(s) : 103621 Note générale : https://doi.org/10.1016/j.nepr.2023.103621 Langues : Anglais (eng) Descripteurs : HE Vinci
Circoncision féminine ; Education ; Formation professionnelle ; Personnel de santéRésumé : Introduction A plethora of research has identified the lack of educational opportunities for health professionals to support the biopsychosocial and cultural needs of women who have experienced female genital mutilation/cutting (FGM/C). As a result, some women with FGM/C can feel unsupported, discriminated against and fear to communicate their concerns with health providers. The aim of this review is to identify studies that have investigated the effectiveness of FGM/C education for health professionals. Method Toronto and Remington?s six-step framework for conducting an integrative literature review was used to identify studies that met the inclusion criteria. Searches were conducted across five primary databases and grey literature, between August and October 2021. The Joanna Briggs Institute critical appraisal tools for quasi-experimental studies was used to critically appraise included studies. The findings of the search were reported using preferred reporting items for systematic reviews and meta-analysis. Results A total of five studies met the criteria for inclusion. Studies examined education provided to midwives, nurses, obstetricians, gynaecologists, psychosexual counsellors and student nurses, from England, USA, Mali and Kenya. All studies demonstrated that the implementation of FGM/C education was effective in improving learning outcomes (knowledge, attitude and self-efficacy), However, the quality rating of the evidence ranged from very low to moderate and limited inferential analysis reported. Conclusion This review confirms that FGM/C education, which is informed by evidence and developed in collaboration with practicing communities, is an effective way of improving FGM/C knowledge and attitudes among health professionals. Study Registration Open Science Framework Register 10.17605/OSF.IO/SMJHX. 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=306772
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103621[article]
Titre : Using peer feedback to enhance nursing students' reflective abilities, clinical competencies, and sense of empowerment : A mixed-methods study Type de document : Article Auteurs : Si Qi Yoong ; Wenru Wang ; Felicia Fang Ting Chao ; Yanhong Dong ; Sam Hongli Goh ; Yah Shih Chan ; Siriwan Lim ; Alvin Chuen Wei Seah ; Xi Vivien Wu ; Hui Zhang Année de publication : 2023 Article en page(s) : 103623 Note générale : https://doi.org/10.1016/j.nepr.2023.103623 Langues : Anglais (eng) Descripteurs : HE Vinci
Autonomie personnelle ; Compétence clinique ; Elève infirmier ; Evaluation par les pairs ; Formation par simulation ; Pair-aidance ; Pouvoir (psychologie)Résumé : Aim To assess the use of a framework to provide structured peer feedback and compare the effects of peer video feedback, peer verbal feedback versus faculty feedback on nursing students and peer tutors? learning outcomes and experiences Background Peer feedback has been utilized widely in health professions education to fill the gap for timely feedback, but some students were concerned with its quality, leading to perceptions that peer feedback may not be useful. Design Sequential explanatory mixed-methods study Methods The study took place from January to February 2022. In phase 1, a quasi-experimental pretest-posttest design was used. First-year nursing students (n = 164) were allocated to peer video feedback, peer verbal feedback or faculty feedback arms. Senior nursing students (n = 69) were recruited to be peer tutors or the control group. The Groningen Reflective Ability Scale was used by first-year students to assess their reflective abilities, while the Simulation-based Assessment Tool was used by peer or faculty tutors to evaluate nursing students? clinical competence of a nursing skill during the simulation. The Debriefing Assessment for Simulation in Healthcare-Student Version was used by students to assess their peer/faculty tutors? feedback quality. Senior students? empowerment levels were measured using the Qualities of an Empowered Nurse scale. In phase 2, six semi-structured focus group discussions with peer tutors (n = 29) were conducted and thematically analyzed. Results Peer video feedback and peer verbal feedback significantly improved students? reflective abilities but not in the faculty feedback arm. Students? clinical competence in a technical nursing skill significantly improved in all three arms. Improvements were significantly larger in those receiving peer video feedback and peer verbal feedback than faculty feedback, with no significant differences between peer video feedback and peer verbal feedback. Debriefing Assessment for Simulation in Healthcare-Student Version scores were not significantly different among the 3 arms. Empowerment levels of peer tutors significantly improved after providing peer feedback but not those in the control group. Seven themes were generated from the focus group discussions. Conclusions Although peer video feedback and peer verbal feedback were similarly effective in improving clinical competencies, peer video feedback was more time-consuming and stressful to students. The use of structured peer feedback improved peer tutors? feedback practices and were comparable to quality of faculty feedback. It also significantly increased their sense of empowerment. Peer feedback was widely supported by peer tutors who agreed that it should supplement faculty teaching. 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=306773
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103623[article]
Titre : Academic-practice partnerships in evidence-based nursing education: Protocol of a theory-guided scoping review Type de document : Article Auteurs : Guiyun Wang ; Yuting Xia ; Xirongguli Halili ; Siyuan Tang ; Qirong Chen Année de publication : 2023 Article en page(s) : 103644 Langues : Anglais (eng) Descripteurs : HE Vinci
Autonomie personnelle ; Compétence clinique ; Education ; Enseignement spécialisé en soins infirmiers ; Réflexion ; Rétroaction ; UniversitésRésumé : Aim This theory-guided scoping review aims to provide an overview of existing literature about academic-practice partnerships in evidence-based nursing education. Background Academic-practice partnership is an approach to improve evidence-based nursing education, to promote evidence-based nursing practice which could reduce the nursing care discrepancy, improve the nursing care quality and patient safety, reduce healthcare costs and promote nursing professional development. However, the related research is limited and there is a lack of systematic review of related literature. Design A scoping review guided by the theories of the Practice-Academic Partnership Logic Model and the JBI Model of Evidence-Based Healthcare. Methods The researchers will use JBI guidelines for scoping reviews and related theories to guide this theory-guided scoping review. The researchers will systematically search Cochrane Library, PubMed, Web of Science, CINAHL, EMBASE, SCOPUS and Educational Resource Information Centre (ERIC) using major search concepts including academic-practice partnership, evidence-based nursing practice and education. Two reviewers will be responsible for independent literature screening and data extraction. Discrepancies would be solved by a third reviewer. Expected results This scoping review will identify related research gaps to provide implications for researchers and identify specific information to provide implications for developing interventions of academic-practice partnerships in evidence-based nursing education. Registration number This scoping review had been registered on Open Science Framework (https://osf.io/83rfj). 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=306774
in Nurse Education in Practice > Vol. 69 (May 2023) . - 103644[article]
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Titre : Perceived parenting style and Chinese nursing undergraduates? learning motivation: The chain mediating roles of self-efficacy and positive coping style Type de document : Article Auteurs : Xiajun Guo ; Qianwen Peng ; Sijia Wu ; Yuanyuan Li ; Wanglin Dong ; Haishan Tang ; Guangli Lu ; Chaoran Chen Année de publication : 2023 Article en page(s) : 103607 Note générale : https://doi.org/10.1016/j.nepr.2023.103607 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation psychologique ; Apprentissage ; Auto-efficacité ; Chine ; Elève infirmier ; Enseignement infirmier ; Enseignement spécialisé en soins infirmiers ; Motivation ; Relations parent-enfantRésumé : Aim The aim of this study was to examine the chain mediating effects of self-efficacy and positive coping style on the relationship between parenting style and learning motivation in Chinese nursing students. Background Despite the abundance of literature that focuses on learning motivation, there is a lack of research that accurately and thoroughly examines the factors that influence learning motivation among nursing students. Design This study involved a cross-sectional design. Methods In total, 677 Chinese undergraduate nursing students completed the parental bonding instrument, the general self-efficacy scale, the simplified coping style questionnaire, and the learning motivation scale. A structural equation model was performed with AMOS 26.0 to explore the influence paths of variables and the mediating effects of self-efficacy and coping style. Results Parental care positively predicted intrinsic learning motivation directly or indirectly through the mediating effects of self-efficacy (B = 0.17, 95% CI: 0.12?0.23) and positive coping style (B = 0.03, 95% CI: 0.01?0.06), and this mediating effect contributed 54.06% of the total effect. Parental encouraging autonomy positively predicted intrinsic learning motivation indirectly through the mediating effects of self-efficacy (B = 0.17, 95% CI: 0.12?0.24) and positive coping style (B = 0.03, 95% CI: 0.01?0.06), and this mediating effect contributed 71.42% of the total effect. Parental control negatively influenced intrinsic learning motivation directly or indirectly through the mediating effects of self-efficacy (B = ?0.10, 95% CI: ?0.15 to ?0.04) and positive coping style (B = ?0.02, 95% CI: ?0.05 to ?0.01), and this mediating effect contributed 42.85% of the total effect. Conclusion Parents should provide more care and autonomy to nursing students and reduce control over them. Nurse educators should consider targeted improvement strategies to improve the level of self-efficacy and positive coping style of nursing undergraduates to enable them to maintain a more intrinsic learning motivation. 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=304701
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103607[article]
Titre : Student engagement in flipped classroom in nursing education: An integrative review Type de document : Article Auteurs : Emily Ka Lai Ng Année de publication : 2023 Article en page(s) : 103585 Note générale : https://doi.org/10.1016/j.nepr.2023.103585 Langues : Anglais (eng) Descripteurs : HE Vinci
Classe inversée ; Elève infirmier ; Enseignement infirmier ; Soins infirmiersMots-clés : Engagement de l'étudiant dans les études Résumé : Aim To summarize the effect of the flipped classroom method (FCM) on student engagement in nursing education and provide the implications for future practice. Background Technological advancement of learning approaches including flipped classroom has become increasingly popular in nursing education. However, no integrative review has been published that specially explore the behaviour engagement, cognitive engagement and emotional engagement of flipped classroom use in nursing education. Methods Population, Intervention, Comparison, Outcomes and Study (PICOS) strategies were implemented to investigate the literature from published peer-reviewed papers from 2013 to 2021 in CINAHL, MEDLINE and Web of Science. Results The initial search identified 280 potentially relevant articles. After comprehensively reviewing the initial catchment using several analytical phases, 16 articles were considered for the final review. Most of articles targeted on undergraduate nursing students and were conducted in the USA and Australia. The review primarily identified positive learning outcomes among nursing students in term of student engagement. However, a few studies reported contrasting findings, possibly due to students are still dependent on traditional lecture-based classroom. Conclusion This review suggests that use of the FCM in nursing education could promote students? behavioral engagement and cognitive engagement but yield a mixed outcome in emotional engagement. This review contributed to our understanding of the effect of the flipped classroom method on student engagement in nursing education, the strategies for promoting student engagement in future flipped classroom practice and recommendation for future research on flipped classroom. 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=304702
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103585[article]
Titre : Health education competence: An investigation of the health education knowledge, skills and attitudes of nurses in Kazakhstan Type de document : Article Auteurs : Akmaral Khazhymurat ; Makpal Paiyzkhan ; Svetlana Khriyenko ; Sandigul Seilova ; Shinar Baisanova ; Anargul Kuntuganova ; Joseph U. Almazan ; Jonas Preposi Cruz Année de publication : 2023 Article en page(s) : 103586 Note générale : https://doi.org/10.1016/j.nepr.2023.103586 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude du personnel soignant ; Compétence ; Connaissances, attitudes et pratiques en santé ; Éducation du patient comme sujet ; Education pour la santé ; Infirmières et infirmiers ; Kazakhstan ; Soins infirmiersRésumé : Aims This study assessed the nurses? knowledge of, skills on and attitudes toward health education among nurses working at the University Medical Center Corporate Fund (UMC) in Kazakhstan. The personal and professional factors influencing the nurses? knowledge of, skills on and attitudes toward health education were also investigated. Background Health education is one of the nurses' fundamental responsibilities. Nurses' role in health education is critical in empowering patients and their families to live healthier lives, thus ensuring optimum health, well-being and quality of life. However, in Kazakhstan, where the nursing profession is still establishing its professional autonomy, data concerning the competence of Kazakh nurses in health education is unknown. Design A quantitative study, specifically the cross-sectional, descriptive and correlational designs. Methods The survey was performed at UMC in Astana, Kazakhstan. Using a convenience sampling technique, 312 nurses participated in the survey from March to August 2022. The ?Nurse Health Education Competence Instrument? was used to collect data. The personal and professional characteristics of the nurses were also collected. Standard multiple regression analysis examined the personal and professional variables influencing the nurses? health education competence. Results The respondents? average score in the ?Cognitive domain,? ?Psychomotor domain,? and ?Affective-attitudinal domain? was 3.80 (SD = 0.66), 3.99 (SD = 0.58) and 4.04 (SD = 0.62), respectively. The nurses? category as a nurse, medical center, attendance to health education training/seminars in the last 12 months, provision of health education to a patient in the last week and perception of health education?s significance in nursing practice were significant predictors of the nurses? health education competence contributing an approximately 24.4 %, 29.3 % and 27.1 % of the variance of the health education knowledge (R2 = 0.273, Adjusted R2 = 0.244), skills R2 = 0.320, Adjusted R2 = 0.293) and attitudes (R2 = 0.299, Adjusted R2 = 0.271). Conclusions The nurses reported high levels of health education competence (knowledge, attitudes and skills). The personal and professional factors influencing the nurses' competence in health education are essential to consider when developing interventions and healthcare policies to ensure nurses' competent provision of health education to patients. 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=304703
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103586[article]
Titre : Nurses work motivation caring for an immigrant population: A qualitative historical analysis Type de document : Article Auteurs : Tamar Yellon ; Shvarts Shifra ; Julie Benbenishty Année de publication : 2023 Article en page(s) : 103564 Note générale : https://doi.org/10.1016/j.nepr.2023.103564 Langues : Anglais (eng) Descripteurs : HE Vinci
Emigrants et immigrants ; Engagement professionnel ; Infirmières et infirmiers ; Motivation ; Phénoménologie ; Soins infirmiersRésumé : Aim Qualitative Phenomenological analysis of nurses' experience working with immigrants, exploring the dimension of work motivation. Background Nurses' professional motivation and job satisfaction affects quality of care, work performance, burnout and resilience. The challenge of maintaining professional motivation is reinforced when providing care to refugees and new immigrants. In recent years, a large number of refugees sought sanctuary in Europe, resulting in the formation of refugee camps and asylum centers. Medical staff - including nurses - are involved in patient-caregiver encounter treating multicultural immigrant/refugee population. Design and methodology A qualitative Phenomenological Methodology was employed. In-depth semi structured interviews and archival research were both used. Results Study population ? 93 certified nurses working between the years 1934?2014. Thematic and text analysis was employed. Four main motivation themes emerged from the interviews: duty, mission, perception of devotion and the general responsibility to bridge the cultural gap for the immigrant patients. Conclusion The findings emphasize the importance of understanding nurses' motivations in working with immigrants. 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=304704
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103564[article]
Titre : Factors contributing to depressive symptoms among undergraduate nursing students: A cross-sectional study Type de document : Article Auteurs : Nay Chi Nway ; Supapak Phetrasuwan ; Wimolnun Putdivarnichapong ; Nopporn Vongsirimas Année de publication : 2023 Article en page(s) : 103587 Langues : Anglais (eng) Descripteurs : HE Vinci
Dépression ; Elève infirmier ; Enseignement infirmier ; StressRésumé : Aim To investigate predictive factors of student's academic year, interest in the field of nursing, stress, self-efficacy, and problem-focused and emotion-focused coping on the depressive symptoms among undergraduate nursing students. Background As the burden of depression among students has increased worldwide, depressive symptoms have become a standard part of mental health problems in college and university students. Among the various ?elds of medical sciences, nursing students face more stressors during their study period and are more at risk of suffering depressive symptoms than other students. Design A cross-sectional design. Methods A total of 230 undergraduate nursing students from a university in Myanmar were recruited from August to September 2021. The data were collected using standard research instruments, including a Demographic Questionnaire, Student Nurse Stress Index Questionnaire, General Self-efficacy Scale, Brief COPE Inventory, and Center for Epidemiology Studies Depression Scale (CES-D). Descriptive statistics were used to describe the sociodemographic characteristics of the participants. Inferential statistics were used to identify the predictive effect of academic year, interest in the field of nursing, stress, self-efficacy, problem-focused coping, and emotion-focused coping on depressive symptoms, using multiple linear regression analysis. Results Academic year, interest in the field of nursing, stress, self-efficacy, and problem-focused and emotion-focused coping accounted for 31.5% of the variance of depressive symptoms (F(8, 221) = 12.704, 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=304705
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103587[article]
Titre : The effects of virtual gaming simulation on nursing students' diagnosis, goal setting, and diagnosis prioritization: A randomized controlled trial Type de document : Article Auteurs : Yadigar Ordu ; Nurcan Çal??kan Année de publication : 2023 Article en page(s) : 103593 Note générale : https://doi.org/10.1016/j.nepr.2023.103593 Langues : Anglais (eng) Descripteurs : HE Vinci
Diagnostic infirmier ; Elève infirmier ; Enseignement infirmier ; Formation par simulation ; Jeu virtuelRésumé : Background Virtual gaming simulation is a 2D computer game used to enhance the knowledge and skills of nursing students. Objectives This research was conducted to investigate the effects of virtual gaming simulation on the nursing diagnosis, goal setting and diagnosis prioritization of first-year nursing students. Design Randomized controlled trial conducted between March and April 2022. Participants In this study, 102 first-year nursing students registered in Fundamentals of Nursing-II were included. The students were divided at random into two groups: control (n = 51) and intervention (n = 51). Method Data were collected using the descriptive characteristics form, nursing diagnosis, goal setting, diagnosis prioritization form, virtual evaluation simulation and virtual gaming simulation evaluation form. Didactic training in the nursing process was provided to all students in the classroom simultaneously. The day following the didactic training, the training scenario was explained to the control group in the classroom. On the same day, a simulation of the virtual training scenario developed for the intervention group was played in the computer lab. One week later, the control group completed the nursing diagnosis, goal setting and diagnosis prioritization form prepared for the evaluation scenario in the classroom and the intervention group played the virtual evaluation simulation that was developed based on the same case on the same day in the computer lab. Then, students' opinions regarding virtual gaming simulation were obtained. Results The findings showed that the mean scores of nursing diagnosis and goal-setting knowledge of the intervention group were significantly higher than those of the control group (p 0.05). Conclusions Virtual gaming simulation increased the mean scores of nursing diagnosis and goal-setting knowledge of the students. Most of the students stated positive statements related to virtual gaming simulations. 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=304706
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103593[article]
Titre : Flipped versus traditional classroom and student achievement and cognitive engagement in an associate degree nursing fundamental course Type de document : Article Auteurs : Emily Ka Lai Ng Année de publication : 2023 Article en page(s) : 103567 Note générale : https://doi.org/10.1016/j.nepr.2023.103567 Langues : Anglais (eng) Descripteurs : HE Vinci
Blended learning ; Elève infirmier ; Enseignement infirmier ; Réussite universitaireMots-clés : Engagement des étudiants Résumé : Background There is a call for instructional transformation in nursing education to include an innovative approach. This study aimed to investigate the effects of the flipped classroom method on student achievement and engagement in an associate degree nursing course. This study investigated associate degree nursing studies students? achievement and cognitive engagement under traditional learning (n = 141) and flipped learning (n = 130). This study was conducted in two first-year cohorts enrolled in their nursing fundamental course, before and during the COVID-19 pandemic respectively at a Hong Kong community college. Method A mixed methods approach was used with quantitative (examination scores) and qualitative (semi-structured focus group interview) measures applied. Results There was a significant increase in final exam scores for the flipped classroom, all 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=304707
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103567[article]
Titre : Role transition from education to practice and its impact on the career futures of Omani nurses Type de document : Article Auteurs : Omar M. AL-Rawajfah ; Alaa AlBashayreh ; Sulaiman Dawood Al Sabei ; Majid Al-Maqbali ; Asma Al Yahyaei Année de publication : 2023 Article en page(s) : 103594 Note générale : https://doi.org/10.1016/j.nepr.2023.103594 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Enseignement infirmier ; Infirmières et infirmiers nouvellement diplômés ; Oman ; Satisfaction professionnelleRésumé : Aim The aim of this study was to examine new Omani graduate nurses? role transition from education to practice. We also sought to describe factors that may affect the effective transition of new Omani graduates to their professional nurse role. Background There is a substantial literature on the process of transition from graduation to being a professional nurse in countries across the globe; however, little is known about new Omani graduate nurses? role transition from education to practice. Design This study had a descriptive cross-sectional design. Methods Data were collected from nurses who at the time of the study had been working for at least 3 months but not longer than 2 years. Role transition was assessed with the Comfort and Confidence subscale of the Casey?Fink Graduate Nurse Experience Survey (Casey et al., 2004). The survey consists of a 24-items that are rated on a 4-point Likert scale. We conducted a multivariate regression analysis to assess the factors that influence nurses? role transition. These factors included participants? demographic information, employment orientation durations, preceptorship duration and length of time before employment. Results The total sample consisted of 405 nurses working in 13 hospitals in Oman. Most (68.89%) had worked as a nurse for less than 6 months. The average internship and orientation durations were approximately 6 months (SD = 1.58) and 2 weeks (SD = 1.79), respectively. The number of preceptors assigned to new graduate nurses ranged from none to four. The average score on the Comfort and Confidence subscale was 2.96 (SD = 0.38). Results from the regression analysis demonstrated that age (? = 0.029, SE = 0.012, p = .021), waiting time before employment (? = ?0.035, SE = 0.013, p = .007) and employment orientation duration (? = ?0.007, SE = 0.003, p = .018) were statistically significant factors influencing role transition experience among newly joined nurses. Conclusion The results suggest that appropriate intervention strategies at the national level are needed to enhance the transition of nursing school graduates to their professional role. Strategies directed toward shortening the waiting time before employment and improving the internship experience are examples of priority-level tactics that can enhance Omani nursing graduates? transition to their professional role. 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=304708
