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Kleib M, Arnaert A, Nagle LM, Sugars R, da Costa D. Newly Qualified Canadian Nurses' Experiences With Digital Health in the Workplace: Comparative Qualitative Analysis. JMIR MEDICAL EDUCATION 2024; 10:e53258. [PMID: 39159452 PMCID: PMC11369539 DOI: 10.2196/53258] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Revised: 05/01/2024] [Accepted: 07/14/2024] [Indexed: 08/21/2024]
Abstract
BACKGROUND Clinical practice settings have increasingly become dependent on the use of digital or eHealth technologies such as electronic health records. It is vitally important to support nurses in adapting to digitalized health care systems; however, little is known about nursing graduates' experiences as they transition to the workplace. OBJECTIVE This study aims to (1) describe newly qualified nurses' experiences with digital health in the workplace, and (2) identify strategies that could help support new graduates' transition and practice with digital health. METHODS An exploratory descriptive qualitative design was used. A total of 14 nurses from Eastern and Western Canada participated in semistructured interviews and data were analyzed using inductive content analysis. RESULTS Three themes were identified: (1) experiences before becoming a registered nurse, (2) experiences upon joining the workplace, and (3) suggestions for bridging the gap in transition to digital health practice. Findings revealed more similarities than differences between participants with respect to gaps in digital health education, technology-related challenges, and their influence on nursing practice. CONCLUSIONS Digital health is the foundation of contemporary health care; therefore, comprehensive education during nursing school and throughout professional nursing practice, as well as organizational support and policy, are critical pillars. Health systems investing in digital health technologies must create supportive work environments for nurses to thrive in technologically rich environments and increase their capacity to deliver the digital health future.
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Affiliation(s)
- Manal Kleib
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Antonia Arnaert
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
| | - Lynn M Nagle
- Faculty of Nursing, University of New Brunswick, Fredericton, NB, Canada
| | - Rebecca Sugars
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Daniel da Costa
- Ingram School of Nursing, McGill University, Montreal, QC, Canada
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Friedrichsen M, Lythell C, Milovanovic M, Waldréus N, Thulesius H, Jaarsma T, Jaarsma P, Hedman C, Schaller AS. Nurses' experiences of ethical challenges concerning thirst in dying patients in specialist palliative care: a qualitative study. BMC Palliat Care 2024; 23:192. [PMID: 39080626 PMCID: PMC11290186 DOI: 10.1186/s12904-024-01519-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/21/2024] [Accepted: 07/12/2024] [Indexed: 08/02/2024] Open
Abstract
AIM To describe nurses' experiences of ethical challenges in relation to thirst in terminally ill patients in specialist palliative care units. RESEARCH DESIGN A qualitative, reflexive thematic design with an inductive analysis was used. PARTICIPANTS AND RESEARCH CONTEXT Eighteen qualitative interviews with nurses working in six different specialist palliative care units in different hospitals in Sweden were conducted. The interviews were transcribed verbatim and analysed with a reflexive thematic analysis. RESULTS This study identified four themes that reflect ethical challenges experienced by nurses in the palliative care regarding thirst: Harmful infusions interfere with peaceful dying; conflict between tradition and personal experience; What is the right intervention to quench thirst? and; Lack of standard procedures, competence and interest among team members. CONCLUSION Palliative care nurses experience a number ethical challenges in relation to thirst in dying patients. The main challenge is the provision of fluids to dying patients via artificial infusions, which nurses struggle with, as they do not want to interfere with a peaceful dying process.
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Affiliation(s)
- Maria Friedrichsen
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden.
- Palliative Education and Research Centre, Vrinnevi hospital, Norrköping, Sweden.
| | - Caroline Lythell
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
- Palliative Education and Research Centre, Vrinnevi hospital, Norrköping, Sweden
| | - Micha Milovanovic
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
- Department of Internal Medicine, Vrinnevi hospital, Norrköping, Sweden
| | - Nana Waldréus
- Department of Neurobiology, Care Sciences and Society, Division of Nursing, Theme Inflammation and Aging, Karolinska Institutet, Karolinska University Hospital, Huddinge, Huddinge, Sweden
- Theme Inflammation and Aging, Karolinska University Hospital, Huddinge, Sweden
| | - Hans Thulesius
- Department of Medicine and Optometry, Faculty of Health and Life Sciences, Linnaeus University, Region Kronoberg, Kalmar, Växjö, Sweden
| | - Tiny Jaarsma
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Pier Jaarsma
- Division of Society and Health, Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
| | - Christel Hedman
- Department of Molecular Medicine and Surgery, Karolinska Institutet, Stockholm, Sweden
- R & D Department, Stockholms Sjukhem Foundation, Stockholm, Sweden
| | - Anne Söderlund Schaller
- Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
- Pain and Rehabilitation Centre, Department of Health, Medicine and Caring Sciences, Linköping University, Linköping, Sweden
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Andrade E, Quinlan LR, Harte R, Reid-McDermott B, Kirrane F, Fallon E, Kelly M, Hall T, Scully M, Laffey J, Pladys P, Ryan E, Byrne D, ÓLaighin G. The development and preliminary evaluation of a clinician e-learning training platform for a neonatal sepsis risk monitor for use in ICU settings. APPLIED ERGONOMICS 2023; 109:103990. [PMID: 36791557 DOI: 10.1016/j.apergo.2023.103990] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 12/21/2022] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Training clinicians on the use of hospital-based patient monitoring systems (PMS) is vital to mitigate the risk of use errors and of frustration using these devices, especially when used in ICU settings. PMS training is typically delivered through face-to-face training sessions in the hospital. However, it is not always feasible to deliver training in this format to all clinical staff given some constraints (e.g., availability of staff and trainers to attend in-person training sessions and the costs associated with face-to-face training). OBJECTIVE The literature indicates that E-learning has the potential to mitigate barriers associated with time restrictions for trainers and trainees and evidence shows it to be more flexible, and convenient for learners in healthcare settings. This study aimed to develop and carry out a preliminary evaluation via a case study of an e-learning training platform designed for a novel neonatal sepsis risk monitor system (Digi-NewB). METHODS A multi-modal qualitative research case study approach was used, including the analysis of three qualitative data sources: (i) audio/video recordings of simulation sessions in which participants were asked to operate the system as intended (e.g., update the clinical observations and monitor the sepsis risk), (ii) interviews with the simulation participants and an attending key opinion leader (KOL), who observed all simulation sessions, and (iii) post-simulation survey. RESULTS After receiving ethical approval for the study, nine neonatal intensive care unit (NICU) nurses completed the online training and participated in the simulation and follow-up interview sessions. The KOL was also interviewed, and seven out of the nine NICU nurses answered the post-simulation survey. The video/audio analysis of the simulations revealed that participants were able to use and interpret the Digi-NewB interface. Interviews with simulation participants and the KOL, and feedback extracted from the survey, revealed that participants were overall satisfied with the training platform and perceived it as an efficient and effective method to deliver medical device training. CONCLUSIONS This study developed an online training platform to train clinicians in the use of a critical care medical device and carried out a preliminary evaluation of the platform via a case study. The e-learning platform was designed to supplement and enhance other training approaches. Further research is required to evaluate the effectiveness of this approach.
