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Giroux CM, Kim S, Sikora L, Bussières A, Thomas A. Social media as a mechanism of dissemination and knowledge translation among health professions educators: a scoping review. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2024; 29:993-1023. [PMID: 37847355 DOI: 10.1007/s10459-023-10294-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/15/2023] [Accepted: 10/01/2023] [Indexed: 10/18/2023]
Abstract
Health professions educators often use social media to share knowledge; however, it is unclear what specific dissemination and knowledge translation (KT) processes are occurring and the implications of this sharing for health professions education (HPE). This study explored how educators have used social media as a mechanism of dissemination and KT in the literature. A critical scoping review methodology, informed by Engeström's Activity Theory, was employed. Twelve databases were searched and studies that: (a) addressed health professions educators; (b) described the use of social media for dissemination or KT; (c) focused on a regulated health profession; (d) focused on undergraduate or graduate education; and (e) were published in English or French between 2011 and 2021 were included. Data were analyzed using numerical and qualitative content analyses. Of the 4859 articles screened, 37 were eligible for inclusion. Social media may facilitate knowledge sharing in HPE, but there is a lack of conceptual clarity on what is meant by 'dissemination' and 'KT'. Who is responsible for sharing knowledge, what knowledge is being shared, and the target audiences are not always clear. Multiple factors (e.g., affordances, opportunity costs) influence how social media is used as a mechanism of dissemination, and it remains unclear whether and how it is used as a mechanism of KT. Concepts like KT and dissemination, which are often borrowed from other disciplines, must be critically evaluated for their relevance and suitability if they are to be appropriately applied to HPE and in particular to social media. Educators looking to use social media to teach students about KT should consider whether this use of technology truly aligns with their stated learning outcomes.
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Affiliation(s)
- Catherine M Giroux
- Institute of Health Sciences Education, School of Physical and Occupational Therapy, McGill University, 3654 Prom Sir-William-Osler, Montreal, QC, H3G 1Y5, Canada
- Centre de Recherche Interdisciplinaire en Readaptation (CRIR), Montreal, Canada
| | - Sungha Kim
- Institute of Health Sciences Education, School of Physical and Occupational Therapy, McGill University, 3654 Prom Sir-William-Osler, Montreal, QC, H3G 1Y5, Canada
- Centre de Recherche Interdisciplinaire en Readaptation (CRIR), Montreal, Canada
| | - Lindsey Sikora
- Health Sciences Library, University of Ottawa, Ottawa, ON, Canada
| | - André Bussières
- Institute of Health Sciences Education, School of Physical and Occupational Therapy, McGill University, 3654 Prom Sir-William-Osler, Montreal, QC, H3G 1Y5, Canada
- Centre de Recherche Interdisciplinaire en Readaptation (CRIR), Montreal, Canada
- Department of Chiropractic, Université du Québec à Trois-Rivières, Trois-Rivières, QC, Canada
| | - Aliki Thomas
- Institute of Health Sciences Education, School of Physical and Occupational Therapy, McGill University, 3654 Prom Sir-William-Osler, Montreal, QC, H3G 1Y5, Canada.
- Centre de Recherche Interdisciplinaire en Readaptation (CRIR), Montreal, Canada.
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Eslami J, Saeedi AA, Najafi Kalyani M. Assessing Evidence-Based Practice in Operating Room Nursing Students: A Cross-Sectional Study in the Southwest of Iran. ScientificWorldJournal 2024; 2024:5552711. [PMID: 38756479 PMCID: PMC11098602 DOI: 10.1155/2024/5552711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/21/2023] [Revised: 04/10/2024] [Accepted: 04/24/2024] [Indexed: 05/18/2024] Open
Abstract
Evidence-based practice (EBP) is a clinical decision-making process that is grounded in the utilization of the most reliable and up-to-date evidence. It involves utilizing resources and evidence to enhance patient management. The application of evidence-based decisions in patient care and education is of utmost importance in the performance of health sciences students. However, the emphasis on this concept among operating room nursing students has been lacking. Hence, the objective of this research is to assess the implementation of evidence-based practice among operating room nursing students studying in the operating room department at the Shiraz University of Medical Sciences in Iran. The study follows a descriptive, cross-sectional design, with a sample of 148 operating room nursing students selected through census sampling based on the student list. After obtaining informed consent, participants completed a demographic information form and the Rubin-Parrish evidence-based practice questionnaire. The data that were gathered underwent analysis through the utilization of SPSS version 22 software, employing descriptive statistics, T-tests, and Pearson correlation coefficient tests. The results revealed that the overall average score of evidence-based practice among the students exceeded the standard scores (172.66 ± 14.74). There was a significant association between the evidence-based practice score and prior familiarity with evidence-based practice, interest in the field of study, research experience, intention to participate in the Master's exam, and the participants' grade point average (GPA) (p < 0.05). These findings indicate that operating room nursing students displayed an average level of evidence-based practice, emphasizing the need for effective plans and strategies to improve their performance. Addressing the identified factors from this study becomes crucial in this regard.
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Affiliation(s)
- Jamshid Eslami
- Department of Anesthesia, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Amir Arsalan Saeedi
- Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Majid Najafi Kalyani
- Department of Medical Emergencies, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
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Hartley LA. Using evidence to identify teaching strategies to improve student competencies. Worldviews Evid Based Nurs 2024; 21:223-226. [PMID: 38129961 DOI: 10.1111/wvn.12697] [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: 10/28/2022] [Revised: 09/18/2023] [Accepted: 11/19/2023] [Indexed: 12/23/2023]
Abstract
BACKGROUND Organizational assessment revealed opportunities to develop a critical mass of faculty educated about EBP and integrate competencies into practice. The faculty orientation online program did not include information about the EBP process, teaching strategies, or student competencies. PURPOSE The purpose of this EBP project was to investigate the best teaching strategies that foster student competencies. IMPLEMENTATION PLAN Based on the evidence, an online EBP module was developed including the best teaching strategies for instruction of EBP, the student competencies that must be mastered and teaching barriers that must be overcome. The results and implementation plan were presented to leaders and faculty Online Council for feedback, approval, and buy-in. OUTCOMES Twenty-five faculty completed the EBP online module over 1 year providing examples for teaching strategies that related EBP to clinical practice, teaching methods that engaged students and examples of assignments that promoted student competency. IMPLICATIONS FOR PRACTICE Using evidence to develop an EBP module for faculty orientation to online teaching provided a cost-effective way to develop a critical mass of faculty educated in EBP teaching strategies and methods that foster student competencies.
