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Dahlke S, Rayner JA, Fetherstonhaugh D, Butler JI, Kennedy M. Gerontological educational interventions for student nurses: a systematic review of qualitative findings. Int J Nurs Educ Scholarsh 2025; 22:ijnes-2023-0042. [PMID: 38459787 DOI: 10.1515/ijnes-2023-0042] [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: 05/02/2023] [Accepted: 12/28/2023] [Indexed: 03/10/2024]
Abstract
OBJECTIVES This systematic review of qualitative studies explored interventions to improve student nurses' knowledge, attitudes or willingness to work with older people. Student nurses are likely to encounter older people in all health and aged care settings, however, research demonstrates that few have career aspirations in gerontological nursing. METHODS Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions. RESULTS Search of Medline, Embase, PsycINFO, EBSCOhost and Scopus yielded 1841 articles which were screened to include primary research about educational interventions to improve student nurses' knowledge, attitudes and/or willingness to work with older people. Data extraction was performed on the 14 included studies, and data were analysed using directed content analysis. The Mixed Methods Appraisal Tool (MMAT) was used the assess the quality of the studies. CONCLUSIONS Educational interventions included theory or practice courses, or a combination of theory and practice. While most interventions changed nursing students' negative attitudes towards older people, few increased their willingness to work with them. Practice courses had the most significant impact on willingness to work with older people. Quality assessment revealed methodical limitations. More research is needed to better understand the elements of practice interventions that enhance student nurses' knowledge, attitudes, and willingness to work with older people, so that they can be replicated.
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Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Jo-Anne Rayner
- ACEBAC, 2080 La Trobe University , Bundoora, VIC, Australia
| | | | | | - Megan Kennedy
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
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Abbasi H, Vandenhouten C, Johnson RH, Jones K. Community, Public, and Population Health Content in Nursing Curricula: National Survey Results. J Nurs Educ 2024; 63:282-291. [PMID: 38729139 DOI: 10.3928/01484834-20240305-02] [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: 05/12/2024]
Abstract
BACKGROUND Policy, societal, and system changes are prompting nursing programs to expand population health content in curricula. This study examined the current state of community, public, and population health (CPPH) education in nursing curricula throughout the United States. METHOD This descriptive study examined CPPH education in nursing programs nationally. A survey was developed and distributed to nursing programs from January to May 2021. RESULTS CPPH content integration occurred across all program levels, and the majority of the participants were involved in the development of CPPH-specific curriculum. Programs experienced reductions in CPPH curriculum due to coronavirus disease 2019 (COVID-19), lack of experienced faculty, budget constraints, and an emphasis on acute care. CONCLUSION The continuation of CPPH education in current nursing curricula is critical. National and academic nursing organizations must continue to monitor CPPH content in nursing curricula to assure a competent CPPH nursing workforce. [J Nurs Educ. 2024;63(5):282-291.].
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Wanko Keutchafo EL, Kerr J. Psychometric properties of the French version of the Kogan's Attitudes toward Older People scale: A cross-sectional study conducted on Cameroonian nursing students. GERONTOLOGY & GERIATRICS EDUCATION 2024; 45:197-211. [PMID: 36412983 DOI: 10.1080/02701960.2022.2149512] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
To determine the psychometric properties of a French version of the KOP scale on Cameroonian French-speaking nursing students. A cross-sectional study was conducted where a self-administered questionnaire in French was given to a convenience sample of 296 nursing students registered for three different nursing programs. The French version of the KOP scale demonstrated moderate psychometric properties. The internal consistency, indicated by the Cronbach's alpha, was moderate, while the explanatory factor analysis showed two factor loadings, which explained 58.44% of the total variance. CONCLUSION The French version of the KOP scale can be a useful tool for studies in French-speaking African countries to assess the degree of ageism toward older adults. It is suggested that the original KOP scale be retranslated by African translators and administered to larger French-speaking populations in other countries.