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Affiliation(s)
- Evismar Andrade
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland
| | - Leo R Quinlan
- Physiology, School of Medicine, University of Galway, University Road, Galway, Ireland
| | - Richard Harte
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland
| | - Bronwyn Reid-McDermott
- Irish Centre for Applied Patient Safety and Simulation (ICAPSS), University Hospital Galway, Galway, Ireland
| | - Frank Kirrane
- Medical Physics and Clinical Engineering, University Hospital Galway, Galway, IE, Ireland
| | - Enda Fallon
- Mechanical Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland
| | - Martina Kelly
- Mechanical Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland
| | - Tony Hall
- School of Education, University of Galway, Galway, Ireland
| | - Michael Scully
- Anaesthesia, School of Medicine, Galway University Hospitals, Galway, IE, Ireland; Department of Anaesthesia & Intensive Care Medicine, Galway, IE, Ireland
| | - John Laffey
- Anaesthesia, School of Medicine, Galway University Hospitals, Galway, IE, Ireland; Department of Anaesthesia & Intensive Care Medicine, Galway, IE, Ireland
| | - Patrick Pladys
- Centre Hospitalier Universitaire de Rennes (CHU Rennes), Rennes, France; Faculté de Médicine de l'Université de Rennes, Rennes, France
| | - Ethel Ryan
- Department of Paediatrics, University Hospital Galway, Galway, Ireland
| | - Dara Byrne
- Irish Centre for Applied Patient Safety and Simulation (ICAPSS), University Hospital Galway, Galway, Ireland
| | - Gearóid ÓLaighin
- Electrical & Electronic Engineering, School of Engineering, University of Galway, University Road, Galway, Ireland; Human Movement Laboratory, CÚRAM Centre for Research in Medical Devices, University of, Galway, University Road, Galway, Ireland.
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Kaplan A, Özdemir C, Kaplan Ö. The Effect of the Flipped Classroom Model on Teaching Clinical Practice Skills. J Emerg Nurs 2023; 49:124-133. [PMID: 36400573 DOI: 10.1016/j.jen.2022.09.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2022] [Revised: 09/06/2022] [Accepted: 09/07/2022] [Indexed: 11/18/2022]
Abstract
INTRODUCTION No evidence was found in the literature for the use of the flipped classroom model in teaching clinical practice skills in paramedics. The study aimed to determine the effect of the flipped classroom model in teaching clinical practice skills to paramedic program students. METHODS The study was a single-center, randomized controlled, single-blind parallel-group study. The research was carried out with a university's first-year paramedic program students in the 2021 to 2022 academic year. The students were divided into groups by stratified sampling (intervention group = 21, control group = 21). Five clinical skills practices at various times were explained to the intervention group with the flipped classroom model and to the control group with the traditional lecture method. The research data were collected with the Introductory Characteristics Information Form, Checklists, Time Tracking Form, and Students' Questionnaire for Evaluating the flipped classroom model. RESULTS Although the students in the intervention group received a higher total score from all 5 clinical practice skills than the students in the control group, this difference was not statistically significant (P > .05). However, although the time allocated for applications in the intervention group was 40 to 75 minutes longer than in the control group, most students stated that this model successfully taught skills and theory, increased their motivation during the application, and reduced application and exam anxiety. DISCUSSION The flipped classroom model can be used as an alternative method to the traditional system in teaching clinical practice skills. This innovative educational approach can be recommended as a student-centered method in clinical skills teaching.
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Chrzan-Rodak A, Nowicki GJ, Schneider-Matyka D, Grochans E, Ślusarska B. Impact of the Empathic Understanding of People and Type D Personality as the Correlates of Social Skills of Primary Health Care Nurses: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:ijerph20010201. [PMID: 36612523 PMCID: PMC9820031 DOI: 10.3390/ijerph20010201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 12/15/2022] [Accepted: 12/20/2022] [Indexed: 05/13/2023]
Abstract
Efficient functioning at work depends on social skills. The aim of this study was to assess the relationship among empathy, type D personality traits, and the level of social skills among Primary Health Care (PHC) nurses. A cross-sectional study was carried out involving 446 PHC nurses. In the multidimensional model, after taking into account disruptive variables (age, place of residence, postgraduate education and self-assessment of health), as in one-dimensional models, respondents with a higher level of empathic understanding of other people were found to have a higher level of social skills (b = 0.76; SE = 0.11; p < 0.001), while a lower level of social skills was observed among respondents with traits which are characteristic of type D personality (b = −11.86; SE = 2.28; p < 0.001). The results of the study show that personal predispositions, such as empathy or type D personality, may support or hinder the shaping of social skills of nurses. Therefore, it is essential to create an individualised approach when nurses are undergoing social skills training.
