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Kranz A, Schulz AA, Weinert K, Abele H, Wirtz MA. A narrative review of Master's programs in midwifery across selected OECD countries: Organizational aspects, competence goals and learning outcomes. Eur J Midwifery 2024; 8:EJM-8-30. [PMID: 38873232 PMCID: PMC11171422 DOI: 10.18332/ejm/188195] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2024] [Revised: 04/30/2024] [Accepted: 05/10/2024] [Indexed: 06/15/2024] Open
Abstract
Shifting midwifery education to a university level is of great importance for healthcare systems worldwide by preparing graduates for current and future challenges. Some of them referring to management, research and teaching tasks as well as advanced practitioner roles, require competences that can only be acquired in a Master's program. The objectives of this narrative review are to outline the differences and commonalities of organizational aspects of Master's programs in selected OECD countries and to point out the competence goals and learning outcomes they are based on. Fifteen Master's programs in twelve OECD countries were identified and analyzed. Considering the organizational characteristics, differences are found in admission requirements and qualification levels, while similarities relate to the awarded title (MSc). All programs aim to develop abilities for research to advance midwifery practice. Leadership and management abilities are addressed through effective teamwork and communication. The programs' aims are to develop abilities for midwifery education tasks. Whereas competence goals mostly align across the programs, they are addressed differently through various learning outcomes. Development and enhancement of Master's programs in midwifery are needed by focusing on core elements, such as common competence goals. It is equally important to adapt them to national healthcare and educational systems.
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Affiliation(s)
- Angela Kranz
- Section of Midwifery Science, Institute of Health Sciences, University of Tübingen, Tübingen, Germany
| | - Anja A. Schulz
- Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany
| | - Konstanze Weinert
- Section of Midwifery Science, Institute of Health Sciences, University of Tübingen, Tübingen, Germany
| | - Harald Abele
- Section of Midwifery Science, Institute of Health Sciences, University of Tübingen, Tübingen, Germany
- Department for Women’s Health, University Hospital Tübingen, Tübingen, Germany
| | - Markus Antonious Wirtz
- Research Methods in the Health Sciences, University of Education Freiburg, Freiburg, Germany
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Cardwell R, Nelson K, Duncan R, Copnell B, Moss C. Being effective and supervising for thesis success in nursing coursework master degrees: A qualitative descriptive study. J Adv Nurs 2024. [PMID: 38515222 DOI: 10.1111/jan.16164] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2024] [Revised: 03/07/2024] [Accepted: 03/08/2024] [Indexed: 03/23/2024]
Abstract
BACKGROUND Master's degrees for nurses have various foci including clinical practice, leadership and education, with some programs consisting of coursework, while others offer hybrid study that combines coursework and research. Multiple formats are associated with offering the research component. The research component is often termed the minor thesis. Limited knowledge exists regarding the supervision of the research component. AIM(S) To capture the practices and perspectives of experienced nurse academics regarding effective supervision of the masters-level minor thesis in nursing coursework master degrees. THE STUDY Design Qualitative descriptive. Methods Semi-structured interviews with 28 experienced nurse academics recruited from 15 Australian and three New Zealand universities linked to the Council of Deans in Australia and New Zealand. Inclusion criteria were having experience of supervising masters-level minor theses and higher degrees. Interviews were face-to-face using the internet platform Zoom©. Thematic analysis was undertaken. Findings The analysis revealed three themes and associated sub-themes: (i) establishing the framework (setting up the student's research; building the student-supervisor relationship; setting clear expectations), (ii) supervisors' knowledge and actions: driving for success (supervisors' knowledge for a satisfactory and timely outcome; supervisors' actions to develop students' capabilities; supervisors' actions of drawing in other expertise) and (iii) supervisor savviness: Attending to the finer points of supervision for student success (using your attributes as a supervisor; being savvy to teach and engage students; creatively seeking a smooth process for student success). CONCLUSION The findings highlight three themes crucial to effective supervision of masters-level minor theses in nursing: Establishing a strong research framework, emphasizing supervisors' knowledge and proactive engagement and attending to nuanced aspects of supervision for student success. These insights contribute to deeper understanding of the multifaceted nature of supervising minor theses, providing a valuable foundation for refining supervisory practices and enhancing the educational experience within coursework nursing master degree programs. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE The findings highlight the supervisors' pivotal practices in guiding students through the minor thesis. These insights will be useful for inexperienced and experienced supervisors and for degree program directors. The findings should inform supervision training and supervision practices in the future. IMPACT The study addressed a gap in knowledge about what experienced supervisors do to be effective and achieve success in the research component in a hybrid master degree for registered nurses. Effective supervision for student success in the minor thesis requires supervisors to establish and maintain a project and supervisory framework with appropriate boundaries and that is attuned to both the supervisor and student capabilities and preferences. Supervisors have an active role in directing the focus, scale and scope of a minor theses in keeping with university requirements and the short timeframe. Supervisors pay attention to the development of multiple student literacies (research, academic, professional, feedback and cultural) as core aspects of the masters research journey. Supervisors use their savviness and customize supervision to student contexts and capabilities as they guide development to achieve student success. The research findings have implications for targeted supervisor training and enhancing educational strategies for research supervision of minor thesis students. REPORTING METHOD COREQ reporting was adhered to as the relevant EQUATOR guideline. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Rachel Cardwell