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Elliott B, Dyar K. Purpose, Planning, and Individualization of Master of Science in Nursing Capstone Experiences: An Integrative Review. J Nurs Educ 2023; 62:502-508. [PMID: 37672498 DOI: 10.3928/01484834-20230712-06] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/08/2023]
Abstract
BACKGROUND Graduate-level education programs use capstone experiences for students to demonstrate achieving essential learning and programmatic outcomes. However, a lack of standardization of these experiences and outcome measurements could result in varying competencies among students with the same degree. Employers seeking specific skills may find this problematic, and graduates may feel unprepared for new roles, which could hinder transition. METHOD A systematic search of nine databases was conducted to identify: (1) the essential characteristics of master in nursing capstones and (2) the assessments programs use to demonstrate achievement of program outcomes. RESULTS Synthesis and analysis of six sources of evidence revealed uniform agreement in purpose, planning, and individualization of experiences, yet ways of assessing student achievement of program outcomes were less clear and varied widely. CONCLUSION Capstone experiences should be relevant to graduate-level education and include mapping to program outcomes to ensure students' competency and readiness to transition into their new role. [J Nurs Educ. 2023;62(9):502-508.].
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Vinette B, Lapierre A, Lavoie A, Leclerc-Loiselle J, Charette M, Deschênes MF. Educational strategies used in master's and doctoral nursing education: A scoping review. J Prof Nurs 2023; 48:84-92. [PMID: 37775246 DOI: 10.1016/j.profnurs.2023.06.006] [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: 09/26/2022] [Revised: 06/19/2023] [Accepted: 06/20/2023] [Indexed: 10/01/2023]
Abstract
BACKGROUND Advanced practice nurses and future nursing researchers must be adequately educated with the best available evidence. However, we know little about educational strategies and their characteristics used explicitly to educate advanced practice nurses and future researchers. METHOD A scoping review was used to map the latest educational strategies used in master's and doctoral nursing education between 2011 and 2021. Components of educational strategies were extracted based on the Guideline for Reporting Evidence-Based Practice Educational Interventions and Teaching and the Saskatchewan Education Department Framework of Professional Practice. The New World Kirkpatrick Model was used to categorize the associated learning outcomes. A narrative description approach was used to synthesize the findings. RESULTS A total of 56 studies were included. Several information was missing regarding the theoretical foundations of the educational strategies. A total of 158 educational strategies were identified. Individual work (e.g., homework) was the most popular educational strategy. Most studies assessed learning outcomes related to reactions (e.g., satisfaction) or learning (e.g., knowledge). CONCLUSION More studies should be done using interactive instruction or multimodal approaches, while the authors should better describe intervention components. A systematic review of effectiveness needs to be conducted to evaluate the best educational strategies in the master's and doctoral nursing education.
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Affiliation(s)
- Billy Vinette
- Faculty of Nursing, University of Montreal, QC, Canada; Center for Innovation in Nursing Education and Professional Learning, QC, Canada.
| | - Alexandra Lapierre
- Faculty of Nursing, University of Montreal, QC, Canada; Center for Innovation in Nursing Education and Professional Learning, QC, Canada
| | - Audrey Lavoie
- Faculty of Nursing, University of Montreal, QC, Canada
| | | | - Martin Charette
- Center for Innovation in Nursing Education and Professional Learning, QC, Canada; School of Nursing, University of Sherbrooke, QC, Canada; Sherbrooke University Hospital Research Center, QC, Canada; School of Nursing and Midwifery, La Trobe University, VIC, Australia
| | - Marie-France Deschênes
- Faculty of Nursing, University of Montreal, QC, Canada; Center for Innovation in Nursing Education and Professional Learning, QC, Canada
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Rodríguez-Soberado MP, Martin-Gil B, Fernández-Castro M. Self-perceived competences in evidence-based practice of clinical-teaching nurses versus clinical nurses. ENFERMERIA CLINICA (ENGLISH EDITION) 2022; 33:82-92. [PMID: 36538976 DOI: 10.1016/j.enfcle.2022.10.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2021] [Accepted: 10/25/2022] [Indexed: 12/23/2022]
Abstract
AIM To compare the evidence-based practice (EBP) self-perceived competences of clinical teacher nurses (CTN) versus clinical nurses (CN) to detect areas for improvement in practical training. METHOD A cross-sectional study by means of a self-assessment questionnaire sent to nurses of two public hospitals of Castilla y León was performed, between February to May 2020. Variables included competences in evidence based practice (EBP) - attitude, knowledge, skills and use-, sociodemographic, job, academic, teaching relations and training in investigation methodology and/or EBP. A validated questionnaire EBP-COQ prof© of 35 questions with answers type Likert (1, very disagree-5, very agree) was used. Data analysis (descriptive and bivariate) was performed by means SPSS v.24 program. RESULTS 171 questionnaires were answered by nurses. CN 52%, CTN 48%. There were no significant differences between both groups regarding sociodemographic variables. Mean age was 43.6 ± 9.9 and 42.9 ± 8.5 for CN and CTN, respectively. Total sample showed a mean EBP competency score of 3.54 ± 1.00 (attitudes: 4.40 ± 0.60; knowledge: 3.08 ± 0.94; skills: 3.57 ± 0.66; utilization: 3.36 ± 0.75). The CTN group obtained higher mean scores in knowledge dimension, compared with CN (P = .02) and with total sample (P = .02). There were no significant differences in other dimensions. CONCLUSION CTN showed better self-perceived competences scores only in the knowledge dimension compared with CN. Taking in account the level of responsibility they support in their daily practice, it would be advisable to design management strategies in order to improve attitudes, skills and utilize EBP, acting as professional role models for students and peer mentors.
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Affiliation(s)
| | - Belén Martin-Gil
- Enfermería, Hospital Clínico Universitario de Valladolid, Valladolid, Spain.
| | - Mercedes Fernández-Castro
- Enfermería, Unidad de Investigación, Hospital Clínico Universitario de Valladolid, Valladolid, Spain
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Rodríguez-Soberado MP, Martin-Gil B, Fernández-Castro M. Competencias autopercibidas en práctica basada en la evidencia de enfermeros clínico-docentes versus enfermeros clínicos. ENFERMERIA CLINICA 2022. [DOI: 10.1016/j.enfcli.2022.10.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
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Howard B, Diug B, Ilic D. Methods of teaching evidence-based practice: a systematic review. BMC MEDICAL EDUCATION 2022; 22:742. [PMID: 36289534 PMCID: PMC9607697 DOI: 10.1186/s12909-022-03812-x] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Accepted: 10/13/2022] [Indexed: 06/12/2023]
Abstract
BACKGROUND To identify the effectiveness of different teaching modalities on student evidence-based practice (EBP) competency. METHODS Electronic searches were conducted in MEDLINE, Cochrane central register of controlled trials, PsycINFO, CINAHL, ERIC, A + Education and AEI through to November 2021. We included randomised-controlled trials comparing EBP teaching modes on EBP knowledge, skills, attitudes or behaviour in undergraduate and post-graduate health professions education. Risk of bias was determined using the Cochrane risk of bias tool. RESULTS Twenty-one studies were included in the review. Overall, no single teaching modality was identified as being superior to others at significantly increasing learner competency in EBP. Changes in learner knowledge, skills, attitudes and behaviour were conflicting, with studies either reporting no change, or a moderate increase in EBP behavioural outcomes when directly compared to another intervention. CONCLUSION Current evidence highlights the lack of a single teaching modality that is superior than others regarding learner competency in EBP, regardless of health professions discipline or graduate status. The poor quality, heterogeneity of interventions and outcome measures limited conclusions. Further research should focus on the development of high-quality studies and use of psychometrically validated tools to further explore the impact of different EBP teaching modalities.