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Affiliation(s)
- Agnieszka Chrzan-Rodak
- Department of Family and Geriatric Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica 6 Street, 20-081 Lublin, Poland
| | - Grzegorz Józef Nowicki
- Department of Family and Geriatric Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica 6 Street, 20-081 Lublin, Poland
| | - Daria Schneider-Matyka
- Department of Nursing, Pomeranian Medical University in Szczecin, Żołnierska 48, 71-210 Szczecin, Poland
- Correspondence: ; Tel.: +48-(91)-4800910
| | - Elżbieta Grochans
- Department of Nursing, Pomeranian Medical University in Szczecin, Żołnierska 48, 71-210 Szczecin, Poland
| | - Barbara Ślusarska
- Department of Family and Geriatric Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica 6 Street, 20-081 Lublin, Poland
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Hilleren IHS, Christiansen B, Bjørk IT. Learning practical nursing skills in simulation centers - A narrative review. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2022; 4:100090. [PMID: 38745621 PMCID: PMC11080493 DOI: 10.1016/j.ijnsa.2022.100090] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2022] [Revised: 07/08/2022] [Accepted: 07/20/2022] [Indexed: 10/17/2022] Open
Abstract
Background Practical skills are complex procedures integrating communication and caring, as well as technical and manual aspects. Simulation at a simulation/skills center offers a wide range of learning activities and aims to imitate patient situations. Objectives To investigate the international research literature on practical skills learning in simulation/skills centers in nursing education. Research questions: 1. What are the range and type of practical skills studied? 2. What learning activities are focused on in the studies included in the review? 3. What are the learning outcomes and how are they assessed? Design Narrative review. Methods We searched electronically and included studies from Medline Ovid, CINAHL, Eric, Embase, Academic Search Premiere, and Cochrane. Unique indexing terms and search strategies were developed for each database. The criteria for inclusion were bachelor nursing students as the study population and practical nursing skills learning in simulation/skills centers. We used Rayyan QCRIt for the initial screening and the Mixed Method Appraisal Tool for quality assessment. We used a narrative approach to synthesize the diverse range of studies. Findings One hundred and twenty-one studies from 26 countries published between January 2013 and March 2022 were included. The amount of quantitative research was overwhelming (n = 108). A total of 50 different practical skills were represented. The studies focused on which learning modalities resulted in the best learning outcomes. Only 8.5% (n = 7) of the included studies concerned students' learning processes. Skill performance (n = 101), knowledge (n = 57), confidence (n = 34), and satisfaction (n = 32) were the main learning outcomes measured. Discussion The quality assessment indicated that 10 of the studies achieved 100% on the mixed method appraisal tool criteria. In many of the studies with quasi-experimental and randomized controlled trial designs, the intervention group received some form of educational treatment while the control group received no treatment. The choice of no treatment for the control group in pedagogical research seems to disregard the inherent purpose and effect of teaching and learning. Conclusion Heterogeneity in the use of learning modalities and measuring instruments precludes the possibility of building on other research. Technical skills were the preferred choice of skill, while skills that involved a fair measure of communication and collaboration were only sparingly studied. Students' learning processes were barely touched on in the included studies. More focus should be placed on this area in further research, since the choice of learning modalities may affect the students' learning processes in significant ways.
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Affiliation(s)
- Inger Helen Sekse Hilleren
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
| | - Bjørg Christiansen
- Department of Nursing and Health Promotion, Faculty of Health Sciences, Oslo Metropolitan University, Oslo, Norway
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Mohess KJ, Turner J. Development and evaluation of an electronic medical device training passport to identify nurses' training needs. Nurs Manag (Harrow) 2022; 29:24-30. [PMID: 34928105 DOI: 10.7748/nm.2021.e2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/07/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND All nurses, particularly those working in critical care settings, are required to use medical devices when providing patient care. However, inconsistent practice and variations in documentation can make it challenging for nurses and nurse managers to identify what medical device training is required and when. AIM To develop and evaluate the use of an electronic medical device training passport to identify the training needs of nurses in intensive care units (ICUs). METHOD A pilot study was conducted in a multi-unit critical care department in London, England, to determine if the passport could make it easier to identify ICU nurses' medical device training needs compared with existing practice. Nine participants were first asked to identify their needs using existing spreadsheets or paper records, then asked to identify them using the passport. The participants were also interviewed to identify their training requirements before and after using the passport. The data were analysed quantitatively and qualitatively. FINDINGS The electronic passport significantly improved identification of medical device training needs compared with paperwork or spreadsheets for all device groups, except for medical devices used on high dependency units ( P ≤0.005). However, there may be issues related to nurses' behaviours and expectations, particularly that staff do not always recognise their need for training. CONCLUSION The findings of this pilot study suggest that the use of an electronic medical device training passport has many benefits and could make it easier to identify ICU nurses' training needs in clinical practice.
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Affiliation(s)
| | - Jonathan Turner
- Centre for Health Informatics, City, University of London, London, England
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Dahlberg K, Sundqvist AS, Nilsson U, Jaensson M. Nurse competence in the post-anaesthesia care unit in Sweden: a qualitative study of the nurse's perspective. BMC Nurs 2022; 21:14. [PMID: 34986815 PMCID: PMC8729133 DOI: 10.1186/s12912-021-00792-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2021] [Accepted: 12/21/2021] [Indexed: 11/16/2022] Open
Abstract
BACKGROUND To enable safe and successful recovery for surgery patients, nurses working in post-anaesthesia care units need competence in postoperative care. No consensus defines what this specific competence includes, and it has not been studied from the perspective of nurses working in post-anaesthesia care units. The aim of this study is twofold: 1) To explore and describe nurses' perception of the competence needed to work in post-anaesthesia care units. 2) To explore and describe nurses' perception of what characterizes an expert nurse in post-anaesthesia care units. METHODS This qualitative inductive study uses individual interviews. Sixteen nurses were recruited from two post-anaesthesia care units located in different parts of Sweden. Inclusion criteria were nurses employed in the post-anaesthesia care units for ≥1 years. Semi-structured individual interviews were conducted; data were analysed using thematic analysis. RESULTS The interview analysis identified six subthemes and three themes. The themes being adaptable in an ever-changing environment and creating safe care represent the overarching meaning of competence required when working as a nurse in a Swedish post-anaesthesia care unit. Nurses must possess various technical and nontechnical skills, which are core competences that are described in the sub-themes. The theme seeing the bigger picture describes the nurse's perception of an expert nurse in the post-anaesthesia care unit. CONCLUSIONS Nurse competence in post-anaesthesia care units entails specific knowledge, acknowledging the patient, and working proactively at a fast pace with the patient and team to provide safe, high-quality care. An expert nurse in post-anaesthesia care units can see the bigger picture, helping share knowledge and develop post-anaesthesia care. The expert competence to see a bigger picture can be used in supervising novices and creating a knowledge base for postgraduate education in order to promote safe, high-quality post-anaesthesia care.