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103594[article]
Titre : The effect of the training of presence in care (TPinCare) on the care-oriented patient-nurse interaction and the caring behaviors of nurses working with oncology patients: A randomized controlled trial Type de document : Article Auteurs : Emel Düdener ; Saliha Hallaç Année de publication : 2023 Article en page(s) : 103566 Note générale : https://doi.org/10.1016/j.nepr.2023.103566 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement ; Enseignement infirmier ; Essai contrôlé randomisé ; Relations entre professionnels de santé et patients ; Soins infirmiers en oncologieRésumé : Aim The aim of this study is to investigate the effects of ?The Training of Presence in Care-TPinCare? of nurses working with oncology patients on care-oriented patient-nurse interaction and caring behaviors. Background Helping the individual to realize, protect and maintain his/her existence can be considered as the basis of "good nursing care". Presence is a way of care for the nurse and patient that fosters human-to-human bonding and deep contact experience and healing. Design This is a randomized controlled study. Method Data were collected between January 2019 and May 2019. The sample selection consisted of 52 nurses working with oncology patients, 26 interventions and 26 controls in accordance with the criteria of inclusion, exclusion and exemption by randominization and blinding. The data were collected by using the "Nurses Introductory Features Form", "Caring Behaviors Scale ? 24 " and "Caring Nurse-Patient Interaction Scale". The training was applied to nurses in the intervention group. In data analysis used SAS 9,4 program; statistically Mean score, t test, Repeated Measures ANOVA. In the context of these effect sizes, the power of the study was calculated to be 0.99 for each scale. This study was conducted in line with the principles of the Declaration of Helsinki. Results According to the control group of nurses in the intervention group, there were no statistically significant differences in the mean scores of caring behaviors at different measurement times. A statistically significant difference was found in favor of the intervention group for caring nursing patient interaction general, sub-dimensions of "importance?, ?competence? and ?practicality", in nursing interventions (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=304709
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103566[article]
Titre : The effect of reinforcement using the Gimkit game on learning the subject in nursing students Type de document : Article Auteurs : Gülçin Av?ar ; Ceyhun Ozan ; Esra Aydin Année de publication : 2023 Article en page(s) : 103595 Langues : Anglais (eng) Mots-clés : Gimkit Question-and-answer method Reinforcement Nursing education Résumé : Aim This study was conducted to evaluate the effect of reinforcement using the Gimkit game and question-and-answer method on the achievement test scores of nursing students. Background Advances in information and communication technology are one of the most important factors affecting change in health systems. The rapid pace of technological evolution has also significantly affected the nursing education curricula. As the nursing profession continues to change and grow, updating learning strategies in nursing education has become a necessity to prepare nursing students for today's health problems. Design The study was conducted as a quasi-experimental model using the pretest-posttest control group model in non-randomized groups. Methods The population of the research consisted of first-year students of the nursing faculty of a state university. The sample of the research consisted of first-year students of the nursing faculty who met the research criteria and accepted to participate in the research. The students participating in the research were divided into experimental and control groups using the simple random method. An achievement test, that is, a pre-test, was administered to both groups before the subject was presented. Afterwards, the same subject was presented to all groups by the same instructor during a 4-h training session. A reinforcement strategy using the Gimkit game was implemented with the students in the experimental group, while the traditional question-and-answer method was used as the reinforcement strategy in the control group. After the reinforcements, the achievement test, that is, the post-test, was administered to both groups again. Results In the study, it was determined that there was no statistically significant difference between the pre-tests of the experimental group where the Gimkit game was used and the control group where the question-answer method was used (p = 0.223). In addition, a statistically significant difference was found between the post-test scores of the experimental group where the Gimkit game was used and the control group where the question-and-answer method was used (p = 0.009). Conclusion In the study, it was determined that the use of the Gimkit game was more effective on learning the subject than the traditional question-and-answer method. 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=304710
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103595[article]
Titre : Intervention programme to improve knowledge, attitudes, and behaviour of nursing students towards organ donation and transplantation: A randomised controlled trial Type de document : Article Auteurs : Pilar Bas-Sarmiento ; Saray Coronil-Espinosa ; Miriam Poza-Méndez ; Martina Fernández-Gutiérrez Année de publication : 2023 Article en page(s) : 103596 Note générale : https://doi.org/10.1016/j.nepr.2023.103596 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence informationnelle en santé ; Connaissances, attitudes et pratiques en santé ; Elève infirmier ; Enseignement infirmier ; Essai contrôlé randomisé ; Transplantation d'organeRésumé : Aim To develop and evaluate an educational programme aimed at undergraduate training to increase and improve knowledge, attitudes and behaviour towards the organ and tissue donation and transplants (OTDT). Background The request for OTDT falls on the health personnel and the reduction of family refusals depends on their attitude and competence, which is vital to increase OTDT. The evidence highlights the efficacy of starting training at early stages and the implementation of educational programmes in universities is recommended to reduce family refusals. Design A randomised controlled trial. Methods A randomised controlled trial with an experimental group (EG) ?theory class and round table- and a control group (CG) ?theory class- that transitions to a delayed experimental group. A sample of 73 students was distributed in parallel randomised groups. Results The groups increased their knowledge and improved their attitude, significantly changing their behaviour in the follow-up. These changes in the experimental groups were more significant than in CG in perceived quality of information (z = ?4.948; 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=304711
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103596[article]
Titre : Content, implementation strategies and knowledge assessment tool on venous leg ulcers: An e-Delphi study Type de document : Article Auteurs : Iván Durán-Sáenz ; José Verdú-Soriano ; Susana Cariñanos-Ayala ; Pablo López-Casanova ; Miriam Berenguer-Pérez Année de publication : 2023 Article en page(s) : 103602 Note générale : https://doi.org/10.1016/j.nepr.2023.103602 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Evaluation des connaissances ; Méthode Delphi ; Ulcère de la jambeRésumé : Aim To get consensus on the knowledge and skills that nursing students need to acquire regarding venous leg ulcer care, the strategies that can be applied during education and to design a first draft of a questionnaire to assess knowledge to be validated. Background Venous leg ulcers? care is included on undergraduate nursing education programmes but without specifying the content and training implementation strategies. Different tools have been validated to assess knowledge, but have been found inadequate. Design An e-Delphi study. Methods The participants were Chronic Wound Care expert nurses. Two questions were constructed and agreed on by the research team to define the problem. To answer the third question, a search was conducted for publications on venous leg ulcers, to help design the questionnaire. A 2-round e-Delphi study was conducted from January to March 2022. A panel of 17 experts participated in both rounds. The data were analysed using statistical and qualitative analysis. Results Content must fulfil knowledge-skill areas: epidemiology, venous pathophysiology and aetiology, classification scales, knowing how to determine a differential diagnosis, treatment, measures for prevention and care of the venous return circuit, quality-of-life scales. As implementation strategies, proposals were made in four areas: subject profile where training is to be acquired, theoretical teaching, practical teaching in the classroom and clinical practice. The average consensus of the questionnaire proposal was high (>86 %) both in relevance and clarity in both rounds. We thereby obtained a questionnaire with 72 items. Conclusions Seven categories and eight subcategories were created regarding knowledge/skills that nursing students should acquire. Four categories were recognised as strategies that can be implemented during education. A high level of consensus was reached on the items in the initial versions of the questionnaire. 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=304712
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103602[article]
Titre : Teamwork, clinical leadership skills and environmental factors that influence missed nursing care ? A qualitative study on hospital wards Type de document : Article Auteurs : Christien Beiboer ; Richtsje Andela ; Thóra B. Hafsteinsdóttir ; Saskia Weldam ; Tjitske Holtrop ; Margreet van der Cingel Année de publication : 2023 Article en page(s) : 103603 Note générale : https://doi.org/10.1016/j.nepr.2023.103603 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Groupes de discussion ; Leadership ; Travail d'équipeMots-clés : Facteurs environnementaux Soins infirmiers manqués Résumé : Aim To explore how nursing teams in clinical inpatient nursing hospital wards perform teamwork to prevent or reduce missed nursing care and how teamwork is influenced by clinical leadership skills and environmental factors. Background Earlier studies on missed nursing care identified teamwork and leadership skills as promising factors in inpatient care that can positively influence quality of care and reduce missed nursing care. The effective use of teamwork in hospitals requires understanding what it is, how it is performed by nursing teams and how it is influenced by clinical leadership skills and environmental factors. Design A qualitative exploratory study was undertaken between January and March 2021. Methods A total of 16 registered nurses who worked on various hospital wards, participated in three online focus groups. Data were analyzed with thematic analysis according to Braun and Clarke. Results Thematic analysis revealed four themes. First, nurses perform teamwork and clinical leadership skills in various ways. Some nurses work in pairs and have common goals, while other nurses work individually. This influences teamwork. Second, nurses are informal teachers, visible in teaching and learning from each other, contributing in constructive teamwork. Third, senior nurses are seen as informal leaders, forming connection between nursing wards and formal leaders, resulting in awareness of each other and the progress of patientcare. Finally, environmental factors influence the performance of teamwork. Conclusions Results of this study show how knowledge regarding missed nursing care can be increased. Results can be used for developing training programs and embedding education in practice aimed at constructive teamwork, clinical leadership skills and missed nursing 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=304713
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103603[article]
Titre : Moderating effect of organizational climate on the relationship between research motivation and learning engagement among nurses taking part-time master's program: A cross-sectional study Type de document : Article Auteurs : Liyuan Xing ; Ying Lu ; Zhiyi Shi ; Weihua Liu ; Hongmei Zhang Année de publication : 2023 Article en page(s) : 103604 Note générale : https://doi.org/10.1016/j.nepr.2023.103604 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Enseignement infirmier ; Formation continue ; Formation professionnelle ; Infirmières et infirmiers nouvellement diplômés ; Motivation ; OrganisationRésumé : Aims To investigate the moderating effects of perceived organizational climate on the relationship between research motivation and learning engagement in research among nurses pursuing a part-time master?s degree. Background Research motivation positively affects learning engagement in research. However, the role of perceived organizational climate has not been explored in nurses taking part-time master?s program in China. This study examined the relationships between various types of research motivation and learning engagement in research and whether the perceived organizational climate moderates the relationship between the other variables. Methods This cross-sectional one-center study was performed on 230 nurses by assessing learning engagement in research, research motivation and perceived organizational climate. Results The mean age of participants was 31.3 + 3.5 years and 91.3% were female. Participants who had been assigned a supervisor showed higher learning engagement in research than those without a supervisor (3.65 + 0.60 vs. 3.48 + 0.61; 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=304714
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103604[article]
Titre : Motivations and challenges of Israeli nurses on their journey to a PhD: A qualitative study Type de document : Article Auteurs : Rachel Sharabani ; Yehudit Od Cohen ; Inga Shalev ; Sara Nissim ; Ilya Kagan Année de publication : 2023 Article en page(s) : 103584 Note générale : https://doi.org/10.1016/j.nepr.2023.103584 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Israël ; Motivation ; Recherche qualitative ; UniversitésMots-clés : Doctorat Résumé : Aim This qualitative study aimed to examine the motivations and challenges encountered by Israeli nurses during their journey to achieve a doctoral degree (PhD). Background The increasing numbers of nurses studying for a doctoral degree may contribute to improving nursing education, expanding the body of knowledge and promoting the status of nursing as a research profession. However, many countries have reported a shortage in nurses with doctoral degrees. Design Qualitative content analysis study using semi-structured interviews. Methods Sixteen senior nurses (mean age 47.35 years, 75% women) who completed their doctoral studies in the past five years were interviewed. The interviews were transcribed and their content was analyzed inductively. COREQ checklist was used to report the study. Results The ability to persevere in doctoral studies was related to the support provided by the learning environment as well as to family support. External barriers were related to administrative bureaucracy, tedious search for a mentor, unsupportive workplace and socio-economic burdens. PhD studies were perceived as a means for self-fulfillment, while major motivators were aspiration for professional advancement, a responsibility for promoting the image of nursing and a lack of recognition by colleagues. Conclusions Nurses study for doctoral degrees in order to advance their career and achieve personal fulfillment, as well as to increase the prestige of the nursing as profession. To allow nurses with PhD to fulfill their abilities and to advance the nursing profession, their research and academic support should be increased, and appropriate professional positions should be developed. Tweetable abstract This study highlights the facilitators of doctoral studies such as family and academic support, a strong need for personal and professional fulfillment, and a desire for professional change, and obstacles such as academic and bureaucratic barriers, low wage increases, and a lack of recognition of nursing by the medical world. 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=304715
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103584[article]
Titre : Nursing handoff education: An integrative literature review Type de document : Article Auteurs : Anna Le ; Mikyoung A. Lee ; Jennifer Wilson Année de publication : 2023 Article en page(s) : 103570 Note générale : https://doi.org/10.1016/j.nepr.2023.103570 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Littérature de revue comme sujet ; Rapport ; Transfert (deplacement) ; Transfert de patientRésumé : Aim This integrative review aimed to identify nursing students' experiences of handoff practices and the effects of handoff education in the curriculum on nursing student learning outcomes. Background Appropriate handoff communication skills are essential for nursing students to maintain patient safety and prevent adverse events. Method A systematic literature search was conducted with keywords related to nursing, student, and handoff in April 2020. Articles should focus on nursing students' handoff education published in English in 2015?2020. Eight articles met the inclusion criteria and were included in this review. Results Nursing students reported discrepancies in handoff experiences; diverse factors influenced their handoff experiences, such as knowledge, anxiety, confidence, and type of student supervision. Various handoff educations were implemented across studies. Some handoff educations significantly improved nursing students' attitudes toward other disciplinary providers, satisfaction, confidence, quality, and clarity in handoff communication; some did not substantially affect their selected outcomes. Conclusion This review identified that there are still limited handoff experiences among nursing students and many factors affecting opportunities for their handoff experience. Some handoff education (e.g., structured handoff formats, role-play, simulated scenarios) effectively improved students' communication clarity, confidence levels, and handoff education satisfaction. More handoff education is needed for nursing students to learn safe and quality handoff practices. 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=304716
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103570[article]
Titre : Life-limiting fetal conditions: Are Australian student midwives prepared? A mixed-methods survey Type de document : Article Auteurs : Natalie Browning ; Amanda Henry Année de publication : 2023 Article en page(s) : 103569 Note générale : https://doi.org/10.1016/j.nepr.2023.103569 Langues : Anglais (eng) Descripteurs : HE Vinci
Australie ; Élève sage-femme ; Foetus ; Interruption légale de grossesse ; Mortalité périnatale ; Soins palliatifsRésumé : Aim To document current teaching methods, curriculum, and perceived educational preparation related to the teaching of life-limiting fetal conditions, termination, and perinatal palliative care to Australian student midwives. Background Australian women receiving a diagnosis of a life-limiting fetal condition are generally offered a choice between termination of pregnancy and perinatal palliative care. Midwives are often involved with caring for these women. What Australian student midwives are being taught about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during their entry-to-practice program is unknown. Design This study utilised a mixed-methods descriptive approach for data collection and analysis. Methods Academic Leads of all Australian entry-to-practice midwifery programs received a questionnaire exploring topics taught, teaching time, teacher role, and perceived effectiveness of student preparation. Data was analysed statistically and thematically. Results Twelve of 24 Academic Leads responded (50%); only five stated their programs taught all three areas. More respondents taught about termination of pregnancy (10/12) than perinatal palliative care (7/12). On average 5.8 ( + 2.8) total hours was spent teaching about life-limiting fetal conditions, termination of pregnancy, and perinatal palliative care during the entire midwifery program, with a range of 1 ? 10 h. The free-text data identified three central themes: lack of value within the curriculum; disconnect between the university and the placement hospital; and preparation for practice. Most (10/12) Academic Leads did not believe student midwives are prepared to care for affected families. Conclusions Entry-to-practice midwifery programs vary considerably in their education surrounding life-limiting fetal conditions, however teaching hours overall were low and most Academic leads did not feel (or know if) their students were adequately prepared. Further research is required to determine if early career midwives find their university education in life-limiting fetal conditions adequate preparation for practice, and to then remediate identified deficiencies. 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=304717
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103569[article]
Titre : Predictors of eHealth literacy levels among nursing students: A descriptive and correlational study Type de document : Article Auteurs : Ozlem Sinan ; Sultan Ayaz-Alkaya ; Ay?egül Akca Année de publication : 2023 Article en page(s) : 103592 Note générale : https://doi.org/10.1016/j.nepr.2023.103592 Langues : Anglais (eng) Descripteurs : HE Vinci
Alphabétisation ; Compétence informationnelle en santé ; Education ; Elève infirmier ; Infirmières et infirmiers nouvellement diplômés ; TélémédecineRésumé : Aim The aim of the present study was to determine the eHealth literacy levels of nursing students and to predict the influencing factors of eHealth literacy. Background It is essential for nursing students, as the future workforce of the nursing profession, to have proficient ehealth literacy skills. Design This study was conducted as a descriptive and correlational study. Methods The sample consisted of 1059 nursing students at nursing departments of two state universities in Ankara, Turkey. The data were collected by a questionnaire and the eHealth Literacy Scale. Multiple linear regression analysis was used to evaluate the data. Results The mean age of the students was 21.14 + 1.62 years and 86.2% were female. The mean eHealth literacy score of the students was 29.28 + 4.73. T Fourth year students had higher eHealth literacy scores than those in any other year of study (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=304718
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103592[article]
Titre : An online 5-week professional identity program for nursing student in clinical rotation practice during the first wave of COVID-19 pandemic: A two-arm randomized trial Type de document : Article Auteurs : Anni Wang ; Fulei Wu ; Cen Lin ; Ming Wu ; Shoumei Jia ; Yufang Guo ; Wen Zhang ; Feifei Huang Année de publication : 2023 Article en page(s) : 103598 Note générale : https://doi.org/10.1016/j.nepr.2023.103598 Langues : Anglais (eng) Descripteurs : HE Vinci
COVID-19 ; Elève infirmier ; Enseignement à distance ; Essais cliniques comme sujet ; Identité professionnelle ; Stage de formation clinique ; StressRésumé : Aim Development and evaluation of the effectiveness of an online 5-week professional identity program among nursing students in clinical internship practice during the COVID-19 restrictions. Background Nurse professional identity is a strong predictor of career commitment. Clinical internship practice is a key stage when nursing students build and rebuild their professional identity. Meanwhile, the COVID-19 restrictions has strongly influenced the professional identity of nursing students as well as nursing education. A well-designed online professional identity program may contribute to nursing students who are in clinical internship practice developing positive professional identity during the COVID-19 restrictions. Design The study was a two-armed, randomised, controlled trial conducted and reported based on Consolidated Standards of Reporting Trials (CONSORT) 2010 guidelines. Methods A total of 111 nursing students undergoing clinical internship were randomised into an intervention group and a control group. The five-weekly session intervention was developed based on social identity theory and career self-efficacy theory. The primary outcomes were professional identity and professional self-efficacy and the second outcome was stress. Qualitative feedback was analysed by thematic analysis. Outcomes were assessed before and after the intervention and analysed using an intention-to-treat principle. Results The generalised linear model showed that group-by-time effects were significant for the total score of professional identity and three factors of professional self-image, social comparison and self-reflection and independence of career choice, with small effect sizes (Cohen?s d from 0.38 to 0.48). Only one factor of the capacity of information collection and planning in professional self-efficacy was significant (Wald ?2 =0.4.82, 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=304719
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103598[article]