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Affiliation(s)
- Bethany Howard
- Medical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash University, Level 1, 553 St Kilda Road, Melbourne, VIC, 3004, Australia
| | - Basia Diug
- Medical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash University, Level 1, 553 St Kilda Road, Melbourne, VIC, 3004, Australia
| | - Dragan Ilic
- Medical Education Research & Quality (MERQ) Unit, School of Public Health & Preventive Medicine, Monash University, Level 1, 553 St Kilda Road, Melbourne, VIC, 3004, Australia.
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Evidence-based practice profiles of nurses: a transcultural study †. FRONTIERS OF NURSING 2022. [DOI: 10.2478/fon-2022-0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Abstract
Objective
To compare (i) the evidence-based practice (EBP) profiles and (ii) socio-demographic characteristics of nurses in 4 selected low-middle income countries (LMICs).
Methods
A cross-sectional survey was conducted among 677 nurses from 4 hospitals in 4 countries (Afghanistan, Ghana, Iran, and Uganda).
Results
The findings revealed that there are significant differences between the 3 EBP subscales (that is, practice/use, attitude, and knowledge/skill) across the 4 countries (P < 0.05). No significant EBP differences were identified across age groups and gender in the subscales of practice, knowledge, and attitude. Practice and knowledge subscales were significantly associated with working schedules (that is, part-time and full-time) (P < 0.05). Analyses also revealed significant differences between attitude and knowledge subscales and working experience (P < 0.05).
Conclusions
Nurses in the 4 countries have moderate practice, attitude, and knowledge/skills of EBP. Nurses in LMICs require continuous professional development programs and support to enhance their practice and knowledge regarding EBP in clinical settings.
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The Development of Research Skills in Nursing Postgraduate Training. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12020078] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The objective of this study was to understand the contribution of postgraduate training to the development of research skills, aiming at their application in clinical practice. Method: This was a qualitative, exploratory, and descriptive study conducted with eight nurses in the Local Health Unit of Baixo Alentejo, in Portugal, who had postgraduate training. The researchers conducted a group interview, or discussion group, using a semi-structured interview, which was assessed by two reviewers. The data were submitted to content analysis, and the results underwent a validation process with the participants and two reviewers. This study was approved by the institution’s ethics committee. Result: In terms of the research skills developed in nursing postgraduate education, the following indicators emerged from the participants’ discourse: understanding the research process, searching databases, developing literature reviews, assessing the quality of articles, developing research projects, communicating about science, and translating knowledge into clinical practice. Conclusion: The participants developed research skills in their nursing postgraduate training and reported developing these skills in their clinical practice.
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Gassas RS, Ahmed ME. Development and psychometric evaluation of nurses' perception towards the gap between knowledge and practice. Nurs Open 2022; 9:1497-1505. [PMID: 34985205 PMCID: PMC8859036 DOI: 10.1002/nop2.1174] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/26/2021] [Revised: 10/18/2021] [Accepted: 12/15/2021] [Indexed: 11/05/2022] Open
Abstract
AIM The aim of the study was to develop a survey instrument and psychometrically evaluate nurses' perceptions of the gap between knowledge and practice. Although the nursing literature has widely documented a gap between knowledge and practice, no instrument has been developed to measure this gap. DESIGN Psychometric analysis was done on 513 nurses working in different positions at two large hospitals in Jeddah City. METHODS Cronbach's alpha was used to determine the internal consistency and reliability of the research instrument, and a panel of experts evaluated the validity of the tool's content. RESULT The content validity index computed from expert rankings was 0.89. Factor analysis yielded four major components: knowledge, practice, environment and learning. Cronbach's alpha indicated a high level of internal consistency and reliability for the component items. The newly developed scale will facilitate measuring nurses' perceptions of the knowledge-practice gap in clinical settings.
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Affiliation(s)
- Roaa Sabri Gassas
- King Abdulaziz Medical City, National Guard Health Affairs, Jeddah City, Saudi Arabia
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Pezaro S, Jenkins M, Bollard M. Defining 'research inspired teaching' and introducing a research inspired online/offline teaching (riot) framework for fostering it using a co-creation approach. NURSE EDUCATION TODAY 2022; 108:105163. [PMID: 34741912 DOI: 10.1016/j.nedt.2021.105163] [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: 07/14/2021] [Revised: 09/24/2021] [Accepted: 09/28/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND There are calls to ensure that evidence-based practice is enabled for every midwife and nurse by means of education, research, leadership and access to evidence. Concurrently, there is a global call for universities to foster 'Research Inspired Teaching'. Yet such teaching must first be defined and may usefully be developed, delivered, and evaluated as part of a framework approach. OBJECTIVE To co-create a uniform definition of 'Research Inspired Teaching' and a framework for developing, delivering, and evaluating it. DESIGN A co-creation approach was taken, underpinned by the interpretive framework of communal constructivism. SETTING United Kingdom. PARTICIPANTS The sampling strategy was purposive, whereby those who had reportedly actively engaged in 'Research Inspired Teaching' were invited to participate. The resulting multidisciplinary team of co-creators (n = 14) included students, educators, and self-identified facilitators of 'Research Inspired Teaching'. METHODS The co-creation of outputs was facilitated by two online co-creation workshops. All creative, written, and verbal contributions made by co-creators were collected as data and used to 'co-define', 'co-design' and 'co-refine' outputs. To enhance credibility, triangulation was used throughout. A final review of results presented in this article via all co-creators concluded this process. RESULTS This article presents a definition of teaching, a definition of research, a founding definition of Research Inspired Teaching and a guiding framework along with 10 core principles for developing, delivering, and evaluating it. CONCLUSIONS These outputs may be useful for both midwifery and nursing faculties, providing common language for collaboration and inspiring further developments and research. In pursuit of excellence, further international research could usefully investigate how these outputs may further bridge the Research-Teaching Nexus in Higher Education, and partner with other universities looking to cultivate, evidence and promote their own 'Research Inspired Teaching' in practice. In this pursuit, inter-university partnerships would be welcomed.
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Affiliation(s)
- Sally Pezaro
- School of Nursing, Midwifery and Health, Centre for Arts, Memory and Communities, Coventry University, Priory Street, CV1 5FB, United Kingdom of Great Britain and Northern Ireland.
| | - Martin Jenkins
- School of Nursing, Midwifery and Health, Centre for Arts, Memory and Communities, Coventry University, Priory Street, CV1 5FB, United Kingdom of Great Britain and Northern Ireland.
| | - Martin Bollard
- Institute of Health, Faculty of Education Health and Wellbeing, University of Wolverhampton, City Campus, WV1 1SA, United Kingdom of Great Britain and Northern Ireland.