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Affiliation(s)
- Karuna Dahlberg
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, 701 82, Örebro, Sweden.
| | - Ann-Sofie Sundqvist
- University Health Care Research Center, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
- Department of Cardiothoracic and Vascular Surgery, Örebro University Hospital, Örebro, Sweden
| | - Ulrica Nilsson
- Division of Nursing, Department of Neurobiology, Care Sciences, and Society, Karolinska Institutet, and Perioperative Medicine and Intensive care, Karolinska University Hospital, Stockholm, Sweden
| | - Maria Jaensson
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, 701 82, Örebro, Sweden
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Strobl A, Nestler N, Gnass I. Tätigkeiten und Rollen von neu graduierten Bachelorabsolvent_innen der Pflege im akutstationären Setting. Pflege 2021; 35:67-76. [DOI: 10.1024/1012-5302/a000850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Zusammenfassung. Hintergrund: Institutionen im deutschsprachigen Gesundheitswesen sind trotz Bedarf nicht auf Bachelorabsolvent_innen von berufsqualifizierenden Pflegestudiengängen vorbereitet, da keine Tätigkeits- und Rollenprofile zu deren Einsatz in bestimmten Settings vorliegen. Ziel: Ziel ist ein nationaler und internationaler Überblick über Tätigkeiten und Rollen von neu graduierten Bachelorabsolvent_innen im akutstationären Setting. Methoden: Deutsch- und englischsprachig publizierte Studien wurden zwischen 2010 und 2021 in den Datenbanken CINAHL und MEDLINE gesucht und unabhängig ihres Studiendesigns in das Scoping Review aufgenommen. Ergebnisse: Die acht eingeschlossenen Studien folgen qualitativen (n = 5), einem Querschnitt (n = 2) und Mixed-Method Design (n = 1). Sie wurden überwiegend im skandinavischen (n = 3) und nordamerikanischen Raum (n = 3) durchgeführt. Die Ergebnisse zeigen einen Mix an Tätigkeiten und Rollen, in dem Absolvent_innen in der primären pflegerischen Versorgung als Edukator_innen (inkl. Lehrende) und im Medikamentenmanagement bei allen Altersgruppen genauso eingesetzt werden wie für fortgeschrittene pädiatrische Lebensrettung, Überwachung und Wartung von Geräten zur Beurteilung und Diagnostik und als Manager_innen von Bereichspflegeteams. Schlussfolgerungen: Die Entwicklung von Tätigkeits- und Rollenprofilen für spezifische Versorgungssettings, die sich aus Kompetenzzuschreibungen ableiten, sind notwendig. Darauf basierende Traineeprogramme unterstützen die Einarbeitung und fördern die Sicherung einer qualitativen interprofessionellen Versorgung.
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Affiliation(s)
- Annemarie Strobl
- Institut für Pflegewissenschaft und -praxis, Paracelsus Medizinische Privatuniversität, Salzburg
| | - Nadja Nestler
- Institut für Pflegewissenschaft und -praxis, Paracelsus Medizinische Privatuniversität, Salzburg
| | - Irmela Gnass
- Institut für Pflegewissenschaft und -praxis, Paracelsus Medizinische Privatuniversität, Salzburg
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Wu Y, Qi L, Liu Y, Hao X, Zang S. Development and psychometric testing of a Learning Behaviour Questionnaire among Chinese undergraduate nursing students. BMJ Open 2021; 11:e043711. [PMID: 34127488 PMCID: PMC8204162 DOI: 10.1136/bmjopen-2020-043711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE This study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students. STUDY DESIGN This study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on validity and reliability testing. METHODS Semistructured interviews were used to explore nursing undergraduates' perception of learning behaviour. A two-round modified Delphi method was used to test content validity and quantify the degree of consistency in questionnaire items. An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U). A sample of 114 nursing students was evaluated in test-retest reliability to confirm stability. RESULTS The final LBQ consisted of four factors for the 19-item questionnaire with a 5-point rating from '1' (Fully disagree) to '5' (fully agree). The content validity was 0.890. EFA revealed the presence of four factors, including 'strategy', 'attitude', 'motivation' and 'degree of satisfaction'. The CFA indicated good fit indexes for the proposed model (χ2/df=1.866, root mean square residual=0.037, comparative fit index =0.950, goodness-of-fit index =0.929, Tucker-Lewis index=0.941, adjusted goodness-of-fit index=0.907 and root mean square error of approximation=0.049). The LBQ correlated significantly with SRLS-U subscales (r=0.742-0.837, p<0.01). The Cronbach's alpha coefficient of the whole questionnaire was 0.936, while the Cronbach's alphas of the four factors were 0.828, 0.826, 0.804 and 0.805, respectively. The test-retest reliabilities of the four factors were 0.886, 0.904, 0.852 and 0.875, respectively. CONCLUSION The validity and reliability of the LBQ were satisfying. The LBQ is a short, well-developed questionnaire that can serve as a generic assessment tool for measuring learning behaviour for Chinese undergraduate nursing students.Cite Now.