Titre : Contribution of nursing students to clinical settings: A multi center cross sectional study Type de document : Article Auteurs : A. Fernández-Feito ; Y. Valcárcel-Álvarez ; E. Andina-Díaz ; P. Parás-Bravo ; J. Díaz-Alonso ; E. García-Cueto ; A. Lana Année de publication : 2023 Article en page(s) : 103601 Note générale : https://doi.org/10.1016/j.nepr.2023.103601 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Préceptorat ; Soins infirmiers ; Stage de formation cliniqueRésumé : Aims To describe the contribution of nursing students to clinical settings based on the perceptions of nurse preceptors and to examine whether certain characteristics of nurses? professional activity are associated with a positive perception of nursing students. Background Most clinical agencies receive many nursing students each year, who acquire clinical competencies under the guidance of a registered nurse preceptor. However, there is limited evidence of the contributions made by nursing students during clinical placements. Methods A multi-center cross-sectional study was carried out between June and December 2019. A convenience sample of Registered Nurses (n = 927) was recruited from four public hospitals in Spain. The Nursing Student Contributions to Clinical Settings' questionnaire was used. In addition, sociodemographic, work and teaching activity variables were collected. Multivariable logistic regression was used to determine the variables associated with positive student contributions. Results The nursing student contributions were deemed favorable by 70.7% of the nurse preceptors, mainly because the nursing students are future professionals who know the center, support the development of the nurses' teaching role and constitute a link between the health center and the university. Certain professional characteristics of the Registered Nurses were significantly associated with a positive perception of the contributions of nursing students: having daily coffee breaks (Odds ratio: 2.60; 95% Confidence interval:1.27?5.32), high levels of professional satisfaction (Odds ratio: 2.13; 95% Confidence interval:1.21?3.75) and work in medical-surgical units (Odds ratio: 1.62; 95% Confidence interval: 1.08?2.41). In contrast, nurses with greater work experience (? 30 years) (Odds ratio: 0.48; 95% Confidence interval: 0.27?0.85) and who worked at units where 10 or more students perform clinical practice (Odds ratio: 0.57; 95% Confidence interval: 0.36?0.90) were associated with a lower probability of positive perceptions. Conclusions In Spain, the contributions made by nursing students to clinical settings are favorable, both for the nursing profession and for healthcare institutions. Their contributions are influenced by the professional characteristics of the Registered Nurses, as well as the environment and the teaching activity within the units. 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=304720
in Nurse Education in Practice > Vol. 68 (March 2023) . - 103601[article]
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Titre : Effects of advance care planning training on advanced practice nurse students' knowledge, confidence, and perception of end-of-life care: A mixed-method study Type de document : Article Auteurs : Minjeong Jo ; Mihyun Park ; Kyoungsun Yun Année de publication : 2023 Article en page(s) : 103555 Note générale : https://doi.org/10.1016/j.nepr.2023.103555 Langues : Anglais (eng) Descripteurs : HE Vinci
Concept du soi ; Connaissances, attitudes et pratiques en santé ; Elève infirmier ; Planification anticipée des soins ; Simulation ; Soins palliatifsRésumé : Aims This study aimed to assess how an advance care planning training program affected advanced practice nursing students? knowledge, confidence and perception of end-of-life care in South Korea. Background Effective communication between healthcare providers, patients and their families is one of the most important components of quality end-of-life care. However, nurses in South Korea may feel uncomfortable helping patients and families with advance care planning because of the cultural taboo against talking about dying. Design A mixed-method design was used with data obtained from self-administered questionnaires at the onset and end of the advance care planning training program and qualitative data from participant feedback after the program. Methods Data collected from 65 advanced practice nursing students who participated in advance care planning training programs in June-July 2020 and 2021, conducted as part of a graduate clinical practice course, were analyzed. Data were originally collected to examine students? course outcomes. A training program was provided to advanced practice nursing students to improve their knowledge, confidence and perception in advance care planning conversations with their patients. The program comprised three sessions: online lectures, face-to-face simulations and discussions on advance care planning and ethical issues. Changes in advance care planning knowledge, confidence in supporting patients? advance directives, perceived nursing roles in end-of-life treatment decisions and perception of a good death were examined before and after the training. Results There were statistically significant increases in participants? advance care planning knowledge, confidence in supporting patients? advance directives and perception of the active role of nurses in patients? end-of-life treatment decisions after the training. Conclusions The results indicate the effects of training programs on advanced practice nursing students? knowledge, confidence and perception of advance care planning communication. They also provide evidence about what contents and methods can be helpful in developing end-of-life care training for advanced practice 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=304086
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103555[article]
Titre : Determinants of nursing students' inclination to ethical values : Compassionate love and perceived social support from the family Type de document : Article Auteurs : Neslihan Lok ; Gülten Uzun ; Alime Selçuk Tosun Année de publication : 2023 Article en page(s) : 103556 Note générale : https://doi.org/10.1016/j.nepr.2023.103556 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Empathie ; Ethique ; Famille ; Soutien socialRésumé : Background Since professional values and the associated behaviors constitute the basis of practice in nursing, which is a profession based on professional ethics and ethical values, it is important to determine the inclination of nurses and nursing students to ethical values and the associated factors. Aim In this study, it was aimed to determine nursing students? levels of inclination to ethical values, compassionate love and perceived social support from the family, to examine the relationship between sociodemographic characteristics, compassionate love and perceived social support from family and inclination to ethical values, and the determining factors affecting the inclination to ethical values. Design This is a descriptive relational study. Methods The study was conducted with 558 students studying at the faculty of nursing between April-June 2022. The data were collected face-to-face using the Personal Information Form, Inclination to Ethical Values Scale, Compassionate Love Scale, and Scale of Perceived Social Support from Family. Results It was found that there was a positive and significant relationship between compassionate love and perceived social support from the family and the level of inclination to ethical values, and that the mean scores of compassionate love (? = 0.882) and perceived social support from the family (? = 0.623) explained 89.3% of the change in the level of inclination to ethical values. Conclusions It was observed that males, freshman students, those with illiterate parents and students who did not take courses on ethics were in the risky group in terms of inclination to ethical values, and that sociodemographic characteristics, compassionate love and perceived social support from the family were the determinants of inclination to ethical values. 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=304087
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103556[article]
Titre : The relationship competencies guiding tool: A development, content validation and implementation study Type de document : Article Auteurs : Ana Choperena ; Inés Olza ; Miren Idoia Pardavila-Belio ; Virginia La Rosa-Salas ; Mónica Vázquez-Calatayud Année de publication : 2023 Article en page(s) : 103562 Note générale : https://doi.org/10.1016/j.nepr.2023.103562 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement professionnel ; Etudes de validation ; Récits personnels ; Recommandations comme sujet ; Soins centrés sur le patient ; Soins infirmiers ; Vécu du soignantMots-clés : Outil d'orientation des compétences relationnelles Résumé : Aim The aims of this paper are to present the results of the development, content validation and implementation study of the Relationship Competencies Guiding Tool; to provide examples of how each item in the tool is reflected in clinical narratives written by nurses and justify the corresponding scores after the evaluation; to present how the language and content of the narratives are interpreted with the tool and to describe an exemplar; and to present barriers to and facilitators of the application of the tool. Background From a person-centered care approach, the fostering of authentic relationships with patients is key to achieving therapeutic benefits. Therefore, it is essential to help nurses establish meaningful relationships with patients and help them acquire these abilities. Clinical narratives can be used as a way to promote reflective practice and professional competency development among nurses. A tool to evaluate the knowledge, skills, attitudes and values necessary for developing authentic encounters with patients through clinical narratives was developed, validated and implemented. Design An instrument-development study comprised of three steps: conceptualization; item generation and content validity; and implementation of the tool and linguistic evaluation. Methods This study was conducted in three major steps. Step one entailed conceptualization. Step two included the generation of items and content validation. In step three, the tool was used to independently evaluate 25 narratives. One of these narratives was also linguistically analysed to provide a comprehensive view of the interpretative strategies deployed by evaluators. Results The Relationship Competencies Guiding Tool was developed, validated and implemented. It could help nurses work on nursing relationship-based professional competencies, guided the evaluators in the process of assigning scores to the corresponding items and helped the researchers identify certain barriers and facilitators before and during the narrative evaluation process. Conclusions The tool has been shown to be clear, relevant and conceptually and linguistically suitable for evaluating clinical narratives. The Relationship Competencies Guiding Tool could be applied to interpret how nurses reflect professional competencies in a clinical narrative as a preliminary step in the construction of a measurement tool. Tweetable abstract From a person-centered relationship-based care approach, clinical narratives can be used to promote professional competencies between nurses. The Relationship Competencies Guiding Tool may help evaluate the knowledge, skills, attitudes and values necessary for developing authentic encounters with persons/families, as reflected by nurses? clinical narratives. 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=304088
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103562[article]
Titre : The effect of flipped learning on blood pressure knowledge and self-directed learning skills of first-year nursing students: A randomized controlled trial Type de document : Article Auteurs : ?ule B?y?k Bayram ; Emel Gülnar ; Hüsna Özveren ; Nurcan Çal??kan Année de publication : 2023 Article en page(s) : 103557 Note générale : https://doi.org/10.1016/j.nepr.2023.103557 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-apprentissage ; Classe inversée ; Elève infirmier ; Essai contrôlé randomisé ; Institut de formation en soins infirmiers ; Pression artérielleMots-clés : Élève de premier cycle Résumé : Aim This study investigated the effect of flipped learning on first-year nursing students? blood pressure knowledge levels and self-directed learning skills. Background Flipped learning is an innovative approach that helps nursing students learn about blood pressure and how to measure how to measure blood pressure accurately. Flipped learning also promotes active and student-centered learning settings and encourages nursing students to develop self-directed skills. Design This study adopted a pretest-posttest open-label randomized controlled trial. Method The sample consisted of 94 first-year nursing students randomized into experimental (n = 48) and control groups (n = 46). The experimental group participants were trained using the flipped learning model. Data were collected using a personal information form, the Blood Pressure Knowledge Test (BPKT) and the Self-Directed Learning Skills Scale (SDLSS). Results There was no significant difference in pretest BPKT scores between the experimental and control groups. However, there was a significant difference in posttest BPKT scores between the experimental and control groups (p = 0.011). Moreover, there was a significant difference between the experimental group's mean pretest, posttest and follow-up SDLSS scores (p = 0.009). Conclusion The experimental group had a significantly higher mean posttest BPKT score than the pretest score. They had significantly higher mean posttest SDLSS total and ?self-monitoring,? ?motivation,? and ?self-confidence? subscale scores than the pretest score. 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=304089
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103557[article]
Titre : Digital adaptability competency for healthcare professionals: a modified explorative e-Delphi study Type de document : Article Auteurs : Roxanne Bleijenbergh ; Eveline Mestdagh ; Olaf Timmermans ; Bart Van Rompaey ; Yvonne J. Kuipers Année de publication : 2023 Article en page(s) : 103563 Note générale : https://doi.org/10.1016/j.nepr.2023.103563 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage numérique ; Evaluation des compétences ; Méthode Delphi ; Personnel de santéMots-clés : Adaptabilité numérique Résumé : Aim To establish items of the digital adaptability competency for healthcare professionals. Background While the application and deployment of eHealth has continued at a rapid pace, healthcare professionals are expected to keep up and join the digital evolution. The implementation of eHealth requires a change in the healthcare professionals? competencies of which the ability to adapt to technological change is fundamental. There?s more needed than just ICT skills, overall competencies to be digitally adaptable between patientcare and the use of eHealth are needed. Today, a distinct and relevant list of items for healthcare professionals related to the competency of digital adaptability is missing. Design An exploratory modified e-Delphi study. Methods This study was conducted in Flanders, Belgium. An expert group (n = 12) consisting of 2 policymakers of the Belgian federal government, 3 eHealth managers of large organizations in the Belgian healthcare sector, 1 nurse, 1 midwife, 2 health service users and 3 researchers specialized in eHealth research. Through a literature review an initial list of items was developed, consisting of 67 statements. A two-round Delphi survey was performed where experts could rate the relevance of each item. The third round comprised an online meeting, where the expert group discussed the remaining items until agreement was reached to retain, modify, or eliminate the item. Results In round 1, eleven items were included to the final document. In round 2, ten items were included. In round 3, the panel unanimously agreed to add six items, one item was modified into two separate items. In total, 29 items were included in the final document. Conclusions The rather abstract concept of digital adaptability is now transformed into a more pragmatic concept of 29 items, reflecting the practical competencies of healthcare professionals necessary to be digital adaptable. 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=304090
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103563[article]
Titre : Teaching strategies of clinical reasoning in advanced nursing clinical practice: A scoping review Type de document : Article Auteurs : Silvia Giuffrida ; Verdiana Silano ; Nicola Ramacciati ; Cesarina Prandi ; Alessia Baldon ; Monica Bianchi Année de publication : 2023 Article en page(s) : 103548 Note générale : https://doi.org/10.1016/j.nepr.2023.103548 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement spécialisé en soins infirmiers ; Pensée critique ; Pratique infirmière avancée ; Raisonnement clinique ; Stratégie d'enseignementRésumé : Aim/objective To report and synthesize the main strategies for teaching clinical reasoning described in the literature in the context of advanced clinical practice and promote new areas of research to improve the pedagogical approach to clinical reasoning in Advanced Practice Nursing. Background Clinical reasoning and clinical thinking are essential elements in the advanced nursing clinical practice decision-making process. The quality improvement of care is related to the development of those skills. Therefore, it is crucial to optimize teaching strategies that can enhance the role of clinical reasoning in advanced clinical practice. Design A scoping review was conducted using the framework developed by Arksey and O?Malley as a research strategy. Consistent with the nature of scoping reviews, a study protocol has been established. Methods The studies included and analyzed in this scoping review cover from January 2016 to June 2022. Primary studies and secondary revision studies, published in biomedical databases, were selected, including qualitative ones. Electronic databases used were: CINAHL, PubMed, Cochrane Library, Scopus, and OVID. Three authors independently evaluated the articles for titles, abstracts, and full text. Results 1433 articles were examined, applying the eligibility and exclusion criteria 73 studies were assessed for eligibility, and 27 were included in the scoping review. The results that emerged from the review were interpreted and grouped into three macro strategies (simulations-based education, art and visual thinking, and other learning approaches) and nineteen educational interventions. Conclusions Among the different strategies, the simulations are the most used. Despite this, our scoping review reveals that is necessary to use different teaching strategies to stimulate critical thinking, improve diagnostic reasoning, refine clinical judgment, and strengthen decision-making. However, it is not possible to demonstrate which methodology is more effective in obtaining the learning outcomes necessary to acquire an adequate level of judgment and critical thinking. Therefore, it will be necessary to relate teaching methodologies with the skills developed. 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=304091
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103548[article]
Titre : Effect of patient safety education interventions on patient safety culture of health care professionals: Systematic review and meta-analysis Type de document : Article Auteurs : Fouad Agbar ; Shan Zhang ; Ying Wu ; Murtada Mustafa Année de publication : 2023 Article en page(s) : 103565 Note générale : https://doi.org/10.1016/j.nepr.2023.103565 Langues : Anglais (eng) Descripteurs : HE Vinci
Enseignement infirmier ; Méta-analyse ; Personnel de santé ; Revue systématique ; Sécurité des patientsRésumé : Aim To synthesize and evaluate the cumulative effect of patient safety education intervention for health care professional staff in the hospital setting on their patient safety culture. Background Patient security Culture is an important factor in ensuring patient safety and it is recommended as one of the pillars of preventive strategies in the healthcare system. Design Systematic review and meta-analysis were prospectively registered with PROSPERO. Methods This review and meta-analysis were conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. We searched PubMed, EMBASE, Ovid, CINAHL, Cochran Library, Web of Science and randomized control trial registration databases from January 1999 to February 2021. Studies on patient safety culture intervention were included. We assessed research quality using the jadad scale for RCTs and the Methodological Index for Non-Randomized Studies Results Sixteen studies with a total of 3438 participants in the intervention group and 3121 in the control group were included in the final analysis. The random-effect meta-analysis shows significant heterogeneity among studies that assessed patient safety culture as a mean percentage of positive responses or as a mean score of 1?5 scale. (I2 = 91% and 77%, respectively). Also, there was a significant difference between experimental and control group in the overall pooled effect of patient safety culture in the studies that used the mean percentage of positive response [Mean Difference = 5.24, 95% confidence interval (1.32, 9.16, Z = 2.62; P = 0.009] or the mean score [Mean Difference = 0.08, 95% confidence interval (0.01, 0.15), Z = 2.26; P = 0.02]. The difference was no longer significant in the mean score studies after excluding the studies with low-quality scores. Subgroup analysis showed no change in the pooled effect of the studies with quasi-experimental [Mean Difference = 7.84, 95% confidence interval (2.35, 13.33); Z = 2.80; p = 0.005) or before-after design [MD= 0.11, 95% confidence interval (0.07, 0.14); Z = 5.74; p = 0.000]. However, the patient safety education intervention remained effective after one year of follow-up. Conclusions Our review Provides empirical evidence on current efforts in patient safety education to improve a healthcare professional-patient safety culture. The Patient safety education program could improve the patient safety culture of health care professionals. 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=304092
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103565[article]
Titre : Evaluation of resource allocation for undergraduate nursing professional experience placements coordination in Australian Higher Education; A cross-sectional study with descriptive qualitative thematic analysis Type de document : Article Auteurs : Abdi D. Osman ; Leah Bradley ; Virginia Plummer Année de publication : 2023 Article en page(s) : 103571 Note générale : https://doi.org/10.1016/j.nepr.2023.103571 Langues : Anglais (eng) Descripteurs : HE Vinci
Allocation des ressources ; Australie ; Elève infirmier ; Enseignement spécialisé en soins infirmiers ; Soins infirmiers ; Stage de formation cliniqueMots-clés : Coordination clinique Coordination de stage de formation clinique Résumé : Aims and objective To assess the implementation of standards by Australian Nursing higher education providers as set by accrediting and regulating bodies and to identify any barriers or enablers to optimizing Professional Experience Placement. To recommend strategies for safeguarding and improving any identified enablers as well as mitigating factors for any identified barriers. Background Professional Experience Placement is an essential element of all accredited Nursing Programs in Australia. The Australian Nursing and Midwifery Accreditation Council is responsible for developing accreditation standards and mandates minimum of 800 h of Professional Experience Placement scaffolded across curriculum which some Higher Education Providers set as their exact baseline for clinical placement duration. Design Descriptive study using; questionnaire survey with qualitative thematic analysis and CROSS checklist. Method Quantitative method with descriptive qualitative thematic analysis and purposive sampling was used to target 37 higher education institutions that offer BN and BN/BM programs, 33 of these institutions were randomly selected for inclusion. Data was collected over a six-week period from 24th May to 4th July 2022 using Qualtrics online survey. Results Out of the 33 Higher Education providers who were invited to participate, 51.5 % (n = 17) responded. The respondent?s demographics were: 94 % Bachelor of Nursing only placements coordinators while one respondent reported covering both Bachelor of Nursing and Bachelor of Midwifery; Most of the respondents (65 %) were in 40?55 years age group. The respondents reported to have overall responsibility across one to 6 campuses (Mean = 2.2) and having support/administrative staffs ranging from 0 to 15 (Mean = 4.11). Student population among the institutions ranged from 500 to 7500 with a mean of 2365.38. The number of campuses covered had statistically significant relationship with the student population (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=304093
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103571[article]
Titre : The value of simulation-based education in developing preparedness for acute care situations: An interview study of new graduate nurses' perspectives Type de document : Article Auteurs : Anders Sterner ; Maria Skyvell Nilsson ; Annika Eklund Année de publication : 2023 Article en page(s) : 103549 Note générale : https://doi.org/10.1016/j.nepr.2023.10354 Langues : Anglais (eng) Descripteurs : HE Vinci
Analyse de pratiques ; Enseignement infirmier ; Formation par simulation ; Infirmières et infirmiers nouvellement diplômés ; Soins infirmiersMots-clés : Valeur de la formation par simulation Résumé : Aim This study aimed to explore how new graduated nurses experience a one-day simulation based education, contributing to providing care in acute situations two months after completion. Background Simulation-based education is often offered to new graduated nurses as part of important workplace learning. Simulation-based education is a valid learning and teaching strategy and is suggested as a measure to improve nurses? ability in acute situations. However, studies are often conducted as pre-post evaluations immediately after completion of a simulation. Thus, knowledge of the clinical impact of simulation-based education on actual acute care situations could benefit both research and practice. Design/method During the winter of 2021?2022, 14 semi-structured interviews were conducted with newly graduated nurses two months after they completed the simulation-based education and the interviews were analyzed using thematic analysis. Results The results are presented in three themes: a structured and shared strategy to handle acute situations, a developed role in acute situations and a more comprehensive understanding of acute situations. The results revealed that simulation-based education can contribute to the ability to care in acute situations in terms of action readiness and broad contextual understanding. Conclusion Simulation-based education can help develop the ability to care for patients in acute situations. However, differences in participant experiences must be acknowledged and processed in order for the implementation and outcome to be successful. 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=304094
