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Xia Y, Huang H, Halili X, Wang G, Chen Q. Development of an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships: A Delphi study. Nurse Educ Pract 2024; 80:104117. [PMID: 39236343 DOI: 10.1016/j.nepr.2024.104117] [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: 04/08/2024] [Revised: 07/16/2024] [Accepted: 08/23/2024] [Indexed: 09/07/2024]
Abstract
AIM To develop an evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. BACKGROUND Academic-practice partnerships could play a crucial role in bridging theory-practice gap in evidence-based nursing education. However, there is a lack of evidence-based nursing practice course framework for undergraduate nursing students from a perspective of academic-practice partnerships. DESIGN A Delphi study. METHODS The Delphi study was conducted by literature analysis, qualitative interview and Delphi expert consultation to develop this course framework. 15 and 12 experts were involved in round one and round two of Delphi expert consultation, respectively. The consensus threshold of two-round Delphi expert consultation was described by expert's positive coefficient (≥ 50 %), positive coefficient (≥ 70 %), expert authority coefficient (≥ 0.7), coefficient of variation (<0.25) and full score frequency (>20 %). RESULTS The final course framework includes learning objectives (17 items); teaching chapters of theoretical classes (five items); teaching contents (30 items), methods (12 items) and class hours (9 items) of theoretical classes; and the responsibilities of academic teachers (11 items) and clinical teachers (11 items) in practical classes. CONCLUSION The course framework developed by this study could provide guidance for evidence-based nursing education of undergraduate nursing students. The effectiveness of this course framework should be verified through further experimental studies in the future.
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Affiliation(s)
- Yuting Xia
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Hui Huang
- The Third Xiangya Hospital, Central South University, Changsha, China.
| | - Xirongguli Halili
- Xiangya School of Nursing, Central South University, Changsha, China
| | - Guiyun Wang
- School of Nursing, Shandong Xiehe University, Jinan, China
| | - Qirong Chen
- Xiangya School of Nursing, Central South University, Changsha, China; Xiangya Research Center of evidence-based Healthcare, Central South University, Changsha, China; Xiangya Center for Evidence-Based Nursing Practice & Healthcare Innovation: A JBI Center of Excellence, Central South University, Changsha, China.
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Salmani N, Keshmiri F, Bagheri I. The effect of combined training (theoretical-practical) of palliative care on perceived self-efficacy of nursing students. PLoS One 2024; 19:e0302938. [PMID: 38990859 PMCID: PMC11238957 DOI: 10.1371/journal.pone.0302938] [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: 06/27/2023] [Accepted: 04/15/2024] [Indexed: 07/13/2024] Open
Abstract
BACKGROUND Nurses and researchers emphasize the importance of adding educational content of palliative care to nursing curricula in Iran as a means to improve the quality of care at the end of life and self-efficacy is considered as an important determinant in palliative care nursing. However, undergraduate nursing students are not sufficiently trained to achieve the qualifications required in palliative care. The aim of this study was to determine the effect of combined training (theoretical-practical) of palliative care on the perceived self-efficacy of nursing students. METHODS This is a semi-experimental study with a pretest-posttest design. Sampling was nonrandomized with convenience method and included 23 seventh-semester students. The intervention consisted of palliative care training for ten theoretical sessions and three practical sessions. Data were collected using demographic and the perceived self-efficacy questionnaires completed before and after the intervention. Data were then analyzed in the statistical SPSS 23 software using descriptive and analytical statistics. RESULTS The mean age of the samples was 22.78 (SD1.17). Most of the participants were male (56.5%) and single(91.3%). The findings showed that, perceived self-efficacy, psycho-social support and symptom management improved significantly after the intervention (p<0.05). CONCLUSION Palliative care training can increase the nursing students perceived self-efficacy. Since nursing students are the future nurses of the care system, therefore, managers and planners can take a step towards improving the quality of nursing care by using palliative care training programs. Since nursing students will be future nurses in health care system, therefore, managers and planners can take steps to improve the quality of nursing care by using palliative care education programs.
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Affiliation(s)
- Naiire Salmani
- Research Center for Nursing and Midwifery Care, Non-Communicable Diseases Institute, Nursing Faculty, Meybod Nursing School, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Fatemeh Keshmiri
- Educational Development Center, Medical Education Department, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
- School of Public Health, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Imaneh Bagheri
- Research Center for Nursing and Midwifery Care, Department of Nursing, Non-Communicable Diseases Institute, Nursing Faculty, School of Nursing and Midwifery, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
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Albers MM, Reitsma MM, Benning KK, Gobbens RJJR, Timmermans OAAMJO, Nies HLGRH. Developing a theory of change model for a learning and innovation network: A qualitative study. Nurse Educ Pract 2024; 77:103954. [PMID: 38613983 DOI: 10.1016/j.nepr.2024.103954] [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: 12/07/2023] [Revised: 03/04/2024] [Accepted: 03/31/2024] [Indexed: 04/15/2024]
Abstract
AIM The aim of this study is to further develop a preliminary framework into a model that can translate mechanisms into output and impact, based on the views of those working in practice and the relations between the mechanisms: a model that can inform practitioners and organizations on what has to be in place to shape a learning and innovating environment in nursing. BACKGROUND A Learning and Innovation Network (LIN) is a network of healthcare professionals, students and education representatives who come together to be part of a nursing community to integrate education, research and practice to contribute to quality of care. In a previous study a preliminary framework was developed through a concept analysis based on publications. The preliminary framework describes input, throughput and output factors in a linear model that does not explain what the components entail in practice and how the components work together. DESIGN Focus groups. METHODS We designed a Theory of Change (ToC) in four phases. This was based on a focus group interview with lecturer practitioners (Phase 1); a first concept ToC based on thematic analysis of the focus group interview (Phase 2); three paired interviews where the ToC was presented to other lecturer practitioners to complement and verify the ToC model (Phase 3); and adjustment of the model based on the feedback of phase 3 (Phase 4). RESULTS The developed ToC model describes important preconditions that have to be in place to start a LIN: a shared vision, a facilitating support system and a diversity of participants who are open to change. It describes the mechanisms by which a wide range of activities can lead to an improvement of the quality of care through collaboration between practice, education and research by working, learning, performing practice based research and implementing new methods together. CONCLUSION This study gives a comprehensive overview of the concept of the 'Learning and Innovation Network' (LIN); how the activities in the LIN can lead to impact; and under what conditions. Previously published findings supported elements of the ToC model. The overarching ToC model and the detailed appendix offer a theoretical and practice-based model for practitioners, managers and policy makers.