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Doughty L, Sinnema C, McKillop A, Dixon R. The impact of postgraduate education in transition to practice programmes on new graduate nurses' knowledge and skills: A pre- post survey design. NURSE EDUCATION TODAY 2021; 102:104888. [PMID: 33894592 DOI: 10.1016/j.nedt.2021.104888] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Revised: 03/15/2021] [Accepted: 03/27/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Research indicates that nurses perceive postgraduate education to have a positive effect on their knowledge and practice. Many jurisdictions offer/require new graduate nurses to undertake postgraduate coursework however the consequences of this are not clear. OBJECTIVES This research aims to determine the impact of completing a postgraduate course in clinical assessment on the capabilities of new graduate nurses. DESIGN A two group pre/post design with a naturally occurring intervention employing an online questionnaire was used to gather data. SETTINGS Two metropolitan hospitals in New Zealand delivering new graduate programmes, one inclusive of a postgraduate course and the other not. PARTICIPANTS Eighty five nurses completed the questionnaire on commencement of the programme and fifty-two on completion of the programme. METHODS An online questionnaire was administered to two new graduate cohorts, on commencement and completion of their new graduate programme. RESULTS Results showed significant pre/post increases for four out of five factors for those who had completed a postgraduate course compared to only one significant increase for those who had not. In addition, when comparing the scores of the two groups there was no significant differences between groups on the pre-measures. However, on post measures there were significant differences with the postgraduate group scoring higher on three of the five subscales: Knowledge for Practice, Explaining Practice and Applied Diagnostic Reasoning. CONCLUSION It is the author's belief that this is the first study that has attempted to quantify new graduate nurses' perceptions of their educational experience in their first year of practice and suggests that the inclusion of the postgraduate course enhanced knowledge for practice and diagnostic reasoning skills.
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Affiliation(s)
- Lesley Doughty
- University of Auckland, School of Nursing, Building 505, 85 Park Road, Grafton, Auckland, New Zealand.
| | - Claire Sinnema
- Faculty of Education and Social Work, University of Auckland, Epsom Campus, Auckland, New Zealand.
| | - Ann McKillop
- University of Auckland, School of Nursing, Building 505, 85 Park Road, Grafton, Auckland, New Zealand.
| | - Robyn Dixon
- University of Auckland, School of Nursing, Building 505, 85 Park Road, Grafton, Auckland, New Zealand.
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Alconero-Camarero AR, Sarabia-Cobo C, Antonín-Martin M, Borras-Santos A, Edo-Gual M, Gea-Caballero V, Gómez-Urquiza JL, González-López JR, Martínez-Momblán MA, Meneses-Monroy A, Montaña-Peironcely M, Serrano-Gómez D, Santillán-García A. Design of the EBE-ST Questionnaire among Nursing Students: Multicenter Study from Eight Universities in Spain. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18116145. [PMID: 34200218 PMCID: PMC8201097 DOI: 10.3390/ijerph18116145] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 05/27/2021] [Accepted: 06/04/2021] [Indexed: 11/30/2022]
Abstract
Background: Twenty years after the degree in nursing was introduced in Spain, the subject of evidence-based nursing is still unstructured and unestablished in most faculties. Moreover, there are hardly any rigorous studies at a national level that evaluate the current state of this competence in our faculties. Understanding the starting point is essential for the curricular design to ensure that evidence-based practice is implemented among future professionals. Aim: To design and validate an evidence-based nursing competency questionnaire for fourth-year nursing students. Methods: A specific questionnaire was developed and validated (EBE-ST). A cross-sectional survey design with psychometric validation of an instrument. Participants were 304 senior year nursing students from eight universities in Spain (2020). Results: The EBE-ST questionnaire is composed of 33 items that determine eight factors. It presents adequate reliability and validity (alpha = 0.882), measuring knowledge, attitudes and the practical application of evidence-based practice. Conclusions: We have created an instrument with good psychometric properties to measure evidence-based practice competence among senior nursing students. The heterogeneity of knowledge regarding evidence-based nursing in our country suggests that further reflection is warranted on the incorporation of this topic during undergraduate training. We have designed and validated an evidence-based nursing competency questionnaire specific to nursing students.
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Affiliation(s)
- Ana Rosa Alconero-Camarero
- IDIVAL Nursing Research Group, Department of Nursing, University of Cantabria, Avenida Valdecilla s/n, 39005 Santander, Spain;
| | - Carmen Sarabia-Cobo
- IDIVAL Nursing Research Group, Department of Nursing, University of Cantabria, Avenida Valdecilla s/n, 39005 Santander, Spain;
- Correspondence: ; Tel.: +34-942-202239
| | - Montserrat Antonín-Martin
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Alicia Borras-Santos
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Montserrat Edo-Gual
- Escola Universitària d’Infermeria, Escoles Universitàries Gimbernat, Universitat Autònoma de Barcelona Avinguda de la Generalitat, Sant Cugat del Vallès, 08174 Barcelona, Spain; (M.A.-M.); (A.B.-S.); (M.E.-G.)
| | - Vicente Gea-Caballero
- Nursing School La Fe, Adscript Center of University of Valencia, Research Group GREIACC, Health Research Institut La Fe, Pabellon Docente. Torre H. Avinguda de Fernando Abril Martorell, 106, 46026 Valencia, Spain;
| | - José Luis Gómez-Urquiza
- Facultad de Ciencias de la Salud, Universidad de Granada, Avenida de la Ilustración 60, 18071 Granada, Spain;
| | - José Rafael González-López
- Department of Nursing, Faculty of Nursing, Physiotherapy and Podiatry, Universidad de Sevilla, C/Avenzoar 6, 41009 Seville, Spain;
| | - María Antonia Martínez-Momblán
- Escola d’Infermeria, Facultat de Medicina i Ciències de la Salut, Campus Bellvitge, Universidad de Barcelona, Carrer de Casanova, 143, 08036 Bellvitge, Spain;
| | - Alfonso Meneses-Monroy
- Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Plaza de Ramón y Cajal, 3, 28040 Madrid, Spain;
| | - Montserrat Montaña-Peironcely
- Grup Recerca d’Infermeria, Institut d’Investigació i Innovació Parc Taulí (I3PT), Parc Taulí Hospital Universitari, Universitat Autònoma de Barcelona, Parc del Taulí, 08208 Sabadell, Spain;
| | - Diego Serrano-Gómez
- Facultad de Ciencias de la Salud, Universidad de Burgos, Paseo de los Comendadores, s/n, 09001 Burgos, Spain;
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Jones T, Curtis K, Shaban RZ. Practice expectations for Australian graduate emergency nursing programs: A Delphi study. NURSE EDUCATION TODAY 2021; 99:104811. [PMID: 33636653 DOI: 10.1016/j.nedt.2021.104811] [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: 07/31/2020] [Revised: 12/20/2020] [Accepted: 02/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Practice standards in nursing provide minimum expectations to enable the provision of high quality and safe care. There are currently no practice standards for post-registration graduate emergency nursing programs in Australia, leading to variation in graduate attributes and clinical expectations on completion of their program. OBJECTIVES The aim of this study was to establish consensus-based practice standards for graduate emergency nursing programs in Australia. DESIGN Delphi approach. PARTICIPANTS Australian nurses who identified as an emergency nurse and currently worked, or previously worked, in an emergency care environment. METHODS A modified two-round Delphi method was used. The survey was divided into four sections of data collection, including demographics, graduate emergency nursing course entry requirements, graduate expectations, and clinical care capabilities. Data were analysed using descriptive statistics including calculation of content validity index (CVI). RESULTS There were 204 respondents in Round One and 153 respondents in Round Two. Respondents agreed that nurses wanting to undertake graduate studies in emergency nursing require prior experience in the emergency care environment and should be working a minimum of 0.5 full time equivalent (FTE) whilst completing their studies. Thirty-nine statements presented under graduate attributes achieved a CVI of >0.8. All 70 clinical care capability statements presented in Round Two achieved a CVI of >0.8. CONCLUSION This study generated the evidence to establish minimum practice standards for Australian graduate emergency nursing programs. The standards centre around three key areas: graduate entry requirements, graduate attributes and clinical care capabilities. The standards provide a clear guide for employers, educators and clinicians, and inform capabilities for early career emergency nurses.