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Affiliation(s)
| | - Jane Kerr
- Nursing and Public Health, University of KwaZulu-Natal, Durban, South Africa
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Pan JD, Ho KY, Liu HL, Huang JY, Zhang XL, Zeng QM, Lam KKW, Liu Q, Lin KL, Xu WT, Mao T, Wang Y, Ling DL. Implementation and effectiveness of a nurse navigation programme based on noddings' care theory in first-year undergraduate nursing students for professional identity and career planning: A quasi-experimental study. Nurse Educ Pract 2024; 75:103900. [PMID: 38277802 DOI: 10.1016/j.nepr.2024.103900] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2023] [Revised: 01/08/2024] [Accepted: 01/12/2024] [Indexed: 01/28/2024]
Abstract
AIMS Development and evaluation of the effectiveness of a Nurse Navigation programme based on Noddings' Care theory on two dependent variables which were professional identity and career planning among first-year undergraduate nursing students. BACKGROUND First-year undergraduate nursing students generally have a low sense of professional identity and career planning, resulting in a loss of nursing power after graduation. Implemention of a Nurse Navigation program based on Noddings' Care theory may be potentially useful in cultivating their professional identity and career planning. DESIGN A quasi-experimental study. METHODS A convenience sample of 122 first-year undergraduate nursing students from two medical universities was recruited between September 2021 and June 2022. Students in the experimental group (n = 63) participated in the Nurse Navigation programme based on Noddings' Care theory, which contained four core components, spreading over 50 lessons. Those in the control group (n = 59) underwent a traditional training programme with five components across 44 lessons. The two groups were compared in terms of their level of professional identity by Professional identity questionnaire for nurse students (PIQNS) and career planning by Career planning questionnaire (CPQ) after the training using the t-test. RESULTS The mean score of professional identity in the experimental group increased significantly from 51.02 ± 8.46 at baseline to 58.02 ± 8.81 after the intervention (p < 0.001), with a large effect size (Cohen's d=0.810). Also, this post-intervention score was statistically significantly higher than that (52.86 ± 9.27) in the control group (p = 0.002), with a medium effect size (Cohen's d=0.571). The mean score of career planning in the experimental group increased significantly from 81.76 ± 9.86 at baseline to 94.52 ± 10.81 after the intervention (p < 0.001), with a large effect size (Cohen's d = 1.233). Also, this post-intervention score was statistically significantly higher than that (88.25 ± 9.30) in the control group (p < 0.001), with a medium effect size (Cohen's d=0.623). CONCLUSIONS The Nurse Navigation programme based on Noddings' Care theory showed effectiveness in enhancing professional identity and career planning among first-year undergraduate nursing students in China. Further rigorous studies are needed to examine its effectiveness and long-term impacts on these students.
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Affiliation(s)
- Jing-Da Pan
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ka Yan Ho
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Hong-Li Liu
- Pulmonary and Critical Care Medicine Department, the Second Affiliated Hospital of Guangzhou Medical University, Guangzhou,Guangdong Province, China
| | - Jing-Yi Huang
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Xue-Ling Zhang
- Obstetrics department, the Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Qiao-Miao Zeng
- Department of Nursing Education and Research, National Clinical Research Center for Geriatric Disorders, Xiangya Hospital of Central South University, Changsha, Hunan, China
| | | | - Qi Liu
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Ke-Lan Lin
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Wen-Ting Xu
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China; School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China
| | - Ting Mao
- School of Nursing, The Hong Kong Polytechnic University, Hong Kong, China
| | - Yuan Wang
- School of Nursing, The Guangzhou Medical University, Guangzhou, Guangdong Province, China.
| | - Dong-Lan Ling
- Nursing Administration Department, the Second Affiliated Hospital of Guangzhou Medical University,Guangzhou, Guangdong Province, China.