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Affiliation(s)
- M Marjolein Albers
- Faculty of Health, Sports and Social Work, Inholland University of Applied Sciences, De Boelelaan 1109, Amsterdam 1081 HV, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
| | - M Margreet Reitsma
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands.
| | - K Kelsey Benning
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands.
| | - R J J Robbert Gobbens
- Faculty of Health, Sports and Social Work, Inholland University of Applied Sciences, De Boelelaan 1109, Amsterdam 1081 HV, the Netherlands; Zonnehuisgroep Amstelland, Groenelaan 7, Amstelveen 1186 AA, the Netherlands; Faculty of Medicine and Health Sciences, Department Family Medicine and Population Health, University of Antwerp, Universiteitsplein 1, Wilrijk 2610, Belgium; Tranzo, Tilburg University, Warandelaan 2, 5037 AB Tilburg, the Netherlands.
| | - O A A M J Olaf Timmermans
- Faculty of Medicine & Health Sciences, Centre for Research and Innovation in Care, University of Antwerp, Universiteitsplein 1, Wilrijk 2610, Belgium; Research Group Healthy Region, HZ University of Applied Sciences, Edisonweg 4, Vlissingen 4282 NW, the Netherlands.
| | - H L G R Henk Nies
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, Utrecht 3527 GV, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
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Benike L, Bartley LH, Huffman H, Nelson AM, Ojeikhodion J, Olson KE. Nursing Students' and Nurse Preceptors' Perspectives of an Ambulatory Dedicated Education Unit in Primary Care and General Internal Medicine. J Nurs Educ 2024; 63:171-177. [PMID: 38442397 DOI: 10.3928/01484834-20240108-07] [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: 03/07/2024]
Abstract
BACKGROUND The sustainability of prelicensure nursing clinical learning models within ambulatory care is dependent on strong partnership and the availability of ambulatory nurse preceptors. Evaluation of preceptor and student satisfaction with ambulatory clinical experiences is necessary to identify program strengths and opportunities. METHOD Nursing students' and nurse preceptors' perceptions of an ambulatory dedicated education unit (DEU) in primary care and general internal medicine practices were measured from 2021 to 2023. RESULTS Students' survey responses indicated a high level of agreement for 20 (90.9%) of 22 items in 2021, 35 (100%) of 35 items in 2022, and 32 (91.4%) of 35 items in 2023. Preceptor responses demonstrated favorable agreement with all of the work-life satisfaction across the 3 years of the survey, with the exception of one question on the 2021 survey. CONCLUSION Nursing students and staff nurse preceptors found the ambulatory DEU teaching and learning experience to be positive and satisfying. [J Nurs Educ. 2024;63(3):171-177.].
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Demirelli EG, Karaçay P. Factors associated with nursing students' online learning self-efficacy: A descriptive cross-sectional study. NURSE EDUCATION TODAY 2024; 132:106029. [PMID: 37976885 DOI: 10.1016/j.nedt.2023.106029] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/31/2023] [Revised: 10/05/2023] [Accepted: 11/05/2023] [Indexed: 11/19/2023]
Abstract
BACKGROUND When compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental. AIM This descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors. METHODS This study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020-2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the "Online Learning Self-Efficacy Scale" was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis. RESULTS The mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22-105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance. DISCUSSION Some factors related to students studying in different disciplines affect students' self-efficacy in online education. CONCLUSION Nursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.
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Affiliation(s)
- Elmas Gül Demirelli
- Kartal Dr. Lutfi Kirdar City Hospital, Burn Center, D-100 Güney Yanyol No:47 Cevizli, 34865 Kartal, Istanbul, Turkiye.
| | - Pelin Karaçay
- Koç University School of Nursing, Davutpaşa cad. No:4, 34010 Topkapı, Istanbul, Turkiye.
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Abusubhiah M, Walshe N, Creedon R, Noonan B, Hegarty J. Self-efficacy in the context of nursing education and transition to practice as a registered practitioner: A systematic review. Nurs Open 2023; 10:6650-6667. [PMID: 37421389 PMCID: PMC10495721 DOI: 10.1002/nop2.1931] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 06/02/2023] [Accepted: 06/27/2023] [Indexed: 07/10/2023] Open
Abstract
AIM The aim of this systematic review is to identify, describe and synthesize evidence from experimental studies conducted to measure and conceptualize self-efficacy within the context of nursing education and the transition of nursing students to practice as a registered practitioners. DESIGN Systematic review. METHODS Papers were screened by four independent reviewers, and data were extracted using a standardized data extraction tool. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidance and checklists were used to guide this review. RESULTS The review included 47 studies, using a quasi-experimental pre-test-post-test design (n = 39) and randomized control trials (n = 8). Various teaching and learning interventions were used to enhance self-efficacy; however, there is no definitive conclusion to be drawn regarding the most effective educational interventions. Various instruments were used in the studies to measure self-efficacy. 10 of these were related to general self-efficacy, while 37 instruments measured self-efficacy in the context of specific skills.
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Affiliation(s)
- Mousa Abusubhiah
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Nuala Walshe
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Rena Creedon
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
| | - Brendan Noonan
- School of Nursing and MidwiferyUniversity College CorkCorkIreland
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Jahromi MK, Momennasab M, Yektatalab S, Pasyar N, Rivaz M. Live experience of nursing students with internship program: A phenomenological study. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:124. [PMID: 37397097 PMCID: PMC10312393 DOI: 10.4103/jehp.jehp_677_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/14/2022] [Accepted: 07/12/2022] [Indexed: 07/04/2023]
Abstract
BACKGROUND AND AIM The internship is a program for transition of nursing students to the clinical setting. This study was conducted to describe and interpret the experiences of nursing students from the internship program. MATERIALS AND METHODS This was an interpretative phenomenological study following Van Menen's approach in six steps. Twelve nursing students were selected from 12 different universities in Iran from April to August 2020. Data was collected through 15 in-depth interviews (three supplementary interviews) over the course of 25-90 min and verbatim transcriptions. Data were analyzed with MAXQDA version 10 software. The researcher used four Guba and Lincoln criteria to obtain a rigorous study. RESULTS In this study, three main themes and eight subthemes were extracted. The main themes included "professional identity development," "moving toward professional self-efficacy," and "developing coping strategies for workplace adversities." The subthemes were "promoting the cognition of profession," "acceptance among colleagues as a nurse," "accepting professional roles," "self-awareness of weaknesses in patient care," "self-reliance," "advancing clinical skills," "adopting effective coping strategies," and "avoiding tension in clinical settings." CONCLUSION Nursing internship students have experienced moving toward professionalization with professional identity and self-efficacy development, and they succeeded in clinical challenges by learning coping approaches.