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia
| | - Katherine Nelson
- La Trobe University, Bundoora, Victoria, Australia
- Victoria University of Wellington, Wellington, New Zealand
| | - Rachael Duncan
- Northern Clinical School, School of Nursing and Midwifery, La Trobe University, Epping, Victoria, Australia
| | - Beverley Copnell
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia
| | - Cheryle Moss
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia
- Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
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Cleary M, West S, Hungerford C. The Post-Graduate: How and Why to Take Mental Health Nurses to the Next Level. Issues Ment Health Nurs 2024; 45:352-355. [PMID: 37410955 DOI: 10.1080/01612840.2023.2225102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Affiliation(s)
- Michelle Cleary
- School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, New South Wales, Australia
| | - Sancia West
- School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, New South Wales, Australia
| | - Catherine Hungerford
- School of Nursing, Midwifery & Social Sciences, Central Queensland University, Sydney, New South Wales, Australia
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Harley J. How to design and deliver a small group teaching session. Nurs Manag (Harrow) 2024; 31:27-32. [PMID: 37646085 DOI: 10.7748/nm.2023.e2106] [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: 06/20/2023] [Indexed: 11/19/2023]
Abstract
RATIONALE AND KEY POINTS Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.
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Affiliation(s)
- Jacqueline Harley
- Higher Education Department, Government of Jersey Health and Community Services, Harvey Besterman Education Centre, St Helier, Jersey
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Sun T, Xu X, Zhu N, Zhang J, Ma Z, Xie H. A Service-Learning Project Based on a Community-Oriented Intelligent Health Promotion System for Postgraduate Nursing Students: Mixed Methods Study. JMIR MEDICAL EDUCATION 2023; 9:e52279. [PMID: 38100207 PMCID: PMC10757228 DOI: 10.2196/52279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Revised: 11/01/2023] [Accepted: 11/23/2023] [Indexed: 12/17/2023]
Abstract
BACKGROUND Service learning (SL) is a pedagogical approach that combines community service with cognitive learning for professionals. Its efficacy in promoting community health has gained broad recognition in nursing education. The application of postgraduate nursing SL programs in community-based intelligent health remains underexplored. Thus, additional investigation is necessary to assess the influence of the SL project based on a community-oriented intelligent health promotion system (SLP-COIHPS) on postgraduate nursing students and health service recipients. OBJECTIVE This study aims to assess how SLP-COIHPS influences the scientific awareness and research innovation abilities of postgraduate nursing students. In addition, the study sought to examine the experiences of both participating students and health service recipients. METHODS We conducted a mixed methods investigation by using web-based surveys and conducting interviews. The web-based surveys aimed to explore the differences in scientific awareness and research innovation capabilities between 2 distinct groups: an experimental group of 23 postgraduate nursing students actively participated in SLP-COIHPS, while 23 postgraduate students (matched one-to-one with the experimental group in terms of grade, sex, and research methods) served as control participants. Semistructured interviews were conducted with 65% (15/23) of postgraduate students and 3% (12/405) of community residents who received health services, aiming to assess the project's impact on them. The community-based intelligent health promotion system installed in intelligent health cabins can be conceptualized as an expert system providing valuable references for student health education. It has the capability to generate comprehensive assessments and personalized health guidance plans. Following training, students were involved in offering health assessments, health education, and related services. Subsequently, after the web-based surveys and semistructured interviews, quantitative data were analyzed using the SPSS (IBM Corp) software package, using 2-tailed t tests and Mann-Whitney U tests; qualitative data underwent analysis using the constructivist grounded theory approach. RESULTS Postgraduate nursing students participating in this program scored 12.83 (Cohen d>0.8; P<.001) and 10.56 (Cohen d>0.8; P=.004) points higher than postgraduate students in the control group in research awareness and research innovation capability, respectively. On the basis of the qualitative results, postgraduate students reported improvement in this program. Analysis of the interviews revealed a total of 12 subcategories across three primary domains: (1) specialized skills, (2) scientific research ability, and (3) comprehensive qualities. Community residents reported high satisfaction and positive experiences. Analysis of the interviews with community residents identified two primary categories: (1) satisfaction and (2) perceived benefits. CONCLUSIONS SLP-COIHPS had a positive impact on students' development of scientific awareness and research innovation ability. Qualitative study findings also support the further development of practical programs that integrate intelligent health and SL theories in the field of medical education. This includes exploring the potential factors influencing postgraduate nursing students' research capabilities or investigating the long-term effects of the project.