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Mafumo JL, Luhallma TR, Maputle MS. Professional nurses supporting learners during professional socialisation in Limpopo province. Health SA 2024; 29:2450. [PMID: 38322364 PMCID: PMC10839184 DOI: 10.4102/hsag.v29i0.2450] [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: 06/05/2023] [Accepted: 10/16/2023] [Indexed: 02/08/2024] Open
Abstract
Background Professional nurses play a significant role in the professional socialisation of learner nurses during clinical placement. Clinical placements are areas of experiential learning as learner nurses come in contact with real-life experiences. Professional nurses are custodians of learners and need to offer them support. Aim The study sought to explore the role of professional nurses in supporting learner nurses during professional socialisation. Setting Four clinical health facilities in Limpopo province at different levels of care were purposely sampled to obtain information from different levels of care. Methods An ethnonursing approach and qualitative, explorative design was used. Non-probability purposive sampling was used to select 25 professional nurses. The criteria were professional nurses with 3 years of experience in professional socialisation and working in institutions accredited for clinical placement of learner nurses registered in the undergraduate programme. Data were collected through a face-to-face interview until data saturation was reached. Tesch's open coding system was used to analyse data. Results Professional nurses acknowledged that their responsibilities in supporting learners during professional socialisation are mentoring, teaching and being competent practitioners. Professional nurses were aware of their role in transferring ethical skills and knowledge to learners through professional socialisation. Conclusion The effectiveness of professional socialisation of learner nurses depends on the support offered during clinical placements. Contribution The study adds to the body of knowledge in nursing education and practice because when learners are offered support in the clinical areas, their learning journey will be of positive experience leading to competent practitioners.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
| | - Takalani R Luhallma
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
| | - Maria S Maputle
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou, South Africa
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Kaplan KB, Tenam-Zemach M, Reeves J. Improving cultural humility in physical therapy students: What is faculty's role? Physiother Theory Pract 2023:1-18. [PMID: 37647271 DOI: 10.1080/09593985.2023.2252053] [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: 04/17/2023] [Revised: 07/17/2023] [Accepted: 08/17/2023] [Indexed: 09/01/2023]
Abstract
BACKGROUND Clinician bias contributes to health disparities; therefore, educational standards and professional expectations incorporate cultural humility. Vague standards and numerous pedagogical methods make implementing an effective and uniform curriculum challenging. Classroom and clinical faculty's attitudes and behaviors are pivotal; however, evidence on roles beyond instruction is lacking. PURPOSE This study explored physical therapy (PT) students' perceptions of faculty's role in improving their cultural humility. METHODS This study was rooted in a phenomenological approach that incorporated elements of both descriptive and interpretive phenomenology. Thirteen first-year PT students participated in one-on-one interviews which underwent reflexive thematic analysis. RESULTS Reflexive thematic analysis generated two hundred-ninety codes, six categories, and one overarching theme. Dissonance emerged between students' perceptions of faculty's role and the explicit and implicit curriculum. CONCLUSION Explicit messaging from classroom instruction and implicit messaging from clinical encounters and unspoken attitudes, values, and behaviors were disparate. Faculty role modeling, diversity, cultural awareness, and perceived comfort interacting with a diverse patient population improved students' self-confidence and cultural humility. Professional development including field experience with a cognitive apprenticeship approach, and standardized, discipline-specific cultural humility competencies may provide uniform and clear guidelines.
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Affiliation(s)
- Kelby B Kaplan
- Department of Physical Therapy and Rehabilitation Science, University of Maryland Baltimore, Baltimore, MD, United States
| | - Michelle Tenam-Zemach
- Fischler College of Education, Nova Southeastern University, Fort Lauderdale, FL, United States
| | - Jennifer Reeves
- Fischler College of Education, Nova Southeastern University, Fort Lauderdale, FL, United States
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Sebaeng JM, Coetzee-Prinsloo IM, Heyns T. Do professional nurses practice what they preach? A qualitative study on professional socialisation of student nurses in the clinical learning environment. Heliyon 2023; 9:e18611. [PMID: 37576296 PMCID: PMC10412756 DOI: 10.1016/j.heliyon.2023.e18611] [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: 09/05/2022] [Revised: 07/22/2023] [Accepted: 07/24/2023] [Indexed: 08/15/2023] Open
Abstract
While working alongside professional nurses, student nurses develop professional identity and learn the professional nursing role, a process known as professional socialisation. Professional nurses should model professional behaviour to be emulated by student nurses. We used a qualitative exploratory design to explore if professional nurses behave in a manner that supports professional socialisation of student nurses in a clinical learning environment. According to our observations, two main categories emerged regarding professional nurses' behaviour. The first category was unprofessional conduct with sub-categories that included disrespect, infringed patient privacy, breached confidentiality, inappropriate dress code and lack of punctuality. The second category was ward disorganisation which was related to delegating duties and structured orientation programmes for student nurses. In this study, professional nurses did not behave in a manner consistent with professional socialisation in the clinical learning environment. Student nurses may struggle to develop professional identity, leading to reduced confidence and poor patient quality care. Student nurses need to be professionally socialised in a clinical learning environment and professional nurses need to be empowered on how to carry out this process.
