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Nurse Education Today
Journal Prestige (SJR): 1.154
Citation Impact (citeScore): 2
Number of Followers: 133  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0260-6917
Published by Elsevier Homepage  [3162 journals]
  • Unique experiences of direct entry BSN/BS-PhD nursing students: A Delphi
           study
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Jiayun Xu, Lucine Francis, Jenny Dine, Teresa Hagan Thomas BackgroundGiven the aging nursing education workforce and the persistent high demand for doctorally-prepared nursing faculty, there is a critical need to increase the number of nurses entering and completing PhD programs. To fill this need, accelerated PhD education pathways, such as the direct entry BSN/BS-PhD education pathway, have become popular.ObjectiveThe objective of this study was to explore the unique characteristics of the direct entry BSN/BS-PhD student experience. This study defines and details the experiences of current and past direct entry BSN/BS-PhD students.DesignThis was a qualitative, descriptive study.SettingWeb-based journals and feedback.ParticipantsOur sample includes four former and current direct entry BSN/BS-PhD students.MethodsWe used the Delphi method to first analyze participants' journal entries on their lived experiences, and then iteratively summarize and classify the experiences into summative themes.ResultsWe found four themes unique to participants' experiences: commitment to science, nursing identity, exploring prospects, and balancing family and student expectations.ConclusionsTo ensure that BSN/BS-PhD students have a high-quality education, nurse leaders should be aware of the unique perspectives of direct entry BSN/BS-PhD students. Results from this study can be used to evaluate BSN/BS-PhD programs from students' perspectives.
       
  • The use of assessment rubrics to enhance feedback in higher education: An
           integrative literature review
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Andrea Cockett, Carole Jackson ObjectiveTo explore the literature relating to the use of rubrics in Higher Education.DesignA systematic search using three databases was undertaken, the question used to guide the search strategy was: What are the benefits and challenges of using rubrics as part of the assessment process in Higher Education'Data SourcesThree electronic databases were searched: British Education Index, Education Resources Information Centre and the Cumulative Index to Nursing and Allied Health Literature.Review MethodsThe review utilised an integrative approach to the retrieval and appraisal of the research. As the papers retrieved used different methodologies to explore the use of rubrics they were analysed using either thematic analysis or narrative synthesis.ResultsFifteen papers were identified that met the inclusion and exclusion criteria for the review, these spanned a range of disciplines including education, medicine and design. Four main themes related to the use of rubrics were identified: the reliability and validity of the rubric, student performance, students' perceptions of the rubric and the implementation of the rubric.ConclusionsStudent self-assessment, self-regulation and understanding of assessment criteria were all found to be enhanced by the use of rubrics. However students also reported that rubrics could be restrictive and student stress related to assessments could be increased. Student involvement in the design and implementation of a rubric was identified as being critical to their success. Rubrics were judged favourably by the studies reviewed in this paper, however they were found to be most effective when used as part of an overall assessment strategy that was co-created with students.
       
  • Intellectual disability content within pre-registration nursing
           curriculum: How is it taught'
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Julian N. Trollor, Claire Eagleson, Beth Turner, Carmela Salomon, Andrew Cashin, Teresa Iacono, Linda Goddard, Nicholas Lennox BackgroundDespite experiencing higher rates of physical and mental health conditions compared with the general population, people with intellectual disability face inequitable access to healthcare services. Improving education of healthcare professionals is one way to reduce these inequalities.ObjectiveTo determine how intellectual disability content is taught within Australian nursing schools.DesignA two-phase audit of Australian nursing curricula content was conducted using an interview and online survey.SettingNursing schools Australia-wide providing pre-registration courses.ParticipantsFor Phase 1, course coordinators from 31 nursing schools completed an interview on course structure. Teaching staff from 15 schools in which intellectual disability content was identified completed an online survey for Phase 2.MethodsMethods used to teach intellectual disability content and who taught the content were audited using an online survey.ResultsAcross the 15 schools offering intellectual disability content, lectures were the most common teaching method (82% of units), followed by tutorials (59%), workshops (26%), then other methods (e.g. e-learning; 12%). Approximately three-quarters of intellectual disability teaching used some problem-and/or enquiry-based learning. Only one nursing school involved a person with intellectual disability in delivering teaching content. Six (19%) participating schools identified staff who specialise in intellectual disability, and seven (23%) identified staff with a declared interest in the area.ConclusionWhile some nursing schools are using diverse methods to teach intellectual disability content, many are not; as a result, nursing students may miss out on acquiring the attributes which enable them to address the significant health inequalities faced by this group. A specific deficit was identified relating to inclusive teaching and clinical contact with people with intellectual disability.
       
  • A qualitative study of nurses' perceptions of a behavioural strategies
           e-learning program to reduce interruptions during medication
           administration
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Maree Johnson, Tracy Levett-Jones, R. Langdon, Gabrielle Weidemann, Elizabeth Manias, Bronwyn Everett ObjectivesWe sought to evaluate the perceptions of nurses of an e-learning educational program to encourage the use of behavioural strategies—blocking, engaging, mediating, multitasking, and preventing—to reduce the negative effects of interruptions during medication administration.DesignA qualitative design was used to evaluate the impact of this e-learning educational intervention on nurses' behaviour.SettingsTwo wards (palliative care and aged care) from two different hospitals within a large local health service within Sydney Australia, were included in the study. These wards were also involved in a cluster randomised trial to test the effectiveness of the program.ParticipantsA purposive sample participated comprising nine registered and enrolled nurses certified to conduct medication administration, who had reviewed the educational modules.MethodsTwo focus groups were conducted and these sessions were digitally recorded and transcribed verbatim. Thematic analysis identified seven themes.ResultsThe major themes identified included: perceptions of interruptions, accessing the program, content of the program, impact, maintaining good practice and facilitators and barriers to changing behaviour.ConclusionsThe use of embedded authentic images of patient interruptions and management strategies increased some nurses' perceived use of strategies to manage interruptions. Nurses varied in their perception as to whether they could change their behaviour with some describing change at the individual and ward team levels, while others described patient caseload and other health professionals as a barrier. The use of this innovative educational intervention is recommended for staff orientation, student nurses, medical officers and allied health staff. Further research is required in how this e-learning program can be used in combination with other effective interventions to reduce interruptions.
       
  • The impact of burnout on doctorate nursing faculty's intent to leave their
           academic position: A descriptive survey research design
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Elizabeth Aquino, Young-Me Lee, Nadia Spawn, Jessica Bishop-Royse BackgroundDespite the fact that the great demands placed on many nursing faculty put them at high risk for job burnout; there are limited studies exploring the relationship between burnout and leaving their academic positions.ObjectiveThe objective of this study is to address the national nursing faculty shortage by examining demographics, teaching preparation in the doctoral program, and burnout to determine intent to leave nursing academia among PhD and DNP-prepared nursing faculty.DesignA descriptive survey research design was used to identify the most significant factors related to faculty leaving.SettingsAn online national survey of doctorate faculty throughout the U.S. was administered.ParticipantsA full-time nursing faculty who has earned a PhD or DNP degree in nursing with four or less years of teaching experience after doctoral program graduation was recruited.MethodsData collected from the online survey posted on Qualtrics. Logistical regression models were used to interpret data significance.ResultsA total of 146 nursing faculty responded to the online survey. 51.4% of the respondents (n = 75) had a DNP degree and 48.6% (n = 71) had a PhD degree. 61% of the respondents were over the age of 50 with the remaining 39% of the respondents between ages 20 and 49. PhD-prepared faculty reported higher emotional exhaustion compared to DNP-prepared faculty. Findings revealed that degree type (PhD versus DNP), age, and emotional exhaustion and depersonalization in burnout were significant predictors related to intent to leave nursing academia.ConclusionsTo address the nursing faculty shortage issue, it is critical to create supportive and positive working environments to promote the well-being of nursing faculty, provide additional emotional support for the specific PhD-prepared faculty needs that contribute to burnout, and encourage nurses to begin an academic career earlier to help retain nursing faculty in academic settings.
       