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Affiliation(s)
- Tamsin Jones
- Faculty of Medicine and Health, Susan Wakil School of Nursing and Midwifery, University of Sydney, Camperdown, NSW, Australia; Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, Victoria, Australia.
| | - Kate Curtis
- Faculty of Medicine and Health, Susan Wakil School of Nursing and Midwifery, University of Sydney, Camperdown, NSW, Australia; Emergency services, Illawarra Shoalhaven Local Health District, NSW, Australia
| | - Ramon Z Shaban
- Faculty of Medicine and Health, Susan Wakil School of Nursing and Midwifery, University of Sydney, Camperdown, NSW, Australia; Marie Bashir Institute for Infectious Diseases and Biosecurity, University of Sydney, Camperdown, NSW, Australia; Department of Infection Prevention and Control, Division of Infectious Diseases and Sexual Health, Westmead Hospital and the Directorate of Nursing, Midwifery and Clinical Governance, Western Sydney Local Health District, Westmead. NSW, Australia
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Mickan S, Coates D. Embedded researchers in Australia: Survey of profile and experience across medical, nursing and midwifery and allied health disciplines. J Clin Nurs 2020; 31:417-426. [PMID: 33368742 DOI: 10.1111/jocn.15593] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2020] [Revised: 09/28/2020] [Accepted: 11/17/2020] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES This study explores embedded researcher's age, qualifications, research environment and experience in healthcare and academic organisations in Australia and makes comparisons across three core professional disciplines of nursing and midwifery, medicine and allied health. BACKGROUND The embedded researcher model, where a researcher is embedded as a core member of the clinical team, offers promise to support the implementation of research evidence into practice. Currently, there is a lack of clarity about how the model has been adopted across the three largest professional disciplines in Australian health care. DESIGN A cross-sectional survey was designed and reported, using the STROBE Statement. METHODS A purposive sample of embedded researchers was invited to participate in an exploratory online survey. Embedded researchers worked, or had worked, for a minimum of 30% of their time, in a healthcare organisation doing research or building research capacity. Participant responses were extracted from the survey and imported into SPSS for analysis. RESULTS Perspectives of 100 Australian embedded researchers were compared across nursing and midwifery (36%, n = 37), allied health (35%, n = 36) and medicine (26%, n = 27). Professional differences are reported in respondents' qualifications and experience, employment conditions and their research cultures and environments. Comparatively, most nursing and midwifery embedded researchers were older, more clinically experienced than allied health respondents, who were more research qualified. Medical-embedded researchers are typically older, more clinically experienced and focussed on producing personally relevant clinical research. Nursing and midwifery embedded researchers reported doing clinical research within their teams, as well as research capacity building, management and clinical practice roles. CONCLUSIONS Embedded researchers describe different career trajectories across the three largest professional disciplines in Australian health care. RELEVANCE TO CLINICAL PRACTICE Embedded researchers from different professional disciplines enact their work differently. It appears that when they engage in research capacity building via a range of management and networking roles, embedded researchers contribute to their organisation's research culture and receive greater recognition for their achievements.
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Affiliation(s)
- Sharon Mickan
- Griffith Health, Griffith University, Queensland, Australia
| | - Dominiek Coates
- Faculty of Health, University of Technology Sydney, Sydney, Australia
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Skela-Savič B, Gotlib J, Panczyk M, Patelarou AE, Bole U, Ramos-Morcillo AJ, Finotto S, Mecugni D, Jarosova D, Patelarou E, Dolezel J, Ruzafa-Martínez M. Teaching evidence-based practice (EBP) in nursing curricula in six European countries-A descriptive study. NURSE EDUCATION TODAY 2020; 94:104561. [PMID: 32905986 DOI: 10.1016/j.nedt.2020.104561] [Citation(s) in RCA: 24] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/16/2020] [Revised: 06/19/2020] [Accepted: 08/08/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the limited use of EBP in practice. OBJECTIVES To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries. DESIGN A descriptive study design was employed. SETTINGS The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme. PARTICIPANTS Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5). METHODS Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding. RESULTS Subjects in "EBP in Nursing or Health Care" are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession. CONCLUSIONS Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
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Affiliation(s)
- Brigita Skela-Savič
- Angela Boškin Faculty of Health Care, Spodnji Plavž 3, 4270 Jesenice, Slovenia.
| | - Joanna Gotlib
- Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland.
| | - Mariusz Panczyk
- Department of Education and Research in Health Sciences, Faculty of Health Science, Medical University of Warsaw, Warsaw, Poland.
| | | | - Urban Bole
- Angela Boškin Faculty of Health Care, Slovenia.
| | | | - Stefano Finotto
- University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy.
| | - Daniela Mecugni
- University of Modena and Reggio Emilia, seat of Reggio Emilia, Degree Course in Nursing, Italy.
| | - Darja Jarosova
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic.
| | | | - Jakub Dolezel
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Syllabova 19, 703 00 Ostrava, Czech Republic.
