Global Nursing-a literature review in the field of education and practice

Experiences and attitudes of clinical and academic nurses about infection prevention and control nursing curriculum and duties - a qualitative study

BACKGROUND

Infectious diseases are becoming more widespread and re-emerging, causing psychological, social, economic, and health effects at both national and international levels. Specialist nurses can help prevent and control these infections. However, in Iran, there are currently no specialist infection prevention and control (IPC) nurses to manage and control infections. This study aims to explore clinical and academic nurses' attitudes toward IPC nursing curriculum and duties.

METHODS

The study used a qualitative content analysis approach. Thirty-six participants, including clinical and academic nurses, were selected using a purposeful sampling method. Data was collected through seven focused group discussions. The accuracy and validity of the research tools were measured using the Four-Dimension Criteria developed by Lincoln and Guba. Data analysis was conducted using directed content analysis.

RESULTS

The data analysis of the discussions held in the seven focus groups extracted 628 codes. Three themes were developed from the qualitative analysis: "Core characteristics of the curriculum", "Expected competencies and skills", and "Evaluation." These themes were derived from nine main categories and 25 subcategories.

CONCLUSIONS

Specialist IPC nurses can play important roles in various positions and environments. Therefore, educational policymakers in Iran should consider establishing IPC nursing courses. It is also recommended that policymakers and decision-makers in the nursing field of other less developed countries should prioritize this issue.

Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: A systematic review

AIM

The aim of this systematic review is to identify, describe and synthesize evidence from experimental studies conducted to measure and conceptualize self-efficacy within the context of nursing education and the transition of nursing students to practice as a registered practitioners.

DESIGN

Systematic review.

METHODS

Papers were screened by four independent reviewers, and data were extracted using a standardized data extraction tool. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance and checklists were used to guide this review.

RESULTS

The review included 47 studies, using a quasi-experimental pre-test-post-test design (n = 39) and randomized control trials (n = 8). Various teaching and learning interventions were used to enhance self-efficacy; however, there is no definitive conclusion to be drawn regarding the most effective educational interventions. Various instruments were used in the studies to measure self-efficacy. 10 of these were related to general self-efficacy, while 37 instruments measured self-efficacy in the context of specific skills.

Análise de particularidades da participação lusófona em uma Rede de Conhecimentos em Enfermagem

Resumo Objetivo Descrever o exercício conceitual de reflexão sobre as possibilidades e particularidades da participação das Escolas de Enfermagem e Faculdades de Enfermagem lusófonas na Rede de Conhecimentos em Enfermagem. Método Análise das informações obtidas em um levantamento de recursos institucionais de acordo com o marco conceitual proposto por Prug e Prusak sobre rede de conhecimentos. A ponderação de aspectos positivos e negativos - analisando o aprendizado com as informações - levou em consideração as possíveis soluções para um plano de ação. Resultados Tanto nas ações institucionais para suportar a pesquisa em Enfermagem como nos benefícios almejados com a participação na Rede existe o interesse na internacionalização da pesquisa e no trabalho colaborativo. Com a ampliação dos horizontes da ciência da Enfermagem lusófona, este trabalho visa aumentar o impacto da pesquisa e agilizar a divulgação e a utilização dos resultados, tanto na educação como na clínica. Conclusão e Implicações para a prática A participação das referidas instituições oferece inúmeras possibilidades de demonstrar originalidade, criatividade e perícia de sua prática docente e de pesquisa, favorecendo o compartilhamento de ideias e práticas. A prática de produção científica, por docentes e discentes, pode ser aprimorada pelo refinamento de modos de pensar, criar, produzir e disseminar.

Analysis of the particularities of Lusophone participation in a Nursing Knowledge Network

Abstract Objective To describe the conceptual exercise of reflecting on the possibilities and particularities of the participation of Lusophone schools of nursing in the Nursing Knowledge Network. Method An analysis was conducted using information obtained from an environmental scan of institutional resources following the conceptual framework by Prug and Prusak on the knowledge networks. The learnings reported in the analysis are based on the collected information and reflections on the positive and negative aspects of participation, while proposing possible solutions for an action plan. Results There is interest in the internationalization of research and collaborative work both as institutional actions to support nursing research and potential benefits due to participation in the Network. The collaborative work has potential to increase the impact of research, expedite dissemination and use of results both in education and in clinical practice, broadening the horizons of Lusophone nursing science. Conclusion and Implications for practice Participation of these institutions in the Network offers numerous possibilities to demonstrate the originality, creativity and expertise of their teaching and research practice, encouraging the sharing of ideas and practices. The practice of scientific production in all its scenarios by educators and students can be improved through refined ways of thinking, creating, producing, and disseminating knowledge.