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103549[article]
Titre : Nurse-to-nurse handoff with distractors and interruptions: An integrative review Type de document : Article Auteurs : Kathryn J. Vanderzwan ; Susan Kilroy ; Amy Daniels ; Jennifer O?Rourke Année de publication : 2023 Article en page(s) : 103550 Note générale : https://doi.org/10.1016/j.nepr.2023.103550 Langues : Anglais (eng) Descripteurs : HE Vinci
Communication ; Distraction ; Equipe soignante ; Interruption de tâche ; Sécurité des patients ; Soins infirmiersMots-clés : Communication standardisée entre les équipes soignantes Résumé : Aim An integrative review of the literature was conducted to explore perceptions of distractors and interruptions during nurse-to-nurse handoff. Background Handoff distractors and interruptions are recognized as barriers to effective nurse handoff and may lead to preventable and costly medical errors. However, little is known about the perception of these barriers to nurses and strategies to mitigate distractors and interruptions during nurse-to-nurse handoff. Methods Using the framework of Whittemore and Knafl, four electronic databases were searched for articles written in English and published in the last five years. Inclusion criteria included: qualitative, quantitative, mixed-methods or quality improvement papers focused on distractors/interruptions during nurse handoff. A multi-author independent review of articles was completed with a rigorous process of data extraction and quality assessment. Results A total of 17 articles were reviewed with findings categorized into the following themes: perceptions of handoff, characteristics of handoff, or logistics of handoff. Nurses reported that interruptions and distractions were a limitation in handoff quality and handoff efficiency, occurring during inter-shift and unit-to-unit handoff. The two most common types of interruptions and distractions were people (patient, family) and environmental factors (equipment alarms). An organized and standardized approach to handoff was recommended, but few specific examples were reported. Conclusion Despite recent research related to interruptions and distractions in nurse handoff, few evidence-based strategies have been identified that effectively mitigate these patient safety problems. More evidence is needed to determine best practice methods for handoff training for nurses and 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=304095
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103550[article]
Titre : Difficulties and innovations in teaching anatomy and physiology in nursing Type de document : Article Auteurs : Miho Satoh ; Akiko Fujimura ; Shoko Miyagawa Année de publication : 2023 Article en page(s) : 103551 Note générale : https://doi.org/10.1016/j.nepr.2023.103551 Langues : Anglais (eng) Descripteurs : HE Vinci
Anatomie ; Compétence clinique ; Enseignement infirmier ; Innovation pédagogique ; PhysiologieRésumé : Aim This study aimed to clarify the difficulties and innovations in anatomy and physiology education from the perspective of faculty members in charge of anatomy and physiology education in Japanese nursing universities. Background Many nursing students have difficulty acquiring anatomy and physiology knowledge and applying it in clinical situations; therefore, effective teaching and learning methods for anatomy and physiology must be provided in nursing education. Design This study followed a cross-sectional observational design using a web-based self-administered questionnaire. Methods A web-based self-administered open-ended survey regarding the difficulties and innovations in teaching anatomy and physiology in nursing was conducted involving nursing faculty members at universities in Japan. After inviting 280 nursing universities to participate in the survey, 37 completed questionnaires were collected and descriptively analyzed. Results In approximately 30% of the universities, multiple professions were involved in collaboratively teaching anatomy and physiology. Furthermore, 59.5% of the universities offered a combination of didactic lectures and laboratory learning. Difficulties in teaching anatomy and physiology included the limitations of the physical teaching environment, the difficulty of teaching the importance of anatomy and physiology in nursing practice, the difficulty of adjusting educational content to learner readiness, and the difficulty of terminology and concepts specific to anatomy and physiology. Innovations used in teaching anatomy and physiology from a nursing perspective included integrating anatomy and physiology with related disciplines, encouraging students to visualize human anatomy in three dimensions, and linking anatomy and physiology to clinical nursing practice. Conclusion Despite some difficulties in teaching the subjects, faculty members have implemented effective educational methods on their own. Due to the various constraints of the learning environment, it is difficult for students to learn anatomy and physiology on campus in depth and acquire a deep understanding of its significance in clinical practice. Therefore, educational involvement that fosters students? self-directed learning skills and encourages flexible learning is expected. In addition, by collaborating with multiple disciplines to provide anatomy and physiology education, the participants of this study innovated pedagogies for teaching nursing students about the usefulness of anatomy and physiology and motivated their students. Moving forward, teachers need to relate their knowledge of anatomy and physiology to actual nursing care and clinical cases and convey the importance of deeply understanding anatomy and physiology in nursing practice to support their students? active learning. 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=304096
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103551[article]
Titre : Culturally and linguistically diverse nurses' experiences of how competence facilitates integration into the working environment: A qualitative study Type de document : Article Auteurs : T. Isakov ; S. Kamau ; M. Koskenranta ; H. Kuivila ; A. Oikarainen ; P. Ropponen ; K. Mikkonen Année de publication : 2023 Article en page(s) : 103553 Note générale : https://doi.org/10.1016/j.nepr.2023.103553 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence clinique ; Diversité culturelle ; Elève infirmier ; Infirmières et infirmiers ; Langue (communication) ; ToléranceMots-clés : Intégration professionnelle Reconnaissance des diplômes Résumé : Aim This study aims to describe culturally and linguistically diverse nurses? experiences of how they transferred their competence to meet professional competence requirements in non-English speaking environment. Background Competence is one factor that affects culturally and linguistically diverse nurses? integration into the working environment. In this study, knowledge, skills, values and personal traits are included in the holistic competence concept. Design Qualitative. Methods A total of 24 culturally and linguistically diverse nurses involved in Finnish health care participated in this qualitative study. Data were collected through snowball sampling during the summer of 2021 using semi-structured interviews. The collected data were analysed using inductive content analysis. Results The data analysis revealed a total of five main categories describing culturally and linguistically diverse nurses? experiences: 1) before immigration; 2) competence requirements in the country of immigration; 3) assessment of competencies; 4) support factors; and 5) hardships. Conclusion Degree recognition, colleagues? tolerance towards culturally and linguistically diverse nurses at the workplace and continuous education focusing on local language could improve culturally and linguistically diverse nurses? integration into the working environment. 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=304097
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103553[article]
Titre : Nursing students' expectations and career preferences before clinical placement in mainland China: A qualitative exploration Type de document : Article Auteurs : Jingyi Chen ; Yidan Yang ; Ling Shen ; Xiao Zhang ; Rong Hu Année de publication : 2023 Article en page(s) : 103552 Note générale : https://doi.org/10.1016/j.nepr.2023.103552 Langues : Anglais (eng) Descripteurs : HE Vinci
Chine ; Choix de carrière ; Elève infirmier ; Stage de formation cliniqueMots-clés : Préférence professionnelle Résumé : Aim To explore nursing students? expectations and career preferences before their clinical placements. Background Clinical placement is an important adaptation stage through which nursing students become nurses. Nursing students' expectations of clinical placement are not always met. There is a huge demand-supply gap in the nursing labor force and ensuring successful nursing placements could offset this gap. Design This study adopted a descriptive qualitative design. Methods Each participant was interviewed in the weeks before the start of their clinical placement. Interviews were semi-structured and audio recorded. Data were analyzed using Clarke and Braun's thematic analysis. Results This study included 25 students (11 males and 14 females; age 20?21 years), which was sufficient to reach data saturation. We identified 138 codes and six themes emerged: a) expectations of role transition; b) expectations of self-enhancement; c) expectations of teaching styles; d) fears and worries; e) preliminary career preferences; and f) motivating and obstacle factors of engaging in a nursing career. Conclusions Nursing students had various expectations of their upcoming clinical placements alongside certain worries and fears. More predictive and targeted strategies need to be considered to ensure the success of clinical nursing placements. Further research should explore and verify strategies to meet nursing students' expectations and promote their preference for a nursing career. 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=304098
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103552[article]
Titre : Effect of involvement and motivation on self-learning: Evaluating a mobile e-learning program for nurses caring for women with gynecologic cancer Type de document : Article Auteurs : Hsiao-Pei Hsu ; Jong-Long Guo ; Fen-He Lin ; Shu-Fen Chen ; Chiu-Ping Chuang ; Chiu-Mieh Huang Année de publication : 2023 Article en page(s) : 103558 Note générale : https://doi.org/10.1016/j.nepr.2023.103558 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement à distance ; Evaluation des apprentissages ; Gynécologie ; Motivation ; Motivation académique ; Soins infirmiers ; TumeursRésumé : Aim To evaluate a mobile e-learning program for nurses caring for women with gynecologic cancer and explore the effect of personal involvement and motivation on self-learning. Background Cancer care has gradually come to be regarded as chronic disease management. In this context, nurses require health education skills to impart cancer-related knowledge and teach patients the relevant practices to enhance their adaptation to the illness. Thus, nurses would benefit from a mobile program to facilitate learning educational skills efficiently as it allows learners to learn at their own pace and convenience. Methods A cross-sectional study design was used. A mobile e-learning program with interactive tasks was designed to function as supplementary education for nurses. The program comprised four topics including exercise, illness representations based on the Common Sense Model, caring principles associated with chemotherapy and radiation therapy in caring for women with gynecologic cancer. In total, 84 purposively sampled nurses completed the program successfully. Data were collected via structured questionnaire from March to August 2021. Partial least squares structural equation modeling was used to examine the proposed hypotheses regarding the effects of involvement and motivation on learning outcomes. Results The results showed that cognitive involvement had significant effects on learning motivation. However, no significant effects were found for affective involvement. Furthermore, cognitive involvement was indirectly associated with learning effects via motivational components. The strongest associations between motivational factors and learning effects were found for perceived attention, followed by perceived relevance. Conclusions The results suggest that motivation is a proximal influencing factor for learning effects. However, the effects of perceived attention and relevance were stronger than those of perceived confidence and satisfaction. Furthermore, the authors identified the different aspects of involvement and found that cognitive involvement had significant effects on learning motivation, while no effects were observed for affective involvement. 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=304099
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103558[article]
Titre : Development and psychometric testing of the non-technical skills scale in medical and surgical hospital units for nursing students Type de document : Article Auteurs : César Leal-Costa ; José Jorge Carrasco-Guirao ; María Gracia Adánez-Martínez ; José Luis Díaz-Agea ; Antonio Jesús Ramos-Morcillo ; María Ruzafa-Martínez ; María Suarez-Cortes ; Ismael Jiménez-Ruiz Année de publication : 2023 Article en page(s) : 103559 Note générale : https://doi.org/10.1016/j.nepr.2023.103559 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Psychométrie ; Soins infirmiersMots-clés : Compétences non techniques Simulation clinique Étude instrumentale Développement d'échelle de compétences non techniques Résumé : Objective To develop and validate a tool to assess the non-technical skills of medical and surgical hospital units undergraduate nursing students. Background In the area of healthcare, non-technical skills complement technical ones, and contribute to patient safety. High-fidelity simulation is an ideal resource for working on these skills. Thus, evaluation instruments are needed to understand the efficiency of this methodology. Although many evaluation instruments already exist, none measure non-technical skills of undergraduate nursing students in medical and surgical hospital units. Design An instrumental study design was employed. Methods Two-phases were used to develop and validate the scale: 1) Scale development. A group of experts defined the dimensions and components. Afterwards, the content was validated by experts, and a pilot study was conducted with undergraduate Nursing students. 2) Analysis of the psychometric properties of the scale. A total of 393 students were evaluated in high-fidelity simulation scenarios by three evaluators, through the use of the Non-Technical Skills in Medical and Surgical Hospital Units (NTS-Nursing) Scale. Results The content validity indexes were adequate for the total of the items and the total of the scale. The statistical descriptors of the items, the internal structure, and the reliability (internal consistency and inter-evaluator reliability) were analyzed, as well as the external evidence of validity, with adequate values obtained. Conclusion The NTS-Nursing scale is a valid and reliable instrument. Its structure of 10 items makes its use fast and easy. 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=304100
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103559[article]
Titre : Effects of video-recorded role-play and guided reflection on nursing student empathy, caring behavior and competence: A two-group pretest-posttest study Type de document : Article Auteurs : Sheng-Miauh Huang ; Su-Chen Fang ; Szu-Ying Lee ; Pei-Jung Yu ; Chen-Jung Chen ; Yan-Si Lin Année de publication : 2023 Article en page(s) : 103560 Note générale : https://doi.org/10.1016/j.nepr.2023.103560 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude envers la santé ; Connaissances, attitudes et pratiques en santé ; Empathie ; Jeu de rôle ; Soins infirmiersRésumé : Aim The study examined the differences in nursing student empathy, caring behavior and competence between the experimental and control groups before and after educational intervention and to predict the factors affecting their core competencies. Background Educating nursing students in empathy and caring behaviors before entering clinical practice is challenging. Design We used a two-group pretest and post-test quasi-experimental design. Methods First-year nursing students from medical schools in Taiwan participated in our study. Data were collected between March and May 2022. The learning method used with the intervention group was role-playing with videos and guided reflection. The control group was exposed to traditional curriculum. Empathy, caring behavior and competence were measured using the Jefferson Scale of Empathy- Healthcare Providers, the Caring Behaviors Scale and the Nursing Student Competence Scale. Result A total of 72 participants (40 in the experimental group and 32 in the control group) were included in the final statistical analysis. The response rate was 92%. Statistically significant differences in nursing student empathy, caring behavior and competence were observed between the experimental and control groups (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=304101
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103560[article]
Titre : Examining family and community nurses' core competencies in continuing education programs offered in primary health care settings: An integrative literature review Type de document : Article Auteurs : Mina Azimirad ; Riina Paloniitty ; Ioanna V. Papathanasiou ; Giuseppe Aleo ; Gianluca Catania ; Francesca Pozzi ; Annamaria Bagnasco ; Hannele Turunen Année de publication : 2023 Article en page(s) : 103561 Note générale : https://doi.org/10.1016/j.nepr.2023.103561 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; Evaluation des compétences ; Formation continue infirmier ; Infirmières et infirmiers ; Soins de santé primairesRésumé : Aim To identify gaps in existing family and community nurse (FCN) continuing education programs and to investigate whether FCN core competencies are covered in continuing education programs offered in primary health care settings. Background In global pandemics such as COVID-19, there is an urgent need for staff development using transformative learning and help registered nurses build up their competencies and form a new professional identity as family and community nurses (FCNs). Therefore, FCN education programs become of high importance to enhance nurses? core competencies through continuing education. Methods An integrative review of the literature was conducted applying the Whittemore and Knafl methodological strategy for studies published between 2015? June 2021. Results FCN core competencies, including the ?decision-making process, navigation as care coordinator and patient advocate and promoting individual and family health to support the quality of nursing care,? were poorly covered in the FCN programs. Specifically, e-health played a very limited role in FCN continuing education, while ethics, managing change, managing disparity and diversity and leadership skills, did not emerge at all. Conclusion The identified gaps can be incorporated into future FCN continuing education programs and may help improve nurses? competence and health care delivery and support new integrated models of care, namely, person-centered and community-based models. 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=304102
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103561[article]
Titre : Effects of bloom's mastery learning model based on CBRN preparedness program on learning skills of nursing students: A randomized controlled trial Type de document : Article Auteurs : Derya Aslan Huyar ; Melek Nihal Esin Année de publication : 2023 Article en page(s) : 103568 Note générale : https://doi.org/10.1016/j.nepr.2023.103568 Langues : Anglais (eng) Descripteurs : HE Vinci
Capacité d'apprentissage ; Elève infirmier ; Essais cliniques comme sujet ; Pollution radioactive ; Soins infirmiersMots-clés : Agents de guerre biologique Agents de guerre chimique Résumé : Background Exposure to chemical, biological, radiological and nuclear (CBRN) threats and hazards can have fatal or disabling consequences. One of the most risky groups in terms of secondary contamination in CBRN exposure is healthcare workers. Nurses need to have several competencies to be able to respond correctly to people exposed to CBRN agents and to protect themselves from secondary contamination. Aim This study aimed to investigate the effectiveness of a Bloom?s Mastery Learning Model-based Chemical, Biological, Radiological, Nuclear Threat and Hazards Preparedness Program for nursing students (MLM-CBRN Preparedness Program) as a means for improving knowledge, attitudes, self-efficacy and skills. Design A parallel-group trial design was used. Methods A total of 104 4th-year nursing students were randomized into intervention and control groups. The data from the participants were collected before the intervention, immediately after the intervention and in the 1st and 3rd months after the intervention. Results After the intervention, a significant difference was observed between the groups in terms of knowledge, attitude and self-efficacy scores. It was seen that there was a significant difference between the pre-intervention measurement (1st measurement) and the 2nd, 3rd and 4th measurements (Table 2). This was due to the increasing scores of the intervention 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=304103
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103568[article]
Titre : What do we know about midwives' transition from clinical practice to higher education teaching roles ? A scoping review Type de document : Article Auteurs : Michelle Gray ; Melanie Baker ; Annemarie De Leo Année de publication : 2023 Article en page(s) : 103531 Note générale : https://doi.org/10.1016/j.nepr.2022.103531 Langues : Anglais (eng) Descripteurs : HE Vinci
Élève sage-femme ; UniversitésMots-clés : Transition de la pratique clinique Résumé : Objective The aim of this review was to examine the literature to identify what is known about midwives? experiences as academics and their perspectives of transition from clinical practice to university. Introduction Literature on health care practitioners, particularly nurses? transition from clinical experts to novice teachers suggests the transition to academia is challenging.Challenges reported by research studies have identified stress, uncertainty, and lack of a supportive and structured transition. There was a dearth of primary research evidence of midwives? perspectives. Methods A scoping review using the Johanna Briggs Institute three step approach was employed. First, an initial limited search of Google Scholar and CINAHL was undertaken to identify articles on the topic. Second, the text words contained in the titles and abstracts of relevant articles and the index terms used to describe the articles were used to develop a complete search strategy in databases: EMBASE, MIDIRS, Scopus and PubMed. Finally, a manual search of the reference lists of all included sources of evidence was manually searched for additional studies. Results Ten papers that included midwives as the participants were located from Australia, The United Kingdom (UK) and the United States of America (USA) between 2006 and 2022. Analysis of the findings led to three themes: Theme 1: Challenges associated with the transition; Theme 2: Dichotomy of identity; and Theme 3: Fear of losing clinical credibility. Conclusion In most studies midwives formed a subset of the sample meaning that the voices of midwifery academics are minimised by the experiences of other health practitioners. However, in depth details were located from four personal reflections which identified that transition from clinical practice to academia can result in a duality of roles while individuals come to terms with their new reality and overcome their fear of losing credibility as clinicians. New academics from health tend to hold onto their identity as clinicians rather than adopting their new persona as academics. Fear of losing credibility stems from the need to maintain competence for continued professional registration as clinicians. Further research is needed which focuses on midwives as the target sample to validate the research evidence from this scoping 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=304104
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103531[article]
Titre : Exploring the role of advanced clinical practitioners (ACPs) and their contribution to health services in England: A qualitative exploratory study Type de document : Article Auteurs : Claire Mann ; Stephen Timmons ; Catrin Evans ; Ruth Pearce ; Charlotte Overton ; Kathryn Hinsliff-Smith ; Joy Conway Année de publication : 2023 Article en page(s) : 103546 Note générale : https://doi.org/10.1016/j.nepr.2023.103546 Langues : Anglais (eng) Descripteurs : HE Vinci
Personnel de santé ; Pratique infirmière avancée ; Relations interprofessionnelles ; Services de santéMots-clés : Travail interprofessionnel Résumé : Background An extended role being explored globally is the advanced clinical practitioner (ACP). In England this is an extended role for allied health professions, nurses and midwives in a range of settings. Objectives This paper focuses on three research questions: 1) What is the role of ACPs in England? 2) What are the barriers and facilitators to implementing the role? and 3) What is the contribution of ACPs to health services in England? Design/setting A qualitative, exploratory study to explore perspectives on the ACP role in a range of clinical settings. Participants We recruited 63 stakeholders, including 34 nurses, working in a ACP role or ACP education. A purposive snowball sampling technique identified participants meeting inclusion criteria. Methods One-to-one semi-structured interviews throughout 2020, recorded and transcribed verbatim, anonymised and thematically analysed. Results The ACP role in England was undertaken in a broad range of clinical contexts. In England ?advanced clinical practitioner? was not a protected title. There were high levels of variability and ambiguity of understanding and deployment of the ACP role in England. Facilitators to the implementation process included training and education, clinical supervision and organisational support. Lack of protection for the role and variances in experience were barriers. Employer support facilitated development of the ACP role, however where support was limited, at either an individual or organisation level, this was a barrier. Our study highlighted the wide range of ways the ACP role benefitted patient outcomes and workforce development. Conclusions This study outlines the contribution that ACPs can make to health services, contributing factors and key barriers and facilitators to implementing this role. The work showed the positive contribution ACPs can make to service redesign, workforce development and patient outcomes, whilst accepting there is much work to do to ensure protected status and parity across all professions and clinical contexts 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=304105