  • Designing for online computer-based clinical simulations: Evaluation of
           instructional approaches
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Ilana Dubovi BackgroundOnline computer-based simulations are becoming more widespread in nursing education. Therefore, an understanding of when and how to implement the variety of instructional strategies related to these simulations is fundamental.ObjectivesThis study compares the effectiveness of online computer-based simulations designed using two alternative instructional approaches—Productive Failure and Simple-to-Complex sequencing—on learning of clinical reasoning skills.ParticipantsParticipants in this study were undergraduate nursing students (n = 103, mean age = 23.4 ± 2.1) enrolled at a university in Israel.MethodsParticipants completed two online simulations designed using Productive Failure approach (emergency medicine, mental health) and two online simulations using Simple-to-Complex approach (cardiovascular health, pediatrics). Pre- and post-test clinical reasoning evaluations were administered prior to and immediately following each simulation.ResultsClinical reasoning learning gains were significantly higher for online simulations designed with the Simple-to-Complex approach than simulations designed with Productive Failure approach (F (3, 288) = 9.656, P 
       
  • Nursing students' knowledge, attitude and practices of infection
           prevention and control guidelines at a tertiary institution in the Western
           Cape: A cross sectional study
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Farzana Rahiman, Usuf Chikte, Gail D. Hughes BackgroundNurses in sub-Saharan Africa are particularly at a higher risk of acquiring nosocomial infections, considering the increased prevalence of infectious diseases. It is therefore imperative that these nurses have a sound knowledge and understanding of infection prevention procedures.ObjectiveThe main objective of this study was to describe the knowledge, attitudes and practices concerning infection prevention and control precautions among nursing students in a resource limited setting.MethodA cross sectional study design was employed. A self-administered questionnaire concerning infection prevention and control guidelines were made available to students enrolled in a mainstream programme for completion of an undergraduate nursing degree.Setting and ParticipantsA total of 301 students at second, third and final years of study from a tertiary institution in the Western Cape were invited to participate.ResultsThe final cohort comprised of 301 students with the majority between the ages of 17–26 (88.2%), with a mean age of 23 ± 4.7 (SD) years and the dominant gender being female (83.4%). According to the classification system used in this study, the majority of the students were overall evaluated as having good level of knowledge (47.4%) and poor attitude (41.7%) scores, with little difference in practice scores observed between different years of study. There was a positive correlation found between students' total attitude and total practice scores (r = 0.48 p 
       
  • The efficacy of simulation-based and peer-learning handover training for
           new graduate nurses
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Jung Hee Kim, Myung-Haeng Hur, Hyun-Young Kim BackgroundNursing handovers are a crucial nursing practice for patient safety and continuity of nursing care. As a strategy to improve nursing handovers, it has been suggested that new graduate nurses receive training in how to conduct handovers.ObjectivesThe purpose of this study was to examine the effects of simulation-based handover training and peer-learning handover training on clinical competence regarding handovers and clinical judgment among new graduate nurses.DesignQuasi-experimental research using a nonequivalent control group post-test design.ParticipantsA convenience sample of 55 new graduate nurses with no clinical experience who expected to work at a university hospital were selected.MethodsWe measured participants' clinical competence regarding handovers and clinical judgment immediately after completing a training program and after 1 month of working at a hospital to examine the immediate and latent effects of simulation-based and peer-learning handover training, respectively. A researcher-developed clinical competence instrument regarding handovers and a clinical judgment instrument based on the Lasater Clinical Judgment Rubric were used. To identify differences in the effects of simulation-based and peer-learning handover training, we analyzed the data using the independent t-test and paired t-test. When evaluating the latent effects, the participants wrote self-reflection reports.ResultsThere were no significant differences in the immediate effects of the simulation-based training and the peer-learning training. In contrast, in the evaluation of the latent effects, new graduate nurses who received simulation-based training showed significantly higher clinical competence regarding handovers (p = .020) and clinical judgment (p = .033) than their counterparts who received peer-learning training. In the self-reflection reports, 19 participants stated that they had gained more confidence with handovers.ConclusionWe suggest that simulation-based handover training contributes more to the improvement of new graduate nurses' clinical competence regarding handovers and clinical judgment than peer-learning training.
       
  • Definitively unfinished: Why the growth mindset is vital for educators and
           academic workplaces
    • Abstract: Publication date: October 2018Source: Nurse Education Today, Volume 69Author(s): Alexander M. Clark, Bailey J. Sousa
       
  • Interprofessional education (IPE) in clinical practice for
           pre-registration nursing students: A structured literature review
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Daphne A.F.N. Lim, Rhian Noble-Jones ObjectivesTo explore the experiences of nursing students after clinical IPE activities through a review of contemporary literature then use the context of nursing programmes in Singapore to consider the transferability of the findings.DesignStructured literature review.Data SourcesA search of international qualitative literature no older than five years and published in English was conducted on CINAHL, Embase, Medline and Pubmed.Review MethodsA systematic and structured approach was guided by Cooper's five-step approach to review the literature. The Critical Appraisal Skills Programme qualitative checklist and the Appraisal of Guidelines Research & Evaluation reporting checklist were used to critically appraise literature in this review.Results13 papers were included for qualitative synthesis. The literature most commonly reported that students had a better understanding of professional roles, improved communication and teamwork. In contrast, the most commonly reported negative experience involved some examples of disparity within the team.ConclusionOverall findings show that positive student experiences outweigh negative ones. Nursing programmes might be able to reap similar outcomes subject to contextual and cultural differences. However, further research is recommended before IPE in clinical practice is implemented in current nursing programmes in the local setting.
       
  • Mutual benefits in academic-service partnership: An integrative review
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Maliheh Sadeghnezhad, Fatemeh Heshmati Nabavi, Fereshteh Najafi, Hossein Kareshki, Habibollah Esmaily BackgroundAcademic and service institutions involve with many challenges. Partnership programs are a golden opportunity to achieve mutual benefits to overcome these challenges. Identifying mutual benefits is the cornerstone of forming a successful partnership and guarantee to its continuity. There are definitions and instances of mutual benefits in the literature related to partnership programs, but there is no coherent evidence and clear picture of these benefits.ObjectiveThis study is conducted to identify mutual benefits in academic-service partnership by analyzing the definitions and instances of it in the literature.DesignAn integrative review of key papers regarding mutual benefits in academic-service partnership was undertaken. This review was guided by the framework described by Whittemore and Knafl.Data SourcesSearch of the following databases was conducted: MEDLINE, ERIC, Google Scholar, Emerald Insight and Science Direct. The search terms were mutual benefits, mutual gains, mutual interest, mutual expectations, mutual goals, mutual demand, partnership, collaboration, academic-service partnership and academic service collaboration.Review MethodsCooper's five-stage integrative review method was used. Quality evaluation of articles was conducted. Data were abstracted from included articles. The analysis was conducted based on the qualitative content analysis of the literature suggested by Zhang and Wildemuth.Results28 articles were included in this review. Mutual benefits are described in four categories include: synergy in training and empowerment of human resources, education improvement, access to shared resources, facilitate production and application of beneficial knowledge into practice.ConclusionMutual benefits in the academic-service partnership include a range of goals, interests, expectations, and needs of partner organizations that is achievable and measurable through joint planning and collaboration. We suggest academic and service policymakers to consider these benefits in the planning and evaluating partnership programs.
       