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Affiliation(s)
- Ting Sun
- School of Nursing, Bengbu Medical College, Bengbu, Anhui, China
| | - Xuejie Xu
- School of Nursing, Bengbu Medical College, Bengbu, Anhui, China
| | - Ningning Zhu
- School of Nursing, Bengbu Medical College, Bengbu, Anhui, China
| | - Jing Zhang
- School of Nursing, Bengbu Medical College, Bengbu, Anhui, China
| | - Zuchang Ma
- Institute of Intelligent Machines, Hefei Institutes of Physical Sciences, Chinese Academy of Sciences, Hefei, Anhui, China
| | - Hui Xie
- School of Nursing, Bengbu Medical College, Bengbu, Anhui, China
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Ryan S, Hassell A, Paskins Z, Rule K, Brooks M, Tajuria G. Rheumatology nurses' perceptions of undertaking a postgraduate education programme: A phenomenological study. Musculoskeletal Care 2023; 21:1571-1577. [PMID: 37858295 DOI: 10.1002/msc.1832] [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: 03/29/2023] [Revised: 06/19/2023] [Accepted: 10/02/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND The expansion of the role of the rheumatology nurse specialist led to the instigation, in 1999, of the first Masters programme in rheumatology nursing, with the aim of supporting clinical advancement with evidence-based practice. This study explored the experience of rheumatology nurses undertaking postgraduate study at Masters level. OBJECTIVES (1) To explore the perceptions and experiences of clinical nurse specialists undertaking a Masters programme in Rheumatology Nursing, including perceptions of impact. (2) To identify future educational needs. METHODS Ten rheumatology nurses who had completed a Masters degree in rheumatology nursing participated in a semi-structured video link or telephone interview conducted between 17th March 2021-17th May 2021. Interpretive phenomenological analysis was undertaken by two researchers and two public contributors. RESULTS Four themes were identified: (i) Increased confidence and the development of new clinical skills. (ii) The perceived impact on the organisation; (iii) Benefits of face-to-face learning; and (iv) Continuing evolution of the rheumatology nurse specialist role. Participants reported increased confidence in clinical skills and felt that their learning had benefited their employing organisation. However, lack of time and insufficient managerial support could impede the implementation of new skills. Learning examination techniques, engagement in learning and peer support were seen as advantages of face-to-face learning. Future educational needs focused on diagnostic and prescribing skills. CONCLUSIONS Participant learners perceived that completing a face-to-face Masters in rheumatology increased confidence in delivering new clinical skills and fostered peer networks, whilst also benefiting their employing organisations. There is a need for organisational support to apply learning to the clinical setting.