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Affiliation(s)
- Mahdi Karimyar Jahromi
- Department of Nursing, Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Marzieh Momennasab
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Shahrzad Yektatalab
- Department of Nursing, Community Based Psychiatric Care Research Centre, Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Nilofar Pasyar
- Department of Nursing, Community Based Psychiatric Care Research Centre, Department of Mental Health and Psychiatric Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mozhgan Rivaz
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
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BURUCU R, DURMAZ M. Nursing Students’ Applications, Knowledge Needs, Self-Efficacy During COVID-19: A Descriptive Study. İSTANBUL GELIŞIM ÜNIVERSITESI SAĞLIK BILIMLERI DERGISI 2022. [DOI: 10.38079/igusabder.1002284] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/03/2023] Open
Abstract
Aim: Nursing students are also a health educator. During the COVID-19 process, nursing students both provided health education to individuals in need in their environment and implemented protective measures themselves. The aim of this study was to determine nursing students' self-efficacy, basic knowledge, and protective measures they applied during the COVID-19 outbreak.Method: This was a descriptive study. Ethics committee approval was obtained for the study. Data were collected interactively. The sample consisted of 672 voluntary nursing students 18 years of age from the universities in Turkey. Data were made using Statistical Package for Social Sciences (SPSS, v 21.0); Kruskal-Wallis and Mann Whitney-U tests, and Spearman’s correlation were used. "STROBE" checklist has been followed.Results: Gender had an effect on self-efficacy. Income level, place of residence, and self-efficacy had an effect on the number of in-house preventive measures. Regarding COVID-19 protection measures; girls, those living in rural areas and those with low income were found to be disadvantaged.Conclusion: Nursing students may need to be supported to feel competent. It may be recommended to educate disadvantaged groups as a priority in preventing the spread of the epidemic. In addition, nursing students can take part in the health education of the community. The findings of this study emphasize the importance of improving nursing education. Nursing students can guide society in public education.
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Affiliation(s)
- Rukiye BURUCU
- NECMETTİN ERBAKAN ÜNİVERSİTESİ, SEYDİŞEHİR SAĞLIK BİLİMLERİ FAKÜLTESİ
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EVGİN D, SÜMEN A. Effect of Online Case-Based Teaching Method on Professional Development of Nursing Students. CLINICAL AND EXPERIMENTAL HEALTH SCIENCES 2022. [DOI: 10.33808/clinexphealthsci.942370] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/20/2023]
Abstract
Objective: This study was conducted to determine the effect of online case-based education, as part of distance education, on nursing students’ professional values, professional behavior, problem-solving, critical-thinking skills, and self-directed learning skills.
Methods: The study was conducted using a single-group pretest-posttest quasi-experimental design. A total of 58 3rd grade nursing students participated in this study The data before the study were collected electronically with the Google forms application using the personal information forms and scales (Self-Directed Learning Skills Scale, Problem Solving Inventory, California Critical Thinking Disposition Scale, Nurses Professional Values Scale, Nursing Students Professional Behaviors Scale).
Results: After online case-based nursing process teaching, the difference in the total mean score of the students in all scales was found to be statistically significant (p< 0.01). It was found that, after the training had been provided through case-based education, the score average of students’ professional values, professional behaviors, problem-solving, critical thinking skills and self-directed learning increased.
Conclusion: Use of online case-based teaching is useful for increasing nursing students’ nursing skills in distance education.
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Affiliation(s)
- Derya EVGİN
- AKDENİZ ÜNİVERSİTESİ, KUMLUCA SAĞLIK BİLİMLERİ FAKÜLTESİ
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Kazemi SS, Tavafian SS, Hiller CE, Hidarnia A, Montazeri A. Promoting behavior-related low back health in nurses by in-person and social media interventions in the workplace. BMC Nurs 2022; 21:271. [PMID: 36199140 PMCID: PMC9535867 DOI: 10.1186/s12912-022-01045-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2022] [Accepted: 09/20/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Nurses are put at high risk of work-related low back pain due to the nature of their work. The aim of this study was to develop and evaluate intervention based on the PRECEDE-PROCEED Model on promoting behaviors of low back health via two educational approaches. METHODS This study was a community randomized-controlled clinical trial. The educational content was developed with six modules: knowledge, attitude, self-efficacy, reinforcing factors, enabling factors, and behavior. Intervention was delivered by two modes: (1) in-person (n = 60) and (2) social media (n = 60). Data were evaluated by a self-designed questionnaire at baseline, 3, and 6 months. Baseline comparisons between groups were made with Mann-Whitney U Test and T-Test. Comparison of change scores between groups and two delivery types across the three time periods used the mixed between-within subject analysis of variance. RESULTS A total of 120 nurses received the allocated intervention. All educational component scores increased at 3-months in both groups. At the 6-month follow-up scores increased for enabling factors and behavior in the intervention group, while in the control group all scores increased except for attitude. Based on Bonferroni Post hoc analysis social media was more effective in knowledge, self-efficacy, reinforcing factors, and behavior than the in-person intervention. CONCLUSION An educational program for low back health based on the PRECEDE-PROCEED model proved effective at improving all components. However, social media was more successful than in-person in the maintenance of behavior over the long term. TRIAL REGISTRATION IRCT20170313033054N2: 25-02-2018. https://www.irct.ir/trial/25598.
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Affiliation(s)
- Seyedeh-Somayeh Kazemi
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Sedigheh-Sadat Tavafian
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran.
| | - Claire E Hiller
- School of Physiotherapy, Faculty of Health Sciences, University of Sydney, Sydney, Australia
| | - Alireza Hidarnia
- Department of Health Education and Health Promotion, Faculty of Medical Sciences, Tarbiat Modares University, Tehran, Iran
| | - Ali Montazeri
- Faculty of Humanity Sciences, University of Sciences & Culture, ACECR, Tehran, Iran
- Health Metrics Research Center, Iranian Institute for Health Sciences Research, ACECR, Tehran, Iran
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Uzdil N, Günaydın Y. The effect of sense of coherence on mindful attention awareness and academic self-efficacy in nursing students. Nurse Educ Pract 2022; 64:103429. [PMID: 36007355 DOI: 10.1016/j.nepr.2022.103429] [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: 03/25/2022] [Revised: 08/12/2022] [Accepted: 08/15/2022] [Indexed: 11/17/2022]
Abstract
AIM This research was conducted as a descriptive relational study to determine the effect of sense of coherence on mindful attention awareness and academic self-efficacy of nursing students. METHOD The study was conducted with 410 students who were studying at the Faculty of Health Sciences of a university, who met the inclusion criteria and agreed to participate in the study. Introductory Information Form, Sense of Coherence Scale (SOC-13), Mindful Attention Awareness Scale (MAAS) and Academic Self-Efficacy Scale (ASES) were used to collect data. Ethics committee approval, institutional permission and informed consent of the students included in the study were obtained for the study. RESULTS In the study, the mean SOC score of the nursing students was 49.95 ± 10.30, the mean MAAS score was 56.57 ± 12.41 and the mean ASES score was 16.13 ± 2.96. It was determined that there was a moderately positive relationship between sense of coherence and mindful attention awareness and a very weak negative correlation between academic self-efficacy and sense of coherence and mindful attention awareness (p < 0.05). 36.4% of students' SOC scores are explained by MAAS and ASES. In our study, it was determined that the Grade point average (GPA) had a statistical effect on the SOC score. The interactions between GPA and choosing the nursing profession were found to be statistically significant (p < 0.001). CONCLUSION As a result of the study, the student's sense of coherence, mindful attention awareness and academic self-efficacy scores were obtained at a moderate level. While there was a positive relationship between sense of coherence and GPA, there was a negative relationship between sense of coherence and academic self-efficacy. It can be recommended to plan interventions that will increase academic self-efficacy and to make plans so that students can realize and develop their own abilities in the university environment.