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Affiliation(s)
- Yifan Wu
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Li Qi
- School of Nursing, Qiqihar Medical University, Qiqihar, Heilongjiang, China
| | - Yu Liu
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Xinyi Hao
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Shuang Zang
- School of Nursing, China Medical University, Shenyang, Liaoning, China
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Ten Haken I, Ben Allouch S, van Harten WH. Education and training of nurses in the use of advanced medical technologies in home care related to patient safety: A cross-sectional survey. NURSE EDUCATION TODAY 2021; 100:104813. [PMID: 33662675 DOI: 10.1016/j.nedt.2021.104813] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/25/2020] [Revised: 01/22/2021] [Accepted: 02/03/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND To use advanced medical technologies (AMTs) correctly and safely requires both specialist knowledge and skills, and an awareness of risks and how those can be minimized. Reporting safety concerns about AMTs in home care can contribute to an improved quality of care. The extent to which a health care organization has integrated the reporting, evaluation and learning from incidents is a key element of that organization's patient safety culture. OBJECTIVES To explore nurses' experiences regarding the education followed in the use of AMTs in the home setting, and their organizations' systems of reporting. DESIGN Descriptive cross-sectional design. METHODS 209 home care nurses from across the Netherlands who worked with infusion therapy, parenteral nutrition and/or morphine pumps responded to the online questionnaire between July 2018 and February 2019. The analysis of the data was mainly descriptive. RESULTS Educational interventions that are most often used to learn how to use AMTs were, as an average over the three AMTs, instruction by a nurse (71%), practical training in the required skills (71%) and acquiring information to increase theoretical knowledge (69%). Considerable attention is paid to patient safety (88%) and the home setting (89%). However, a substantial proportion of the nurses (up to 29%) use AMTs even though they had not been tested on their skills. 95% of the respondents were well acquainted with the incident reporting protocol of their organization, but only 49% received structural or regular feedback on any actions taken as a result of event reporting. CONCLUSIONS This study revealed aspects of nurses' education that imply risk factors for patient safety. Practical training is not always given, additional or retraining is often voluntary, and the required skills are not always tested. However, the results show that nurses do have a good awareness of patient safety. Incidents are mainly discussed within the team, but less at the organizational level.
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Affiliation(s)
- Ingrid Ten Haken
- Research Group Technology, Health & Care, Saxion University of Applied Sciences, P.O. Box 70.000, 7500 KB Enschede, the Netherlands.
| | - Somaya Ben Allouch
- Research Group Digital Life, Amsterdam University of Applied Sciences, Wibautstraat 2-4, 1091 GM Amsterdam, the Netherlands; Informatics Institute, University of Amsterdam, Science Park 904, 1098 XH Amsterdam, the Netherlands.
| | - Wim H van Harten
- Faculty Behavioural, Management and Social Sciences (BMS), Department Health Technology & Services Research (HT&SR), University of Twente, P.O. Box 217, 7500 AE Enschede, the Netherlands; Rijnstate General Hospital, Wagnerlaan 55, 6815 AD Arnhem, the Netherlands.
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Dahlberg K, Jaensson M, Flodberg M, Månsson S, Nilsson U. Levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden. Scand J Caring Sci 2021; 36:71-80. [PMID: 33559915 DOI: 10.1111/scs.12964] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 01/08/2021] [Accepted: 01/18/2021] [Indexed: 12/22/2022]
Abstract
BACKGROUND Specialized nursing care should be provided by nurses working in post-anaesthesia care units to ensure safe and successful recovery after surgery and anaesthesia. However, there is no consensus regarding the competence and education needed by nurses working in post-anaesthesia care units. AIM The aim of this study is to describe and compare levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden, as well as the education that post-anaesthesia care unit nurse managers' desire for registered nurses working in post-anaesthesia care units. METHODS This descriptive cross-sectional study was conducted in Sweden between September and December of 2019. A web-based survey was developed that included questions about the levels of education and technical skills possessed by registered nurses working in Swedish post-anaesthesia care units and desired by nurse managers for these nurses. The survey was evaluated for content validity by four experts. The survey was distributed to the nurse manager of each studied post-anaesthesia care unit. All nurse managers received written information and were informed that submitting the survey was considered as consenting to participate in the study. RESULTS Most surveyed nurses held a postgraduate diploma in specialist nursing. Registered nurses performed many tasks autonomously; however, there was a significant difference between specialist nurses and registered nurses, with specialist nurses being more autonomous than registered nurses. Most of the nurse managers (n = 31/45) wanted the registered nurses in their units to have education in postoperative care. The relatively low overall response rate of 58% is a study limitation. CONCLUSIONS Registered nurses working in post-anaesthesia care units in Sweden must have various technical skills. Some of these skills are only performed by specialist nurses, indicating that postoperative care is an advanced level of nursing care.
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Affiliation(s)
- Karuna Dahlberg
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Maria Jaensson
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Magnus Flodberg
- Astrid Lindgren Children's Hospital, Karolinska University Hospital, Stockholm, Sweden
| | - Sandra Månsson
- Perioperative Medicine and Intensive Care, Karolinska University Hospital, Stockholm, Sweden
| | - Ulrica Nilsson
- Perioperative Medicine and Intensive Care, Karolinska University Hospital, Stockholm, Sweden.,Division of Nursing, Department of Neurobiology, Care Sciences, and Society, Karolinska Institute, Stockholm, Sweden
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Södersved Källestedt ML, Asp M, Letterstål A, Widarsson M. Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study. J Clin Nurs 2020; 29:4784-4794. [PMID: 33010078 PMCID: PMC7756416 DOI: 10.1111/jocn.15522] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 09/12/2020] [Accepted: 09/16/2020] [Indexed: 11/30/2022]
Abstract
AIM AND OBJECTIVES To describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1-year residency programme. BACKGROUND In general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses' transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied. DESIGN/METHODS Qualitative, descriptive study with a data-driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1). RESULTS Three themes emerged: (a) the nurses' relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme. CONCLUSIONS There is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence. RELEVANCE TO CLINICAL PRACTICE To overcome the gap between the university and the healthcare settings, the managers can facilitate nurses' continued learning by creating structures for reflection.