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Affiliation(s)
- Sarah Ryan
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
- School of Nursing and Midwifery, Keele University, Staffordshire, UK
| | - Andrew Hassell
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
- School of Medicine, Keele University, Staffordshire, UK
| | - Zoe Paskins
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
- School of Medicine, Keele University, Staffordshire, UK
| | - Katrina Rule
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
| | - Michael Brooks
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
| | - Gulshan Tajuria
- Midlands Partnership University NHS Foundation Trust, St George's Hospital, Staffordshire, UK
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McKenna L, Sommers CL, Rachmawaty R, Efendi F, Malik G, Davis J, Duncan R, Mambu IR, Susanti IA, Musmulyono. Postgraduate nurse education in Indonesia and Australia: A comparative analysis. NURSE EDUCATION TODAY 2023; 131:105954. [PMID: 37703747 DOI: 10.1016/j.nedt.2023.105954] [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: 05/20/2023] [Revised: 08/03/2023] [Accepted: 08/28/2023] [Indexed: 09/15/2023]
Abstract
BACKGROUND Indonesia and Australia are neighbouring countries; however, their nursing systems are very different and there is limited migration between countries. AIM As part of a larger study, the aim was to undertake a comparative analysis of postgraduate nurse education in Indonesia and Australia. DESIGN Detailed literature review across academic and grey literature and semi-structured interviews with key stakeholders in Indonesia (n = 52) and Australia (n = 13) representing education, governments, professional nursing organisations, and rural, remote and urban health care providers. FINDINGS Three key categories of comparison were identified: Higher Education System, Education Offerings, and Specialist practice and education standards. Regulation of higher education was found to generally be comparable. Postgraduate nursing specialisations are available in both countries, but there are currently more offerings in Australia. Furthermore, nurse practitioner education and graduate entry pathways into nursing are only currently available in Australia. Journal publications are required for graduation from masters and doctoral programmes in Indonesia, but not Australia. CONCLUSIONS While there are many areas of similarity, postgraduate nurse education is more diverse in Australia, while there are growing opportunities for new developments in Indonesia. This analysis identifies areas for future consideration around postgraduate education development in both countries, along with possibilities for future collaboration. Furthermore, comparative analysis provided a useful foundation on mapping key elements.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Musmulyono
- Universitas Hasanuddin, Makassar, Indonesia.
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Leonardsen ACL. The Impact of Clinical Experience in Advanced Practice Nursing Education-A Cross-Sectional Study of Norwegian Advanced Practice Nurses' Perspectives. NURSING REPORTS 2023; 13:1304-1317. [PMID: 37755353 PMCID: PMC10538056 DOI: 10.3390/nursrep13030110] [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: 08/02/2023] [Revised: 09/07/2023] [Accepted: 09/07/2023] [Indexed: 09/28/2023] Open
Abstract
BACKGROUND An Advanced Practice Nurse (APN) is a specialized nurse who has acquired context specific knowledge, complex decision-making skills, and clinical competencies. Previously in Norway, APN education programs had a prerequisite of a minimum of two years of clinical nursing experience. Recently, the government decided to abandon this prerequisite. OBJECTIVES The objectives of this study were to assess APN's and APN students' (1) perspectives on the impact of clinical nursing experience on various aspects of nursing practice, (2) perspectives on the association between APN students' previous clinical experience and the ability to achieve the learning outcomes in the education program, and (3) attitudes towards clinical nursing practice as a prerequisite before entry to APN education programs. DESIGN An observational, cross-sectional design. METHODS APN and APN students were invited to respond to a researcher-developed questionnaire. A snowballing sampling method was used. The questionnaire included 24 questions scored on a five-point Likert scale, and two questions with text responses. Quantitative data were analyzed using descriptive statistics, and text responses with thematic analysis. RESULTS In total, 1767 APNs (92.9%) and APN students (7.1%) responded. Between 93.6 and 98.2% of the respondents (n = 1767) agreed that clinical nursing experience leads to experience with communication, collaboration, basic procedures, medical equipment and documentation, and to the development of situation awareness, increased awareness on own role in teams, the ability to provide person-centered nursing, an independent nursing identity, and feeling of security. Over 90% of the respondents agreed that students' previous clinical experience was associated with the ability to achieve the learning outcomes in the APN program. In addition, 93.7% of the respondents agreed that clinical nursing experience should be a prerequisite before entry to APN programs. Advantages of clinical experience were reported as 'Professional identity', 'Intuitive grasp', 'Integration of technical skills', and 'See the whole picture'. Disadvantages were reported as 'Prejudice and bad habits', 'The importance of relevant experience', and 'Recruitment issues'. CONCLUSION This study adds insights into the impact of clinical nursing experience as a prerequisite to APN education programs. The results indicate that clinical nursing experience is an essential contributor to the development of nursing competence and a nursing identity. This study was not registered.