  • Perceived stress, coping strategies, and emotional intelligence: A
           cross-sectional study of university students in helping disciplines
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Aganeta Enns, Gloria D. Eldridge, Cynthia Montgomery, Vivian M. Gonzalez BackgroundPost-secondary students in training for helping profession disciplines, including nursing, may be at elevated risk for high stress levels. Stress among students has been linked with adverse physical and psychological health. In addition to the common stressors associated with post-secondary education, sources of stress for students in the helping professions include balancing academic and clinical demands. Previous research indicates perceived stress levels are correlated with emotional intelligence (EI) and with the coping strategies employed by students.ObjectivesThe aim of this study was to examine (1) the relationship between EI and perceived stress, and (2) the potential mediating role of coping responses.DesignA cross-sectional survey design was employed.SettingParticipants were recruited from a public university in the United States.ParticipantsA sample of 203 undergraduate and graduate students majoring in psychology, nursing, and social work was recruited.MethodParticipants were recruited on-campus and through campus online resources and completed an online survey or a paper-and-pencil version of the survey. Descriptive statistics and mediation analyses were used to test the study hypotheses.ResultsHigher EI was associated with lower perceived stress, and this association was partially mediated by both adaptive and maladaptive coping responses. Higher EI was associated with greater use of adaptive coping and lower use of maladaptive coping, and these, in turn, were negatively and positively (respectively) associated with perceived stress.ConclusionThe findings suggest that interventions aimed at increasing emotional intelligence may help to reduce perceived stress for students in the helping disciplines.
       
  • Midwifery students' experiences of their clinical internship: A
           qualitative descriptive study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Carmel Bradshaw, Sylvia Murphy Tighe, Owen Doody BackgroundGlobally the safety of mothers and babies is fundamental in maternity care. Central to ensuring this safety is appropriate preparation of midwifery students' to ensure graduates are equipped to assume the responsibilities of delivering safe and effective maternity care. In preparation for autonomous practice Irish midwifery students' undertake a 36 week internship in the final year of the BSc Midwifery programme. Within this paid internship midwifery students' have the opportunity to develop professional behaviours, consolidate knowledge and learn necessary skills to fulfil the role of midwife under the supervision of registered midwives.ObjectiveTo explore midwifery students' experiences of the internship period.Design and MethodA descriptive qualitative study using focus groups with ethical approval.Setting and ParticipantsBSc Midwifery students' in the final year of their programme (n = 17) in an Irish University were invited to participate in a focus group interview midway through their internship. All participants (n = 13) had experience of working in two sites used for internship at the time of data collection.ResultsKey findings include the importance of the internship period in consolidating clinical skills and building confidence and competence for midwifery practice. Midwifery students' experience considerable stress during the internship period. Demands identified as stressors include providing care in increasingly complex clinical areas, meeting academic deadlines and maintaining a work life balance. Negative interpersonal experiences and dismissive attitudes to reflection on practice were barriers to learning. Midwifery students' articulated the importance of learning through doing, a supportive learning culture and philosophy in the unit, protected time for reflection and being included and valued as part of the midwifery team.ConclusionsThe benefits and challenges associated with internship in midwifery are apparent, particularly when students' are contending with two geographically distant sites. Support mechanisms and suggestions for improvements are considered.
       
  • Nursing students' discourses on gender-based violence and their training
           for a comprehensive healthcare response: A qualitative study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Amaia Maquibar, Anna-Karin Hurtig, Carmen Vives-Cases, Itziar Estalella, Isabel Goicolea BackgroundGender-based violence is a worldwide major public health issue with detrimental effects on the health of women. Nurses can play an essential role in its identification, management and prevention. Specific training is essential to be able to successfully address gender-based violence and accordingly, has been incorporated into many university's training programmes for nurses and other health care professionals. Research aimed at exploring attitudes and perceptions of gender-based violence in undergraduate student nurses following these new training programmes is scarce.ObjectiveThe aim of this qualitative study was to explore third- and fourth-year nursing students' perceptions and attitudes toward gender-based violence.DesignA focus groups based qualitative study.SettingA public University in Spain.ParticipantsPurposive sample of 42 nursing students who joined 7 focus groups.MethodsFocus groups discussions following a semi-structured interview guide. Discussions were transcribed and analysed following critical discourse analysis to identify interpretative repertoires.ResultsFrom the analysis, three interpretative repertoires emerged. The first, ‘Gender-based violence is something serious’, reflected participants' acknowledgment of the social relevance of this type of violence. The second interpretative repertoire, ‘Men are defenceless!’, related to the perception that national legislation on gender-based violence was discriminatory to men and the perception of a lack of social sensitisation toward intimate partner violence against men. The last one, ‘Trained to address gender-based violence but still unprepared’ encompassed participants' confidence in their ability to identify gender-based violence but uncertainty as to how to respond to gender-based violence exposed women in terms of professional practice.ConclusionsParticipants perceived that training has increased their knowledge and self-confidence in identifying cases. However, training should strongly challenge widespread myths about gender-based violence that could negatively affect their performance as nurses.
       
  • Critical thinking dispositions in undergraduate nursing students: A case
           study approach
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Tom Noone, Aidan Seery BackgroundThe transition of nurse education to the higher education sector in Ireland in autumn 2002 led to the development of a new curriculum for undergraduate nursing with critical thinking as an expected outcome.ObjectivesTo investigate critical thinking dispositions and the difference between first and third year nursing students.DesignA single embedded case study approach incorporating a cross-sectional design.SettingTwo similar university sites providing a new four year undergraduate honours degree programme in nursing.ParticipantsA cohort of first (n = 237) and a cohort of third year (n = 215) undergraduate nursing students.MethodsCritical thinking provided the main case for this case study. The Delphi conceptualisation of critical thinking underpinned the study and critical thinking dispositions were measured using the California Critical Thinking Disposition Inventory. The data were analysed using descriptive statistics and an independent samples t-test was used to determine differences between the first and third year nursing students.ResultsFirst year nursing students scored strong while third year students scored weak in overall critical thinking disposition. Both first and third year nursing students revealed a strong score for inquisitiveness, open-minded, analyticity and maturity dispositions. They revealed weak scores for self-confidence, systematicity and truth-seeking dispositions. Inquisitiveness was the strongest while truth-seeking was the weakest disposition for both cohorts. Neither cohort reached the higher positive scores indicative of consistent endorsement of higher level thinking.ConclusionsNurse educators need to develop their knowledge of critical thinking dispositions and foster these attributes throughout the pre-registration nursing degree programme. Clinically based scenarios which challenge nursing students and invoke questioning contribute to critical thinking development. Statutory bodies responsible for nurse education and nurse educators must continue to encourage critical thinking.
       
  • Three-dimensional needs of standardized patients in nursing simulations
           and collaboration strategies: A qualitative analysis
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Hye-Rim Jin, Yun-Jung Choi Simulation-based education using standardized patients is recognized as an effective education method from which students can learn in a safe and controlled environment, and instructors can provide consistent education. It has been reported that the level of standardized patients' satisfaction in the simulation experience positively affects to their case mastery and providing feedback to learners. This study aimed to explore standardized patients' lived experiences on nursing simulation using qualitative research to provide empirical resources to facilitate collaboration with standardized patients for efficacious nursing simulation. Study participants were recruited from simulation centers and had experience with nursing simulation education as standardized patients within the last 3 years. Focus group interviews were conducted to explore experiences of the 12 standardized patients in nursing simulations. The focus group interviews were conducted with structured four steps of opening, transition, key, and ending questions, from which additional questions and discussions followed. They were recorded electronically and transcribed for analysis. Qualitative content analysis was used to analyze the data. Two researchers read the interview transcripts several times to become familiar with the content, and then interpreted them systematically. From the qualitative analysis of standardized patients' experiences on nursing simulation, 23 codes, 10 sub-categories, 4 categories, and a theme were derived. It would be concluded that standardized patients have serving, learning, and interpersonal needs on their simulation, which may be related to their experiences in the simulation that affects learning outcomes of the students' as well. By facilitating positive experiences of standardized patients, quality of nursing simulation could be increased to provide more active and effective learning opportunities for students.
       