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Affiliation(s)
| | - Margareta Asp
- School of Health, Care and Social Welfare, Mälardalen University, Eskilstuna, Sweden
| | - Anna Letterstål
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden.,Department of Medicine Solna, Karolinska Institutet, Stockholm, Sweden
| | - Margareta Widarsson
- School of Health, Care and Social Welfare, Mälardalen University, Västerås, Sweden
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Leonardsen AL, Blågestad IK, Brynhildsen S, Olsen R, Gunheim‐Hatland L, Gregersen A, Kvarsnes AH, Hansen WC, Andreassen HM, Martinsen M, Hansen M, Hjelmeland I, Grøndahl VA. Nurses' perspectives on technical skill requirements in primary and tertiary healthcare services. Nurs Open 2020; 7:1424-1430. [PMID: 32802362 PMCID: PMC7424445 DOI: 10.1002/nop2.513] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2019] [Revised: 04/11/2020] [Accepted: 04/17/2020] [Indexed: 11/07/2022] Open
Abstract
Aim To explore nurses' perspectives on technical skill requirements in primary and tertiary healthcare services and their perspectives on where students should learn these skills. Design The study was conducted in Norway and had a cross-sectional, multicentre, descriptive design. Methods We used a questionnaire to explore registered nurses and intellectual disability nurses' perspectives on technical skill requirements and learning (N = 437). Results All the skills included in the university college curricula were reported to be required, and most skills should from the respondents' perspective be learned in the university college. There were significant differences between registered nurses and intellectual disability nurses about their perspectives on skill learning, but no significant differences between respondents in the interface between hospital and municipality wards. Conclusions Results from this study indicate that nurses need extensive technical skills in both primary and tertiary health care. Findings also indicate a need to modify the university college curricula.
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Affiliation(s)
| | | | | | - Richard Olsen
- Department of Competence and DevelopmentØstfold Hospital TrustGrålumNorway
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Ten Haken I, Ben Allouch S, van Harten WH. Reporting incidents involving the use of advanced medical technologies by nurses in home care: a cross-sectional survey and an analysis of registration data. BMJ Qual Saf 2020; 30:bmjqs-2019-010510. [PMID: 32546591 PMCID: PMC8070619 DOI: 10.1136/bmjqs-2019-010510] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2019] [Revised: 04/29/2020] [Accepted: 05/20/2020] [Indexed: 11/25/2022]
Abstract
BACKGROUND Advanced medical technologies (AMTs), such as respiratory support or suction devices, are increasingly used in home settings and incidents may well result in patient harm. Information about risks and incidents can contribute to improved patient safety, provided that those are reported and analysed systematically. OBJECTIVES To identify the frequency of incidents when using AMTs in home settings, the effects on patient outcomes and the actions taken by nurses following identification of incidents. METHODS A cross-sectional study of 209 home care nurses in the Netherlands working with infusion therapy, parenteral nutrition or morphine pumps, combining data from a questionnaire and registration forms covering more than 13 000 patient contacts. Descriptive statistics were used. RESULTS We identified 140 incidents (57 adverse events; 83 near misses). The frequencies in relation to the number of patient contacts were 2.7% for infusion therapy, 1.3% for parenteral nutrition and 2.6% for morphine pumps. The main causes were identified as related to the product (43.6%), the organisation of care (27.9%), the nurse as a user (15.7%) and the environment (12.9%). 40% of all adverse events resulted in mild to severe harm to the patient. Incidents had been discussed in the team (70.7%), with the patient/informal caregiver(s) (50%), or other actions had been taken (40.5%). 15.5% of incidents had been formally reported according to the organisation's protocol. CONCLUSIONS Most incidents are attributed to product failures. Although such events predominantly cause no harm, a significant proportion of patients do suffer some degree of harm. There is considerable underreporting of incidents with AMTs in home care. This study has identified a discrepancy in quality circles: learning takes place at the team level rather than at the organisational level.
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Affiliation(s)
- Ingrid Ten Haken
- Research Group Technology, Health & Care, Saxion University of Applied Sciences, Enschede, The Netherlands
| | - Somaya Ben Allouch
- Research Group Digital Life, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands
| | - Wim H van Harten
- Health Technology & Services Research, Faculty of Behavioural, Management and Social Sciences, University of Twente, Enschede, The Netherlands
- CEO, Rijnstate General Hospital, Arnhem, The Netherlands
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New graduate nurses’ self-assessed competencies: An integrative review. Nurse Educ Pract 2020; 45:102801. [DOI: 10.1016/j.nepr.2020.102801] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2019] [Revised: 04/01/2020] [Accepted: 05/01/2020] [Indexed: 11/19/2022]
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17
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Shields R, Latter K. Improving the uptake of medical device training to promote patient safety. Nurs Stand 2019; 35:31-34. [PMID: 31736285 DOI: 10.7748/ns.2019.e11219] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/21/2019] [Indexed: 11/09/2022]
Abstract
Safe and effective patient care is dependent on the appropriate use of medical devices, so it is necessary to ensure that all nursing staff are competent in their use. This article describes how one urology ward in a large acute NHS trust has supported medical device training for its staff. AIM To explore the potential benefits of introducing a ward time out training day to improve staff competency in the use of medical devices. METHOD A training programme was introduced for the urology ward staff, which involved ward time out training days that covered medical device and mandatory training, alongside evidence to support nurses' revalidation and a forum for peer support. FINDINGS Since the ward time out training days were introduced in 2015, medical device training competency among the urology ward staff has risen from 65% to 97% across all staff groups, including nurses and healthcare assistants. CONCLUSION The ward time out training days were beneficial for the urology ward staff, and increased their medical device training competency. Additional benefits of the ward time out training days included team integration, improved knowledge and competency among staff, and nurses undertaking continuing professional development hours that contributed towards their revalidation.