Comparison of Iran's nursing education with developed and developing countries: a review on descriptive-comparative studies

Background

Iran’s nursing education has undergone significant modifications in the last decades, especially following the Islamic revolution and the Iran-Iraq war. This review outlined changing trends in Iran’s nursing education and evaluate its status compared to other developing and developed countries.

Methods

Six international and two national electronic data sources were searched up to May 2021, using relevant keywords and terms. The studies were included if they addressed history, development, or evolutionary aspects of Iran’s nursing education or evaluated its status by comparing it with developing or developed countries, using Bereday's model. To obtain more relevant information, the organizational documents of the Iranian Ministry of Health and Medical Education and the Iranian Ministry of Culture and Higher Education were searched. Of 753 evidence found in the initial search, 73 were considered eligible for this review. A systematic and unbiased data synthesis was performed and a narrative and tabulated summary was presented.

Results

The evolution in Iran’s nursing education has resulted in the establishment of Bachelor, Master, and Ph.D. programs. Iran’s nursing education system plays an important role in fulfilling the healthcare system’s mission, and it does not hold a dissatisfactory position in comparison with other developed and developing countries. However, this system is expected to be more versatile for the upcoming changes and advancements.

Conclusion

Iran’s nursing education has a moderate rating despite recent changes. Hence, this system has to be modified in some aspects by adopting experiences of other countries, with an appropriate and successful education system, to prepare future highly competent nurses.

Advancing Nurse Scope of Practice in the Republic of Moldova Using Simulation

BACKGROUND

Nurse identity in the Republic of Moldova is undergoing change to achieve recognition as a profession. This article describes a faculty development program designed to help articulate the professional nurse role and scope of practice through enhanced teaching pedagogies used in basic nursing education.

METHOD

Experiential learning strategies such as high-fidelity simulation, unfolding geriatric case study, role-play, task trainers, moulage, and teach-back were used to demonstrate the nursing process and scope of practice.

RESULTS

Fifteen faculty from five technical colleges of nursing participated in the Geriatric Nursing Institute (GNI). Debriefings yielded positive responses on using experiential learning strategies to augment didactic methods to facilitate student competencies, nurse identity, and scope of practice.

CONCLUSION

The GNI contributed to the professional development of faculty with potential impact on nursing students to achieve enhanced preparedness in global nurse competencies. Although the pedagogical innovations were welcomed, future initiatives building on the GNI are needed. [J Nurs Educ. 2021;60(7):377-385.].

International networking guidelines for nurses

ABSTRACT

Basic guidelines are necessary for international networking in nursing. This article outlines the benefits of and strategies for networking, highlights the social and behavioral considerations of social networking, and presents potential guidelines for further discourse.

Leadership competencies for the 21st century: a review from the Western world literature

Purpose

The proliferation of studies on leadership competencies have not yet provided a consistent set to guide the work of researchers and practitioners. This paper aims to generate a clear, literature-based overview of the relevant leadership competencies for the twenty-first century.

Design/methodology/approach

The paper is an integrative literature review and identifies four strands of literature on leadership, reaching back to traditional works. It reviews each strand to establish which leadership competencies remain relevant for the twenty-first century.

Findings

This paper shows it is essential to clarify and harmonize terminology used in leadership literature. It identifies 18 groups of leadership competencies required for the twenty-first century. The research reveals that leaders of the twenty-first century must be able to combine a strong concern for people, customer experience, digitalization, financialization and the general good.

Research limitations/implications

This paper is based on a non-exhaustive list of literature derived from studies published in Western journals, written in English. Future research should include papers beyond the confines of Western academia and entail fieldwork to test the comprehensive framework derived here.

Practical implications

This paper will help practitioners develop leadership training curricula and transform the leadership culture in their organizations. The competency list can be useful in recruitment and selection processes for leadership positions. Professionals will find it helpful as an index in self-diagnosis and personal development for their career decision choices.

Originality/value

The paper addresses the growing need for clarity on the required leadership competencies for the twenty-first century.

Learning objectives of cultural immersion programs: A scoping review

BACKGROUND

Cultural immersion as a learning activity provides students with the opportunity to experience diversity and develop cultural safety. Both, 'Study Abroad Programs' and 'Internationalisation at Home' (IaH) aim to provide a cultural immersion experience for students. However, explicit learning objectives are essential for quality pedagogy and for students to develop cultural safety from their learning experience.

OBJECTIVE

To identify the learning objectives of study abroad and Internationalisation at Home (IaH) programs in higher education health profession programs.