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Affiliation(s)
- Jeanette M. Sebaeng
- School of Nursing, Faculty of Health Sciences, University of the Free State, South Africa
| | | | - Tanya Heyns
- Department of Nursing, Faculty of Health Sciences, University of Pretoria, South Africa
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Wilks SMP. Experiences of Master of Nursing Education Students in Their Pursuit of Nursing Education. J Nurs Educ 2023; 62:393-398. [PMID: 37413670 DOI: 10.3928/01484834-20230509-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/08/2023]
Abstract
BACKGROUND There is a growing concern in nursing education related to the shortage of nursing faculty. The experiences of nursing students, including their relationships with nursing faculty, could influence their decision to pursue graduate studies or academic nursing education. METHOD This phenomenological study explored the experiences of Master of Science in Nursing education students and graduates that led them to pursue nursing education. Semistructured interviews were conducted with 10 participants. RESULTS Based on participants' responses, five themes emerged: (1) faculty encouragement, mentoring, and enthusiasm; (2) teaching experience; (3) exposure to the faculty role; (4) awareness of the nurse faculty shortage; and (5) funding. CONCLUSION Findings from this study contribute to nursing education by highlighting strategies that could be reinforced into graduate or possibly undergraduate experiences to encourage students to pursue advanced study and academic nursing education, which potentially could help mitigate the nursing faculty shortage. [J Nurs Educ. 2023;62(7):393-398.].
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Mutambara P, Ntebele B, Khoza TE. An analysis of the role performance and characteristics of an ideal clinical tutor: Perspectives from undergraduate diagnostic radiography students in KwaZulu-Natal. Radiography (Lond) 2023; 29:152-158. [PMID: 36379141 DOI: 10.1016/j.radi.2022.10.031] [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: 08/09/2022] [Revised: 10/27/2022] [Accepted: 10/31/2022] [Indexed: 11/13/2022]
Abstract
INTRODUCTION Work Integrated Learning (WIL) is an essential core component for undergraduate students pursuing the Radiography profession. Clinical tutors in WIL placements assist students in acquiring the skills and knowledge required to register and practice as a Diagnostic Radiographer. Importantly, the characteristics of clinical tutors have been reported to impact students' experience in the clinical work environment. METHODS An explorative-descriptive qualitative research design was employed. Using the non-probability purposive sampling method, 15 Diagnostic Radiography students studying at a Higher Education Institution in South Africa participated in the study. Semi-structured interviews with open-ended questions were used as the data collection tool and data was analyzed by the application of Thematic Analysis. RESULTS The findings are suggestive that students prefer a clinical tutor who is knowledgeable within the field in order to facilitate learning within the clinical sector of Radiography, as well as to better integrate theory into practice. Furthermore, students prefer a clinical tutor who is empathetic, understands and respects students. The Table of Themes emerged from the conceptual framework under Carl Rogers' Theory of Facilitation (Rogers, 1979) which gives rise to three conditions of learning that must be provided by a clinical tutor. CONCLUSION The emerging characteristics from the study strongly correlate with other studies performed internationally. The relevance of students' relationships with their clinical tutors was regarded as a crucial factor influencing students' work integrated learning placement experience. According to the findings, one of the most important drivers of a successful work integrated learning experience is the clinical tutor's attitude towards the student. IMPLICATIONS FOR PRACTICE Improvement of the practice of clinical tutors within WIL placements and enhanced awareness of clinical tutors on how they impact students during clinical practice.
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Affiliation(s)
- Precious Mutambara
- Faculty of Health Sciences, Department of Radiography, Durban University of Technology Ritson Campus, Musgrave, Durban, South Africa.