  • Facilitating student performance conversations: A framework for success
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Brenda J. Brigley Nurse educators are considered the gatekeepers of the profession. They teach students the skills and values needed for their role and prepare them to be competent, ethical beginner nurses. Evaluation of these growing skills begins in the first term and continues through their four-year journey. An important skill for nurse educators is facilitating performance conversations with students who are not meeting curricula requirements. This can be challenging as many barriers exist to impede this required feedback. A literature review revealed consistent barriers to effective performance conversations and suggested methods/tools to help overcome these barriers. A Performance Conversation Concept Map was developed, based on findings in the literature, and is presented to illustrate intrinsic and extrinsic barriers, supportive tools/methods, and potential outcomes that may result from successful performance conversations. This analytical paper evaluates what the literature revealed and describes how the elements of the concept map can be used as a framework to support new educator competency during performance conversations.
       
  • “Feeling part of a team” a mixed method evaluation of a dedicated
           education unit pilot programme
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Ruth Crawford, Adelaide Jasonsmith, Deborah Leuchars, Anjana Naidu, Leanne Pool, Laura Tosswill, Kathy Trezise, Alexandra Wordsworth The clinical learning environment is integral to the sustainability of the nursing workforce. Traditionally undergraduate nursing students were preceptored one-to-one with a registered nurse. With an increasingly complex clinical environment and more RNs working part-time, that model has become problematic. The Dedicated Education Unit (DEU) is a model of student learning whereby students are nurtured by all staff in a clinical area, clinical and academic staff collectively support the student and student learning is a collaborative process.In this study, a pilot DEU model in three clinical areas of one District Health Board in New Zealand was evaluated. These DEU are different from others reported in the literature as three unique nursing programmes from two Tertiary education providers (TEPs) in an urban area in New Zealand were involved in the pilot.The approach in this study was a mixed method descriptive evaluation design, undertaken in two phases: phase one was an online anonymous survey completed by 42 nurses and nurse managers employed in three DEUs and 24 undergraduate third year nursing students who were completing their final nine week pre-graduate placement. Phase two was six separate focus groups with registered nurses and undergraduate nursing students.Students (91%) and staff (85%) were satisfied with their participation in the DEU. Students described feeling part of the health care team and staff reported enjoying working with students from different programmes, also noting the supportive DEU structure gave them more opportunity to engage with student learning. Role clarification was an issue which needs to be resolved.Staff from three units at a District Health Board and three unique nursing programmes were able to develop learning partnerships, collaborating together to provide a positive, nurturing learning environment for nursing students and a clinical setting where nurses enjoyed their teaching/coaching roles.
       
  • A phenomenological research study: Perspectives of student learning
           through small group work between undergraduate nursing students and
           educators
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Florence Mei Fung Wong BackgroundSmall group work is an effective teaching–learning approach in nursing education to enhance students' learning in theoretical knowledge and skill development. Despite its potential advantageous effects on learning, little is known about its actual effects on students' learning from students' and educators' perspectives.ObjectivesTo understand students' learning through small group work from the perspectives of students and educators.DesignA qualitative study with focus group interviews was carried out.MethodsSemi-structured interviews with open-ended questions were performed with 13 undergraduate nursing students and 10 educators.ResultsFour main themes, “initiative learning”, “empowerment of interactive group dynamics”, “factors for creating effective learning environment”, and “barriers influencing students' learning”, were derived regarding students' learning in small group work based on the perspectives of the participants. The results showed the importance of learning attitudes of students in individual and group learning. Factors for creating an effective learning environment, including preference for forming groups, effective group size, and adequacy of discussion, facilitate students' learning with the enhancement of learning engagement in small group work. The identified barriers, such as “excessive group work”, “conflicts”, and “passive team members” can reduce students' motivation and enjoyment of learning.ConclusionSmall group work is recognized as an effective teaching method for knowledge enhancement and skill development in nursing education. All identified themes are important to understand the initiatives of students and group learning, factors influencing an effective learning environment, and barriers hindering students' learning. Nurse educators should pay more attention to the factors that influence an effective learning environment and reduce students' commitment and group dynamics. Moreover, students may need further support to reduce barriers that impede students' learning motivation and enjoyment.
       
  • Teaching self-management support in Dutch Bachelor of Nursing education: A
           mixed methods study of the curriculum
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Susanne M. van Hooft, Yvonne N. Becqué, Jolanda Dwarswaard, AnneLoes van Staa, Roland Bal BackgroundNurses are expected to support people to self-manage. Student nurses therefore need to master competencies that include the assessment of peoples' needs and preferences, and shared decision-making, whilst respecting and enhancing peoples' autonomy. Adapting nurse education programmes to meet this goal requires insight into the practice of teaching self-management support. In order to reveal this practice, one can distinguish between the intended, the taught, and the received curriculum.ObjectivesThis study aimed to explore how Dutch Bachelor of Nursing students are educated to support peoples' self-management in clinical practice.DesignMixed methods.Methods and ParticipantsFocus group meetings with 30 lecturers, and qualitative semi-structured interviews with four coordinators and four (associate) professors of four Dutch schools for Bachelor of Nursing. Syllabuses were screened for learning objectives related to self-management. A survey measuring self-efficacy and behaviour regarding self-management support was distributed among 444 final-year students of these schools, resulting in 238 valid responses (response rate 53.6%).ResultsMuch attention is paid in the curriculum to assessment of people's preferences and healthcare education but less attention is given to teaching the arrangement of follow-up care. The study further reveals that students have problems transferring theory into practice, and that they experience conflicting values between their nurse education and internships.ConclusionsCurrently, students are taught to provide people with self-management support by learning about theoretical models, developing communication skills, and reflecting on their internships. This approach seems inadequate to prepare students for this task in daily practice. A shared view on self-management support based on authentic situations, having role models at university and on internships and empowering students may enable them to better support people to self-manage.
       
  • Does the readiness for interprofessional education reflect students'
           dominance orientation and professional commitment' Evidence from a
           sample of nursing students
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Alfonso Sollami, Luca Caricati, Tiziana Mancini BackgroundInterprofessional education is an important factor in facilitating subsequent interprofessional collaboration. Therefore, implementing this teaching strategy is important to increase the chances that future professionals will work effectively together. Group membership, status and the power differential among professional groups are factors that can hinder both interprofessional education and collaboration. From a psychosocial point of view, interprofessional education may be described as an intergroup context in which members of different status groups interact. It involves at least two main psychosocial processes: commitment to the profession and acceptance or challenge of interprofessional hierarchy.ObjectivesThe purpose of this research was to analyse the effects of professional commitment and social dominance orientation on attitudes toward interprofessional education.DesignA cross-sectional design was conducted.ParticipantsA total of 137 nursing science students from an Italian university were enrolled in this research.MethodsParticipants were surveyed using a questionnaire measuring attitudes toward interprofessional education, professional commitment and social dominance orientation.ResultsThe more that students showed social dominance orientation, the less they were willing to engage in interprofessional education. This effect was qualified by an interaction with professional commitment. When professional commitment was higher, social dominance orientation was weakly related to attitude toward interprofessional learning.ConclusionsThese results suggest that there is a belief that professional hierarchy is deserved and that this may decrease a nursing student's engagement in interprofessional education; however, this may be contrasted by an increased professional commitment.
       