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Affiliation(s)
- Rachel Shields
- Division of Cancer and Associated Specialties, Nottingham University Hospitals NHS Trust, Nottingham, England
| | - Karine Latter
- Innovation and development and assistant divisional nurse, Division of Cancer and Associated Specialties, Nottingham University Hospitals NHS Trust, Nottingham, England
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Moradi Y, Ahmadi F, Sadeghi A, Oshvandi K. Conceptualizing and determining core clinical competencies in nursing students: a qualitative study. Int Nurs Rev 2019; 66:530-540. [PMID: 31423593 DOI: 10.1111/inr.12548] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/05/2019] [Revised: 07/14/2019] [Accepted: 07/18/2019] [Indexed: 11/29/2022]
Abstract
AIM This study aimed to conceptualize and explain the core clinical competencies of nursing students in Iran. BACKGROUND/INTRODUCTION Despite the national and international efforts to modify nursing curricula such that the students' clinical competencies are improved, there is still a widespread concern about this issue, perhaps due to the impact of factors other than the curriculum itself, such as the lack of a clear definition for the concept of clinical competency and its main components in nursing students. METHODS This qualitative study was conducted using conventional content analysis. The participants were selected through purposive sampling and included 14 senior students of bachelor of nursing, four nurses working in teaching hospitals and six clinical instructors. Individual semi-structured interviews were used for data collection. After recording and transcribing the interviews, content analysis was used to extract the concepts. FINDINGS The main theme of the study was 'multidimensionality of the concept of clinical competency,' which had six main categories, namely 'adoption of and adaptation with the nursing practice,' 'nursing knowledge,' 'self-direction in clinical learning,' 'patient care skills,' 'professional ethics' and 'the development of professional behaviours.' DISCUSSION/CONCLUSION Clinical competency and its dimensions among students comprise a multidimensional concept. Having a clear and comprehensive understanding of this concept and focusing on its core axes may be the most important step in improving students' clinical competency. IMPLICATIONS FOR NURSING, HEALTH AND EDUCATION POLICY Policymakers and nursing education authorities can identify the problems existing in the students' clinical competency and provide them with practical solutions for a standard professional education through a clear understanding of the concept of clinical competency and its dimensions.
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Affiliation(s)
- Y Moradi
- Chronic Disease (Home Care) Center, Nursing and Midwifery School, Hamadan University of Medical Sciences, Hamadan, Iran
| | - F Ahmadi
- Department of Nursing, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - A Sadeghi
- Mother and Child Care Research Center, Hamadan University of Medical Sciences, Hamadan, Iran
| | - K Oshvandi
- Mother and Child Care Research Center, Nursing and Midwifery School, Hamadan University of Medical Sciences, Hamadan, Iran
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20
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Zhang M, Ge L, Rask M. Cross-cultural adaptation and psychometric testing of the Verbal and Social Interaction Questionnaire: A cross-sectional study among nursing students in China. J Clin Nurs 2019; 28:2181-2196. [PMID: 30697853 DOI: 10.1111/jocn.14811] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Revised: 12/11/2018] [Accepted: 01/20/2019] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To develop and validate the Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students. BACKGROUND The development of caring interaction skills is particularly important for achieving better nursing student-patient interactions. Nursing students in China, as in most countries, have often failed to establish a caring interaction with their patients. There is a lack of instruments to explore the difficulties and problems in nursing student-patient interactions in China. DESIGN A descriptive, cross-sectional survey was carried out. METHODS Data for cross-cultural adaptation and psychometric testing purposes were collected between May 10, 2017 and November 11, 2017. Exploratory and confirmatory factor analyses were performed; pilot testing, content validity and reliability were assessed for the translated questionnaire. EQUATOR guidelines for observational studies (strengthening the reporting of observational studies in epidemiology) were applied. RESULTS 716 nursing students from four universities in China completed the questionnaire. A pilot testing (n = 32) was conducted at a university hospital. The internal consistency reliability and the intra-class correlation coefficients were satisfactory. The overall content validity index was 0.95. Exploratory factor analysis resulted in a four-factor solution, explaining 61.26% of the variance, and the items had factor loadings ranging from 0.46-0.82. The final model's fit indexes were relatively acceptable. Overall, this instrument demonstrated sound psychometric properties. CONCLUSION The Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students has a high level of reliability and acceptable content validity. However, some values in the construct validity assessment were lower than was hypothesised, suggesting a need for further model modification. RELEVANCE TO CLINICAL PRACTICE This easy-to-use instrument may help nursing educators, clinicians and managers in the assessment and development of students' interactional skills during their training or student-nurse transition period. Using the questionnaire could both provide the students with a greater understanding of caring interactions and help the nursing educators gain a better comprehension of the students' verbal, social and interactional skills.
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Affiliation(s)
- Min Zhang
- College of Nursing and Rehabilitation, North China University of Science and Technology, Tangshan, China
| | - Li Ge
- Nursing College, Fujian University of Traditional Chinese Medicine, Fuzhou, China
| | - Mikael Rask
- School of Health and Caring Sciences, Linnaeus University, Växjö, Sweden
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Healthcare Students’ Ethical Considerations of Care Robots in The Netherlands. APPLIED SCIENCES-BASEL 2018. [DOI: 10.3390/app8101712] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Background: Older adults are a rapidly growing group world-wide, requiring an increasing amount of healthcare. Technological innovations such as care robots may support the growing demand for care. However, hardly any studies address those who will most closely collaborate with care robots: the (trainee) healthcare professional. Methods: This study examined the moral considerations, perceptions of utility, and acceptance among trainee healthcare professionals toward different types of care robots in an experimental questionnaire design (N = 357). We also examined possible differences between participants’ intermediate and higher educational levels. Results: The results show that potential maleficence of care robots dominated the discussion in both educational groups. Assisting robots were seen as potentially the most maleficent. Both groups deemed companion robots least maleficent and most acceptable, while monitoring robots were perceived as least useful. Results further show that the acceptance of robots in care was more strongly associated with the participants’ moral considerations than with utility. Conclusions: Professional care education should include moral considerations and utility of robotics as emerging care technology. The healthcare and nursing students of today will collaborate with the robotic colleagues of tomorrow.