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Affiliation(s)
- Nurcan Uzdil
- Faculty of Health Sciences, Department of Mental Health and Disease Nursing, Erciyes University, Kayseri, Turkey.
| | - Yurdagül Günaydın
- Faculty of Health Sciences, Department of Midwifery. Yozgat Bozok University, Yozgat, Turkey.
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Zia Z, Salehi A, Amini M, Vardanjani HM, Tavabe MS. Relationship between research self-efficacy and evidence-based practice in the medical students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:221. [PMID: 36177414 PMCID: PMC9514302 DOI: 10.4103/jehp.jehp_1233_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 08/19/2021] [Accepted: 10/23/2021] [Indexed: 06/16/2023]
Abstract
BACKGROUND Due to the rapid advancement of medical knowledge, promotion in research is necessary to have the best clinical practice. Research Self-efficacy (RSE) is the researcher's confidence in their ability to conduct a specific study. The Evidence-Based Practice (EBP) represents how to improve the quality of care and treatment of patients. RSE and EBP are the cornerstones of successful research and then efficacious medical practice. This study aims to evaluate RSE and acceptance of EBP and their correlation among medical students. MATERIALS AND MEHODS This is a cross-sectional study designed on 600 clinical students at the medical school of Shiraz, using a census method in 2020. Students were invited to fill out the standardized Phillips and Russell's questionnaires about RSE (4 domains, 33 questions) and Rubin and Parrish's questionnaire of EBP (10 questions). The gathered data were analyzed through the SPSS at α = 0.05 using descriptive statistics, t-test, Chi-square, and multiple linear regressions. RESULTS There was a positive correlation between EBP and RSE score (P < 0.05). The results of linear regression test showed that all variables had a significant effect on our response variables and their effect were significant (P < 0.05). The highest mean score in RSE was shown in the subscale of writing skills (52.54). The lowest score was observed in the subscale of quantitative (student's subjective assessment of their ability to work with statistically related data and formulas) as well as computer skills (35.61). CONCLUSIONS Students who participated in a research project, workshop, or Master of Public Health program got a higher RSE and EBP. Due to the positive correlation between RSE and EBP, we conclude that trained physicians who can research independently and use research evidence can find the best treatment approach for patients. These finding support the importance of integrating research education in medical curriculum to increase RSE and finally improvement of EBP among medical students.
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Affiliation(s)
- Zahra Zia
- Department of MPH, School of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Alireza Salehi
- MD, MPH, PhD Associate Professor of Epidemiology, Shiraz University of Medical Sciences Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Malihe Sousani Tavabe
- Research Center for Traditional Medicine and History of Medicine, Shiraz University of Medical Sciences, Shiraz, Iran
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Bryan V, Vitello-Cicciu J. Perceptions of preceptors' authentic leadership and final year nursing students' self-efficacy, job satisfaction, and job performance. J Prof Nurs 2022; 41:81-87. [DOI: 10.1016/j.profnurs.2022.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Revised: 04/12/2022] [Accepted: 04/17/2022] [Indexed: 10/18/2022]
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Marcellus L, Jantzen D, Humble R, Sawchuck D, Gordon C. Characteristics and processes of the dedicated education unit practice education model for undergraduate nursing students: a scoping review. JBI Evid Synth 2021; 19:2993-3039. [PMID: 34725312 DOI: 10.11124/jbies-20-00462] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective was to review literature related to the dedicated education unit practice education model for undergraduate nursing students, and identify common characteristics and processes for implementing and sustaining this model. INTRODUCTION Although practice education is central to undergraduate nursing education, evidence-informed practices for learning in the clinical setting remain elusive. Changes to health care over the past decades related to the role and scope of practice for nurses, gradual shifts to community- and population-based care delivery, and expectations for interprofessional practice require forward-looking education models. The dedicated education unit model was developed in 1997 as a potential solution to globally recognized challenges in nursing education amidst discourses of nursing resource scarcity. Despite more than two decades of innovation and expansion, there is still limited understanding of the effectiveness of the dedicated education unit as a solution to those challenges, or for the anticipated benefits for students and patients, through enhanced evidence-informed health care. This analysis of the characteristics and processes of the model is timely for evaluating and sustaining implementation of the dedicated education unit across nursing practice and education settings. INCLUSION CRITERIA English-only publications related to the dedicated education unit practice education model for undergraduate nursing students in baccalaureate and associate degree programs using qualitative, quantitative, or mixed methods research, and quality improvement, program evaluation, and opinion publications were included. METHODS Using selected keywords including "dedicated education unit," we searched CINAHL, Google Scholar, MEDLINE, Academic Premier Search, ERIC, Cochrane Database of Systematic Reviews, JBI EBP Database, and ProQuest Dissertations and Theses. Two independent reviewers screened titles and abstracts against inclusion criteria. We reviewed reference lists for gray literature and additional references. Data were extracted from the included articles and categorized for characteristics and processes. Eighty-two publications from January 1997 to May 2020 were included. The findings were presented descriptively with tables and figures to support the data. RESULTS Dedicated education unit models were based on five characteristics and four processes. Characteristics of the dedicated education unit model included effective academic-practice partnership, adaptability to diverse contexts, unit culture of educational excellence, responsive and supportive unit leadership, and clarity of roles and responsibilities. Processes included building nurse and faculty capacity, facilitating student learning, communicating regularly at systems and unit levels, and evaluating and sustaining the model. CONCLUSIONS Evidence demonstrated that the dedicated education unit practice education model is well-established. However, there were existing gaps in this evidence, specifically evaluation and economic analyses. There was also limited attention to long-term sustainability of the model. The common characteristics and processes identified in this review may be used to support planning, implementation, and evaluation, including development and validation of evaluation tools. Although administrative infrastructure was noted as central to the dedicated education unit strategy, it was rarely acknowledged as part of management and thus also requires further study.