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103546[article]
Titre : Changes to teaching and learning about medication administration within a diploma of nursing course due to the Covid-19 pandemic: A staff and student multi-method evaluation Type de document : Article Auteurs : Mary-Anne Ramis ; Katherine Jackman ; Susie Gray Année de publication : 2023 Article en page(s) : 103547 Note générale : https://doi.org/10.1016/j.nepr.2023.103547 Langues : Anglais (eng) Descripteurs : HE Vinci
Administration et posologie ; COVID-19 ; Elève infirmier ; Enseignement infirmier ; Evaluation ; Evaluation de l'enseignement ; Evaluation des apprentissagesRésumé : Aim This project aimed to evaluate student and staff satisfaction with, and perspectives on, changes to delivery and format of the Medication Unit of Competency within a Diploma of Nursing Program. Background Medication safety is an integral component of learning for pre-registration nursing students. The COVID-19 pandemic required rapid changes to be made to the medication competency unit being taught to students within a Diploma of Nursing, pre-registration course. Changes to sequencing of theory, mode of education delivery, class sizes, available resources and learning support were required. Design A multi-method evaluation process was conducted. The project is reported as per SQUIRE-EDU guidelines. Methods Focus groups and survey data were obtained from staff and students in December 2020, to evaluate responses to the changes. Student exam results and the number of learning support consultations accessed were also assessed to identify impact of changes. Results Staff and student evaluation identified mixed responses but overall, the change in sequence of theory and mode of delivery was positively received. Crude comparisons of final assessment results revealed improved marks compared to the previous cohort. The addition of an online medication resource was utilised by most students. The agility of staff in responding to the challenges was highlighted in the staff focus group and additional, flexible learning support was favourably received by students. Conclusions Despite the need for rapid changes being made to the course, positive responses were received from both staff and students. Some students preferred the traditional sequencing of learning as they felt it matched their learning style. An added online resource and extra learning support supported student self-efficacy development of medication competency; however further research is needed to ascertain any associations. The online resource is still being utilised within course curriculum. 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=304106
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103547[article]
Titre : The views and experiences of midwifery academics regarding LGBTQ+ health education in pre-registration programmes in the United Kingdom and Ireland: Qualitative findings from a mixed-methods study Type de document : Article Auteurs : Michael Brown ; Edward McCann ; Geraldine McLoughlin ; Caroline Hollins Martin ; Freda McCormick Année de publication : 2023 Article en page(s) : 103554 Note générale : https://doi.org/10.1016/j.nepr.2023.103554 Langues : Anglais (eng) Descripteurs : HE Vinci
Education ; Élève sage-femme ; Irlande ; Minorités sexuelles ; Royaume-Uni ; Santé mentale ; UniversitésMots-clés : Vécu des élèves sage-femme issus de minorités sexuelles Résumé : Aim The purpose of this study was to identify the current LGBTQ+ health content within midwifery pre-registration programmes and identity education best practice and innovation. Background There have been significant developments in some countries in protecting the rights of LGBTQ+ people. LGBTQ+ people are and do become parents and require access to maternity services. Yet some report heteronormative assumptions, negative and discriminatory attitudes from midwives that results in barriers to service access and feelings of exclusion. Design This mixed-methods study involved a quantitative and qualitative design. The qualitative findings are reported here. Methods All 135 Schools of Nursing and Midwifery across the United Kingdom and Ireland were invited to participate in an online survey and qualitative interview. Thematic analysis of the qualitative data from 29 survey responses and seven midwifery follow-up interviews were conducted. Results Three themes identified following data analysis: (i) preparing midwifery students for practice; (ii) the diverse family unit; and (iii) safety, privacy and respect. Conclusions The findings provide insights into the challenges of meeting the education needs of midwifery students, with an opportunity to develop and implement a curriculum that is reflective of the needs and concerns of LGBTQ+ people within pre-registration midwifery programmes. 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=304107
in Nurse Education in Practice > Vol. 67 (February 2023) . - 103554[article]
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Titre : An international exploration of blended learning use in pre-registration nursing and midwifery education Type de document : Article Auteurs : Gillian Janes ; Mandu S. Ekpenyong ; Henrietta Mbeah-Bankas ; Laura Serrant Année de publication : 2023 Article en page(s) : 103514 Note générale : https://doi.org/10.1016/j.nepr.2022.103514 Langues : Anglais (eng) Descripteurs : HE Vinci
Blended learning ; Education ; Elève infirmier ; Internationalité ; Soins infirmiersMots-clés : Élève sage-femme Reherche par méthodes mixtes Résumé : Aim To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. Background The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. Design Cross-sectional, sequential, mixed methods study Participants/settings Nursing/nurse education leaders from across International Council of Nurses regions Methods Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants? knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. Results Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. Conclusions Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact. Tweetable abstract Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. 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=302263
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103514[article]
Titre : Translation and validation of the Chinese version of the Friedman life balance scale among nursing students: A psychometric analysis Type de document : Article Auteurs : FangFang Zhao ; Philip H. Friedman ; Loren Toussaint ; Jon R. Webb ; John Freedom Année de publication : 2023 Article en page(s) : 103505 Note générale : https://doi.org/10.1016/j.nepr.2022.103505 Langues : Anglais (eng) Descripteurs : HE Vinci
Bien-être ; Chine ; Dépression ; Elève infirmier ; Etudes de validationMots-clés : Echelle d'équilibre de vie de Friedman Résumé : Aim To conduct a Chinese translation and validation of the Friedman Life Balance Scale (FLBS). Background Prevalence of mental disorders is high among nursing students. Life balance is important for nursing students, which may help them increase efficiency in their studies and develop physical and psychological health. Yet, little is known about life balance in nursing students. Therefore, it is crucial to evaluate the status of life balance of the students to lay the foundation for exploring its associated factors. Design A multi-centre cross-sectional design. Method The study was comprised of 420 nursing students from 15 hospitals and two educational institutes in East, North and Northeast China from July 2021 to January 2022. The Chinese version of the FLBS was translated and adapted based on published, standardized, international guidelines. Psychometric evaluation included floor and ceiling effects, factorial validity, convergent validity, discriminant validity, internal consistency, test-retest reliability, diagnosis accuracy and calibration. The tests used for validity included floor and ceiling effects, confirmatory factor analysis, average extracted variance (AVE) value, composite reliability, correlations with life satisfaction and subjective well-being. The tests used for reliability incudes Cronbach?s alpha and intraclass correlation coefficients. Diagnosis accuracy was tested by the area under the curve and calibration was tested by Hosmer-Lemeshow goodness-of-fit test. Results The Chinese version of the Friedman life balance scale did not demonstrate floor or ceiling effect, showing content validity is not limited. Confirmatory factor analysis showed acceptable model fit after it was modified. Convergent validity and discriminant validity of the Friedman life balance scale were supported, except subscales two and three were not discriminated well by AVE technique. The internal consistency was acceptable and the test-retest reliability was good with 0.858. The area under the curve was 0.762 and the optimal cut-off point for depressive symptoms was 44. Hosmer-Lemeshow goodness-of-fit test showed the calibration to be acceptable. Life balance is moderate among Chinese nursing students. The subscale ?self-forgive, compassion, love? had the highest correlations with well-being and life satisfaction. Conclusions The Chinese version of the Friedman life balance scale is a suitable instrument for assessing life balance in Chinese-speaking contexts. It also may have potential utility in identifying nursing students with or without depressive symptoms that may need further examination. Future work should examine additional samples of Chinese nursing students, as well as, perhaps other student populations to determine the extent to which the psychometric properties of the FLBS generalize to other students and contexts. 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=302264
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103505[article]
Titre : Evaluation of labour and birth education by midwifery educators: A qualitative study from Turkey Type de document : Article Auteurs : Gözde Gökçe Isbir ; Sevil Guner ; Meltem Aydin Besen ; Gillian Thomson Année de publication : 2023 Article en page(s) : 103515 Note générale : https://doi.org/10.1016/j.nepr.2022.103515 Langues : Anglais (eng) Descripteurs : HE Vinci
Démarche qualité ; Élève sage-femme ; Enseignement ; Parturition ; Sage-femme ; Travail obstétrical ; TurquieMots-clés : Formation des sage-femmes Résumé : Background Midwifery students? education regarding labor and birth is crucial because it directly affects the quality of care provided to women in labor. Aims Exploring educators? experiences of delivering labor and birth education to midwifery students and evaluating the circumstances that affect the quality of labor and birth education Methods This was a qualitative study. Semi-structured interviews were conducted with 16 educators teaching midwifery in 16 midwifery departments at universities in Turkey. Inductive thematic analysis was conducted. All transcripts were evaluated by two researchers, and codes were created. The codes formed the subthemes in terms of similarities and differences; themes were created based on combining subthemes. Findings Three themes were identified. The first ? ?impacts of global changes on labor and birth education?? shows how labor and birth is affected by changing policies, philosophies, individuals, and cultures. The second theme ? ?opportunities/obstacles in labor and birth education?? shows how sources of information, as well as individual and systemic factors, create opportunities or obstacles for the quality of labor and birth education. The final theme ? ?recommendations for quality labor and birth education?? presents participants? suggestions for the effective integration of courses, use of sources of information, and updating of curriculum. Discussion Changing policies, philosophies, individuals, and cultures affect labor and birth education. Individual and systemic factors and information sources create opportunities or barriers for the quality of labor and birth education. Conclusion A positive childbirth experience is a basic human right for both women and newborns. This can be made possible by professionals who have received quality labor and birth education. Thus, investment in midwifery education is an important cost-effective approach to improving health outcomes. 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=302265
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103515[article]
Titre : Emotional labor as emotional regulation: Italian adaptation and longitudinal validation of the scale among undergraduate nursing students Type de document : Article Auteurs : Letizia Dal Santo ; Jessica Longhini ; Marie Andela ; Adalgisa Battistelli ; Maura Galletta Année de publication : 2023 Article en page(s) : 103516 Note générale : https://doi.org/10.1016/j.nepr.2022.103516 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissages premiers (cycle des) ; Elève infirmier ; Italie ; Régulation émotionnelle ; Travail obstétricalRésumé : Aim The aim of the present study is to perform a longitudinal Italian validation of the scale and to adapt it to the nursing education contest. Background: Research on emotional labor has shown that the roles played by surface acting and deep acting are still uncertain. To overcome this gap, scholars suggest observing emotional labor through the lens of the emotional regulation theory. Andela and her colleagues developed a fine grained instrument, which differentiates attentional deployment, cognitive re-evaluation and expressive suppression, emotional amplification and emotional dissonance. Design. To fulfill our aim, a longitudinal study was performed in an Italian University. Method. The adapted scale was administered to 168 nursing students across the three years of attendance in the course. Results. Our results confirm the five-factor structure, and the instrument shows good psychometrical properties. Conclusion. Having shown satisfactory psychometric properties, this scale can be considered a useful instrument to assess those emotional elements of clinical practice, which are important for the assurance of education quality to the under graduated 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=302266
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103516[article]
Titre : How is cultural safety understood and translated into midwifery practice? A scoping review and thematic analysis Type de document : Article Auteurs : Tanya S. Capper ; Moira Williamson ; Rachelle Chee Année de publication : 2023 Article en page(s) : 103507 Note générale : https://doi.org/10.1016/j.nepr.2022.103507 Langues : Anglais (eng) Descripteurs : HE Vinci
Australie ; Pratique professionnelle ; Sage-femmeMots-clés : Sécurité culturelle Résumé : Aim To identify and understand the scope of the literature published since January 2008 that explored Australian midwives understanding of cultural safety and how this is translated into their practice when caring for First Nations women and families. Background Recognition and understanding of First Nations peoples history and culture and the impact this has on the health and wellbeing of women and their families is essential if the midwife is to promote culturally safe and respectful maternity care. The role and responsibilities of the midwife in ensuring that their practice is culturally safe are now reflected in the Australian professional midwifery codes and standards. Whilst midwifery academics? awareness of cultural safety and how it is taught within midwifery education programs have previously been explored, at present, little is known about midwives? understanding of cultural safety, and how this translates into their clinical practice. Methods A Scoping Review was undertaken following Arksey and O?Malley?s five step process. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta Analyses ? Scoping Review extension checklist. Twelve studies met the criteria for inclusion. Thematic analysis was used to analyse the data and organise the results. Results Thematic analysis, guided by two predetermined review questions led to the identification of six overarching themes: ?Awareness of deficiencies?, ?The importance of meeting women?s diverse needs?, ?Understanding relationships as a foundation for culturally safe care?, ?Working in partnership with others?, ?Providing individualised care? and ?Fostering effective relationships and communication?. One sub-theme of the first theme was identified, this was named ?Seeking an understanding of culture?. Conclusion Australian midwives? level of understanding of cultural safety and how it is translated into their midwifery practice when caring for First Nations women and their families differ widely. Midwives across Australia require increased and equitable access to appropriate opportunities to improve their knowledge and understanding of cultural safety. Whilst theoretical learning on cultural safety has a place in all midwives annual mandatory training requirements, this should ideally be supplemented, where possible, with opportunities for immersive practice in communities. Immersion was considered the optimal way to gain rich knowledge and understanding to strengthen culturally safe midwifery practice. Continuity models of midwifery care which incorporate the principles of cultural safety should be consistently implemented across Australia. These models enable midwives, women, families, communities, and Aboriginal Support Workers to work in collaboration towards achieving optimal outcomes for mothers and babies. Study registration N/A 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=302267
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103507[article]
Titre : The effect of breast self-examination training on nursing students by using hybrid-based simulation on knowledge, skills, and ability to correctly evaluate pathological findings: Randomized Controlled Study Type de document : Article Auteurs : Aysel Özdemir ; Eda Ünal Année de publication : 2023 Article en page(s) : 103530 Note générale : https://doi.org/10.1016/j.nepr.2022.103530 Langues : Anglais (eng) Descripteurs : HE Vinci
Auto-examen ; Enseignement spécialisé en soins infirmiers ; Formation par simulation ; Prévention primaireRésumé : Aim To investigate the effectiveness of hybrid simulation-based training and classical-based training with the Miller pyramids' ability to evaluate students' knowledge, skills and pathologies in breast self-examination. Background Breast cancer incidence is becoming more common among women in developed and developing countries. Nurses should be capable of evaluating breast self-examination knowledge, abilities and pathologies. Method A randomized full experimental design was used. Two groups were formed: a hybrid simulation-based training group (n = 36) and a classical-based training group (n = 36)?students in the hybrid simulation-based group trained on a standardized patient with a wearable breast attachment. The classical-based training group received training on the breast model. The laboratory performance of the students was evaluated one week after the training. Their performance on the standardized patient was evaluated against the checklist in the clinical setting one week after the laboratory. Before and after the training, each student's knowledge of basic and Application steps was evaluated. Students completed the self-description form regarding the clinical process after the clinical performance. All participants received 60 min of theoretical and 60 min of demonstration training. While the students in the hybrid simulation-based training group completed the 55-minute simulation training, the students in the Classic-based training group practised on the desktop breast model for 10 min. The hybrid simulation-based training group received 175 min of total training time, whereas the classical-based training group received 130 min. Results Compared with classical-based training, teaching BSE with hybrid simulation-based training raised students' total knowledge score, application step score, skill score and pathological evaluation score (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=302268
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103530[article]
Titre : Effects of weight bias training on student nurse empathy: A quasiexperimental study Type de document : Article Auteurs : Ellen M. Gajewski Année de publication : 2023 Article en page(s) : 103538 Note générale : https://doi.org/10.1016/j.nepr.2022.103538 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence communicative ; Connaissances, attitudes et pratiques en santé ; Elève infirmier ; Empathie ; Obésité ; PréjugéRésumé : Aim This study aimed to identify the efficacy of weight bias training on the empathy skills of student nurses when working with a person with obesity. Background Weight bias with nurses harboring negative attitudes towards patients with obesity results in inferior care and patients' reluctance to seek medical care. Empathy is a communication skill used in nursing to build trust and rapport with patients to provide optimal patient-centered care. Methods This study used a quasi-experimental design with 121 undergraduate nursing students in their first semester of the nursing program. The students completed learning activities on weight bias, including reading an article on weight bias, watching a video showing an individual with obesity's experiences in the healthcare setting and participating in a group discussion and reflection on the article and video. In addition, students completed the Jefferson Scale of Empathy-Health Professions Students? version before and after the learning activities. Following the learning activities, students participated in a simulation activity with a standardized patient wearing an obesity suit. The standardized patient completed the Jefferson Scale of Patient Perceptions of Nurse Empathy to rate the patient's perception of the nursing student's level of empathy based on their interactions in the simulation scenario. Results A comparison of the scores on the Jefferson Scale of Empathy-HPS showed there was not a significant difference in the scores before learning activities (M = 15.45, SD = 12.7) and post-learning activities (M = 15.94, SD = 11.5); t(120) = 0.476, p = .635. Data analysis identified significant changes in empathy scores on the Jefferson Scale of Empathy-HPS in the accelerated second-degree cohort with differences in scores before learning activities (M = 113.7, SD = 10.5) and post-learning activities (M = 116.5, SD = 13.4); t(50) = 2.02, p = .049. The traditional cohort did not have a significant change in empathy scores. Empathy scores and the patient's perception of empathy scores showed no relationship. Most (79 %) of the patient's perception of empathy scores was moderate. Student comments in this study support the findings that some nursing students harbor weight bias towards individuals with obesity. Conclusion There is a need to identify learning activities that eliminate weight bias in the nursing student population and result in the student's ability to demonstrate appropriate communication skills and nursing behaviors in a nondiscriminatory manner to the patient with obesity. To improve empathy behaviors, students should practice communication skills throughout the nursing curriculum. 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=302269
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103538[article]
Titre : The role of motivation in the intention of nurse clinical instructors to persevere in their role: A cross-sectional study Type de document : Article Auteurs : Michal Asher-Slimak ; Sigalit Warshawski ; Sivia Barnoy Année de publication : 2023 Article en page(s) : 103504 Note générale : https://doi.org/10.1016/j.nepr.2022.103504 Langues : Anglais (eng) Descripteurs : HE Vinci
Corps enseignant et administratif de l'école d'infirmières ; Motivation ; Orientation professionnelleMots-clés : Avantage professionnel Résumé : Aim To examine factors related to clinical instructors? motivation to persevere in their role, such as motivation, benefits and support. Background Clinical nursing education is mainly based on acquiring hands-on training provided by clinical instructors in various health environments. In recent years the number of nursing students in Israel has increased, resulting in a shortage of clinical instructors. One of the reasons is that many clinical instructors do not persevere in their role for long. Design A quantitative cross-sectional study. Methods Participants included 176 licensed clinical instructors. Data were collected between January 2020 and March 2020 using an online questionnaire. The questionnaire included five parts: personal details, job benefits, perceived support, motivation for serving as a clinical instructor (autonomous motivation, controlled motivation and amotivation) and the intention to persevere as a clinical instructor. Results Findings showed clinical instructors? intention to persevere in their role was positively associated with the overall score for motivation, perceived support and job benefits and negatively associated with amotivation (defined as a state where people do not intend to perform a particular behavior or do not know why they are performing it). Two mediation models analyses indicated that autonomous motivation fully mediates the relationship between support and the intention to persevere as a clinical instructor and that amotivation partially mediates the relationship between job benefits and the intention to persevere as a clinical instructor. The findings also demonstrated a correlation between the nature of the benefits preferred by clinical instructors and their motivation to persevere in their role. Conclusions Motivation plays an important role in the intentions of clinical instructors to persevere in their role. Providing clinical instructors with support from various resources and adjusting the benefits offered according to their needs may also raise their motivation to persevere in their role. Moreover, health managers and educators should pay attention to and follow the professional training and guidance processes of new and existing clinical instructors to establish and strengthen their internal motivation so that they continue willingly in their positions. 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=302270