DESIGN

A scoping review was undertaken according to recommendations by the Joanna Briggs Institute (Peters et al., 2020) and PRISMA guidelines.

DATA SOURCES

The electronic databases CINAHL, MEDLINE, PsychINFO and PubMed and were searched in November 2019 and updated September 2020. The search was limited to qualitative studies, text and opinion pieces, English language, published between 2015 and 2019.

REVIEW METHODS

Inclusion criteria using the participants, concept, and context (PCC framework) was utilised and search terms such as study abroad and Internationalisation at Home were combined with learning objectives to identify articles. The articles were screened for eligibility by title, abstract, and full text review by two independent reviewers. A data extraction tool was utilised to extract and synthesise data into categories that represent the core learning objectives of cultural immersion programs reviewed.

RESULTS

Fourteen of the 66 initially identified studies were included in this scoping review. Qualitative synthesis yielded five broad categories of learning objectives used in cultural immersion programs: cultural competence, internationalisation, pedagogy, collegiality, and personal growth.

CONCLUSION

A minimum set of essential learning outcomes was derived from this review that will be of interest to developers and implementers of cultural immersion programs.

Countries' cultures and professional nursing values: Cross-cultural evidence from Spanish and Colombian nursing students

This study aimed to identify countries' cultural values associated with the importance given to certain professional nursing values by nursing students from Spain and Colombia. Weis and Schank's Nurses Professional Values Scale-Revised (NPVS-R) in its Spanish version and the Hofstede cultural classification were used for this purpose. The sample was composed of 880 nursing students. Nursing students from both countries showed a greater importance for professional nursing values compared to evidence from other countries. Significant differences were also found in the total score, dimensions, and items, always being higher for Colombian students. Based on regression results, the impact that the academic year had on the importance given to NPVS-R is non-linear (U-inverted). Both groups of students gave the highest importance to the same group of items. Those showing the largest difference in the rankings were associated with country culture differences based on the scores identified by Hofstede. Colombian and Spanish societies present similarities in Power Distance and Uncertainty Avoidance, as well as differences in the other cultural dimensions.

Systematic review of program evaluation in baccalaureate nursing programs

Program evaluation is a common practice in nursing education programs; however, evidence indicates that many schools only focus on program evaluation around the scheduled accreditation period, thus reducing the potential value of the evaluation. This systematic review explores the current program evaluation practices of prelicensure baccalaureate nursing programs. ERIC, CINAHL, and Scopus databases were searched to locate original research articles published in English. Twenty articles met the inclusion criteria. The purposes of the evaluated studies varied from needing to meet external accountability requirements to proposing conceptual frameworks and evaluation tools. However, most studies focused on summative evaluation assessing program products and on providing evidence of program evaluation based on descriptive data. Notably, few studies employed a rigorous method to evaluate and interpret program evaluation findings. Most studies solicited information from multiple stakeholder groups, with students being the most represented. Despite the wide range of data collection tools used in the reviewed studies, reporting of validity and reliability was limited. Student grade point average, graduation rate, NCLEX passing rate, and satisfaction with the learning experience were the most common variables. Further studies are needed to assess the effectiveness of current educational program evaluation practices in nursing education.

Nursing Students' Knowledge and Awareness of Antibiotic Use, Resistance and Stewardship: A Descriptive Cross-Sectional Study

Antibiotic resistance is an emerging worldwide concern with serious repercussions in terms of morbi-mortality. Bearing in mind that the inadequate use of antibiotics, by healthcare staff as well as by the general population, is one of its main causes, a multidisciplinary approach is required to try to combat it. The aim of the present study was to determine nursing students’ knowledge and awareness of antibiotic use, resistance and stewardship. A cross-sectional design was used. A total of 578 nursing students from the University of Santiago de Compostela (Spain), ≥18 years old of both sexes were invited to complete the Spanish version of the questionnaire “Knowledge and awareness of the use, resistance and administration of antibiotics” between February and April 2019. Students had a low level of knowledge about antibiotics, 4.1 (CI95% = 3.4–4.8), especially in relation to antibiotic resistance. As the students were aware of this deficiency, the majority affirmed (>90%) that the current curriculum of nursing degree should have more training on antibiotics and infection control. Nursing staff play an important role in the rational use of antibiotics and as teachers of patients, so their training could be key in fighting antibiotic resistance.

Global nursing as visualised on the internet: a netnographic analysis of the emerging global paradigm in nursing

BACKGROUND

Positioned to face increasing issues relating to the growing and aging population, ill health, climate change, natural disasters, and humanitarian crises, nurses play a crucial role in responding to the challenges of globalisation. With nurses rising to meet these challenges, the term 'global nursing' has been coined. Given the ongoing proliferation of the term, it seems relevant to explore the key relationship of the concepts of 'global' and 'nursing' within the milieus provided through the internet.