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Affiliation(s)
- Lenora Marcellus
- School of Nursing, University of Victoria, Victoria, BC Canada.,The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada
| | - Darlaine Jantzen
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,School of Nursing, Trinity Western University, Langley, BC, Canada
| | - Robin Humble
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Department of Nursing, Camosun College, Victoria, BC, Canada
| | - Diane Sawchuck
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Research and Capacity Building, Island Health, Victoria, BC, Canada
| | - Carol Gordon
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, University of Victoria, Victoria, BC, Canada.,Libraries, University of Victoria, Victoria, BC, Canada
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Albers M, Gobbens RJJ, Reitsma M, Timmermans OAAMJ, Nies HLGR. Learning and innovation network in nursing: A concept analysis. NURSE EDUCATION TODAY 2021; 104:104988. [PMID: 34246837 DOI: 10.1016/j.nedt.2021.104988] [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: 01/19/2021] [Revised: 04/26/2021] [Accepted: 05/24/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Approximately 4 years ago a new concept of learning in practice called the 'Learning and Innovation Network (LIN)' was introduced in The Netherlands. To develop a definition of the LIN, to identify working elements of the LIN in order to provide a preliminary framework for evaluation, a concept analysis was conducted. METHOD For the concept analysis, we adopted the method of Walker and Avant. We searched for relevant publications in the EBSCO host portal, grey literature and snowball searches, as well as Google internet searches and dictionary consults. RESULTS Compared to other forms of workplace learning, the LIN is in the centre of the research, education and practice triangle. The most important attributes of the LIN are social learning, innovation, daily practice, reflection and co-production. Often described antecedents are societal developments, such as increasing complexity of work, and time and space to learn. Frequently identified consequences are an attractive workplace, advancements of expertise of care professionals, innovations that endorse daily practice, improvement of quality of care and the integration of education and practice. CONCLUSIONS Based on the results of the concept analysis, we describe the LIN as 'a group of care professionals, students and an education representatives who come together in clinical practice and are all part of a learning and innovation community in nursing. They work together on practice-based projects in which they combine best practices, research evidence and client perspectives in order to innovate and improve quality of care and in which an integration of education, research and practice takes place'. We transferred the outcomes of the concept analysis to an input-throughput-output model that can be used as a preliminary framework for future research.
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Affiliation(s)
- M Albers
- Faculty of Health, Sports and Social Work, Inholland University of Apllied Sciences, De Boelelaan 1109, 1081 HV Amsterdam, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
| | - R J J Gobbens
- Faculty of Health, Sports and Social Work, Inholland University of Apllied Sciences, De Boelelaan 1109, 1081 HV Amsterdam, the Netherlands; Zonnehuisgroep Amstelland, Groenelaan 7, 1186 AA Amstelveen, the Netherlands; Faculty of Medicine and Health Sciences, Department Family Medicine and Population Health, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium.
| | - M Reitsma
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, 3527 GV Utrecht, the Netherlands.
| | - O A A M J Timmermans
- Faculty of Medicine & Health Sciences, Department of Nursing and Midwifery, University of Antwerp, Universiteitsplein 1, 2610 Wilrijk, Belgium; Research Group Healthy Region, HZ University of Applied Sciences, Edisonweg 4, 4282 NW Vlissingen, the Netherlands.
| | - H L G R Nies
- Vilans, National Centre of Expertise for Long-term Care, Churchilllaan 11, 3527 GV Utrecht, the Netherlands; Faculty of Social Sciences and Organization Sciences, Vrije Universiteit, Amsterdam, the Netherlands.
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The Impact of Dedicated Education Model on Nursing Students' Outcomes: An Integrative Review. Nurse Educ 2021; 46:E113-E116. [PMID: 33958562 DOI: 10.1097/nne.0000000000001022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Dedicated education units (DEUs) provide an approach to clinical redesign in nursing education. However, the evidence supporting the application of the DEU model has not been systematically reviewed to assess the impact of this model on students' learning outcomes. PURPOSE This integrative review analyzed the evidence on the relationship between the DEU model and nursing students' learning outcomes. METHODS Electronic databases were searched for articles published between 1998 and 2019. Search terms used were dedicated education unit, academic collaboration, academic-practice partnership, and outcomes. A total of 24 articles informed this review. RESULTS Four categories emerged: clinical self-efficacy and confidence, teamwork and collaboration, knowledge and competency, and students' satisfaction. CONCLUSION The main findings support a positive relationship between the DEU model and students' learning outcomes. Research is still needed to investigate the impact of DEU models on students' problem-solving and clinical judgment.
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Mann CM, Sullivan SS. Promoting Evidence-Based Practice in Clinical Education at a Hospice Designated Education Unit. J Hosp Palliat Nurs 2021; 23:354-359. [PMID: 33797453 DOI: 10.1097/njh.0000000000000764] [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: 11/26/2022]
Abstract
Integration of palliative care principles into undergraduate nursing curriculum is essential to prepare students to provide supportive care services across the continuum of care for individuals with serious illness. Baccalaureate nursing curricula emphasize development and application of evidence-based practice (EBP); however, development of nursing skills often overshadows teaching students how to deliver care or facilitate practice changes based on evidence in clinical education. Problems revealed in clinical practice are a valuable tool for improving student use and appreciation of EBP in clinical settings. The EBP project presented in this article provides a process to promote palliative and end-of-life EBP in clinical education. This project highlights the proposed American Association of Colleges of Nursing hospice/palliative/supportive care sphere of care in a hospice dedicated education unit following The Seven Steps of EBP. Students participating in the project developed core skills to search, appraise, and translate evidence and the ability to lead EBP projects guided by the dedicated education unit model. Dedicated education units serve as ideal clinical education sites to develop student EBP competencies and support transition to practice through collaboration with practice partner stakeholders.
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Bodys-Cupak I. Psychometric properities of the Polish version of clinical learning environment inventory. BMC Nurs 2021; 20:126. [PMID: 34238304 PMCID: PMC8265108 DOI: 10.1186/s12912-021-00649-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Accepted: 06/24/2021] [Indexed: 11/10/2022] Open
Abstract
Background Clinical experience is a crucial activity for nursing students. The way students` perceive clinical placement exerts an immense influence on the learning process. This study aims to test the psychometric properties of a 19-item version of the Clinical Learning Environment Inventory under Polish clinical conditions. Method For this study, Discriminant validity and Cronbach’s alpha reliabilities were computed. In order to measure content validity, the criterion validity Generalized Self Efficacy Scale and the Life Orientation Test - Revised were used. Results Cronbach’s Alpha for the Clinical Facilitator Support of Learning Scale and the Satisfaction with Clinical Placement scale is 0.949 and 0.901, respectively. The Spearman’s rank correlation coefficient indicates the existence of a positive correlation between the students’ satisfaction with clinical placement and their [overall] life optimism. Age correlates negatively with perceived teacher support and positively with satisfaction with clinical placement. The sense of self-efficacy correlates negatively with their satisfaction with clinical placement. Clinical Learning Environment Inventory − 19 could be a useful tool to evaluate the quality of the clinical learning process in Polish conditions.