  • Academic stress and active learning of nursing students: A cross-sectional
           study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Nicola Magnavita, Carlo Chiorri BackgroundThe active role of nursing students is particularly important in the delivery of health care, since playing an active role at the bedside and the use of active and collaborative engagement of students in the nursing activities has been associated with improved student learning. This is consistent with Karasek's learning hypothesis, but it has never been tested on nursing students. This study aimed at investigating whether nursing students in high control conditions reported lower levels of work impairment than students in the conditions with low control, compared them with a group of healthcare workers (HCWs), and tested the moderating role of social support at work.Methods633 nursing students and 160 HCWs completed the Nursing Work Functioning Questionnaire (NWFQ), and the Demand-Control-Support questionnaire (DCS).FindingsResults showed that nursing students reported higher levels of work impairment and were less likely to be classified as active (high demand/high control) or low strain (low demand/high control) than HCWs, and that social support at work moderated the association between being in active or low strain condition and work impairment.ConclusionsPrograms to enhance the learning of nursing students must not only fight strain and isolation but must also promote active learning, by increasing the control over the job, team work, and support from teachers.
       
  • Clinical learning experiences of nursing students using an innovative
           clinical partnership model: A non-randomized controlled trial
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Aileen W.K. Chan, Fiona W.K. Tang, Kai Chow Choi, Ting Liu, Ruth E. Taylor-Piliae BackgroundClinical practicum is a major learning component for pre-registration nursing students. Various clinical practicum models have been used to facilitate students' clinical learning experiences, employing both university-based and hospital-based clinical teachers. Considering the strengths and limitations of these clinical practicum models, along with nursing workforce shortages, we developed and tested an innovative clinical partnership model (CPM) in Hong Kong.ObjectiveTo evaluate an innovative CPM among nursing students actual and preferred clinical learning environment, compared with a conventional facilitation model (CFM).DesignA non-randomized controlled trial examining students' clinical experiences, comparing the CPM (supervised by hospital clinical teacher) with the CFM (supervised by university clinical teacher).SettingOne university in Hong Kong.ParticipantsPre-registration nursing students (N = 331), including bachelor of nursing (n = 246 year three-BN) and masters-entry nursing (n = 85 year one-MNSP).MethodsStudents were assigned to either the CPM (n = 48 BN plus n = 85 MNSP students) or the CFM (n = 198 BN students) for their clinical practice experiences in an acute medical-surgical ward. Clinical teachers supervised between 6 and 8 students at a time, during these clinical practicums (duration = 4–6 weeks). At the end of the clinical practicum, students were invited to complete the Clinical Learning Environment Inventory (CLEI). Analysis of covariance was used to compare groups; adjusted for age, gender and prior work experience.ResultsA total of 259 students (mean age = 22 years, 76% female, 81% prior work experience) completed the CLEI (78% response rate). Students had higher scores on preferred versus actual experiences, in all domains of the CLEI. CPM student experiences indicated a higher preferred task orientation (p = 0.004), while CFM student experiences indicated a higher actual (p 
       
  • Responding to disruptive behaviors in nursing: A longitudinal,
           quasi-experimental investigation of training for nursing students
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Ericka Sanner-Stiehr ObjectivesThe objective of this study was to determine the impact of a cognitive rehearsal intervention on nursing students' self-efficacy to respond effectively to disruptive behaviors.DesignThis quantitative study was part of a longitudinal, quasi-experimental program of research.SettingInterventions were conducted on site at facilities provided by participating pre-licensure nursing programs.ParticipantsA total of 129 nursing students enrolled in their final academic year in three traditional format, pre-licensure nursing programs in the Midwestern United States were recruited to participate in this study.MethodsA cognitive rehearsal intervention was delivered to increase self-efficacy to respond to disruptive behaviors in the nursing workplace. Data were collected in writing immediately prior to and following the intervention. Three months later, data were collected in electronic format through a link sent by text message to their mobile phones. Study data were collected on the Self-efficacy to Respond to Disruptive Behaviors Survey, a 10-point Likert scale measuring self-efficacy and its dimensions: knowledge, previous behavioral engagement, affect, and motivation toward responding effectively to disruptive behaviors.Results129 students completed the surveys at pre and post-test; 109 completed the survey three months later. Measures of overall self-efficacy and knowledge (p 
       
  • Simulation for emergency nurses (SIREN): A quasi-experimental study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Mary Boyde, Emily Cooper, Hannah Putland, Rikki Stanton, Christie Harding, Ben Learmont, Clare Thomas, Jade Porter, Andrea Thompson, Louise Nicholls BackgroundWithin nursing education, simulation has been recognised as an effective learning strategy. Embedding simulation within clinical units has the potential to enhance patient safety and improve clinical outcomes. However it is important to evaluate the effectiveness of this educational technique to support the actual value and effectiveness.ObjectiveThis study aimed to implement and evaluate an innovative simulation experience for registered nurses.MethodsA high-fidelity simulation focusing on nursing assessment was conducted with 50 Registered Nurses in an Emergency Department (ED) at a large tertiary referral hospital. Two questionnaires were completed pre and post simulation to assess anxiety related to participating in the simulation, and self-efficacy in patient assessment. Participant satisfaction and self-confidence in learning was assessed post simulation. Additionally a documentation audit from the patient's electronic chart was completed to review documentation entries before and after participation in the simulation.ResultsAnxiety scores decreased significantly from pre (M = 38.56, SD = 9.87) to post (M = 33.54, SD = 8.99), t(49) = 4.273, p 
       
  • Nursing students' stress and satisfaction in clinical practice along
           different stages: A cross-sectional study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Hanna Admi, Yael Moshe-Eilon, Dganit Sharon, Michal Mann BackgroundResearch in the field of nursing students' stress shifted internationally in recent decades from Western to Eastern countries with an emphasis on Middle East and Far East countries. The clinical experience has always been at the heart of nursing education cross-culturally and is a major source of stress and attrition.ObjectivesTo investigate the perceptions of stress and satisfaction of undergraduate nursing students during three stages of clinical learning experiences: preclinical, clinical and advanced clinical.DesignA cross-sectional study.SettingsThree Bachelor's in Nursing programs in three higher educational institutions in Israel.ParticipantsNursing undergraduate students in their second, third and fourth year of study (n = 892).MethodsThe Nursing Students Stress Scale and the Nursing Students Professional Satisfaction questionnaires were used for data collection. Descriptive statistics used to analyze the data included: Pearson correlation, Cronbach's alpha, one way ANOVA, t-test, Kruskal Wallis and Mann Whitney U tests.ResultsOverall mean level of stress was mild-moderate (2.67) and overall satisfaction moderate-high (3.57). Year of study and gender were the most significant predictors of nursing students' stress. The level of stress and satisfaction of second year students in the preclinical stage was significantly higher compared to peers in their third and fourth year. Female students experienced significantly higher levels of stress and satisfaction. The top most stressful situations for second year students were related to inadequate preparation to cope with knowledge and skill demands, whereas for third and fourth year students they were conflicts between professional beliefs and the reality in hospital practice.ConclusionsNurse Educators are challenged to tailor stress reduction interventions according to the students' perceptions of stress. It is not only critical for their wellbeing and attrition, but also important in developing nursing professionals who will provide better care and caring for patients.
       