| | - Boitumelo Ntebele
- Faculty of Health Sciences, Department of Radiography, Durban University of Technology Ritson Campus, Musgrave, Durban, South Africa
| | - Thandokuhle Emmanuel Khoza
- Faculty of Health Sciences, Department of Radiography, Durban University of Technology Ritson Campus, Musgrave, Durban, South Africa
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Rayner JA, Fetherstonhaugh D, Beattie E, Harrington A, Jeon YH, Moyle W, Parker D. “Oh, older people, it's boring”: Nurse academics’ reflections on the challenges in teaching older person's care in Australian undergraduate nursing curricula. Collegian 2022. [DOI: 10.1016/j.colegn.2022.08.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence. JBI Evid Synth 2022; 20:1176-1208. [PMID: 34882103 DOI: 10.11124/jbies-21-00033] [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: 10/31/2022]
Abstract
OBJECTIVE The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities. INTRODUCTION Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities. INCLUSION CRITERIA This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included. METHODS The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach. RESULTS Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting. CONCLUSION Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staff can become frustrated when they perceive that students do not value the learning opportunities that are available or do not appreciate the expertise required to work with older adults. Partnerships between residential aged care facilities and academic programs can ensure that faculty and staff have the support and resources required to optimize the clinical placements for students. SYSTEMATIC REVIEW REGISTRATION NUMBER PROSPERO CRD42020168698.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Lisa Keeping-Burke
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Richelle Witherspoon
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- UNB Libraries, University of New Brunswick, Fredericton, NB, Canada
| | - Jessica Cook
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
| | - Patricia Morris
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- School of Graduate Studies, University of New Brunswick, Fredericton, NB, Canada
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The Effect of Integrating Service-Learning and Learning Portfolio Construction into the Curriculum of Gerontological Nursing. Healthcare (Basel) 2022; 10:healthcare10040652. [PMID: 35455830 PMCID: PMC9026412 DOI: 10.3390/healthcare10040652] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 03/28/2022] [Accepted: 03/28/2022] [Indexed: 02/04/2023] Open
Abstract
Background: With the rapid increase in the aging population, a greater number of older individuals will require nursing care in the future. Therefore, it is important for nurses to be willing to engage in gerontological nursing. Nursing students must increase their experience in providing care to older people during their education and must receive education that improves their attitudes toward aging; this will help provide care to the older people, develop positive attitudes toward aging, and increase their empathy and willingness to provide care to older people after graduation. Hence, studies focused on improving the attitude of nursing students toward aging are urgently required. Methods: In this mixed-method experimental study, participants were interviewed individually and observed to better understand the connection between quantitative and qualitative data. Service learning and learning portfolio constructions were integrated in the gerontological nursing curriculum of an experimental group, whereas traditional gerontological nursing curriculum was provided to a control group. Quantitative data on the nursing students were collected using the attitudes toward aging scale (ATAS) and older people behavioral intention scale (OBIS) and analyzed using descriptive and inferential statistics. Result: From the pre- to the post-test, the average ATAS and OBIS scores of the experimental group increased significantly, reaching a statistically significant level. However, the results of the control group indicated that the educational intervention does affect the attitudes toward aging and older people behaviors. A qualitative analysis revealed that educational intervention can improve the students’ attitudes toward aging and older people behavioral intention. Conclusion: Our study results showed that integrating community older people service and learning portfolio construction into the curriculum can effectively improve the attitudes of nursing students toward aging and older people’s behaviors, thus providing substantial assistance to students intending to care for the older people in the future.
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Mafumo JL, Tshililo AR, Luhalima TR. Facilitators of professional socialisation of learners in the clinical learning areas: A qualitative systematic review. Curationis 2022; 45:e1-e11. [PMID: 35261253 PMCID: PMC8905489 DOI: 10.4102/curationis.v45i1.2172] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 09/20/2021] [Accepted: 11/12/2021] [Indexed: 11/24/2022] Open
Abstract
Background Professional socialisation is significant in nursing as it involves immersing learners in the profession so that they adopt the ethical values and conduct of the profession. It is in the clinical learning areas where learners observe and practise those values. The objective of the review was to explore the factors that promote professional socialisation of learners in the clinical learning areas. The problem is the inadequate support for learner nurses in the clinical learning areas. The South African community has lost trust in nurses and that was even acknowledged in the national nursing summit in 2011. Objectives To present a review of the factors that facilitate professional socialisation among undergraduate nursing learners. Method A systematic review was conducted on literature from 2008 to 2018. The literature search focused on factors that facilitate professional socialisation of learner nurses. A search of databases was conducted in CINAHL, MEDLINE, Google Scholar and Science Direct. The search focused on literature on professional socialisation of learner nurses published from 2008 to 2018. The search resulted in 3035 articles which were further reduced to 13 after further synthesis. Critical appraisal skills programme was used to assess the quality of the studies. Results Three main themes emerged. Learner factors, factors in the clinical learning areas and interpersonal factors were identified as the factors that facilitate professional socialisation of learners. Conclusion Learners should have self-motivation and be supported and assisted to develop a positive professional identity. The clinical learning environment should have effective communication that fosters learning. Professional nurses should act as exemplary role models so that learners can emulate the conduct and practice. The review brought to light that the professional socialisation of learners is affected by the learner factors, clinical learning areas and personal factors.