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Affiliation(s)
- Ann-Chatrin Linqvist Leonardsen
- Faculty of Health, Welfare and Organization, Ostfold University College, P.O. Box (PB) 700, NO-1757 Halden, Norway;
- Faculty of Health and Social Sciences, University of Southeastern Norway, Raveien 215, 3184 Borre, Norway
- Department of Anesthesia, Ostfold Hospital Trust, P.O. Box 300, 1714 Grålum, Norway
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Polancich S, Byrd E, Miltner RS, Eagerton G, Talley M, Moneyham L, Stewart J, White-Williams C. Value of Using a Structured Improvement Approach: A Dedicated Education Unit Exemplar. J Healthc Qual 2023; 45:220-232. [PMID: 37276248 DOI: 10.1097/jhq.0000000000000393] [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: 06/07/2023]
Abstract
ABSTRACT Using a structured approach to improvement that integrates methodological frameworks and commonly used improvement tools and techniques allows an improvement team to systematically implement and evaluate an intervention. Authors from one academic medical center will describe our four-step structured improvement approach in the design of a dedicated education unit (DEU) pilot to potentially meet a critical post-COVID-19 workforce need. Using our structured improvement approach, we successfully piloted a DEU with a unit-based clinical educator and 16 nursing students over 26 clinical days and received 13 preintervention surveys from participants. Although the DEU pilot was small with limited data, the structured improvement approach resulted in an organized and systematic way of designing, implementing, and evaluating improvement.
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Nguyen VNB, Brand G, Gardiner S, Moses S, Collison L, Griffin K, Morphet J. A snapshot of Australian primary health care nursing workforce characteristics and reasons they work in these settings: A longitudinal retrospective study. Nurs Open 2023. [PMID: 37141515 DOI: 10.1002/nop2.1785] [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: 02/03/2023] [Accepted: 04/17/2023] [Indexed: 05/06/2023] Open
Abstract
AIM This article aimed to provide a snapshot of demographics and professional characteristics of nursing and midwifery workforce in Australian primary health care (PHC) settings during 2015-2019 and factors that influenced their decisions to work in PHC. DESIGN Longitudinal retrospective survey. METHODS Longitudinal data that were collected from a descriptive workforce survey were retrieved retrospectively. After collation and cleaning, data from 7066 participants were analysed using descriptive and inferential statistics in SPSS version 27.0. RESULTS The majority of the participants were female, aged between 45 and 64 years old and working in general practice. There was a small yet steady increase in the number of participants in the 25-34 age group and a downward trend in the percentage of postgraduate study completion among participants. While factors perceived most/least important to their decision to work in PHC were consistent during 2015-2019, these factors differed among different age groups and postgraduate qualification holders. This study's findings are both novel and supported by previous research. It is necessary to tailor recruitment and retention strategies to nurses/midwives' age groups and qualifications to attract and retain highly skilled and qualified nursing and midwifery workforce in PHC settings.
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Affiliation(s)
- Van N B Nguyen
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
| | - Gabrielle Brand
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
| | - Shanthi Gardiner
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Samantha Moses
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Lisa Collison
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Ken Griffin
- Australian Primary Health Care Nurse Association, Melbourne, Victoria, Australia
| | - Julia Morphet
- Monash School of Nursing and Midwifery, Monash University, Clayton, Victoria, Australia
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Borg S, Henderson A, Taurima K, Johnston ANB. Emergency nursing nurse sensitive indicators: An integrative review. Int Emerg Nurs 2023; 66:101234. [PMID: 36527937 DOI: 10.1016/j.ienj.2022.101234] [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: 01/05/2022] [Revised: 06/11/2022] [Accepted: 10/20/2022] [Indexed: 12/23/2022]
Abstract
BACKGROUND Nurse sensitive indicators (NSIs) capture the outcomes of each nursing function impacted by nursing care. NSIs are critical in clarifying foci for emergency nurses when providing care in the emergency department (ED). OBJECTIVE To establish NSIs key to emergency nursing from existing published literature. METHODS Ten databases were searched as well as grey literature and Google Scholar in the development of data for this integrative review. Articles underwent a title and abstract review to establish inclusion/exclusion suitability followed by a full text critical appraisal. Data were extracted, synthesized, and analyzed using a structured process. RESULTS Twenty-eight emergency nursing NSIs were identified from three included studies, with little consensus across the literature. The NSIs established in the literature reflected a broad range of non-specific technical skills. Overall, the quality of the included articles was low due to factors including study design and high risk of bias. CONCLUSIONS The constrained range of NSIs and the limited literature exploring the outcomes of emergency nursing care perhaps reflects a wide ranging and seemingly evolving scope of emergency nurses. Further research is needed to delineate emergency nursing NSI, perhaps underpinned by a clear definition of an emergency nurse in terms of capability statements, core skills and defining attributes.