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103504[article]
Titre : Anxiety provoking behaviors of nursing clinical instructors and effects on undergraduate nursing students' wellbeing: A mixed methods design Type de document : Article Auteurs : Samantha Juan ; Zoe Esseiva ; Jenna Macrae ; Randi Nielsen Année de publication : 2023 Article en page(s) : 103517 Note générale : https://doi.org/10.1016/j.nepr.2022.103517 Langues : Anglais (eng) Descripteurs : HE Vinci
Anxiété ; Apprentissages premiers (cycle des) ; Bien-être ; Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; Troubles du comportement socialMots-clés : Comportement anxiogène Résumé : Aim This study aimed to investigate the relationships between anxiety-provoking teaching behaviors in clinical settings and nursing students? self-reported anxiety levels, perceived quality of life and demographic characteristics. Background Anxiety has been consistently reported in the literature as a major barrier to nursing education. Peplau's Interpersonal Relations Theory (1992, 1997) served as a theoretical framework in the study to explore anxiety-provoking teaching behaviors in clinical settings. Design A cross-sectional, correlational, mixed methods design was used. Methods Fifty-eight participants were recruited from the undergraduate nursing program at a Canadian university in the spring of 2021. An online survey, including demographic characteristics, the State-Trait Anxiety Inventory (STAI) and World Health Organization Quality of Life Instruments (WHOQOL-BREF), was distributed to the participants before a face-to-face interview. The interview was conducted by peer nursing students in the program to reduce the power imbalance relationship, given the sensitivity of the topic. The interview data were thematically analyzed and the subthemes were used to code the qualitative interview into quantitative data. Pearson's correlation was performed to analyze the relationships between the number of experienced anxiety-provoking teaching behaviors, the SATI and WHOQOL-BREF scores. Results The qualitative findings revealed two main themes, interpersonal relations and instructional styles and ten anxiety-provoking teaching behaviors as the subthemes. A significant positive relationship was observed between the number of anxiety-provoking teaching behaviors reported and the SATI score (r = .392, 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=302271
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103517[article]
Titre : Second-year undergraduate nursing students? experiences with clinical simulation training in mental health clinical practice: A focus group study Type de document : Article Auteurs : Øyvind Lockertsen ; Lars Løvhaug ; Nils Kristian Davik ; Brita Rønbeck Bølgen ; Ann Færden ; Siv Skarstein Année de publication : 2023 Article en page(s) : 103534 Note générale : https://doi.org/10.1016/j.nepr.2022.103534 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Formation par simulation ; Groupes de discussion ; Santé mentale ; Simulation sur patients standardisésRésumé : Aim The aim of this focus group study was to investigate second-year undergraduate nursing students? experiences with clinical simulation training as part of their clinical practice in acute mental health care. Background The quality of bachelor programmes in nursing has been criticised for lacking theoretical and experiential learning in the mental health modules. Novice nurses feel unprepared to care for patients with mental health challenges and graduate nurses are reported to lack the necessary knowledge and skills to manage patients with mental health issues confidently and competently. Clinical simulation training can facilitate the teaching of clinical and non-clinical skills simultaneously and is a highly suitable method within mental health care for addressing gaps in knowledge and skills in communicating with patients. Clinical simulation training may enhance nursing students' competence and thereby reduce the risk of adverse events and increase safety. However, we know little about undergraduate nursing students? experiences with clinical simulation training as an integrated part of nursing students? clinical practice in acute mental health wards. Design Explorative qualitative focus group study. Method Three focus group interviews were conducted using a semi-structured interview guide with second-year undergraduate nursing students from a university in Norway during spring 2020. In total, 14 students who had experienced clinical simulation training as part of their mental health clinical practice participated in the study. The collected data were analysed using systematic text condensation. Results Clinical simulation training as part of the clinical practice increased the students? preparedness, coping and self-awareness. Most of the participants had positive perceptions of the use of high-fidelity simulation-based learning. Furthermore, they highlighted three elements that increased the value of the training. First, the simulation felt authentic and increased their professional skills. Second, the standardised patient had clinical qualifications, which made the simulation feel authentic and close to realistic situations. Third, not having a former relationship with the person acting as the standardised patient enhanced authenticity. Conclusion Clinical simulation training as part of clinical practice contributed to increasing the students? self-awareness and in-depth reflection and to broadening their nursing competence. The present study lays the groundwork for future studies on clinical simulation training in mental health clinical practice for 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=302272
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103534[article]
Titre : Factors that enhance midwifery students' learning and development of self-efficacy in clinical placement: A systematic qualitative review Type de document : Article Auteurs : Synnøve Eidsvik Folkvord ; Christina Furskog Risa Année de publication : 2023 Article en page(s) : 103510 Note générale : https://doi.org/10.1016/j.nepr.2022.103510 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Auto-efficacité ; Élève sage-femme ; Revue systématique ; Stage de formation cliniqueRésumé : Aim To conduct a systematic review and synthesis of qualitative studies to explore the significant factors that enhance midwifery students? learning experiences and development of self-efficacy in clinical placement. Background Midwifery education programs leading to registration as a midwife require students to achieve academic, clinical, and professional competence. Clinical placement comprises a significant part of the program as students work and are assessed under the direct supervision of the Registered Midwife or preceptor. This learning and teaching partnership aims to enable the transfer of knowledge, skills, and behavior, i.e., competence, while providing the opportunity for students to become socialized into the midwifery practice culture. Against this background, characterized by the shortage of midwives, declining fertility rates, and a stressful environment, students learn to become a midwife and develop self-efficacy. Self-efficacy is the belief in one?s ability to master challenges, which is described as a component in learning theories. There seems to be a need to identify factors that contribute to this development. Design A qualitative systematic literature review. Method A systematic database search was conducted to identify primary peer reviewed qualitative literature published between 2000 and 2021 that has explored what enhances midwifery students' learning during their clinical placement. The databases searched included CINAHL (EBSCO), Medline (Ovid), Embase (Ovid), PsycINFO (Ovid), JBI Joanna Briggs Institute (Ovid), SveMed+ , and Web of Science. The search yielded a total of 354 results, of which 22 met the inclusion criteria. The relevant findings from the 22 studies were thematically analyzed and presented in the results. Results The analysis revealed two descriptive themes ? ?A nurturing relationship? and ?Predictability in the learning process, contextual factors. In addition, one analytic theme emerged ? ?Gaining access to and belonging in an enabling educational and working culture'. Conclusion The relationship with the preceptor is a prerequisite for midwife students learning process and achievement of self-efficacy. A learning culture appears to be the fertile ground in which midwife students thrive and where they develop the self-efficacy needed to meet the demands of clinical placement. 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=302273
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103510[article]
Titre : Mindfulness for stress and anxiety management in nursing students in a clinical simulation: A quasi-experimental study Type de document : Article Auteurs : Alba Torné-Ruiz ; Mercedes Reguant ; Judith Roca Année de publication : 2023 Article en page(s) : 103533 Note générale : https://doi.org/10.1016/j.nepr.2022.103533 Langues : Anglais (eng) Descripteurs : HE Vinci
Anxiété ; Debriefing ; Elève infirmier ; Formation par simulation ; Pleine conscience (Mindfulness) ; StressRésumé : Aim To determine the efficacy of an online mindfulness intervention in reducing anxiety and stress levels in nursing students during clinical simulations. Background Clinical simulation as a learning strategy has many benefits but the high levels of stress and anxiety it produces in participants can compromise learning, motivation or performance. Design A quasi-experimental study with a non-equivalent control group design is presented. Forty-two undergraduate nursing students from a natural group were divided into: an experimental group (n = 21) and a control group (n = 21). Methods Before conducting a clinical simulation, the experimental group followed a 10-day intensive online mindfulness intervention. All students received the same information and training. Instruments used were: Self-administered Analogue Stress Scale, State-Trait Anxiety Inventory and Five Facet Mindfulness Questionnaire. In addition, physiological data (blood pressure and heart rate) were collected at baseline, pre-briefing and debriefing. Results Physiological variables increased in the prebriefing phase but remained statistically significantly lower in the experimental group (diastolic blood pressure p = .032 and heart rate p = .048). Levels of stress (p = .029) and anxiety (p = .016) were also managed better. Both groups in the debriefing session showed a statistically significant decrease in the different physiological variables, stress and anxiety. No changes in mindfulness were observed. Conclusions The clinical simulation is indicated to generate stress and anxiety in nursing students. Therefore, measures must be adopted to control it. The intensive online mindfulness intervention proposed in this study reduced physiological parameters, stress and anxiety in the clinical simulation. 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=302274
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103533[article]
Titre : The process of learning and professional development according to nursing students' experience during Covid-19: A constructivist grounded theory study Type de document : Article Auteurs : Sara Russo ; Federica Dellafiore ; Ida Vangone ; Barbara Bassola ; Cristina Arrigoni Année de publication : 2023 Article en page(s) : 103502 Note générale : https://doi.org/10.1016/j.nepr.2022.103502 Langues : Anglais (eng) Descripteurs : HE Vinci
COVID-19 ; Développement professionnel ; Elève infirmier ; Processus d'apprentissage ; Théorie ancrée ; Vécu de l'étudiantRésumé : Aim This study explored the experiences of nursing students with respect to learning processes and professional development during internships with COVID-19 patients to build a novel theoretical model. Background The COVID-19 outbreak had a profound impact on the worldwide learning system and it interrupted the internship experiences of nursing students. After the second wave of COVID-19, to balance academic activities with COVID-19 containment, some Italian universities allowed nursing students? internships in COVID-19 units. This new experience may have influenced nursing students? learning processes and professional development, but this is yet to be investigated. Design A qualitative study using a constructivist grounded theory (CGT) approach. Methods Nursing students were recruited from two hospitals in northern Italy between January and April 2021. Data are gathered from interviews and a simultaneous comparative analysis were conducted to identify categories and codes, according to Charmaz?s (2006) theory. Results The sample consisted of 28 students. The results suggested the core category, that is the ?Students? sense of belonging to the nursing profession? and four main categories: (1) From knowledge to know-how, (2) A new relationship modality, (3) Sharing and socialisation and (4) Responsibilization. Finally, a premise and a corollary, respectively (5) Motivation and the (6) Circularity of the process, were identified. Conclusion Our study proposed a new theory of nursing students? learning processes in clinical contexts during internships with COVID-19 patients. Despite significant difficulties, the nursing students developed a unique learning process characterised by motivation. Therefore, our study provided insight into the learning process during a pandemic and investigated the support needed for nursing students to continue their internships. 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=302275
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103502[article]
Titre : The lived experiences of racial bias for Black, Asian and Minority Ethnic students in practice: A hermeneutic phenomenological study Type de document : Article Auteurs : Maxine Pryce-Miller ; Eleanore Bliss ; Alisha Airey ; Annette Garvey ; Charlotte R. Pennington Année de publication : 2023 Article en page(s) : 103532 Note générale : https://doi.org/10.1016/j.nepr.2022.103532 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Noirs ; Population d'origine asiatique ; PréjugéMots-clés : Préjugés raciaux Minorités ethniques Résumé : Aim This study explored the lived experiences of racial bias for Black, Asian and Minority Ethnic students undertaking an undergraduate or post-graduate degree in nursing, midwifery and allied health courses in the United Kingdom. Background Previous research indicates that students from Black, Asian and Minority Ethnic groups have fewer opportunities to succeed at university and this has brought about a race awarding gap in their degree attainment. The reasons for this awarding gap are complex and multi-factorial and it is crucial that the lived experiences of racial bias are explored from the student perspective. Design A hermeneutic phenomenological approach was adopted to elicit individual and collective experiences in the practice environment, a mandatory component of the student?s degree. Methods A focus group and individual semi-structured interviews were conducted to collect data from sixteen participants and analysed using thematic analysis Results Three encompassing themes were identified which included a sense of not belonging, trauma impact on mental health and understanding covert and overt racism. Participants reported incidences of racism and appeared to be traumatised by their experiences within practice and the university. They also reported poor mental health and well-being as shared experiences and a lack of confidence in the university and practice to mitigate racial issues. Conclusions Meaningful action must be taken by universities and practice partners to advance racial inequality initiatives by having robust anti-racism action plans and processes. These should be co-created with students and staff to reduce the race awarding gap. 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=302276
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103532[article]
Titre : Emotional labour behavior of nursing students: A qualitative study Type de document : Article Auteurs : Seda Degirmenci Öz ; Ayse Karadas ; Ulku Baykal Année de publication : 2023 Article en page(s) : 103503 Note générale : https://doi.org/10.1016/j.nepr.2022.103503 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Expression des émotions ; Gestion des émotionsRésumé : Aim This study aimed to determine the opinions of nursing students on emotional labor behavior. Background It is of importance to teach emotional labor behavior to nursing students, the nurses of the future. Design The research has a phenomenological qualitative design. Method Participants consisted of 20 nursing students who were in face-to-face communication with patients in clinical practice. The Standards for Reporting Qualitative Research (COREQ) was used to report this research. Results Considering the theoretical structure of the subject, emotional labor behavior was examined under three main themes: surface acting, deep acting, and genuine acting. Conclusions Emotional labor behavior affects students? approach to patients and performance in clinical practice. Education has a supportive effect on the management of emotions and the guidance of the clinical environment and clinical 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=302277
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103503[article]
Titre : It's ok to be different : Supporting black and minority ethnic nurses and midwives in their professional development in the UK Type de document : Article Auteurs : Radha Adhikari ; Janet Corcoran ; Pam Smith ; Sheila Rodgers ; Rakiya Suleiman ; Kenny Barber Année de publication : 2023 Article en page(s) : 103508 Note générale : https://doi.org/10.1016/j.nepr.2022.103508 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement professionnel ; Infirmières et infirmiers ; Leadership ; Minorités ; Noirs ; Préjugé ; Sage-femmeMots-clés : Minorités ethniques Résumé : Background A significant proportion of the United Kingdom?s (UK?s) healthcare workforce comprises people from Black and Minority Ethnic (BME) backgrounds. Evidence shows that this population is under-represented at senior management levels. A collaborative leadership development initiative for BME nurses and midwives, by involving their line managers and mentors, was designed and implemented in a Scottish Health Board. Aim This paper affirms the importance of a collaborative initiative that is targeted to support BME nurses and midwives for leadership development and career progression, and the promotion of an inclusive organisational culture to improve team work, and service standards. Method This initiative adopted an Action Research approach. The programme began with collectively exploring participants? understanding of BME workforce development challenges, then planning and delivering a targeted leadership development training, and then evaluating it, in a cyclical way. Findings With support from the project facilitators, line managers and mentors, a significant number of BME participants have gone on to achieve career progression. Participating line-managers and mentors have gained an in-depth and nuance understanding of workforce diversity, individuals? potentials, unconscious biases, and the importance of an inclusive organisational culture. All participants reported that they have learned to become more reflective in their professional practice, and more able to explore, embrace, and promote inclusive workplace culture. BME participants reported feeling that they were valued members of staff, and that this had led to a positive impact on team work and better patientcare outcome. Conclusion The project has opened a new window into the world of the BME workforce. Findings highlight the value of a diverse workforce, and of an inclusive organisational culture being crucial for effective team work, and of overall benefit to workforce management. Finally, a collaborative initiative like this can successfully improve team work to deliver better patient 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=302278
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103508[article]
Titre : Registered nurses' experiences and perceptions of supervising international nursing students in a clinical setting ? A qualitative study Type de document : Article Auteurs : Benedicte Sørensen Strøm ; Jyoti Sarin ; Simen A. Steindal ; Lasse Andreassen Année de publication : 2023 Article en page(s) : 103520 Note générale : https://doi.org/10.1016/j.nepr.2022.103520 Langues : Anglais (eng) Descripteurs : HE Vinci
Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; Inde ; Norvège ; SupervisionMots-clés : Supervision d'étudiants internationaux (Erasmus) Résumé : Aim The aim of the study was to examine the experiences and perceptions of Indian RNs who supervise Norwegian undergraduate nursing students during their clinical practice in India. Background The globalization process has generated a need for registered nurses (RNs) to develop cultural competence. As a result, nursing education and policy need to respond to the challenging nature of global health and prepare RNs to work with diverse cultures by enhancing their cultural competence to help them encounter patients from different cultural backgrounds. Yet, the research investigating the experience of supervisors in non-western countries receiving students from western countries is sparse Design An exploratory descriptive design. Methods Eight individual semi-structured interviews were undertaken by Indian Registered nurses, supervising Norwegian nursing students. Three of the interviews were conducted in their workplace in India, while the rest were carried out using Zoom conference due to the COVID19 pandemic. The interviews were conducted between January ? December 2020. Inductive qualitative content analysis was used to analyse the data. Results Thematic analysis elicited four main themes: 1) Preparation to receive international students, 2) The role of supervising international students, 3) Learning from the students, 4) Challenges of supervising international students Conclusions Participants provided valuable insights into the role of supervising international nursing students in India. This insight is considered important since many students from Western countries go to non-Western countries for international exchanges. The study highlights the fact that the method of supervision is connected to the culture and is different in Western and non-Western countries. Even though they acknowledged several challenges with having international students, supervisors emphasized that having international students was a positive experience and that they learned from them. 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=302279
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103520[article]
Titre : Promoting respectful maternal and newborn care using the Dignity game: A quasi-experimental study Type de document : Article Auteurs : Valentina Actis Danna ; Carol Bedwell ; Angela Chimwaza ; Isabella Chisuse ; Kutemba Lyangenda ; Chisomo Petross ; Khuzuet Tuwele ; Vicky P. Taxiarchi ; Tina Lavender Année de publication : 2023 Article en page(s) : 103519 Note générale : https://doi.org/10.1016/j.nepr.2022.103519 Langues : Anglais (eng) Descripteurs : HE Vinci
Afrique subsaharienne ; Apprentissage par le jeu ; Elève infirmier ; Élève sage-femme ; Enseignement infirmier ; Femmes ; Promotion de la santé ; Relations entre professionnels de santé et patients ; Respect ; Soins centrés sur le patientMots-clés : Soins centrés sur les femmes Résumé : Aim This study assessed a) the impact of playing the Dignity board game on participants? understanding of respectful maternal and newborn care and b) participants? perceptions of how the game influenced their subsequent practice in Malawi and Zambia. Background Nurse-midwives? poor understanding of respectful maternal and newborn care can lead to substandard practice; thus, effective education is pivotal. Used in several disciplines, game-based learning can facilitate skills acquisition and retention of knowledge. Design a quasi-experimental study, using mixed-methods of data collection. Methods Data were collected between January and November 2020. Nurse-midwives (N = 122) and students (N = 115) were recruited from public hospitals and nursing schools. Completion of paper-based questionnaires, before and after game-playing, assessed knowledge of respectful care principles and perceptions around behaviours and practice. Face-to-face interviews (n = 18) explored perceived impact of engaging with the game in clinical practice. Paired and unpaired t-test were used to compare scores. Qualitative data were analysed and reported thematically. Results The study was completed by 215 (90.7 %) participants. Post-test scores improved significantly for both groups combined; from 25.91 (SD 3.73) pre-test to 28.07 (SD 3.46) post-test (paired t = 8.67, 95 % confidence interval 1.67?2.65), indicating an increased knowledge of respectful care principles. Nurse-midwives performed better than students, both before and after. In Malawi, the COVID pandemic prevented a third of nurse-midwives? from completing post-game questionnaires. Qualitative findings indicate the game functioned as a refresher course and helped nurse-midwives to translate principles of respectful care into practice. It was also useful for self-reflection. Conclusions The Dignity board game has the potential to enhance understanding and practice of respectful maternal and newborn care principles in low-resource settings. Integration into nursing and midwifery curricula and in-service training for students and healthcare workers should be considered. 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=302280
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103519[article]
Titre : Experiences after international clinical placement as nursing students in a paediatric ward Type de document : Article Auteurs : Hildegunn Sundal ; Ingeborg Ulvund Année de publication : 2023 Article en page(s) : 103512 Note générale : https://doi.org/10.1016/j.nepr.2022.103512 Langues : Anglais (eng) Descripteurs : HE Vinci