AIM

To describe how global nursing as a concept is visualised in images on the internet.

METHOD

A cross-sectional observational design based on netnographic methodology was conducted. By searching the term 'global nursing' in the Google search engine, a total of 973 images illustrating 'global nursing' were collected and stored on one specific search occasion. The inclusion of data covered all regions but no other search limits.

RESULTS

The results show that global nursing, first and foremost, is visualised as an academic discourse, as a nursing activity, and as an approach to target sustainability. Further, the results also highlight that global nursing has manifested as a Western discourse, targeting students with access to resources and a humanitarian interest.

CONCLUSION

By paying attention to global nursing as it is presented in this study, it has been possible to provide valuable insights about colonial boundaries in the nursing discourse relating to globality. Based on these results, we stress that the nursing paradigm would benefit from a greater postcolonial awareness and some reflexivity connected with the global issues that nurses are facing. Impact statement: Global nursing is paradoxically visualised as something distant, connected to ideas of 'otherness', and of not belonging to the Western nursing community.

Global nursing in an Ebola viral haemorrhagic fever outbreak: before, during and after deployment

BACKGROUND

Nurses are on the forefront and play a key role in global disaster responses. Nevertheless, they are often not prepared for the challenges they are facing and research is scarce regarding the nursing skills required for first responders during a disaster situation.

OBJECTIVES

To investigate how returnee nursing staff experienced deployment before, during and after having worked for the Red Cross at an Ebola Treatment Center in Kenema, West Africa, and to supply knowledge on how to better prepare and support staff for viral haemorrhagic fever outbreaks.

METHODS

A descriptive, cross-sectional approach. Questionnaires were administered to nurses having worked with patients suffering from Ebola in 2014 and 2015. Data collection covered aspects of pre-, during and post-deployment on clinical training, personal health, stress management, leadership styles, socio-cultural exposure and knowledge transfer, as well as attitudes from others. Data was analysed using both quantitative and qualitative methods.

RESULTS

Response-rate was 88%: forty-four nurses from 15 different countries outside West Africa answered the questionnaire. The respondents identified the following needs for improvement: increased mental health and psychosocial support and hands-on coping strategies with focus on pre- and post-deployment; more pre-deployment task-oriented clinical training; and workload reduction, as exhaustion is a risk for safety.

CONCLUSIONS

This study supplies knowledge on how to better prepare health care staff for future viral haemorrhagic fever outbreaks and other disasters. Participants were satisfied with their pre-deployment physical health preparation, whereas they stressed the importance of mental health support combined with psychosocial support after deployment. Furthermore, additional pre-clinical training was requested.

Palliative Care: Opportunities for Nursing

Ayda G. Nambayan, PhD, RN is the Training Consultant for The Ruth Foundation for Palliative and Hospice Care. Prior to this, she held various positions as a Consultant for Advanced Education and Training at Makati Medical Center, Philippines; a curriculum and distance learning developer for www.Cure4Kids.org, the educational website of the International Outreach Program of St. Jude Children's Research Hospital in Memphis, TN. In 2002, she retired from a faculty position from the University of Alabama at Birmingham, where she taught Adult Health Nursing for 25 years. Her nursing degrees were from the University of Santo Tomas, Manila, Philippines, Teacher's College, Columbia University in New York, NY and The University of Alabama at Birmingham, Birmingham, AL. Among her many professional awards include the Oncology Nursing Society's Pearl Moore Making a Difference Award in Oncology Nursing, International Award for Contributions in Cancer Care and the End of Life Nursing Education Consortium award for Pediatric Education.

Global Nursing-a literature review in the field of education and practice

Aim

To describe key findings of Global Nursing in empirical nursing studies.

Design

A literature review using descriptive data synthesis of peer‐reviewed articles in the field of nursing education and practice.

Methods

This review of Cinahl Complete, PubMed, PsycINFO and Scopus was undertaken using the search strategy “global nursing”. Independent title/abstract and full‐text screening was undertaken, identifying original articles written in English.

Results

A total of 472 titles and 170 abstracts were read through. Seventy‐three articles were included for full‐text review. Twenty published studies of Global Nursing with multiple research methodologies fulfilled the inclusion criteria. Findings were described with five categories. Global Nursing Arena, Global Nursing Working Environments, Global Nursing Workforce Management, Global Nursing Competencies and Global Nursing Networking were shown to be crucial when Global Nursing was addressed in the literature.