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Affiliation(s)
- Sarah Borg
- Emergency Department, Queen Elizabeth II Jubilee Hospital, Corner of Kessels and Troughton Rd, Coorparoo, Queensland 4151, Australia; Department of Emergency Medicine, Princess Alexandra Hospital, Ipswich Rd, Woolloongabba, Queensland 4102, Australia; School of Nursing, Midwifery and Social Work, University of Queensland, Woolloongabba, Queensland 4102, Australia; Nursing Professional Development Unit, Princess Alexandra Hospital, 199 Ipswich Rd, Woolloongabba, Queensland 4102, Australia.
| | - Amanda Henderson
- Nursing Professional Development Unit, Princess Alexandra Hospital, 199 Ipswich Rd, Woolloongabba, Queensland 4102, Australia
| | - Karen Taurima
- Department of Emergency Medicine, Princess Alexandra Hospital, Ipswich Rd, Woolloongabba, Queensland 4102, Australia
| | - Amy N B Johnston
- Department of Emergency Medicine, Princess Alexandra Hospital, Ipswich Rd, Woolloongabba, Queensland 4102, Australia
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Chau JPC, Lo SHS, Lam SKY, Saran R, Thompson DR. Critical elements in nursing graduates' transition to advanced practice roles and their perceived impact on patient care: an exploratory, descriptive study of graduates' and their managers' perceptions. BMC Nurs 2022; 21:122. [PMID: 35590330 PMCID: PMC9121560 DOI: 10.1186/s12912-022-00907-0] [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: 11/15/2021] [Accepted: 05/17/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND While there is a growth in the number of advanced practice nurses, there is a dearth of research examining their role transition from registered nurses. This study aimed to identify critical elements in the career path of nursing graduates who have taken up advanced practice roles and examine their perceived impact on patient care. METHODS An exploratory descriptive study was performed. Individual semi-structured interviews were conducted face-to-face with 10 nursing graduates now in advanced practice roles, and their ten respective managers. All interviews were audio-recorded and transcribed verbatim for latent and manifest content analyses. RESULTS The nursing graduates, six of whom were male, had a mean age of 35 years. All possessed a master's degree and formal post-registration education and/or training. Six had at least three years' experience as an advanced practice nurse. The managers, all female, had a mean age of 49 years. Eight had at least one year's experience in their current position. Six key themes emerged: prior enhancement of personal and professional knowledge and skills; active participation in clinical roles and knowledge translation in preparation for advanced practice; adapting to new and diverse advanced practice nursing responsibilities; role of advanced practice nurses in leadership; personal qualities crucial for success in advanced practice; and provision of evidence-based patient-centered care. CONCLUSIONS Postgraduate education, management knowledge and leadership skills, and active participation in clinical roles and knowledge translation appear crucial ingredients for promotion of nursing graduates to advanced practice roles. Other ingredients include a positive outlook, flexibility and adaptability, and good interpersonal, communication and problem-solving skills.
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Affiliation(s)
- Janita P. C. Chau
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Suzanne H. S. Lo
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Simon K. Y. Lam
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - Ravneet Saran
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, New Territories, Hong Kong, China
| | - David R. Thompson
- School of Nursing and Midwifery, Queen’s University Belfast, Belfast, UK
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Alex J, Maneze D, Ramjan LM, Ferguson C, Montayre J, Salamonson Y. Effectiveness of nurse-targeted education interventions on clinical outcomes for patients with indwelling urinary catheters: A systematic review. NURSE EDUCATION TODAY 2022; 112:105319. [PMID: 35298974 DOI: 10.1016/j.nedt.2022.105319] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 02/15/2022] [Accepted: 03/01/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES To identify subject matter, pedagogical approaches and assess outcomes of interventions implemented to educate nurses in urinary catheterisation care and management. DESIGN A systematic review was conducted according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement. DATA SOURCES Databases (CINAHL; MEDLINE; ProQuest; ERIC; Scopus; Cochrane; and APA PsycINFO) were searched using key concepts: education interventions, indwelling urinary catheter and nurses, from inception to July 2021. REVIEW METHODS Two researchers searched the databases, whereupon data were extracted using a standardised proforma and were analysed applying an abductive approach. The Joanna Briggs Institute Critical Appraisal tool was used to assess the quality of the included studies. Findings were analysed and reported using narrative synthesis. RESULTS Out of 1159 studies screened, nine educational intervention studies related to upskilling nurses in catheter management were identified. Subject matter addressed included pathophysiology of the urinary system, clinical indications and management of indwelling catheter and associated complications. Although the subject matter and pedagogical approaches varied, all identified studies reported positive effects in improving participants' knowledge. CONCLUSIONS Upskilling nurses and increasing their confidence to deliver patient-centred catheter care practices is an important intervention to improve outcomes for patients with long-term indwelling urinary catheters. However, actively engaging nurses who provide direct patient care is essential, in planning and implementing targeted educational interventions specific to learning needs. This review has identified a gap in the educational interventions for nurses, in better supporting the psychosocial needs of patients living with indwelling catheter. Codesigning educational interventions with nurses that are tailored to their contextual learning needs is likely to enhance behaviour change and improve current practice.