Échanges internationaux d'étudiants et de professionnels ; Elève infirmier ; Pédiatrie ; Stage de formation cliniqueRésumé : Aim The aim of this study is to investigate nurses? experiences after participating in an international clinical placement programme as nursing students while staying for one to three weeks in a paediatric ward. Background Student mobilisation is expected to increase the quality of education. Hence, offering international clinical placement programme in low- and high-income countries is a commonly used learning activity in bachelor programmes in nursing. Many studies have mainly examined the general experiences gained from international clinical placement programme but have not specifically focussed on the setting of paediatric wards in hospitals. Nursing students are required to acquire knowledge of paediatric nursing with children as patients. Design and method In this qualitative study, a hermeneutic, phenomenological approach was adopted. Data were collected through individual interviews with eight nurses after they participated in an international clinical placement programme as nursing students in a paediatric ward. Results Meetings with children?s destinies as patients were overwhelming, being an observer provided insights into and an overview of paediatric nursing, access to the resources required for treating children is limited, nurses had a different role and parents had an extended caring role. Conclusion All participants gained knowledge of children as patients at a hospital and also gained knowledge of the parents? and nurses? roles and the treatment methods of various diseases that are relevant to paediatric nursing. This helped provide them with the cultural knowledge, awareness and sensitivity required, given the contrasting situation at their home country. 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=302281
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103512[article]
Titre : The impact of intolerance of uncertainty on coping styles among nursing students: The moderating role of descriptive properties Type de document : Article Auteurs : Fatma Basalan Année de publication : 2023 Article en page(s) : 103518 Note générale : https://doi.org/10.1016/j.nepr.2022.103518 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation ; Elève infirmier ; Incertitude ; IntoléranceRésumé : Aim To determine the moderating role of descriptive characteristics in the relationship between dependent and independent variables. Background This research assumed that descriptive characteristics played a moderating role in the relationship between intolerance of uncertainty and coping styles. Design A descriptive cross-sectional and correlational research design was used to collect data. Methods The students studying at nursing schools in Turkey constituted the population (1047) of the study, among whom a study sample consisting of 531 students was determined. The research data were obtained in 2020 through an online survey created on Google Forms. The research data were collected using the Descriptive Characteristics Form, Intolerance of Uncertainty Scale and Coping Styles Scale Brief Form. Data analysis and interpretation were performed on SPSS 26.0 software package and Process Macro 4.0 plug-in program. Besides, descriptive statistics, relational analysis, normality assessment, regression analysis and moderating impact analysis were also performed. Results The mean age of the participants was 21.17 + 1.53 % and 81.5 % of them were women. Coping strategies and intolerance of uncertainty were stronger in women than in men. The impact of intolerance of uncertainty on coping styles varied according to the academic year. While intolerance of uncertainty significantly affected coping styles among last-semester students, this effect was not significant among first-semester students. Additionally, the impact of intolerance of uncertainty on coping styles showed no difference by gender. However, intolerance of uncertainty was found to influence coping styles in both male and female students. This effect was stronger in men. Conclusion We concluded that a student?s academic year played a moderating role, whereas gender had no moderating effect. 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=302282
in Nurse Education in Practice > Vol. 66 (January 2023) . - 103518[article]
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Titre : A training intervention to enhance self-management support competencies among nurses: A non-randomized trial with mixed-methods evaluation Type de document : Article Auteurs : Veerle Duprez ; Ilse Vandepoel ; Veerle Lemaire ; Dorien Wuyts ; Ann Van hecke Année de publication : 2022 Article en page(s) : 103491 Note générale : https://doi.org/10.1016/j.nepr.2022.103491 Langues : Anglais (eng) Descripteurs : HE Vinci
Autogestion ; Développement professionnel ; Elève infirmier ; Essais cliniques comme sujet ; Formation ; Soins infirmiers ; Théorie de l'AutodéterminationRésumé : Aim To evaluate the process and outcomes of INTENSS, a training intervention grounded in Self-Determination Theory to enhance nurses? competencies for self-management support. Design Non-randomized intervention study with mixed-methods evaluation approach (2019?2020). Methods The multifaceted training was implemented in six groups. Cluster-assignment to study arm 1 or arm 2. Arm 1 received a basic training module and arm 2 the basic module with additional video-interaction guidance. Focus groups were held to detect what was helpful in competency enhancement. Intervention effectiveness was determined on trainees? attitude, motivation, self-efficacy and skills for self-management support (multiple time-points by self-reports and observations). Results Trainees (N = 50) indicated the video-interaction guidance, the connectivity within the training group, the constructive feedback from trainers as well as from peers, as helpful for the acquisition of self-management support skills. At 2-month post-training, participants slightly improved in their competencies for the assess (p = .03), agree (p = .02), arrange (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=300268
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103491[article]
Titre : Nurse educators? experiences of fostering undergraduate students? ability to manage stress and demanding situations: A phenomenological inquiry Type de document : Article Auteurs : Hussan Zeb ; Ijaz Arif ; Ahtisham Younas Année de publication : 2022 Article en page(s) : 103501 Note générale : https://doi.org/10.1016/j.nepr.2022.103501 Langues : Anglais (eng) Descripteurs : HE Vinci
Adaptation psychologique ; Corps enseignant et administratif de l'école d'infirmières ; Elève infirmier ; PhénoménologieMots-clés : Élève infirmier de premier cycle Résumé : Aim To understand the lived experience of nurse educators when mitigating nursing students? stress and fostering their ability to manage demanding situations. Background Supporting and advocating for nursing students during their stressful and challenging times is one of the core competencies of nurse educators. Much of the research has focused on understanding nursing students' views and experiences of managing their stress. No research could be found to have explored the role and contribution of nurse educators in managing student well-being and supporting them during demanding situations. Design A hermeneutic phenomenology was conducted in Pakistan. The COREQ guidelines were followed for reporting. Methods Semi-structured interviews were conducted from February to May 2021 with a purposive sample of 13 nurse educators with atleast a bachelor's degree in nursing or a three-year diploma with one-year specialization and at least three months of teaching experience in educational or clinical settings. Data were analyzed using Ricoeur?s interpretation theory. The three steps included: (a) explanation, (b) naïve understanding and (c) in-depth understanding. Results Six themes captured educators? experience: Sharing personal experiences, developing a trustworthy relationship, creating a stress-sharing culture, demonstrating stress management, encouraging to speak up and confront and prompting management to address student issues. Policymakers and management should collaborate with educators to strengthen existing mechanisms and revisit the policies directed toward supporting students in managing their clinical and academic stress. Conclusions Nurse educators should continue to play their part by creating a stress-sharing culture, sharing personal experiences and enhancing student stress management abilities by teaching through demonstration and building their courage to speak up for their issues. Nursing institutions should develop policies to expand nurse educators? role in supporting student stress management. Institutions also need to collaborate with educators to establish mechanisms and resources to mitigate student stress. 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=300269
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103501[article]
Titre : "Nursing students" experiences with concept cartoons as an active learning strategy for developing conceptual understanding in anatomy and physiology: A mixed-method study? Type de document : Article Auteurs : Hanne Søberg Finbråten ; Heidi Kristine Grønlien ; Kjell Sverre Pettersen ; Camilla Foss ; Øystein Guttersrud Année de publication : 2022 Article en page(s) : 103493 Note générale : https://doi.org/10.1016/j.nepr.2022.103493 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Dessin ; Elève infirmier ; Enseignement infirmier ; Evaluation formative ; Humour ; Norvège ; Stratégie d'apprentissageMots-clés : Dessins humoristiques conceptuels Compréhension de concepts Résumé : Aim The aim of this study was to explore bachelor-level nursing students? experiences with concept cartoons as an active learning strategy and formative assessment to develop conceptual understanding in anatomy and physiology (A&P). Background Many first-year nursing students struggle to understand central concepts in A&P. Concept cartoons?cartoon characters proposing scientifically acceptable statements and misconceptions combined with an illustration?might facilitate active learning in lectures, overcome misconceptions and promote deep learning. Voting on the most precise statement using a student response system gives formative information about the students? conceptual understanding. Design Parallel mixed methods design with an emphasis on a qualitative approach. Methods Nine concept cartoons were developed based on former students? written answers to exam items and applied in lectures at three universities/university colleges. Qualitative data of students? experiences were collected in three focus group interviews during November 2019, one focus group at each of the three universities/university colleges (n = 5, 8 and 8). A short questionnaire was also applied (n = 343) to all students at the three universities/university colleges. Qualitative data were analysed using qualitative content analyses, whereas frequency analysis and Chi-square statistics were applied for the quantitative data. The study was approved by the Norwegian Centre for Research Data, ref. 779586. Results Qualitative data analysis indicated that the use of concept cartoons addresses different learning styles and could promote deep learning and enhance the environment for learning. The concept cartoons were also seen as valuable for examination preparation. Regarding potential improvements, more information about concept cartoons, how they were developed and how they were supposed to be used would be beneficial, and the cartoons could be used in a more time-efficient manner during lectures. Quantitative data indicated that most of the students thought that concept cartoons were useful and inspiring in learning A&P, and they would recommend further use to increase their understanding of central concepts. There were no significant differences across sex, age, or entrance qualifications when it comes to the benefits of using concept cartoons in learning A&P. Compared to students born in Scandinavia, a larger proportion of students born outside Scandinavia found the use of concept cartoons inspiring for their learning in A&P. Conclusions The use of concept cartoons was appreciated by the students to develop a conceptual understanding in A&P. Most students recommended future use. Registration number: At point of submission put this on title page Tweetable abstract: Concept cartoons are appreciated as an active learning strategy and formative assessment in developing nursing students? conceptual understanding of anatomy and physiology. 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=300270
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103493[article]
Titre : Nursing informatics and undergraduate nursing curricula: A scoping review protocol Type de document : Article Auteurs : Lisa Reid ; Didy Button ; Katrina Breaden ; Mark Brommeyer Année de publication : 2022 Article en page(s) : 103476 Note générale : https://doi.org/10.1016/j.nepr.2022.103476 Langues : Anglais (eng) Descripteurs : HE Vinci
Développement professionnel ; Elève infirmier ; Informatique ; Programme d'étudesMots-clés : Élève infirmier de premier cycle Maîtrise de l'informatique Résumé : Aim This scoping review aims to review contemporary published literature on Nursing Informatics education in undergraduate nursing education. Introduction Nursing is the largest workforce in health care and nurses are increasingly required to work with digital information systems. The need for nurses to understand and embrace information technology is closely linked with the ability to function in the contemporary healthcare workplace. However, despite the early adoption of Nursing Informatics in Australia in the 1980 s, there remain barriers to Nursing Informatics engagement and proficiency, including poor computer literacy, limited professional development and a lack of undergraduate informatics education. Design This scoping review will be developed in adherence with the JBI Manual for Evidence Synthesis: Scoping Reviews and the PRISMA-ScR Checklist. Methods To be included in this scoping review, papers need to include Nursing Informatics education for undergraduate nursing students in a Bachelor of Nursing program. Undergraduate nursing students are defined as individuals enrolled in a recognised nursing program leading to registration as a Nurse. To meet the requirements for registration as a Registered Nurse, in Australia, individuals are required to complete a Bachelor of Nursing program at a university (Australian Qualifications Framework Level 7) For the purpose of this scoping review, undergraduate nursing students are defined as those individuals undertaking a three year Bachelor of Nursing program at a university. Equivalent international definitions will be also used in the scoping review procedure. Sources of information will be included if they were published between 2015 and 2022 and describe curriculum recommendations (including barriers to implementing Nursing Informatics education). The purpose of the identified timespan is to reflect the rapidly evolving nature of health informatics and digital technologies. The requirement for curriculum recommendations is to reflect the purpose of the scoping review as the basis for a Delphi study, where Nursing Informatics and its integration into Bachelor of Nursing curricula will be explored and described in collaboration with domain experts. Ethics and dissemination Ethics approval has been obtained for this scoping review (Project ID: 2156) from the Flinders University?s Human Research Ethics Committee and has been determined to be low risk. 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=300271
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103476[article]
Titre : An exploratory model of advance care planning clinical training for oncology nurses: A constructivist grounded theory study Type de document : Article Auteurs : Zhen Yang ; Huan Wang ; Chen Zheng ; Aiping Wang Année de publication : 2022 Article en page(s) : 103484 Note générale : https://doi.org/10.1016/j.nepr.2022.103484 Langues : Anglais (eng) Descripteurs : HE Vinci
Infirmières et infirmiers ; Oncologie médicale ; Planification des soins du patient ; Soins palliatifs ; Théorie ancréeMots-clés : Formation clinique Développement de modèles Résumé : Aim The purpose of this study was to explore and construct the ACP clinical training model for oncology nurses to provide the theoretical references for nursing educators to develop ACP clinical training program for oncology nurses. Background Oncology nurses are the primary forces of advance care planning (ACP) clinical practice. However, the systematic ACP clinical training for clinical nurses, especially oncology nurses, is still not visible in mainland China. Design A constructivist grounded theory study. Settings This study included participants from three tertiary hospitals in northeastern China. Participants A total of 23 oncology nurses who directly care for cancer patients. Methods A constructivist grounded theory approach was adopted to explore the ACP clinical training model for oncology nurses. Semi-structured interviews were completed to collect qualitative data for constructing the theoretical model. A three-level coding procedure with continuous comparisons was adopted to analyze the qualitative data. Results As a result of the study, a total of 32 open coding categories and 13 axial coding categories were extracted and four selective coding categories were formed, namely, external driving forces, self-development, training needs and training key elements. Based on the above categories, the demand-driven ACP clinical training model for oncology nurses was finally developed. Conclusions Oncology nurses have a strong desire for ACP clinical training and their ACP training needs are diverse. The ACP clinical training model provide the theoretical references for nursing educators to develop ACP clinical training programs for oncology nurses to promote high-quality ACP 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=300272
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103484[article]
Titre : Root cause analysis for understanding patient safety incidents in nursing student placements: A qualitative content analysis Type de document : Article Auteurs : Carmen Ropero-Padilla ; Víctor M. González-Chordá ; Desirée Mena-Tudela ; Pablo Roman ; Águeda Cervera-Gasch ; Miguel Rodriguez-Arrastia Année de publication : 2022 Article en page(s) : 103462 Note générale : https://doi.org/10.1016/j.nepr.2022.103462 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Enseignement infirmier ; Incident critique en soins de santé ; Sécurité des patients ; Stage de formation cliniqueMots-clés : Analyse qualitative Résumé : Aim to explore nursing students? experiences with the use of RCA technique in patient safety-related incidents during clinical placements. A secondary descriptive qualitative content analysis Background Patient safety education for nursing students is an international priority. While early detection and intervention strategies, such as the root cause analysis technique, have been found to be effective for near misses and errors, little is known about how these strategies facilitate nursing students understand how patient safety incidents happen. Design A secondary qualitative content analysis was conducted as part of a larger patient safety research project. Methods Data were collected from nursing students at [Hidden for blinding purposes]. This study included 108 third-year undergraduate nursing students enroled in the Care Management in the Socio-Health Care Settings for the academic years 2017?2018 and 2018?2019. During hospital clinical placements, nursing students were asked to do a coursework describing a patient safety incident and using the root cause analysis technique for its analysis. A content analysis was used to provide an in-depth analysis of the collected data. Results Two main themes were identified after the data analysis process: (i) patient safety incident as learning events: highlights how these incidents were turned into learning opportunities and how the root cause analysis guided them in identifying and addressing critical incidents to prevent similar situations in the future; and (ii) strategies for improving patient safety culture: depicts how nursing students realised that following protocols and evidence-based practice reduces incidents related to patient safety and the value of reporting errors in avoiding and minimising the recurrence of similar mistakes. Conclusions The root cause analysis technique is a versatile and flexible learning resource for nursing students that can help them understand complex patient safety incidents while also fostering critical and problem-solving thinking, teamwork and systematic communication. 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=300273
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103462[article]
Titre : Effectiveness of simulation-based education on nursing students? professional knowledge, attitude and self-confidence in handling child abuse cases Type de document : Article Auteurs : Pei-Yu Lee ; Bih-O. Lee Année de publication : 2022 Article en page(s) : 103480 Note générale : https://doi.org/10.1016/j.nepr.2022.103480 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude envers la santé ; Concept du soi ; Elève infirmier ; Formation par simulation ; Maltraitance des enfantsRésumé : Aim This study aimed to enhance nursing students? professional knowledge, attitudes and self-confidence in handling child abuse cases through a Child Abuse Simulation-Based Education (CASE). Background Given that nursing students seldom learn about child abuse case management in textbooks, simulation-based education could assist them in appropriately handling child abuse cases when they become nurses. Design Using a quasi-experimental design. Methods 190 nurses enrolled in a night school in-service program at a Taiwanese university were recruited for this study. Ninety-four nurses in the experimental group took a simulation-based education on child abuse while 96 nurses in the contrast group took a general nursing course. The pretest and posttest professional knowledge, attitudes and self-confidence of both groups were analyzed using generalized estimating equations in SPSS V22 software. Results Following the introduction of the CASE course, the experimental group?s posttest professional knowledge, attitudes and self-confidence in handling child abuse cases were higher than those of the contrast 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=300274
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103480[article]
Titre : Prevalence and predisposing factors of smartphone addiction, sleep quality and daytime sleepiness of nursing students: A cross-sectional design Type de document : Article Auteurs : Tu?ba Uzunçakmak ; Sultan Ayaz-Alkaya ; Ay?egül Akca Année de publication : 2022 Article en page(s) : 103478 Note générale : https://doi.org/10.1016/j.nepr.2022.103478 Langues : Anglais (eng) Descripteurs : HE Vinci
Dépendance ; Elève infirmier ; Smartphone ; Troubles de la veille et du sommeil ; Troubles du sommeil par somnolence excessiveMots-clés : Somnolence diurne Résumé : Aim The current study aimed to determine the prevalence of smartphone addiction, sleep quality and daytime sleepiness of nursing students and to identify the predisposing factors of these parameters. Background The use of smartphones, which has become an indispensable part of daily life, has various effects on addictive behavior and sleep. Design The present study was performed with a cross-sectional design. Methods The population of the study comprised of nursing students attending all grades at two universities (N = 940). A total of 771 students were included in the study. Data were collected through a personal information form, the Pittsburgh Sleep Quality Index, the Epworth Sleepiness Scale and the Smartphone Addiction Scale. Logistic regression analysis was used to evaluate the data. Results The prevalence of smartphone addiction was 42.4%. Of the students, 57.3% had poor sleep quality and 82.5% had normal daytime sleepiness. Daily smartphone use duration, owning of a smartphone duration, daytime sleepiness and academic success were significant influencing factors for smartphone addiction (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=300275
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103478[article]
Titre : The role of intolerance of uncertainty and anxiety sensitivity on nursing students? depression, anxiety, and stress levels Type de document : Article Auteurs : Saliha Bozdogan Yesilot ; Pinar Yesil Demirci ; Zehra Eskimez Année de publication : 2022 Article en page(s) : 103487 Note générale : https://doi.org/10.1016/j.nepr.2022.103487 Langues : Anglais (eng) Descripteurs : HE Vinci
Anxiété ; Dépression ; Elève infirmier ; Enseignement infirmier ; Incertitude ; Santé mentale ; Stress psychologiqueRésumé : Aim This study assessed the role of intolerance of uncertainty and anxiety sensitivity on nursing students? depression, anxiety, and stress levels. Background Stress is widespread among nursing students who struggle with moderate mental health issues, such as depression and anxiety. A priori prediction of the factors affecting nursing students' mental health status should be considered. Design A descriptive study was carried out between 1 June and 15 July 2021. Participants The sample consisted of 366 Turkish nursing students in a city located south of Turkey. Methods Data were collected with socio-demographic forms?the Anxiety Sensitivity Index-3, the Intolerance of Uncertainty Scale-12, and the Depression Anxiety and Stress Scale-21?through web-based records. Descriptive statistics and multiple linear regression analysis were performed with the obtained data. Results The students? mean age was 21.63 + 2.41. The mean score of the depression sub-dimension of DASS-21 was 8.33 + 4.29 and that of the anxiety sub-dimension and stress sub-dimension was 6.70 + 3.98 and 8.73 + 3.81, respectively. The multiple linear regression analysis showed that the Intolerance of unceratinity scale-12 prospective anxiety sub-dimension and Intolerance of unceratinity scale-12 inhibitory anxiety sub-dimension, and the Anxiety Sensitivity Index-3 physical symptoms, cognitive symptoms, and social symptoms sub-dimensions explained 31.6% of depression, 38.9% of Depression Anxiety and Stress Scale-21 anxiety, and 36.4% of Depression Anxiety and Stress Scale-21 stress sub-dimension. Conclusions The nursing students? depression and anxiety levels were moderate, and their stress level was mild. The study results revealed that anxiety sensitivity and intolerance of uncertainty play an essential role in predicting students? mental health status. 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=300276