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Hsieh PL, Chen SH. Effectiveness of an Evidence-Based Practice Educational Intervention among School Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17114063. [PMID: 32517289 PMCID: PMC7312716 DOI: 10.3390/ijerph17114063] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Revised: 06/03/2020] [Accepted: 06/05/2020] [Indexed: 12/20/2022]
Abstract
The evidence-based practice (EBP) approach to high-quality care is designed to improve patient outcomes. However, little research has been conducted to determine how EBP is adopted and implemented among school nurses in Taiwan. This study evaluated an EBP training program implemented among school nurses in Taiwan to determine whether and how effectively it improved their knowledge levels, attitudes, skills, and self-efficacy. A pretest-posttest research design was employed. Participants were recruited via convenience sampling from among 193 primary schools throughout Tao-Yuan and New Taipei City in Taiwan. The EBP program implemented both mobile learning technology and the flipped classroom format. The learning outcomes were evaluated before, immediately after, and at a 3-month follow-up. In this regard, the data were collected using the School Nurse Evidence-Based Practice Questionnaire. The results showed that the participant scores for the items of knowledge and self-efficacy significantly increased over the study period. Somewhat differently, scores for the skill items significantly increased from the pre-test to the immediate post-test, but significantly decreased from the immediate post-test to the final follow-up. Overall, however, the EBP program led to marked improvements in knowledge, skills, and self-efficacy. These findings can help guide the development of a creative evidence-based school nursing curriculum.
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Affiliation(s)
- Pei-Lin Hsieh
- School of Nursing, Chang Gung University of Science and Technology, Chang Gung Medical Foundation, Taoyuan City 33303, Taiwan
- Correspondence: ; Tel.: +886-3-211-8999-3109
| | - Sue-Hsien Chen
- Department of Nursing Management, Chang Gung Medical Foundation, School of Nursing, Chang Gung University, Taoyuan City 33303, Taiwan;
- Chang Gung University Science and Technology, Taoyuan City 33303, Taiwan
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Jun J, Kovner CT, Dickson VV, Stimpfel AW, Rosenfeld P. Does unit culture matter? The association between unit culture and the use of evidence-based practice among hospital nurses. Appl Nurs Res 2020; 53:151251. [PMID: 32451012 DOI: 10.1016/j.apnr.2020.151251] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2019] [Revised: 02/18/2020] [Accepted: 03/03/2020] [Indexed: 01/29/2023]
Affiliation(s)
- Jin Jun
- University of Michigan, School of Nursing and the Institute of Healthcare Policy and Innovation, 400 N. Ingalls St, Room 2183, Ann Arbor, MI 48109, United States of America.
| | - Christine T Kovner
- New York University, Rory Meyers College of Nursing, 433 First Ave, Room 644, New York, NY 40010, United States of America.
| | - Victoria Vaughan Dickson
- New York University, Rory Meyers College of Nursing, 433 First Ave, Office 742, New York, NY 10010, United States of America.
| | - Amy Witkoski Stimpfel
- New York University, Rory Meyers College of Nursing, 433 First Avenue, Office 658, New York, NY 10010, United States of America.
| | - Peri Rosenfeld
- NYU Langone Heath, Departments of Nursing, 545 First Avenue GH-SC1-164, New York, NY 10016, United States of America.
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de Menezes HF, Camacho ACLF, da Nóbrega MML, Fuly PDSC, Fernandes SF, da Silva RAR. Paths taken by Brazilian Nursing for the development of terminological subsets. Rev Lat Am Enfermagem 2020; 28:e3270. [PMID: 32401904 PMCID: PMC7217630 DOI: 10.1590/1518-8345.3132.3270] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Accepted: 02/13/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to discuss the paths taken by Brazilian Nursing in the development of terminological subsets of the International Classification for Nursing Practice. METHOD documentary research, carried out in master's dissertations and doctoral theses, which developed terminological subsets, available at the Bank of Doctoral Theses and Master's Dissertations of the Under-graduation Personnel Improvement Coordination. The variables were analyzed were institution, year; academic level, type of health service, methodological approach, clientele, theoretical reference, validation of terms, cross mapping, modeling of new concepts, validation of statements, method used for elaboration, term collection, finalization and dissemination. RESULTS 124 doctoral theses and master's dissertations were found, 91 were excluded and 33 were included, 23 (69.70%) of which were master's dissertations, with the highest production in 2014 (n=10; 30.30%), with emphasis on the Northeast (36.36%); the 'Primary Care' scenario, with six studies (18.18%); and the predominant clientele was cancer patients. As for the methodological characteristics, in 96% of the studies, the quantitative approach was used; in 2%, a qualitative approach; and 2% associated the quantitative and qualitative approaches. As for the type of study, 60% were methodological and 24% descriptive-exploratory, with the Horta model being the most used (36%). CONCLUSION the paths are successful, yet still permeated by weaknesses in the validations and potentialities to standardize the language.
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Affiliation(s)
- Harlon França de Menezes
- Universidade Federal Fluminense, Escola de Enfermagem Aurora de
Afonso Costa, Niterói, RJ, Brazil
- Hospital Pró-Cardíaco, Unidade Coronariana, Rio de Janeiro, RJ,
Brazil
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Chaudhuri JD. Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. ANATOMICAL SCIENCES EDUCATION 2020; 13:250-271. [PMID: 31021529 DOI: 10.1002/ase.1884] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Revised: 04/17/2019] [Accepted: 04/21/2019] [Indexed: 06/09/2023]
Abstract
There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine
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Increasing Nursing Scholarship Through Dedicated Human Resources: Creating a Culture of Nursing Inquiry. ACTA ACUST UNITED AC 2020; 50:90-94. [DOI: 10.1097/nna.0000000000000847] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Mikkonen K, Tuomikoski AM, Sjögren T, Koivula M, Koskimäki M, Lähteenmäki ML, Mäki-Hakola H, Wallin O, Sormunen M, Saaranen T, Koskinen C, Koskinen M, Salminen L, Holopainen A, Kääriäinen M. Development and testing of an instrument (HeSoEduCo) for health and social care educators' competence in professional education. NURSE EDUCATION TODAY 2020; 84:104239. [PMID: 31707253 DOI: 10.1016/j.nedt.2019.104239] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/06/2019] [Revised: 09/01/2019] [Accepted: 10/08/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Health and social care education is highly important for preparing future professionals for their future roles in sustainable health and social care. However, previous studies have emphasized that health and social care educators' competence is complex and poorly defined. Thus, there is a clear need for a psychometrically validated instrument to enable clarification and assessment of the required skills. OBJECTIVE To develop and psychometrically validate an instrument (the HeSoEduCo) for assessing health and social care educators' competence in higher and professional education. DESIGN Cross-sectional study. METHODS A HeSoEduCo instrument, with items inviting 1-4 Likert scale responses, was developed, based on one systematic review and one qualitative study, then validated in terms of face, content and construct validity and internal consistency (Cronbach's alpha values). All health and social care educators based in all 21 universities of applied sciences in Finland and seven vocational colleges were subsequently invited to participate in a large-scale application of the instrument in fall 2018. In total, responses of 390 of these educators are analyzed here. RESULTS The face and content validity of 71 newly developed items were assessed by experts in two evaluation rounds. The final content validity showed high scores for the instrument's relevance and clarity. Confirmatory factor analysis (to test construct validity) yielded eight factors (43-items remaining), defining the following competence areas of educators: evidence-based practice, digital collaborative learning, student-centered pedagogy, collaboration & societal, leadership & management, cultural & linguistic diversity, mentoring student into professional competence development and subject & curriculum. Cronbach's alpha values for the factors ranged from 0.70 to 0.89. CONCLUSION The instrument can be used to obtain self-evaluations of educators' competence when assessing their general competence levels and help human resources departments and managers to identify suitable continuous education programs for their staff.