  • Mitigating the Challenges of Objective Structured Clinical Examination
           (OSCE) in Nursing Education: A Phenomenological Research Study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Cordelia Obizoba BackgroundObjective evaluation of clinical competencies is a key component of undergraduate nursing education programs. Objective Structured Clinical Examination (OSCE), widely used in nursing education internationally has limited utilization in undergraduate nursing programs in the United States. The efficacy of OSCE as a valuable method of objective evaluation of students' clinical competencies is not so much the problem for the nursing faculty; overcoming the impediments of its implementation is a much greater challenge.ObjectiveTo explore the strategies for mitigating the challenges of OSCE in baccalaureate nursing education program.Design/Participants/SettingIn this descriptive phenomenological research study, 10 undergraduate nursing faculty participated in semi-structured interviews at a public university in the North-Eastern region of United States.MethodObservations and semi-structured interviews were conducted. All interviews were recorded and transcribed. Colaizzi seven steps analysis framework was used to identify major themes in the collected data. The clear, detailed, and sequential procedural processes in both data collection and analysis ensured rigorous and trustworthy results.ResultsFive mitigating OSCE strategies utilized by the faculty included: administrative and technical supports, use of clinical instructors during evaluation, faculty OSCE education, limitation of validation to the required skills essential for professional practice, and collaboration among all course faculty members.ConclusionUtilization of OSCE as an objective evaluation method is feasible in United States undergraduate nursing education programs if creative strategies are determined to mitigate its challenges.
       
  • Breastfeeding knowledge, attitudes, intentions, and perception of support
           from educational institutions among nursing students and students from
           other faculties: A descriptive cross-sectional study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Merav Ben Natan, Tali Haikin, Rosa Wiesel BackgroundNursing education aims to promote positive health practices among the general population as well as among nurses themselves. Breastfeeding is one of these important health practices. However, to date there is little evidence regarding the extent to which nursing education affects nursing students' attitudes, knowledge, intentions, and their perception of institutional support regarding breastfeeding.ObjectivesTo compare breastfeeding attitudes and knowledge among nursing students and students from other faculties, as well as their perception of their academic institution's support for breastfeeding, and to explore the association between these factors and students' intention to breastfeed during the course of their studies.DesignThis study was a descriptive cross-sectional study.SettingsThe study was conducted at a large university in central Israel.ParticipantsOne hundred female students from the faculty of nursing and 100 female students from other faculties, of childbearing age, who were either pregnant or mothers.MethodsThe students completed a questionnaire regarding their breastfeeding knowledge, intentions, attitudes, and their perception of their academic institution's support for breastfeeding.ResultsNursing students' level of breastfeeding knowledge was very high, and higher than that among students from other faculties. However, both groups had similar moderately positive overall scores for attitudes towards breastfeeding. In addition, both groups expressed similar moderate intentions to breastfeed during the course of their studies. Students' perception of their academic faculty as supportive of breastfeeding, their breastfeeding attitudes, and breastfeeding knowledge, were found to predict their intention to breastfeed during the course of their studies.ConclusionsNursing programs should place more emphasis on improving nursing students' attitudes towards breastfeeding. In order to promote breastfeeding among students during their studies, it is important to ensure a pro-breastfeeding environment on campus.
       
  • I-Hydrate training intervention for staff working in a care home setting:
           An observational study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Carolynn Greene, Deebs Canning, Jennie Wilson, Aggie Bak, Alison Tingle, Amalia Tsiami, Heather Loveday BackgroundDehydration is a complex and well-recognised problem for older people residing in care homes. Within the social care sector support staff provide the majority of direct care for residents, and yet receive minimal training.ObjectivesTo design, deliver and evaluate a hydration specific training session for care home staff to develop their knowledge and skills in supporting the hydration of care home residents.DesignAn observational study comprising a pre-test post-test survey of staff knowledge following a training intervention.Participants and SettingsTraining of care home staff took place in two care homes in North West London.MethodsAn interactive training session was developed and delivered, with content informed by observations of hydration care within the two homes and evaluated using CIRO model. Participant self-evaluation forms were used to collect data after the session regarding satisfaction and usefulness of the session, and pre and post levels of self-reported knowledge across six facets of hydration care. Training facilitators captured qualitative data in the form of field notes. Observations of hydration care explored the impact of training on practice.ResultsEighteen training sessions were delivered. A total of 161 participant evaluation forms were returned. There was a significant increase in self-reported knowledge across all six facets of hydration care (p = 0.000). The majority of participants found the training enjoyable and useful, and expressed an expected change in their practice. Participants enjoyed the interactive components of the training. A lack of reflective practice skills meant participants were unable to reflect realistically about the hydration care provided in the home.ConclusionFocused training on hydration in the care home environment benefits from being interactive and experiential. Although such training can be effective in increasing staff knowledge, inclusion of skills in reflective practice is required if this knowledge is to be translated into practice.
       
  • Nursing interns' perception of clinical competence upon completion of
           preceptorship experience in Saudi Arabia
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Ahmad Aboshaiqah, Abdiqani Qasim BackgroundNursing interns are newly graduate students with limited real-life work experiences. These novices are in the process of enhancing their competencies in the delivery of quality nursing care with the guidance of the preceptors. Hence, it is relevant to examine the impact of preceptorship, as a teaching strategy, among nursing interns during their preceptorship years in clinical settings.ObjectiveThe aim of this study is to determine if the preceptorship program has provided the nursing interns the needed education in enhancing clinical competence.SettingThe study was conducted in one of the tertiary hospitals in Riyadh, Saudi Arabia.ParticipantsConvenience sampling was used to recruit 92 undergraduate nursing interns who have completed the five-years nursing education including preceptorship.MethodsThe nursing interns completely answered the survey questionnaires which covers Benner's Competencies, Knowles' Adult Learning Theory and the Nursing Process.DesignThe study followed a mixed-methods design wherein a descriptive cross-sectional approach was used to identify factors affecting the nursing interns' perception towards clinical competence. Two open-ended questions referring to the improvement of internship program and competency were concurrently collected which was the qualitative portion of the study.ResultsThe preceptorship program enhanced the preceptees competencies in the clinical setting primarily in priority-setting with acutely ill patients, multitasking and demonstrating complex nursing skills. The majority of the nursing interns perceived preceptorship as a constructive experience. The availability, approachable attitude, and trustworthiness of the preceptor were viewed as influential factors in improving the interns' clinical competence. Variations were significant with phases of internship and type of school. Furthermore, results showed positive correlation between the nursing interns' efficacy and clinical competencies in professional behavior, general performance, and core nursing skills.ConclusionPreceptorship program positively impacts nursing interns' skills in handling actual patients in clinical setting. Hence, the preceptorship program is an effective teaching strategy which advances the novice to the next stage of developing clinical competence.
       
  • The effect of a workplace violence training program for generalist nurses
           in the acute hospital setting: A quasi-experimental study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Scott Lamont, Scott Brunero BackgroundWorkplace violence prevalence has attracted significant attention within the international nursing literature. Little attention to non-mental health settings and a lack of evaluation rigor have been identified within review literature.ObjectivesTo examine the effects of a workplace violence training program in relation to risk assessment and management practices, de-escalation skills, breakaway techniques, and confidence levels, within an acute hospital setting.DesignA quasi-experimental study of nurses using pretest-posttest measurements of educational objectives and confidence levels, with two week follow-up.SettingA 440 bed metropolitan tertiary referral hospital in Sydney, Australia.ParticipantsNurses working in specialties identified as a ‘high risk’ for violence.MethodA pre-post-test design was used with participants attending a one day workshop. The workshop evaluation comprised the use of two validated questionnaires: the Continuing Professional Development Reaction questionnaire, and the Confidence in Coping with Patient Aggression Instrument. Descriptive and inferential statistics were calculated. The paired t-test was used to assess the statistical significance of changes in the clinical behaviour intention and confidence scores from pre- to post-intervention. Cohen's d effect sizes were calculated to determine the extent of the significant results.ResultsSeventy-eight participants completed both pre- and post-workshop evaluation questionnaires. Statistically significant increases in behaviour intention scores were found in fourteen of the fifteen constructs relating to the three broad workshop objectives, and confidence ratings, with medium to large effect sizes observed in some constructs. A significant increase in overall confidence in coping with patient aggression was also found post-test with large effect size.ConclusionsPositive results were observed from the workplace violence training. Training needs to be complimented by a multi-faceted organisational approach which includes governance, quality and review processes.
       