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103487[article]
Titre : The theory practice gap among nurse educators: A pedagogical pickle Type de document : Article Auteurs : Siobhán O'Connor Année de publication : 2022 Article en page(s) : 103464 Note générale : https://doi.org/10.1016/j.nepr.2022.103464 Langues : Anglais (eng) Descripteurs : HE Vinci
Corps enseignant ; Difficulté ; Enseignement infirmier ; Pédagogie ; Pratique professionnelle ; Soins infirmiers ; ThéorieMots-clés : Ecart théorie-pratique 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=300277
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103464[article]
Titre : Interpersonal and communication skills development in general nursing preceptorship education and training programmes: A scoping review Type de document : Article Auteurs : Philip Hardie ; Andrew Darley ; Lisa Langan ; Attracta Lafferty ; Suzi Jarvis ; Catherine Redmond Année de publication : 2022 Article en page(s) : 103482 Note générale : https://doi.org/10.1016/j.nepr.2022.103482 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence communicative ; Développement de compétences ; Préceptorat ; Programme d'enseignement ; Soins infirmiersMots-clés : Compétences interpersonnelles Résumé : Aim The aim of this systematic scoping review is to examine and synthesise the available literature on developing interpersonal and communication skills in general nursing preceptorship education programmes. Background Highly developed interpersonal and communication skills are an essential component of nursing preceptorship. Preceptors are integral in facilitating, guiding, and developing positive interpersonal relationships between the nursing student (the preceptee), the qualified nurse (the preceptor), and patients. They also have a responsibility to foster and develop preceptees' interpersonal and communication skills and assess and deem preceptees as competent in such skills. Furthermore, preceptors require effective interpersonal and communication skills to carry out key responsibilities of their role, including creating a safe clinical learning environment, teaching, and providing effective feedback. Design A scoping review was conducted using the methodological framework of Arksey and O'Malley. The PRISMA Extension for Scoping Reviews guided the reporting. Methods Five electronic databases were searched for relevant articles in consultation with a librarian, supplemented by hand-searching and internet searches for grey literature. A total of 19,431 potentially relevant articles published between Jan 2000 and August 2021 were retrieved from the initial search, and an additional six articles were obtained from the supplemental search. A total of 146 articles were independently reviewed by two researchers, resulting in 24 articles eligible for inclusion in the review. Results Several themes were identified in the literature that influenced the development of interpersonal and communication skills in preceptorship education and training programmes, including design and development of programmes, key learning outcomes, pedagogical approaches of preceptorship education and training programmes and interpersonal & communication skills development in preceptorship education and training programmes. Conclusions This review highlighted that research on developing interpersonal and communication skills amongst preceptors is mainly absent from the literature. Further research to address these knowledge gaps is warranted. The results from this review can be used to inform future curriculum design and development of nursing preceptorship education and training programmes. 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=300278
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103482[article]
Titre : Factors associated with nurses' willingness to handle abuse of older people Type de document : Article Auteurs : Jung-Hui Fang ; I-Hui Chen ; Hsiang-Ru Lai ; Pei-I Lee ; Nae-Fang Miao ; Kath Peters ; Pi-Hsia Lee Année de publication : 2022 Article en page(s) : 103497 Note générale : https://doi.org/10.1016/j.nepr.2022.103497 Langues : Anglais (eng) Descripteurs : HE Vinci
Attitude envers la santé ; Infirmières et infirmiers ; Maltraitance des personnes âgées ; Prise en charge de la personne agéeMots-clés : Attitude envers les personnes âgées Résumé : Aim The aim of this study was to explore predictors of nurses' willingness to handle abuse of older people. Background Abuse of older people is a long-discussed healthcare issue worldwide. Although nurses are considered capable of identifying and reporting cases of abuse of older people, no study has been conducted in Taiwan on nurses' willingness to handle abuse of older people. Design A cross-sectional design was used. Methods The study was conducted from May to June 2019. A convenience sampling was adopted to survey 555 nurses from a medical center in Taiwan. Data were collected using the Knowledge of Abuse of Older People Scale, Attitudes Towards Older People Scale, Attitudes Towards Handling Abuse of Older People Scale, Willingness to Handle Abuse of Older People Scale, and personal characteristics. Pearson correlation coefficient analysis, independent sample t-test, one-way analysis of variance, and multiple linear regression were performed. Results Participants scored an average of 2.98 out of 4 on the Willingness to Handle Abuse of Older People Scale, indicating that they were inclined to do so. Attitudes towards older people, knowledge, attitudes towards handling abuse of older people, awareness of the hospital's reporting procedure and dissemination of information related to abuse of older people, sex, age, and clinical work experience explained 41.4% of the variance of willingness. Participants' attitudes toward handling abuse of older people was the most important predictor of their willingness to do so. Conclusions To improve nurses? willingness to handle cases of abuse of older people, particularly that of male nurses, hospital authorities should provide in-service training and education and disseminate information on the subject matter. Nursing schools should prioritize offering gerontological nursing courses to foster nursing students? positive attitudes toward older adults and handling abuse of older people. Tweetable abstract Nurses' attitudes toward handling abuse of older people were the most important predictor of their willingness to handle abuse of older people. 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=300279
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103497[article]
Titre : Factors that influence father's experiences of childbirth and their implications upon postnatal mental health: A narrative systematic review Type de document : Article Auteurs : Emma McNab ; Caroline J. Hollins martin ; Gail Norris Année de publication : 2022 Article en page(s) : 103460 Note générale : https://doi.org/10.1016/j.nepr.2022.103460 Langues : Anglais (eng) Descripteurs : HE Vinci
Conjoints ; Parturition ; Pères ; Revue systématique ; Santé mentaleMots-clés : Implication du père Santé postnatale Résumé : Aim To explore factors that influence fathers? experiences of childbirth and implications for their subsequent postnatal mental health. Background Fathers who attend the birth of their baby often have very rewarding experiences. However, those who witness a difficult birth may progress to develop subsequent mental health problems, e.g., trauma symptoms that can affect future relationships with partner and infant. Method A narrative systematic review of literature was carried out. Two overarching themes were identified, each with 3 underpinning sub-themes: (1) Interpersonal relationships with maternity care professionals; (1b) Communication; (1b) Feeling isolated during labour; (1c) Being prepared; (2) The aftermath; (2a) Support provision; (2b) Effects on relationships; (2c) Psychological trauma. Conclusions Findings emphasise that good communication between fathers and midwives is a fundamental part of providing excellent care before, during and post-childbirth, as it can reduce partners? feelings of isolation, improve their relationships and limit development and impact of psychological trauma. Recommendations for practice It is important to develop more on-line partner sites, parenthood education programmes and support groups, which include education about how to prevent, recognise, support and treat mental health complications. Also, further in-depth qualitative studies would enhance understanding of specific aspects of labour that traumatise fathers. 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=300280
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103460[article]
Titre : Perceptions and concerns about sustainable healthcare of nursing students trained in sustainability and health: A cohort study Type de document : Article Auteurs : Isabel M. López-Medina ; Cristina Alvarez-Garcia ; Laura Parra-Anguita ; Sebastián Sanz-Martos ; Carmen Álvarez-Nieto Année de publication : 2022 Article en page(s) : 103489 Note générale : https://doi.org/10.1016/j.nepr.2022.103489 Langues : Anglais (eng) Descripteurs : HE Vinci
Analyse de contenu ; Déchets médicaux ; Elève infirmier ; Études de cohortes ; Réchauffement de la planète ; Soins infirmiersMots-clés : Soins de santé durables Durabilité environnementale Résumé : Aim To describe nursing students' perceptions of sustainable health education in the nursing curriculum and their concerns about sustainable healthcare and the impact of climate change on nursing. Background Sustainable health education involves education on the impact of climate change on health and the impact of healthcare on the environment. The effectiveness of sustainable health education in improving attitudes, knowledge and skills in sustainable healthcare has been demonstrated. However, there is a need to study students' perceptions of this and their concerns about achieving sustainable healthcare from the use and disposal of healthcare resources. Design A cohort study with an inductive content analysis of open-ended questions included in a survey. Methods The study was carried out with undergraduate nursing students throughout their four-year undergraduate academic program using scenario-based learning and augmented reality related to sustainability, climate change and health. As students were exposed to three educational interventions, they completed a survey of open-ended questions about their perceptions of their environmental sustainability training in the nursing curriculum, their concerns about the resources? used in healthcare and their perceptions of the impact of climate change on the nursing profession. Results Students identified content in the nursing degree program on climate change and health and hospital waste segregation. They also demanded more content on 'low environmental impact nursing care' when their clinical practice training increased. Students were concerned about the excessive and unnecessary use of materials in healthcare, especially in the post-pandemic period, the lack of environmental awareness of healthcare professionals and the lack of power to change the situation. They recognised the lack of proper waste segregation in healthcare settings, no recycling bins and little reuse of materials. They were also concerned about the polluting disposal of material. They perceived important impacts of climate change on nursing, such as patient care due to increased pollution-related diseases, including foetal malformations and new health care needs arising from weather conditions. Finally, students were concerned about the impact this will have on nursing care work and require 'nursing leadership in environmental awareness'. Conclusions Students demand more training in low environmental impact healthcare and innovative educational practices are effective in this regard. Appropriate Sustainable Healthcare Education can make future health professionals more environmentally aware and enable them to lead the shift towards climate-smart care. Tweetable abstract Students demand more training in low environmental impact healthcare and perceive significant impacts of climate change on nursing. 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=300281
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103489[article]
Titre : A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper Type de document : Article Auteurs : Evelyn Palominos ; Tracy Levett-Jones ; Tamara Power ; Roberto Martinez-Maldonado Année de publication : 2022 Article en page(s) : 103500 Note générale : https://doi.org/10.1016/j.nepr.2022.103500 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Erreurs médicales ; Formation par simulationMots-clés : Gestion des erreurs médicales Apprentissage à partir des erreurs Echec productif Résumé : Background Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. Aims To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. Design The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. Methods We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. Results The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. Conclusion This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning. 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=300282
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103500[article]
Titre : Nurses' behavioral intention in using virtual clinical simulation training: By structural equation modeling Type de document : Article Auteurs : Hyein Choi ; Sunghee H. Tak Année de publication : 2022 Article en page(s) : 103492 Note générale : https://doi.org/10.1016/j.nepr.2022.103492 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Formation par simulation ; Réalité de synthèseMots-clés : Intention comportementale Formation par simulation clinique virtuelle Résumé : Aim To examine the relationship between the nurses? behavioral intention to use virtual clinical simulation training and study variables, including perceived usefulness, perceived ease of use, self-efficacy, technology anxiety, perceived enjoyment and personal innovativeness. Background Little is known about the nurses? behavioral intentions behind using virtual clinical simulation training. Design A cross-sectional study. Methods A total of 206 registered nurses participated in this survey. Data were collected through online survey from March 20, 2021, to April 2, 2021, since entry into the hospital was strictly controlled due to the COVID-19 outbreak. Results Structural equation modeling identified that both perceived usefulness and perceived ease of use were the predictors which influenced behavioral intention. Additionally, perceived enjoyment indirectly affected behavioral intention by influencing both perceived usefulness and perceived ease of use. Conclusion The successful introduction of virtual clinical simulation training depends on nurses? willingness and acceptance of its use. The findings of this study show that virtual clinical simulation training should be perceived as useful, easy to use and enjoyable to be accepted by nurses. Virtual clinical simulation programs may have the potential to help improve nurses? clinical skills and competencies in patient care. Tweetable abstract This study revealed that the usefulness of its contents, ease of use and enjoyment are important to increase nurses' behavioral intention to use virtual clinical simulation training. 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=300283
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103492[article]
Titre : Nursing students in Saharan refugee camps: Expectations and options of professional future from a qualitative perspective Type de document : Article Auteurs : Sonia Cazalilla-Parras ; Jose Manuel Martínez-Linares ; Javier Yuba-Francia ; Olga María López-Entrambasaguas Année de publication : 2022 Article en page(s) : 103466 Note générale : https://doi.org/10.1016/j.nepr.2022.103466 Langues : Anglais (eng) Descripteurs : HE Vinci
Camps de réfugiés ; Elève infirmier ; Programme d'études ; Recherche qualitative ; Sahara ; Soins infirmiersMots-clés : Programme d'études à l'étranger Résumé : Aim The aim of this study was to explore and understand the perceptions of the expectations of the professional future of nursing students who study in Saharan refugee camps. Background Part of the Saharan population live in refugee camps with a precarious healthcare system, which depends on nursing professionals who are trained in the only nursing school in the world that exists inside a refugee camp. Design An interpretive qualitative research methodology using Gadamer's philosophical hermeneutics. Methods A qualitative study with nursing students (n = 14) of different years from the nursing school in a Saharan refugee camp (Algeria) in 2021. Focus groups recorded in audio for subsequent transcription and analysis by two researchers through Fleming´s stages. Results Three themes were identified as important aspects of the personal and professional expectations perceived by this population group: (1) studying nursing as a moral obligation; (2) Culture as a determinant for dropping out of school; and (3) aspirations for a professional future in the Saharan refugee camps. The participants highlighted the role of social and cultural aspects to complete their studies and develop a professional career. Conclusions These Saharan nursing students can study a nursing speciality or work in healthcare. However, they struggle to choose between the moral obligation of doing so and the social and cultural factors that lead some of them to abandon their studies. Tweetable abstract The possibility of studying for a career and the professional future of Saharan nursing studies are conditioned by the environment, culture and the socio-economic situation. Their work is especially important in the refugee camps where they live. 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=300284
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103466[article]
Titre : Nursing students' lived experience of a clinical placement in prison healthcare: A systematic review Type de document : Article Auteurs : Joanne Brooke ; Monika Rybacka ; Omorogieva Ojo Année de publication : 2022 Article en page(s) : 103463 Note générale : https://doi.org/10.1016/j.nepr.2022.103463 Langues : Anglais (eng) Descripteurs : HE Vinci
Elève infirmier ; Prisons ; Services de santé communautaires ; Soins infirmiers ; Stage de formationRésumé : Aim A systematic review of the literature to explore nursing students? lived experience of a clinical placement in a healthcare setting in a prison, to identify how and if their needs were met to enable an optimal learning environment Background There is an increasing demand for clinical placements to support undergraduate/prelicense nurse education, especially within primary and community healthcare settings. A clinical placement in a prison has the potential to provide multiple learning opportunities for nursing students due to the unique requirements of prisoners. However, there remains a need to understand nursing students? experiences of a clinical placement in a prison. Methods The updated PRISMA guidelines for reporting systematic reviews guided the development of this study. Inclusion and exclusion criteria informed the search strategy of recognised MeSH terms and Boolean operators, which were applied to search CINAHL complete, APA Psycinfo, MEDLINE, Google Scholar and Grey Open. Manual searching of the reference lists of all identified studies was completed. Standardised critical appraisal instruments were applied to each included study. Data extraction and analysis was completed by adhering to the thematic analysis process described by Thomas and Harden. Results The electronic database and reference list search identified 81 studies published between January 2000 and December 2021 in the English language, which was reduced to the inclusion of five studies. Following screening, studies were completed in USA (n = 2), Australia (n = 1), Canada (n = 1) and UK (n = 1). A total of 228 nursing students had completed a clinical placement in prison. Four themes were identified: 1) pre-placement anxiety; 2) a sense of safety; 3) impact on negative stereotypes; and 4) an opportunity for learning Conclusion The voluntary and opt-in nature of clinical placements in prison may have created some bias in the results. However, standardised preparation and orientation of nursing students prior to commencing a clinical placement in prison is essential. Nursing students require structured support to understand their anxieties, the rules and regulations of security and how to interact with prisoners prior to entering a prison. Clinical placements within prison provide nursing students with an opportunity to challenge negative attitudes towards diverse and marginalised populations, develop clinical practice, knowledge and become socialised into the profession. However, the experience, knowledge and willingness of Registered Nurses to support nursing students is essential, to enable and empower their learning within this non-traditional clinical placement. Tweetable abstract On completion of a placement in prison healthcare nursing students identified pre-placement anxiety, a sense of safety, impact on negative stereotypes and an opportunity for learning, however, the need for preparation, orientation and realistic understanding of safety remains. 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=300285
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103463[article]
Titre : Mentorship in nursing in Canada. A scoping review Type de document : Article Auteurs : Ramesh Venkatesa Perumal ; Mina D. Singh Année de publication : 2022 Article en page(s) : 103461 Note générale : https://doi.org/10.1016/j.nepr.2022.103461Get rights and content Langues : Anglais (eng) Descripteurs : HE Vinci
Canada ; Elève infirmier ; Enseignement spécialisé en soins infirmiers ; Mentorat ; MentorsRésumé : Aim To review the literature on mentoring of nursing students in Canada. Background Mentorship in nursing has been in existence for a long time. Supportive, nurturing guidance by an experienced individual in the profession has been found to have many benefits both to the giver and the receiver. However, there is no uniformity in the length, model, delivery method and evaluation of mentorship programs' impact. The purpose of this scoping review is to appraise the available literature and synthesize knowledge on mentorship in nursing in Canada. Design Scoping Review Methods The scoping review was guided by the methodological framework developed by Hilary Arksey & Lisa O'Malley and the findings are reported using PRISMA ScR guidelines. A systematic search of MEDLINE, CINAHL, EMBASE and ERIC databases was conducted to identify articles describing nursing mentorship in Canada. Results After the initial screening, a total of 125 articles were included for a full-text review. Of the 48 items included, 28 were research articles and 20 were other forms of literature. Forty-eight items were included for data extraction. Conclusion The scoping review revealed several benefits of mentorship. While synthesizing the evidence, it was noted that the components of the mentorship programs, such as the length, models, mode of delivery and the impact, vary with every nursing field. Implications for Practice Based on the results of the scoping review, it is recommended to consider the unique needs, strengths and challenges of the group for whom the mentorship is planned. One size may not fit all. 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=300286
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103461[article]
Titre : The experience of new nurses' early working life: Learning in a hospital care context ? An interview study Type de document : Article Auteurs : Maria Detlín ; Viola Nyman ; Annika Eklund ; Maria Skyvell Nilsson Année de publication : 2022 Article en page(s) : 103506 Note générale : https://doi.org/10.1016/j.nepr.2022.103506 Langues : Anglais (eng) Descripteurs : HE Vinci
Analyse de contenu ; Développement professionnel ; Soins infirmiers ; Vie professionnelleMots-clés : Infirmières novices Apprentissage sur le lieu de travail Résumé : Aim To explore how nurses during their early working life learn to provide high-quality care in relation to organisational prerequisites in a hospital setting. Background When nurses enter employment in contemporary hospital settings, they face multiple learning challenges. Organisational prerequisites that have been identified to affect their ability to learn to provide high-quality care are related to staffing turnovers, large patient groups and a lack of experienced staff to support their learning. Design Qualitative. Methods The study was conducted between 2018 and 2019 at a medium-sized hospital in Sweden. Data from interviews with 10 nurses with fewer than two years? work experience were subjected to qualitative content analysis. Results The results describe the nurses? learning during their early working life in two categories: Performing tasks in relation to organisational prerequisites and Making use of clinical experiences to grasp the complexity of nursing care. The first theme reflected a learning process that was initially characterised by seeking confirmation and instructions from colleagues of how to act safely and by balancing the demands of time efficiency and sustaining patient safety. The second theme reflected that, after addressing organisational prerequisites, the nurses tried to understand and make use of clinical experiences to grasp the complexity of nursing care by encountering and processing clinical patient situations. Conclusions The results of this study revealed that nurses? learning during early working life seemed to be primarily directed towards handling tasks, with sometimes limited opportunities to grasp the complexity of nursing care. Their learning depended largely on their own initiative and motivation and was strongly influenced by organisational prerequisites. The limited availability of experienced nurse colleagues and lack of time devoted for reflection needs to be dealt with to support nurses? learning. 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=300287
in Nurse Education in Practice > Vol. 65 (November 2022) . - 103506[article]
Titre : Nurse students' competences in interprofessional pharmaceutical care in Europe: Cross-sectional evaluation Type de document : Article