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Affiliation(s)
- Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Nursing Research Foundation, Finland; The Finnish Centre for Evidence-based Health Care: A Joanna Briggs Institute Affiliated Group, Finland; WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Tuulikki Sjögren
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Meeri Koivula
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | - Minna Koskimäki
- Faculty of Social Sciences, Tampere University, Tampere, Finland
| | | | - Hanne Mäki-Hakola
- Pedagogical R&D, Tampere University of Applied Sciences, Tampere, Finland
| | - Outi Wallin
- Degree Programme in Social Services, Tampere University of Applied Sciences, Tampere, Finland
| | - Marjorita Sormunen
- Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Terhi Saaranen
- Faculty of Health Sciences, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Camilla Koskinen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland; Faculty of Health Sciences, Department of Caring and Ethics, University of Stavanger, Stavanger, Norway
| | - Monika Koskinen
- Faculty of Education and Welfare Studies, Åbo Akademi University, Turku, Finland
| | - Leena Salminen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland
| | - Arja Holopainen
- Nursing Research Foundation, Finland; The Finnish Centre for Evidence-based Health Care: A Joanna Briggs Institute Affiliated Group, Finland; WHO Collaborating Centre for Nursing, Helsinki, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
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Smith TS, Bryant P. Evidence-Based Practice: A Hands-On Learning Experience for Advanced Practice Registered Nurse Students. J Nurs Educ 2019; 58:613. [PMID: 31573654 DOI: 10.3928/01484834-20190923-12] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Håkonsen SJ, Pedersen PU, Bygholm A, Thisted CN, Bjerrum M. Lack of focus on nutrition and documentation in nursing homes, home care- and home nursing: the self-perceived views of the primary care workforce. BMC Health Serv Res 2019; 19:642. [PMID: 31492130 PMCID: PMC6729022 DOI: 10.1186/s12913-019-4450-1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2018] [Accepted: 08/22/2019] [Indexed: 11/10/2022] Open
Abstract
Background Malnutrition is a comprehensive challenge for the nursing home, home care- and home nursing sector. Nutritional care and the subsequent documentation are a common and multifaceted healthcare practice that requires that the healthcare professionals possess complex combinations of competencies in order to deliver high-quality care and treatment. The purpose of this study was to investigate how a varied group of healthcare professionals’ perceive their own competencies within nutrition and documentation and how organizational structures influence their daily work and the quality of care provided. Methods Two focus groups consisting of 14 healthcare professionals were conducted. The transcribed focus group interviews was analyzed using the qualitative content analysis approach. Results Six categories were identified: 1) Lack of uniform and systematic communication affect nutritional care practices 2) Experience-based knowledge among the primary workforce influences daily clinical decisions, 3) Different attitudes towards nutritional care lead to differences in the quality of care 4) Differences in organizational culture affect quality of care, 5) Lack of clear nutritional care responsibilities affect how daily care is performed and 6) Lack of clinical leadership and priorities makes nutritional care invisible. Conclusions The six categories revealed two explanatory themes: 1) Absent inter- and intra-professional collaboration and communication obstructs optimal clinical decision-making and 2) quality deterioration due to poorly-established nutritional care structure. Overall, the two themes explain that from the healthcare professionals’ point of view, a visible organization that allocates resources as well as prioritizing and articulating the need for daily nutritional care and documentation is a prerequisite for high-quality care and treatment. Furthermore, optimal clinical decision making among the healthcare professionals are compromised by imprecise and unclear language and terminology in the patients’ healthcare records and also a lack of clinical guidelines and standards for collaboration between different healthcare professionals working in nursing homes, home care or home nursing. The findings of this study are beneficial to support organizations within these settings with strategies focusing on increasing nutritional care and documentation competencies among the healthcare professionals. Furthermore, the results advocate for the daily involvement and support of leaders and managers in articulating and structuring the importance of nutritional care and treatment and the subsequent documentation. Electronic supplementary material The online version of this article (10.1186/s12913-019-4450-1) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- S J Håkonsen
- Centre of Clinical Guidelines - Danish National Clearing house, Department of Health Science and Technology, University of Aalborg, Aalborg, Denmark. .,Danish Centre of Systematic Reviews: A Joanna Briggs Institute Centre of Excellence, Aalborg, Denmark.
| | - P U Pedersen
- Centre of Clinical Guidelines - Danish National Clearing house, Department of Health Science and Technology, University of Aalborg, Aalborg, Denmark.,Danish Centre of Systematic Reviews: A Joanna Briggs Institute Centre of Excellence, Aalborg, Denmark
| | - A Bygholm
- Department of Communication and Psychology, University of Aalborg, Aalborg, Denmark
| | - C N Thisted
- Department of Public Health, Section of Nursing Science, Aarhus University, Aarhus, Denmark
| | - M Bjerrum
- Centre of Clinical Guidelines - Danish National Clearing house, Department of Health Science and Technology, University of Aalborg, Aalborg, Denmark.,Danish Centre of Systematic Reviews: A Joanna Briggs Institute Centre of Excellence, Aalborg, Denmark.,Department of Public Health, Section of Nursing Science, Aarhus University, Aarhus, Denmark
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Sundler AJ, Blomberg K, Bisholt B, Eklund A, Windahl J, Larsson M. Experiences of supervision during clinical education among specialised nursing students in Sweden: A cross-sectional study. NURSE EDUCATION TODAY 2019; 79:20-24. [PMID: 31085423 DOI: 10.1016/j.nedt.2019.05.009] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2018] [Revised: 03/22/2019] [Accepted: 05/06/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND The importance of the clinical learning environment in nurse education has gained increasing attention over the last decades. However, there is a lack of research on the learning environment, its significance and meaning in specialist nurse education. OBJECTIVE The objectives of the study were to investigate specialised nursing students' experiences of supervision during clinical practice and to compare students who were satisfied with the supervision with those who were dissatisfied with respect to a) organisation of supervision and number of preceptors, as well as time allocated by preceptors for b) supervision, c) reflection, d) discussion of intended learning outcomes, and e) assessments of students' performance by preceptors. DESIGN This study used a cross-sectional design. SAMPLE AND SETTINGS A convenience sample of specialised nursing students was derived from five Swedish universities in the years 2016 and 2017. METHODS Data were collected using a questionnaire. Statistical analyses and a qualitative conventional content analysis were performed. RESULTS While almost all specialised nursing students reported that there had been time for discussion on their performance assessment, almost half of the students reported not getting time for supervision, or time for reflections and discussions on intended learning outcomes with the preceptor. Students reporting having time allocated for supervision by preceptors were found to be more satisfied with supervision. It was described as important that the preceptor(s) acknowledged the students previous work experiences. Even though being a registered nurse, reflections and feedback were described as valuable for the students learning. Several preceptors were described as positive allowing a broader picture and different views regarding working as a specialist nurse. CONCLUSIONS This study indicates that supervision, in terms of discussions and reflections, of specialised nursing students is significant for learning experiences and satisfaction during clinical placement.