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Affiliation(s)
- Iwona Bodys-Cupak
- Department of Nursing Fundamentals, Jagiellonian University Medical College, Faculty of Health Sciences, Institute of Nursing and Midwifery, 12 Michałowskiego Str., 31-126, Krakow, Poland.
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Markowski M, Bower H, Essex R, Yearley C. Peer learning and collaborative placement models in health care: a systematic review and qualitative synthesis of the literature. J Clin Nurs 2021; 30:1519-1541. [PMID: 33461240 DOI: 10.1111/jocn.15661] [Citation(s) in RCA: 41] [Impact Index Per Article: 13.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2020] [Revised: 12/09/2020] [Accepted: 01/08/2021] [Indexed: 01/18/2023]
Abstract
AIMS To summarise the international empirical literature to provide a comprehensive overview of peer learning and collaborative practice placement models in health care and to synthesise their benefits and challenges. BACKGROUND Practical placements for students are in high demand due to the need for an increased nursing, midwifery and health professional workforce, thus collaborative placement models are an attractive solution to potentially increase placement capacity and enhance the student learning experience. DESIGN A systematic search of the literature and qualitative data synthesis using the PRISMA checklist and ENTREQ guidelines. REVIEW METHODS MEDLINE and CINAHL searched in March 2020. Quality appraisal of studies conducted. Collaborative models and empirical findings summarised. Reported benefits, challenges and implementation recommendations synthesised. Two tables developed for data representation. RESULTS 172 studies were identified by the search strategy. Of these, 47 articles were included for appraisal and synthesis. 30 articles employed qualitative, seven quantitative and ten mixed-methods approaches. Research took place in eight countries. The majority of studies employed focus groups, interviews as well as questionnaire design. The total participant sample was 3462 consisting of students and educators. CONCLUSIONS This review confirmed that any peer learning is beneficial in supporting students' confidence and team working skills. It is especially helpful when pairing first year with third-year students. The latter can demonstrate their clinical skills and prepare for working in practice. Simultaneously, expert-led learning is important for role modelling and for the recognition of acquired skills. Evidence on the optimal placement experience is inconclusive; however, it can be concluded that any form of collaborative placement model requires careful planning and continuous preparation for staff and students. RELEVANCE TO CLINICAL PRACTICE Decision makers should consider implementing at least some form of peer learning to assist students with peer support, and ideally work towards a collaborative learning environment.
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Affiliation(s)
- Marianne Markowski
- School of Health Sciences and the Institute for Lifecourse Development, Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
| | - Heather Bower
- Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
| | - Ryan Essex
- Institute for Lifecourse Development, Faculty of Education, Health & Human Sciences, University of Greenwich, London, UK
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20
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Pedregosa S, Fabrellas N, Risco E, Pereira M, Dmoch-Gajzlerska E, Şenuzun F, Martin S, Zabalegui A. Effective academic-practice partnership models in nursing students' clinical placement: A systematic literature review. NURSE EDUCATION TODAY 2020; 95:104582. [PMID: 33049559 DOI: 10.1016/j.nedt.2020.104582] [Citation(s) in RCA: 29] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/13/2019] [Revised: 07/30/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES This systematic review examines the effectiveness of academic-practice partnership models which include clinical faculty and clinical mentor roles in improving nursing students' clinical learning when compared with traditional models. REVIEW METHODS PubMed, CINAHL, PsycINFO and Cochrane Library were searched to locate Randomized Control Trials and quasi-experimental studies published from 1999 to 2020. The Joanna Briggs Institute critical appraisal tools were used to ensure methodological quality. RESULTS Fourteen studies were included in the review. The Collaborative Teaching Model and the Dedicated Education Unit model were tested in randomized controlled trials. Dedicated Education Unit, Dedicated Education Centre, Clinical Education Units, Education Partnership model, Collaborative educational-practice model and Collaborative clinical practicum model were evaluated in four experimental studies and ten quasi-experimental studies. Studies did not include patient participation, and staff and faculty had anecdotal presence. CONCLUSION There is limited evidence on the effectiveness of academic-practice partnership models. However, the complementary roles of clinical faculty and clinical mentor, in addition to education and health institutions managers commitment could successfully facilitate students' clinical learning.
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Affiliation(s)
| | - Núria Fabrellas
- Faculty of Medicine and Health Sciences, School of Nursing, University of Barcelona, Spain
| | - Ester Risco
- REFiT Barcelona Research Group, Parc Sanitari Pere Virgili, Vall d'Hebron Institute of Research (VHIR), Barcelona, Spain
| | | | | | - Fisun Şenuzun
- Ege University Faculty of Nursing Internal Medicine Nursing, Turkey
| | - Sandra Martin
- Center of Expertise Health Innovation at UC Leuven-Limburg, Belgium
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21
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Holliday L, Carter T, Reddy H, Clarke L, Pearson M, Felton A. Shared learning to improve the care for young people and mental health within nurse education (SHYNE). Improving attitudes, confidence and self-efficacy. Nurse Educ Pract 2020; 46:102793. [PMID: 32570049 DOI: 10.1016/j.nepr.2020.102793] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2018] [Revised: 11/29/2019] [Accepted: 04/26/2020] [Indexed: 11/26/2022]
Abstract
Preparing students for the complexities of practice is an ongoing challenge of pre-registration nurse education. One such complexity is the increase in children and young people with mental health problems. Pre-registration student nurses from child and mental health specialisms from one University participated in an innovative simulation session, whereby actors from a youth theatre group simulated young people admitted to an acute non-mental health hospital setting for treatment of self-harm injuries. This study used an uncontrolled pre and post design to determine the impact of the session on student nurses' attitudes, confidence and self-efficacy when caring for young people who self-harm. Attitudes towards self-harm was measured using a 13 item self-report questionnaire. Confidence was measured through Likert scale responses. Self-efficacy for working with children and young people who have self-harmed was measured through an adapted version of the Self-Efficacy Towards Helping (SETH) scale. In total 101 student nurses took part in the study and 99% completed post simulation outcome measures. At post-session, the students reported a statistically significant improvement in attitudes, self-efficacy and confidence towards children and young people who self-harm. A lack of confidence is frequently reported in the literature when caring for this client group in practice settings. Improvements in attitudes, confidence and self-efficacy can positively impact individual nursing practice. Furthermore the simulation literature indicates that the skills consolidated using such an educational approach are taken forward into clinical practice. While broad claims of success should be avoided, it is promising to find a learning method that is effective in addressing a contemporary and complex health issue. Shared Learning to Improve the Care for Young People and Mental Health within Nurse Education (SHYNE): Improving Attitudes, Confidence and Self-Efficacy.
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Affiliation(s)
- Laura Holliday
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
| | - Tim Carter
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
| | - Helen Reddy
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
| | - Louise Clarke
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
| | - Mark Pearson
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
| | - Anne Felton
- School of Health Sciences, University of Nottingham, B Floor, South Block Link, Queens Medical Centre, University Park, Nottingham, NG7 2RD, UK.