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Affiliation(s)
- Joby Alex
- Integrated & Community Health, Western Sydney Local Health District, Australia; School of Nursing and Midwifery, Western Sydney University, Mt Druitt Community Health Centre, Cnr Buran & Kelly Cl, Mount Druitt, NSW 2770, Australia.
| | - Della Maneze
- South Western Sydney Local Health District, Australia; Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia.
| | - Lucie M Ramjan
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia; COHORT, Ingham Institute for Applied Medical Research, Australia.
| | - Caleb Ferguson
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Locked Bag 8813, Wollongong, NSW 2522, Australia.
| | - Jed Montayre
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia; COHORT, Ingham Institute for Applied Medical Research, Australia.
| | - Yenna Salamonson
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith, NSW 2751, Australia; COHORT, Ingham Institute for Applied Medical Research, Australia.
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Rhee HY, Yang SJ, An B, Ha J, Bae SH, Bae S, Prak M, Sar T, Preab D, Ly C, Horn V, Thida Y. Candidates' and policymakers' perspectives on the needs for a master's program in nursing. NURSE EDUCATION TODAY 2022; 109:105243. [PMID: 34952301 DOI: 10.1016/j.nedt.2021.105243] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/22/2021] [Revised: 11/26/2021] [Accepted: 12/02/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Quality and safe care requires nurses with advanced knowledge and skills. Cambodia does not have a graduate-level nursing program; therefore, nurses are required to pursue advanced degrees in other countries. However, a master's degree nursing program is being established in this country. OBJECTIVES To explore the needs of stakeholders in the master's nursing program in Cambodia to establish the curriculum. DESIGN Students and graduates of Bachelor of Sciences in Nursing were surveyed, and policymakers were interviewed face-to-face. PARTICIPANTS As candidates for the master's nursing program, 94 undergraduates and 37 graduates participated in the survey, and four policymakers working at the Ministry of Health and Cambodian Council of Nurses were interviewed. METHODS Descriptive statistics and frequency analyses were utilized for quantitative data and qualitative data were thematically analyzed. RESULTS All 131 undergraduates and graduates were willing to apply to the master's program in nursing mainly to improve their knowledge and skills. They cited financial burden as a challenge for their study. Their educational demands were closely related to Cambodia's social situation and reflected their aspiration for advanced degrees and to become nursing leaders. The policymakers unanimously agreed on the need for the program and suggested policies and strategies to operate the course and recognize the role of graduates with this qualification. They reinforced that the curriculum should be based on the law, regulation, and policy and reflect Cambodia's current situation by identifying the needs of students and hospital officials and investigating available resources. Their perspectives revealed their expectations for graduates to plan healthcare policies and support them as their coworkers. CONCLUSIONS The establishment of nursing master's course should be accompanied by a policy to support nursing students. Nursing educators and experienced senior nurses should be included in this policymaking and they must participate in the development of the curriculum. It is suggested to develop an eclectic master's program in nursing that aggregates all opinions of stakeholders.
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Affiliation(s)
- Hyang-Yon Rhee
- Educational Research Institute, Ewha Womans University, Seoul, Republic of Korea
| | - Sook Ja Yang
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea.