  • An Investigation of Professional Integrity in Pre-registration Nurse
           Education: A Modified Grounded Theory Research Study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): E. Jane Blowers BackgroundActing with integrity is a central part of nursing practice. However, literature shows that professional integrity can be absent and where this is present it can face challenges. Governmental Inquiries have revealed deficits in the expression of nursing values which underpin professional integrity, in particular caring, compassionate and competent practice that maintains the dignity of patients. Evidence also suggests that it cannot be taken for granted that pre-registration education will have a positive impact on student nurses' ability to practice with integrity.ObjectivesThis research explored students', mentors' and lecturers' experiences of professional integrity in pre-registration nurse education.MethodologyA grounded theory approach was informed by the work of Charmaz (2004, 2006).ContextThe study, which took place in a UK university, involved four fields of nursing practice: Adult, Children, Mental Health and Learning Disabilities.Participants12 student nurses, 5 practice-based mentors and 6 lecturers participated.FindingsSemi-structured interviews and focus groups revealed three main themes: meanings, enactment and growth of professional integrity.ConclusionsPre-registration education can influence the growth of professional integrity by improving students' understanding of the boundaries of nursing practice and potential threats to these, skills to speak up on behalf of patients, and knowledge of the processes involved in raising concerns about practice and potential barriers to this. The proactive development of student nurses' strategies to cope, alongside increasing their understanding of the importance of this is also likely to be beneficial.
       
  • Relationships between optimism, educational environment, career
           adaptability and career motivation in nursing undergraduates: A
           cross-sectional study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Wenjie Fang, Yanting Zhang, Jiaojiao Mei, Xiaohui Chai, Xiuzhen Fan BackgroundFor solving the problem of the abandonment of the career in nursing undergraduates, it is important to understand their motivation to choose nursing as a career and its associated personal and situational factors.ObjectivesTo examine the relationships between optimism, educational environment, career adaptability, and career motivation in nursing undergraduates using the career construction model of adaptation.DesignThis study adopted a cross-sectional design.Participants and MethodsA convenience sample of 1060 nursing undergraduates from three universities completed questionnaires for measuring optimism, educational environment, career adaptability, and career motivation. Confirmatory factor analyses, descriptive analyses, comparison analyses, correlation analyses, and mediation analyses were performed accordingly.ResultsNursing undergraduates' career motivation was positively correlated with their career adaptability (r = 0.41, P 
       
  • The relationship between critical thinking and emotional intelligence in
           nursing students: A longitudinal study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Hülya Kaya, Emine Şenyuva, Gönül Bodur BackgroundEmotional Intelligence and critical thinking are regarded as important traits that nurses have which may influence the quality of their work including clinical decision-making and reasoning ability and adoption of evidence-based practice and practice-based knowledge.ObjectivesThe aim of this study is to investigate nursing students' critical thinking dispositions and emotional intelligence as an essential skill, over the course of the undergraduate nursing program.DesignA longitudinal design.Setting and Participants.The research study was conducted as a longitudinal design. The target group of this study consists of 182 students studying at the faculty of nursing. Asymmetrical cluster sampling method has been applied to select the sample group and all students in their first academic year were included in the study.MethodInformation Form, California Critical Thinking Disposition Scale and Emotional Intelligence Assessment Scale were used in order to collect data. The data was analyzed by using frequency, standard deviation, Kruskal Wallis and Bonferroni test.ResultsThere was no relationship between sub-dimensions of emotional intelligence respectively; awareness of emotions, empathy, social skills in the first academic year and critical thinking disposition and the end of academic year. A moderate correlation was found in the positive direction between the self-motivation at the beginning of the academic year and critical thinking disposition at the end of the final academic year.ConclusionIt is recommended that the nursing scholarship investigates the current issues on the subjects of emotional intelligence and critical thinking in detail, discuss different aspects of the subjects and debate over the criticisms. Briefly, the discussion should go beyond the scope of nursing and include different aspects.
       
  • The effect of nursing internship program on burnout and professional
           commitment
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Sultan Ayaz-Alkaya, Şengül Yaman-Sözbir, Burcu Bayrak-Kahraman BackgroundProfessional commitment is defined as a belief in and acceptance of the values of the profession which is chosen, effort to actualize these values, desire to improve him/herself. Nurses' professional and organizational commitment are influenced by factors such as job stress, job satisfaction and burnout.ObjectiveThis study was conducted to determine the effect of nursing internship program on professional commitment and burnout of senior nursing students.DesignA quasi-experimental study with a pretest and posttest without control group design was used.MethodsStudents who were attending nursing internship program and agreed to participate were included in the study. Sample consisted of 101 students. Data were collected with a questionnaire, the burnout measure short version and nursing professional commitment scale.ResultsAfter the nursing internship, 77.2% were pleased to study nursing, 83.2% were pleased to be a senior student, 55.4% did not have any intention to change their profession, 81.2% wanted to work as nurses, and 82.2% were planning career advancement in nursing of the students, 34.7% and 43.6% were found to experience burnout, before and after the nursing internship, respectively (p 
       
  • Is the topic of malnutrition in older adults addressed in the European
           nursing curricula' A MaNuEL study
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Doris Eglseer, Ruud J.G. Halfens, Sandra Schüssler, Marjolein Visser, Dorothee Volkert, Christa Lohrmann BackgroundThe lack of sufficient knowledge of health care professionals is one main barrier to implementing adequate nutritional interventions. Until now, it is not known to which extent European nurses are exposed to the topic of malnutrition in older adults during their education.ObjectiveTo determine whether formal nursing degree programs in Europe address the topic of nutrition and, specifically, malnutrition in older adults.DesignA cross-sectional study was conducted using an online-survey.ParticipantsThe online-survey link was e-mailed to 926 nursing education institutions in 31 European countries.MethodsThis study was conducted as part of the Healthy Diet for Healthy Life Joint Programming Initiative, Malnutrition in the Elderly Knowledge Hub (MaNuEL) project. Descriptive analyses were performed using SPSS. Associations were calculated using the chi-square tests and Fisher's exact test.ResultsThe response rate of our survey was 14.2% (131 institutions). Of these, 113 (86.3%) addressed the topic of nutrition in their educational programs, and 73.7% addressed the topic of malnutrition in older adults. Malnutrition screening (70.8%), causes (67.2%) and consequences (68.7%) of malnutrition were frequently-addressed topics of content. Topics that were rarely addressed included nutritional support in intensive care units (ICU) (23.7%), cooperation in multidisciplinary nutrition teams (28.2%), dietary counselling (32.1%) and the responsibilities of various professions in nutritional support (35.1%). The topic of malnutrition in older adults is taught by nurses in 52.7%, by dietitians in 23.7%, by nutritional scientists in 18.3%, and physicians in 19.8% of the institutions.ConclusionsThe topics of malnutrition and malnutrition screening are currently not included in the content of nutrition courses taught at nearly 30% of the European educational institutions for nurses. Nursing educators urgently need to improve curriculum content with respect to the topic of malnutrition in older adults to enable nurses to provide high-quality nutritional care of older persons.
       