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Problems associated with performance of peripheral intravenous catheterization in relation to working experience. JOURNAL OF VASCULAR NURSING 2018; 36:196-202. [PMID: 30458942 DOI: 10.1016/j.jvn.2018.06.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Revised: 06/08/2018] [Accepted: 06/08/2018] [Indexed: 11/21/2022]
Abstract
The aim of this study was to explore general registered nurses' (RNs) assessments of problems associated with difficult peripheral intravenous catheterization (PIVC) depending on their years of working experience, that is, those who had worked 3 years or less and those who had worked more than 3 years. The design was a quantitative, nonexperimental, descriptive, and analytic survey. The participating RNs (n = 83) were divided into two groups according to the length of their working experience, and the analysis was performed using the SPSS, version 24, software. The RNs also had the opportunity to answer a free-text question related to the aim. The results showed that less experienced RNs assessed to a significantly higher extent that they lacked time, experience, and ability and that there was no blood return; however, they assessed that the peripheral venous catheters were in the vein. If critical care nurses had been requested for support earlier, this request was seen as a reason not to try PIVC at all because critical care nurses were assessed as more experienced and skilled. To develop the kind of effective problem-solving and clinical reasoning needed for practice, a supportive setting must be created throughout nursing education as well as after graduation. Further research should focus on the education needs associated with PIVC and seek to understand to what extent learning in clinical skill simulation laboratories is transferred to actions in the clinical setting.
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Forsberg A, Engström Å. Critical care nurses' experiences of performing successful peripheral intravenous catheterization in difficult situations. JOURNAL OF VASCULAR NURSING 2018; 36:64-70. [PMID: 29747785 DOI: 10.1016/j.jvn.2018.02.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2018] [Revised: 02/26/2018] [Accepted: 02/27/2018] [Indexed: 11/25/2022]
Abstract
The aim of this study is to describe the experiences of critical care nurses (CCNs) when performing successful peripheral intravenous catheterization (PIVC) on adult inpatients in difficult situations. This study uses a descriptive design with a qualitative approach. Semistructured interviews were given to CCNs (n = 22) at a general central county hospital in northern Sweden. The interview text was analyzed with qualitative thematic content analysis. Three themes emerged: "releasing time and creating peace," "feeling self-confidence in the role of expert nurse," and "technical interventions promoting success." CCNs stated that apart from experience, releasing enough time is the most crucial factor for a successful PIVC. They emphasized the importance of identifying the kinds of difficulties that may occur during the procedure, for example, fragile or/and invisible veins. CCNs explained that compared to when they were newly graduated, the difference in their approach nowadays has changed to using their hands more than their eyes and that they feel comfortable with bodily palpations. To further optimize PIVC performing skills, continued possibilities to train and learn in hospital settings are necessary, even after formal education has been completed.
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Affiliation(s)
- Angelica Forsberg
- Division of Nursing, Department of Health Science, Luleå University of Technology, Luleå, Sweden; Intensive Care Unit 57, Sunderby Hospital, Luleå, Sweden
| | - Åsa Engström
- Division of Nursing, Department of Health Science, Luleå University of Technology, Luleå, Sweden.
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Wighus M, Bjørk IT. An educational intervention to enhance clinical skills learning: Experiences of nursing students and teachers. Nurse Educ Pract 2018; 29:143-149. [PMID: 29353107 DOI: 10.1016/j.nepr.2018.01.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/18/2016] [Revised: 12/05/2017] [Accepted: 01/04/2018] [Indexed: 11/24/2022]
Abstract
The simulation centre is a key setting for the acquisition of practical skills. However, pedagogical underpinnings of skills instruction in this setting are not always well founded. This study aimed to explore student and teacher experiences with an educational intervention to enhance clinical skills learning in the first semester of nursing education. The study had an exploratory design, where qualitative data were collected in focus group interviews involving 18 students and four teachers. The participants had generally positive experiences of the intervention. The findings showed that organisation, time usage, an observer role, re-training and structured reflection enhanced systematic feedback by students. We conclude that an educational intervention based on theoretically sound learning tools and pedagogical principles improved students' skills acquisition and gave the teachers a common educational platform.
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Affiliation(s)
- Marianne Wighus
- University College of Southeast Norway (HSN), Kjølnes Ring 56, N-3901 Porsgrunn, Norway.
| | - Ida Torunn Bjørk
- University College of Southeast Norway (HSN), Kjølnes Ring 56, N-3901 Porsgrunn, Norway; University of Oslo, Postboks 1130 Blindern, 0318 Oslo, Norway.
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Ewertsson M, Bagga-Gupta S, Allvin R, Blomberg K. Tensions in learning professional identities - nursing students' narratives and participation in practical skills during their clinical practice: an ethnographic study. BMC Nurs 2017; 16:48. [PMID: 28824335 PMCID: PMC5559829 DOI: 10.1186/s12912-017-0238-y] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2017] [Accepted: 08/01/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Clinical practice is a pivotal part of nursing education. It provides students with the opportunity to put the knowledge and skills they have acquired from lectures into practice with real patients, under the guidance of registered nurses. Clinical experience is also essential for shaping the nursing students' identity as future professional nurses. There is a lack of knowledge and understanding of the ways in which students learn practical skills and apply knowledge within and across different contexts, i.e. how they apply clinical skills, learnt in the laboratory in university settings, in the clinical setting. The aim of this study was therefore to explore how nursing students describe, and use, their prior experiences related to practical skills during their clinical practice. METHODS An ethnographic case study design was used. Fieldwork included participant observations (82 h), informal conversations, and interviews (n = 7) that were conducted during nursing students' (n = 17) clinical practice at an emergency department at a university hospital in Sweden. RESULTS The overarching theme identified was "Learning about professional identities with respect to situated power". This encompasses tensions in students' learning when they are socialized into practical skills in the nursing profession. This overarching theme consists of three sub-themes: "Embodied knowledge", "Divergent ways of assessing and evaluating knowledge" and "Balancing approaches". CONCLUSIONS Nursing students do not automatically possess the ability to transfer knowledge from one setting to another; rather, their development is shaped by their experiences and interactions with others when they meet real patients. The study revealed different ways in which students navigated tensions related to power differentials. Reflecting on actions is a prerequisite for developing and learning practical skills and professional identities. This highlights the importance of both educators' and the preceptors' roles for socializing students in this process.
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Affiliation(s)
- Mona Ewertsson
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, S-70182 Örebro, Sweden
| | | | - Renée Allvin
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, S-70182 Örebro, Sweden.,Clinical Skills Centre, Örebro University Hospital, Örebro, Sweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, S-70182 Örebro, Sweden
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