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22
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Nguyen VNB, Lawrence K, McGillion A. The effectiveness of partnership models in clinical nursing education - A scoping review. NURSE EDUCATION TODAY 2020; 90:104438. [PMID: 32417527 DOI: 10.1016/j.nedt.2020.104438] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2019] [Revised: 03/14/2020] [Accepted: 04/07/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To examine the effectiveness of partnership models in clinical nursing education with regards to cost effectiveness; student employability, work-readiness, confidence, and competence; and stakeholders' satisfaction. DESIGN Scoping review. DATA SOURCES Research studies published in English were searched electronically through EbscoHost (CINAHL and ERIC), Scopus, Medline (via Ovid), ProQuest Central, and Web of Science databases. Criteria were developed to guide the selection of original studies published in English before 2019 for review. REVIEW METHODS Arksey and Malley's framework (2005) and relevant enhancements guided the conduct of the review. An informal appraisal of selected studies was applied. RESULTS Two theses and 31 articles with a variation in methodologies, methods, sample sizes, research populations and quality of evidence were included for review. Four themes were identified: (i) Description of partnership models in clinical education, (ii) length of model implementation prior to evaluation, (iii) positive qualitative findings, and (iv) quantitative findings limited by data collection periods and methods. CONCLUSIONS Shared among the reviewed studies is stakeholder view of the positive impacts of partnership models on the clinical learning environment, and the increased level of support and individualised instruction for students. However, the use of not fully validated survey instruments and the lack of description about the implementation period before evaluation in many reviewed studies limit the interpretation of quantifiable effect of the partnership models. This review identifies a lack of attention on student employability, work-readiness, cost evaluation, patient perspective, and partnership models in low-income countries. Future research to address these knowledge gaps using high quality data collection methods and rigorous research design is warranted.
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Affiliation(s)
- Van N B Nguyen
- Monash Centre for Scholarship in Health Education, Monash University, 27 Rainforest walk, Office 321, Clayton, VIC 3800, Australia.
| | - Karen Lawrence
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
| | - Anthony McGillion
- School of Nursing and Midwifery, La Trobe University, Plenty road & Kingsbury drive, Bundoora, VIC 3086, Australia.
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Exploring the Impact of a Dedicated Education Unit on New Graduate Nurses' Transition to Practice. J Nurses Prof Dev 2020; 36:121-128. [PMID: 32149894 DOI: 10.1097/nnd.0000000000000622] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
Abstract
Adequately preparing new graduate nurses for contemporary practice remains a challenge. This innovative mixed-method study explored the impact of a dedicated education unit on new graduate nurses' transition to practice. Results indicated that new graduate nurses with dedicated education unit experience were better prepared for contemporary practice compared to their peers with traditional clinical experiences. This study highlights the positive impact collaborative clinical teaching models can have on preparing new graduate nurses for practice.
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Williamson GR, Plowright H, Kane A, Bunce J, Clarke D, Jamison C. Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education. Nurse Educ Pract 2020; 43:102706. [PMID: 32001428 DOI: 10.1016/j.nepr.2020.102706] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/11/2019] [Revised: 09/30/2019] [Accepted: 01/17/2020] [Indexed: 11/30/2022]
Abstract
Collaborative Learning in Practice is a model of placement learning for student nurses that is currently being implemented in the United Kingdom, apparently originating in Amsterdam. Potential benefits are reported to be increased placement capacity, reduced burdens on mentors as practice assessors, improvements in qualified nurses' job satisfaction, recruitment and retention, and better-developed preparedness for registrant practice amongst student nurses. We conducted a thorough, rigorous systematic review between October and December 2018 of the literature on Collaborative Learning in Practice to discover whether there was a research evidence base for these claims. We found nothing published in English in peer reviewed journals. We found 14 related papers, although these were about the Dedicated Education Unit concept, and we have conducted a narrative synthesis of them. Key findings support the assertions related to Collaborative Learning in Practice, albeit in different models of placement learning. Further research is necessary with Collaborative Learning in Practice stakeholders including staff and students, and regarding patient care metrics, to demonstrate benefits or otherwise and until that research takes place potential gains remain unproven.
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Affiliation(s)
- Graham R Williamson
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Hayley Plowright
- Royal Cornwall Hospitals NHS Trust, Treliske, Truro, Cornwall, TR1 3LJ, UK.
| | - Adele Kane
- School of Nursing and Midwifery, University of Plymouth, Drake Circus, Plymouth, Devon, PL48AA, UK.
| | - Jane Bunce
- Health Education England, Plumer House, Tailyour Rd, Plymouth, Devon, PL6 5DH, UK.
| | - Danny Clarke
- The Exeter School of Nursing, University of Plymouth, Topsham Rd, Exeter, Devon, EX26HA, UK.
| | - Caroline Jamison
- School of Nursing and Midwifery, University of Plymouth, The Knowledge Spa, Truro, Cornwall, TR1 3HD, UK.
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Napolitano J. Determining the Effect of Two Different Approaches to Orientation on Self-Efficacy in Inexperienced Nurses. Creat Nurs 2019; 25:292-298. [PMID: 31796615 DOI: 10.1891/1078-4535.25.4.292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Self-efficacy is an extensively studied, yet underutilized, indicator of the effectiveness of current education, the measurement of which could contribute to planning the direction of future education. An efficacy expectation is the conviction that one can successfully execute the behavior required to produce the outcomes (Bandura, 1977). This article presents the results of a study that compared the self-reported self-efficacy of newly hired nurses before and after a nurse residency program.
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Baris VK, Seren Intepeler S. Cross-cultural adaptation and psychometric evaluation of the Turkish version of the Self-Efficacy for Preventing Falls-Nurse. J Nurs Manag 2019; 27:1791-1800. [PMID: 31532040 DOI: 10.1111/jonm.12878] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2019] [Revised: 09/10/2019] [Accepted: 09/14/2019] [Indexed: 11/30/2022]
Abstract
AIM The aim of this study was to test the psychometric properties of the Turkish version of the Self-Efficacy for Preventing Falls-Nurse. BACKGROUND Patient falls have negative effects on patients and health care services. Nurses' self-efficacy for preventing falls can affect their performance in interventions to prevent falls. METHODS The sample of this methodological study included 326 nurses who work at a university, a training and a public hospital in Turkey. The construct validity of the scale was assessed using the exploratory factor analysis, the confirmatory factor analysis and the known-group technique. The reliability of the scale was assessed through internal consistency approaches and test-retest reliability. RESULTS Two factors were extracted through the exploratory factor analysis, and the factors explained 68.69% of total variance. The confirmatory factor analysis showed a significantly good fit for a two-factor structure. Satisfactory evidence was found for test-retest reliability and internal consistency reliability. CONCLUSION The Turkish version of the Self-Efficacy for Preventing Falls-Nurse is a reliable and valid scale for assessing nurses' self-efficacy for preventing falls. IMPLICATIONS FOR NURSING MANAGEMENT Nurse managers can assess nurses' self-efficacy for preventing falls by using the Turkish version of the Self-Efficacy for Preventing Falls-Nurse. Moreover, they can identify where to focus on improving nurses' self-efficacy by analysing scores of subscales and items.