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Affiliation(s)
- Annelie J Sundler
- Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Sweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Sweden
| | - Birgitta Bisholt
- Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden
| | - Anna Eklund
- Faculty of Health, Science and Technology, Department of Health Sciences, Karlstad University, Sweden
| | - Jenny Windahl
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Sweden
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Bruce JC, Baumann J, Schmollgruber S. Does improved postgraduate capacity shift the balance of power for nurse specialists in a low-income country: A mixed methods study. J Adv Nurs 2019; 75:2969-2979. [PMID: 31225656 DOI: 10.1111/jan.14109] [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: 07/11/2018] [Revised: 03/25/2019] [Accepted: 04/30/2019] [Indexed: 11/30/2022]
Abstract
AIM To explore nurse specialists' experiences of change and influence on practice two years after graduating with a postgraduate degree. BACKGROUND In the absence of further study opportunities for nurses in their own country, a master's degree was introduced to train the first group of nurse specialists in Mozambique. DESIGN Within a hybrid evaluation framework an exploratory, sequential mixed methods design was followed. METHODS Qualitative data from focus group interviews with nurse specialists (N = 12) led to five thematic data sets from which survey questions were formulated for the sequential quantitative component. FINDINGS "Change expectations", "Ambiguous practice environments", "Feeling powerless", "Having some influence" and "Workplace support" were emergent themes from interview data. Areas of positive change occurred in research (100%) and the use of evidence (88.9%) and involvement in decision-making (77.8%). For some change did not happen as anticipated-reasons included lack of nurse mentors to support new graduates (55.6%); lesser respect compared with doctors (44.4%) and poor understanding of the value of a master's degree (44.4%). Improvements in service quality and elevating the status of nursing were areas of greatest influence (77.8%). CONCLUSION Several enabling and limiting factors were identified in the experiences of change and influence on practice of newly qualified nurse specialists. Tacit change with respect to the value of the degree in improving the status of nursing seems not to have affected nurse specialists' own ability and power to influence practice. Improved postgraduate capacity on its own does not empower nurses in their role as specialists. IMPACT The findings point to a two-tiered strategy to be developed to dismantle barriers to the empowerment and advancement of nurse specialists. The identification of designated nurse mentors is essential to induct and sustain newly graduated nurse specialists. A clear research policy should be developed that supports the conduct of relevant research and the use of evidence in specialist practice.
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Affiliation(s)
- Judith C Bruce
- School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Jennifer Baumann
- School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Shelley Schmollgruber
- Department of Nursing Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Kim SC, Covington B, Benavente V, Willson P. Capstone Projects As Experiential Evidence-Based Practice Education. J Nurse Pract 2019. [DOI: 10.1016/j.nurpra.2018.12.011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
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Shayan SJ, Kiwanuka F, Nakaye Z. Barriers Associated With Evidence‐Based Practice Among Nurses in Low‐ and Middle‐Income Countries: A Systematic Review. Worldviews Evid Based Nurs 2019; 16:12-20. [DOI: 10.1111/wvn.12337] [Citation(s) in RCA: 52] [Impact Index Per Article: 10.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/11/2018] [Indexed: 11/28/2022]
Affiliation(s)
- Shah Jahan Shayan
- Tehran University of Medical SciencesDepartment of Community Health Nursing Tehran Iran
- Kabul University of Medical Sciences Kabul Afganistan
| | - Frank Kiwanuka
- Tehran University of Medical SciencesInternational Campus Tehran Iran
| | - Zainah Nakaye
- School of NursingClarke International University Kampala Uganda
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Al Qadire M. Undergraduate student nurses' knowledge of evidence-based practice: A short online survey. NURSE EDUCATION TODAY 2019; 72:1-5. [PMID: 30343139 DOI: 10.1016/j.nedt.2018.10.004] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Revised: 09/25/2018] [Accepted: 10/04/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Various approaches and frameworks have been designed and tested to increase the uptake of research findings into practice. One approach is to base healthcare providers' practices on the best available research evidence rather than on expired policy or tradition. For which knowledge of evidence-based practice (EBP) principles is a prerequisite. OBJECTIVE The purpose of the current inquiry is to evaluate Jordanian nursing students' knowledge of EBP. DESIGN This study was an on-line cross-sectional survey. SETTINGS We targeted students in two universities in the north and one in the capital city of Amman. PARTICIPANTS The target population was Jordanian student nurses, and the sample consisted of 316 from the nursing schools within three government universities. METHODS The EBP knowledge test was used to collect data from students. It was adapted from the EBP Knowledge, Attitudes, Access & Confidence Evaluation. Ethical approval was obtained from the principal investigator's university before the questionnaire was uploaded on to the free online survey website. The link to the survey was established and shared on Facebook. RESULTS Just over half of the participating students were male (51.9%) and the average age was 21.6 years (SD 2.7). The mean total knowledge score as measured by the EBP knowledge test was low at 1.9 (SD 1.4) out of 10. CONCLUSIONS An evaluation of EBP-related content in nursing schools' curricula is needed in order to design and test the effectiveness of implementing an EBP course in improving knowledge and skills. Critical appraisal and evidence synthesis skills should be honed as they are seen to be very weak, with much room for improvement. Meanwhile, research courses could be the mainstay for a nursing faculty to introduce the EBP approach for undergraduate nurses.
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Affiliation(s)
- Mohammad Al Qadire
- Faculty of Nursing, Al Al-Bayt University, P.O. Box 130040, Mafraq 25113, Jordan.
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Vazquez M. Engaging Biomedical Engineering in Health Disparities Challenges. JOURNAL OF COMMUNITY MEDICINE & HEALTH EDUCATION 2018; 8:595. [PMID: 31223515 PMCID: PMC6585456 DOI: 10.4172/2161-0711.1000595] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/18/2022]
Abstract
Health Disparities (HD) are community-based, biomedical challenges in need of innovative contributions from Science, Technology, Engineering and Math (STEM) fields. Surprisingly, STEM professionals demonstrate a persistent lack of HD awareness and/or engagement in both research and educational activities. This project introduced Health Disparities (HD) as technical challenges to incoming undergraduates in order to elevate engineering awareness of HD. The objective was to advance STEM-based, HD literacy and outreach to young cohorts of engineers. Engineering students were introduced to HD challenges in technical and societal contexts as part of Engineering 101 courses. Findings demonstrate that student comprehension of HD challenges increased via joint study of rising health care costs, engineering ethics and growth of biomedical-related engineering areas.
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Affiliation(s)
- Maribel Vazquez
- Department of Biomedical Engineering, City College of New York, USA
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