| | - Bomi An
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea
| | - Jaeyoung Ha
- Department of Public Health Science, Graduate School of Public Health, Seoul National University, Seoul, Republic of Korea
| | - Sung-Heui Bae
- College of Nursing, Graduate Program in System Health Science and Engineering, Ewha Womans University, Seoul, Republic of Korea
| | - Suhyun Bae
- College of Nursing, Ewha Womans University, Seoul, Republic of Korea
| | - Manila Prak
- Angkor Hospital for Children, Siem Reap, Cambodia
| | - Team Sar
- University of Health Sciences, Phnom Penh, Cambodia
| | - Dary Preab
- University of Health Sciences, Phnom Penh, Cambodia
| | | | - Vandy Horn
- University of Health Sciences, Phnom Penh, Cambodia
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15
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Nahm ES, Mills ME, Raymond G, Costa L, Chen L, Nair P, Seidl K, Day J, Murray L, Rowen L, Kirschling J, Daw P, Haas S. Development of an academic-practice partnership model to anchor care coordination and population health. Nurs Outlook 2022; 70:193-203. [PMID: 34799088 DOI: 10.1016/j.outlook.2021.09.005] [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: 12/20/2020] [Revised: 08/15/2021] [Accepted: 09/14/2021] [Indexed: 11/25/2022]
Abstract
The National Academy of Medicine's The Future of Nursing 2020-2030 recommends the expansion of the role of nurses throughout the continuum of health care in an effort to improve the health of the nation while decreasing costs. To accomplish this goal, nursing students and nurses must be well prepared to perform at their highest capacity to meet health care demands. Currently the U.S. health care delivery system is undergoing rapid changes that affect approaches to delivering care services. These changes call for education and practice reforms in nursing. This article introduces an innovative academic-practice partnership model (the University of Maryland Nursing [UMNursing] Care Coordination Implementation Collaborative), including its background, development, and blueprint for a large implementation project. The implementation model integrates nursing education and practice in areas of care co-ordination and population health, which have a significant impact on the Triple Aim of health. The project also uniquely integrates education, practice, and research, with the ultimate outcome of higher quality patient care.
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Affiliation(s)
- Eun-Shim Nahm
- University of Maryland School of Nursing, Baltimore, MD.
| | | | - Greg Raymond
- University of Maryland Medical Center, Baltimore, MD
| | - Linda Costa
- University of Maryland School of Nursing, Baltimore, MD
| | - Lynn Chen
- University of Maryland School of Nursing, Baltimore, MD
| | - Priya Nair
- University of Maryland Medical Center, Baltimore, MD
| | - Kristin Seidl
- University of Maryland School of Nursing, Baltimore, MD; University of Maryland Medical Center, Baltimore, MD
| | - Jenni Day
- University of Maryland Medical Center, Baltimore, MD
| | - Linda Murray
- University of Maryland School of Nursing, Baltimore, MD
| | - Lisa Rowen
- University of Maryland Medical Center, Baltimore, MD
| | | | - Peg Daw
- Maryland Higher Education Commission, Baltimore, MD
| | - Sheila Haas
- Loyola University Chicago Niehoff School of Nursing, Maywood, IL
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16
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Shen Z, Qin W, Zhu L, Lin Y, Ling H, Zhang Y. Construction of nursing-sensitive quality indicators for cardiac catheterisation: A Delphi study and an analytic hierarchy process. J Clin Nurs 2021; 31:2821-2838. [PMID: 34866256 DOI: 10.1111/jocn.16105] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2021] [Revised: 09/22/2021] [Accepted: 10/05/2021] [Indexed: 12/21/2022]
Abstract
BACKGROUND Nursing care can profoundly reduce the risk of emergencies related to cardiac catheterisation. Therefore, identifying nursing-sensitive quality indicators (NSQIs) to evaluate nursing quality is critical for optimal cardiac catheterisation. However, studies on NSQIs for cardiac catheterisation are scarce. OBJECTIVES This study was conducted to develop a set of NSQIs for cardiac catheterisation. METHODS Literature retrieval and expert group discussions were conducted to identify potential NSQIs and compile an inquiry questionnaire. Then, Delphi surveys were used to collect opinions from experts in the field of cardiac catheterisation. The consistency of the consultation results formed the basis on which we conducted the next rounds of consultation. Based on the importance given to each NSQI by the consulted experts in the previous round, we determined the weight coefficient of each indicator with the analytic hierarchy process. This study was performed according to the SRQR guidelines. RESULTS We conducted two rounds of expert inquiry. The recovery rates of the first and second questionnaires were 100% and 66.67%, respectively. The average authoritative coefficients were 0.86 and 0.91. The Kendall W values ranged from 0.214~0.361 (p < .001). Consensus was reached on 3 primary indicators, 8 secondary indicators and 20 tertiary indicators. CONCLUSIONS A set of NSQIs for cardiac catheterisation was developed. However, the effects of these NSQIs on the evaluation and continuous improvement of nursing quality in cardiac catheterisation need to be verified in clinical practice.
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Affiliation(s)
- Zhiyun Shen
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Wei Qin
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Li Zhu
- Cardiac catheterization laboratory, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Ying Lin
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Huaxing Ling
- Cardiac catheterization laboratory, Zhongshan Hospital, Fudan University, Shanghai, China
| | - Yuxia Zhang
- Department of Nursing, Zhongshan Hospital, Fudan University, Shanghai, China
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17
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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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