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Affiliation(s)
- Veysel Karani Baris
- Nursing Faculty, Nursing Management Department, Dokuz Eylul University, Izmir, Turkey
| | - Seyda Seren Intepeler
- Nursing Faculty, Nursing Management Department, Dokuz Eylul University, Izmir, Turkey
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Uhm JY, Ko Y, Kim S. Implementation of an SBAR communication program based on experiential learning theory in a pediatric nursing practicum: A quasi-experimental study. NURSE EDUCATION TODAY 2019; 80:78-84. [PMID: 31280009 DOI: 10.1016/j.nedt.2019.05.034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 04/08/2019] [Accepted: 05/20/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Effective communication by nurses is crucial to ensure patient safety. A structured communication program increases communication clarity, education satisfaction, and positivity during interprofessional collaboration among students. In an effort to facilitate effective communication between nurses and physicians, the well-known structured communication tool SBAR (Situation, Background, Assessment, and Recommendation) has been extensively used in clinical and educational settings. OBJECTIVES The purpose of the study is to investigate the impact of an SBAR communication program on communication performance, perception, and practicum-related outcomes in senior-year nursing students. METHOD The study employed a non-equivalent control group quasi-experimental design and implemented the tool in the pediatric nursing practicum of a nursing school. The experimental group participated in a SBAR program, where role playing using SBAR techniques for different scenarios was used to improve practical communication among nursing students. The SBAR program was developed based on Kolb's Experiential Learning Theory. Communication performance was assessed via the SBAR communication tool and the communication clarity scale. Communication perception was measured by handover confidence level. Practicum-related outcomes of clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction, were also evaluated. RESULTS The experimental group demonstrated significantly higher SBAR communication (p < .001), communication clarity (p < .001), and handover confidence (p < .001) than the control group. Clinical practice self-efficacy, perceived nurse-physician collaboration, and practicum satisfaction did not differ. CONCLUSIONS The SBAR program in a pediatric nursing practicum improves SBAR communication, communication clarity, and perceived handover confidence in senior-year nursing students.
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Affiliation(s)
- Ju-Yeon Uhm
- Department of Nursing, Daegu Haany University, 1 Haanydaero, Gyeongsan-si, Gyeongsangbuk-Do, 38610, Republic of Korea
| | - YoungJi Ko
- Department of Nursing, Daegu Haany University, 1 Haanydaero, Gyeongsan-si, Gyeongsangbuk-Do, 38610, Republic of Korea.
| | - Suhee Kim
- School of Nursing and Research Institute of Nursing Science, Hallym University, 1 Hallimdaehak-gil, Chuncheon-si, Gangwon-do 24252, Republic of Korea.
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Verkuyl M, Hughes M, Fyfe MC. Using Think Aloud in Health Assessment: A Mixed-Methods Study. J Nurs Educ 2019; 57:684-686. [PMID: 30388291 DOI: 10.3928/01484834-20181022-10] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2018] [Accepted: 08/18/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND Health assessment courses are foundational to prepare students in nursing baccalaureate programs for clinical practice. Nurse educators are interested in testing strategies to improve students' ability to perform physical assessment techniques. METHOD A mixed-methods design was used to examine nursing students' experiences with the Think Aloud (TA) approach and its affect on their ability and perceived self-efficacy when performing physical assessment skills. RESULTS The participants in the TA intervention group made significant pre-post self-efficacy score gains and had higher focused physical examination marks. There was no significant difference in pre-post self-efficacy scores with the control group. A focus group yielded the following themes: benefits of TA, student challenges, and transferring physical assessment skills to practice. CONCLUSION The TA approach encourages students to focus on the critical steps in physical assessment skills aiding memory, knowledge gains and preparation for practical testing, and transition to clinical practice. [J Nurs Educ. 2018;57(11):684-686.].
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Abstract
To be successful in their courses, nursing students must possess and routinely practice a wide range of self-regulated learning skills. Self-monitoring and regulation of cognition, metacognition, and behaviors influence learning for nursing practice. As reading and studying for comprehension, effective note taking, and taking tests successfully are challenging for many students, faculty at a rural community college created five self-regulated e-learning modules to equip prenursing students with evidence-based techniques to facilitate learning. This article describes the framework of self-regulated learning, the learning modules, student feedback, and implications for nurse educators.
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Verkuyl M, Atack L, McCulloch T, Liu L, Betts L, Lapum JL, Hughes M, Mastrilli P, Romaniuk D. Comparison of Debriefing Methods after a Virtual Simulation: An Experiment. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.03.002] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Park S. Effects of an intensive clinical skills course on senior nursing students' self-confidence and clinical competence: A quasi-experimental post-test study. NURSE EDUCATION TODAY 2018; 61:182-186. [PMID: 29216603 DOI: 10.1016/j.nedt.2017.11.028] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2017] [Revised: 10/25/2017] [Accepted: 11/21/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND To foster nursing professionals, nursing education requires the integration of knowledge and practice. Nursing students in their senior year experience considerable stress in performing the core nursing skills because, typically, they have limited opportunities to practice these skills in their clinical practicum. Therefore, nurse educators should revise the nursing curricula to focus on core nursing skills. OBJECTIVES To identify the effect of an intensive clinical skills course for senior nursing students on their self-confidence and clinical competence. DESIGN A quasi-experimental post-test study. SETTINGS A university in South Korea during the 2015-2016 academic year. PARTICIPANTS A convenience sample of 162 senior nursing students. METHODS The experimental group (n=79) underwent the intensive clinical skills course, whereas the control group (n=83) did not. During the course, students repeatedly practiced the 20 items that make up the core basic nursing skills using clinical scenarios. Participants' self-confidence in the core clinical nursing skills was measured using a 10-point scale, while their clinical competence with these skills was measured using the core clinical nursing skills checklist. Independent t-test and chi-square tests were used to analyze the data. RESULTS The mean scores in self-confidence and clinical competence were higher in the experimental group than in the control group. CONCLUSION This intensive clinical skills courses had a positive effect on senior nursing students' self-confidence and clinical competence for the core clinical nursing skills. This study emphasizes the importance of reeducation using a clinical skills course during the transition from student to nursing professional.
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Affiliation(s)
- Soohyun Park
- Department of Nursing, Eulji University (Seongnam), 553 Sanseong-daero, Sujeong-gu, Seongnam-si 13135, Gyeonggi-do, Republic of Korea.
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