  • Assessing stress, protective factors and psychological well-being among
           undergraduate nursing students
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Flora Xuhua He, Bev Turnbull, Marilynne N. Kirshbaum, Brian Phillips, Piyanee Klainin-Yobas ObjectivesThis study sought to examine predictors of psychological well-being (PWB) among nursing students at an Australian regional university. The study postulated that: stress would have a negative effect on PWB; internal factors such as self-efficacy, resilience and mindfulness would have a positive effect on PWB and, external factors like social support would have a positive effect on PWB.DesignA cross sectional descriptive predictive model was used to test the study hypotheses.Setting and ParticipantsConvenience sampling was used to recruit participants at an Australian regional university with non-traditional nursing cohorts and where the curriculum is predominantly taught on-line.MethodsSix validated scales (The Perceived Stress Scale; General Self-Efficacy Scale; Connor Davidson Resilience Scale; Multi-Dimensional Scale of Perceived Social Support; Psychological Wellbeing Scale, Mindfulness Awareness Scale) and a demographic inventory were administered as an online survey. A multiple linear regression analysis was performed to assess the internal and external factors to predict the participants' PWB.ResultsOf the 1760 invitations distributed, 657 responses were returned; however, because some were found to be significantly incomplete, 538 responses only were used for the data analysis. Demographics illustrated the characteristics of a non-traditional cohort that was female dominated. All three hypotheses were supported. An unexpected finding was that while it might be anticipated that non-traditional cohorts will have stronger coping skills due to life experiences, this should not be assumed. We found that our participants had higher stress scores and lower psychological wellbeing, compared to the younger groups (nursing or health allied) reported in previous studies. It was perhaps due to their difficulties in juggling responsibilities between study, work and family and the nature of studying externally online.ConclusionsThis study represents only a snapshot in time but emphasises the need for specific curriculum preparation to promote positive coping strategies. In this way, new graduates may be better prepared to engage with complex, demanding and ever-changing work environments across the globe.
       
  • Educational scaffolding: Back to basics for nursing education in the 21st
           century
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Nicole M. Coombs
       
  • Online nursing education: Reform from within our humanity
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Maria Kozlowski-Gibson
       
  • Contemporary issues: The pre-licensure nursing student and medication
           errors
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Cheryl Green In Modern health care, the creation of cultures of safety for patients is of the upmost importance. Impacting the institutional stabilization of health care facilities safety initiatives, is the preparation of pre-licensure nursing students to safely administer medications to patients. Therefore, preparation of the pre-licensure nursing student must be evidence-based practice focused and incorporate innovative ways to reduce the potential for medication errors.
       
  • The Power Threat Meaning Framework and international mental health nurse
           education: A welcome revolution in human rights
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Alec Grant, Jonathan Gadsby
       
  • Developing the social media presence of @NurseEducToday by using Twitter
    • Abstract: Publication date: September 2018Source: Nurse Education Today, Volume 68Author(s): Pam Sharp, Robin Ion, Debbie Massey
       
  • Comparison of undergraduate educational environment in medical and nursing
           program using the DREEM tool
    • Abstract: Publication date: Available online 9 July 2018Source: Nurse Education TodayAuthor(s): Salima Farooq, Rehana Rehman, Mehwish Hussain, Jacqueline Maria Dias IntroductionEducational environment (EE) in a health educational institute can bring about an enduring impact on the students' motivation, knowledge, critical thinking along with their social life. Therefore, identifying strengths and the need for change in the education environment is vital for the enhancement of the students' learning.ObjectiveThis study aimed to compare the perceptions of nursing and medical students about their EE in a private university, Karachi Pakistan.MethodologyData from two cross-sectional studies of 884 students from both medical and nursing schools of Aga Khan University was acquired and analyzed. EE was measured by a well-known inventory i.e. ‘Dundee’ Reading Educational Environment Measure (DREEM). The scores were constructed using standardized guidelines. Mann-Whitney U test and two way ANOVA were used in statistical analysis.ResultsWith 84.1% average response rate, the mean ± SD DREEM score was measured as 126 ± 20.3. Nursing students regarded more positive perception about their EE (127.3 ± 19.3) as compared to medical students (124.6 ± 21.3) and was found to be statistically significant (P = 0.027). Medical students scored higher in the domain of Perception of Atmosphere (PoA); whereas, nursing students scored higher in Academic Self Perception (ASP). Both of the groups have rated lower scores on the domain of Perception of Teaching (PoT).ConclusionBoth medical and nursing students appreciated the EE pertaining to Perception of Learning (PoA), Academic Self- Perception (ASP), Perception of learning (PoL) and Social Self-perception (SSP). The study showed that nursing students' perception on their EE was relatively more satisfactory than medical students. However, both medical and nursing students identified areas of improvement in the domain of Perception of Teaching (PoT). This finding indicates dire need to devise innovative teaching strategies both for medical & nursing education.
       
  • The effect of mannequin fidelity on the achievement of learning outcomes
           for nursing, midwifery and allied healthcare practitioners: Systematic
           review and meta-analysis
    • Abstract: Publication date: Available online 30 June 2018Source: Nurse Education TodayAuthor(s): Rebecca J. Sherwood, Gary Francis BackgroundSimulation has demonstrated superiority over purely didactic instruction in multiple contexts, and educationalists have embraced this modality for enhancing access to clinical skills. However, there remains uncertainty if increasing the realism (fidelity) of simulation equipment heightens performance. To address this within nursing and allied health, this review examines if increasing equipment fidelity improves learning outcomes.MethodsA systematic search of; CINAHL, Academic Search Complete, AMED; British Education Index, ERIC, MEDLINE, PsycARTICLES, PsycINFO, Maternity and Infant Care, INTERMID, Google Scholar, American Doctoral Dissertations, EThOS, ClinicalTrials.gov and ISRCTN registers was conducted for trials comparing two or more fidelity levels for knowledge, psychomotor or affective/non-technical outcomes. Data extraction and quality appraisal were performed and independently verified. Subgroup meta-analyses were undertaken (where viable), at post-intervention, intermediate, and long-term assessment time-frames.Results18 RCTs and quasi-experimental trials containing ~1192 participants met the inclusion criteria. Almost ¾ of included trials exhibited high risk-of-bias. Training on higher-fidelity mannequins was associated with improved performance immediately post-intervention when compared with training on lower-fidelity mannequins for knowledge (p 
       
  • Results of a study on nursing students' success in taking advanced level
           (Graduate) pathophysiology in their basic nursing program
    • Abstract: Publication date: Available online 25 June 2018Source: Nurse Education TodayAuthor(s): JoAnne Silbert-Flagg, Tracey K. Adams, Josephine Fava-Hochuli, Chakra Budhathoki, Elizabeth Jordan Schools of nursing are encouraged to provide a course of study offering unique educational models that support the learning needs of adult students who attained a non-nursing Bachelor's Degree prior to enrolling in nursing school, Also known as nontraditional students, graduates of these programs often go on to seek graduate degrees in nursing (McKenna and Brooks, 2018). Non-traditional students may be older and desire to complete graduate education in a timely manner. The study focus was to determine if pre-licensure BSN students can successfully complete graduate course work during their pre-licensure BSN Program. The motivation for the student in the study would be to decrease the time and expense required to obtain a graduate degree. This study examined the success of the 39 students enrolled in a pre-licensure program who were permitted to enroll in a graduate pathophysiology course as their required pathophysiology course in their pre-licensure program in place of the required undergraduate pathophysiology course. While students enrolled in three other graduate courses in place of the comparable undergraduate course, pathophysiology has been identified as a particularly challenging course and a predictor of success in passing the nursing certification examination. (Dunn et al. 2013). Thus, success in this course is the focus of the study. The 39 students who enrolled in this study successfully completed the graduate pathophysiology course. There was no statistically significant difference in the final grade in the course between the 39 students in the study and the comparison group of 147 graduate students. The 39 students would be granted entry into the Masters Clinical Nurse Specialist Program after receiving their BSN if they achieved a 3.0 Grade Point Average (GPA) and received no grades below a B− in their graduate courses Thus, motivational theory was used as a theoretical framework for this study.
       
 
 
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