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Affiliation(s)
- Julia L Mafumo
- Department of Advanced Nursing Science, Faculty of Health Sciences, University of Venda, Thohoyandou.
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Wang L, Yu P. Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 107:105118. [PMID: 34507259 DOI: 10.1016/j.nedt.2021.105118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 08/08/2021] [Accepted: 08/24/2021] [Indexed: 05/15/2023]
Abstract
BACKGROUND High attrition rate and nursing workforce shortage have been a prevailing world challenge. Professional commitment is a known key factor for attracting and retaining the nursing workforce. OBJECTIVE To design, implement and evaluate the impact of a one-week structured education program, underpinned by the exemplar education strategy, on the professional commitment of undergraduate nursing students. DESIGN A quasi-experimental study was designed with pre- and post-intervention measurements. The intervention was a structured, four module education program underpinned by the exemplar education strategy. SETTING Department of Nursing, Qianjiang College, Hangzhou Normal University, Zhejiang, China. PARTICIPANTS 152 third-year nursing students who attended the education program and consented to participate were enrolled in the research. METHODS The intervention, the education program, was delivered over 16 h in one week of an 18-week semester. It was sequenced in four modules: expert lectures (3 h each), visiting a hospital (3 h), alumni salon (3 h), and submitting a reflection report (4 h). Professional commitment was measured by the Nursing Professional Commitment Scale (NPCS) administered both pre- and post-intervention. RESULTS The total professional commitment measurement score was significantly improved after the intervention. There were statistically significant differences before and after intervention in the four dimensions of professional commitment, namely, belief in goals and values, willingness to make an effort, desire to stay in the profession, and intrinsic positive value of work. CONCLUSION The one-week professional education program underpinned by the exemplar education strategy effectively improved the level of professional commitment of the undergraduate nursing students. The program can be transferred into the curriculum to improve nursing students' professional commitment. The methodology can be applied in other aspects of nursing professional development.
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Affiliation(s)
- Liqi Wang
- Nursing Department, Qianjiang College, Hangzhou Normal University, Hangzhou, Zhejiang, China.
| | - Ping Yu
- Centre for Digital Transformation, School of Computing and Information Technology, Universtiy of Wollongong, Wollongong, NSW 2522, Australia.
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Yao GY, Luo YY, Zhao ZM, Zhu B, Gao M. The Moderating Role of Empathy Profiles in the Relationship Between Knowledge About Aging and Attitudes Toward Older Adults Among Nursing Students. Front Psychol 2021; 12:713271. [PMID: 34733203 PMCID: PMC8558622 DOI: 10.3389/fpsyg.2021.713271] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2021] [Accepted: 09/28/2021] [Indexed: 12/15/2022] Open
Abstract
Knowledge about aging (KA) and empathy affect nursing students' attitudes toward older adults. However, little is known about the mechanisms underlying this phenomenon from an integrated, person-centered perspective. The purposes of the present study were (1) to identify empathy profiles based on the Interpersonal Reactivity Index (IRI) among Chinese nursing students and (2) to explore whether these latent empathy profiles moderate the association between KA and attitudes toward older people. A cross-sectional survey design was used, and a battery of questionnaires - including those on demographic information, the Chinese version of Palmore's Facts on Aging Quiz (C-FAQ), the Chinese version of Kogan's Attitude Toward Older People Scale (C-KAOP), and the IRI - was filled in by 622 Chinese nursing students (M age 21.76; SD = 1.33). The mean total scores on KAOP and C-FAQ were 164.96 ± 18.32 and 10.436 ± 3.015, respectively, indicating relatively positive attitudes toward older people but low KA among Chinese nursing students. Latent profile analysis was used to identify a three-profile solution characterized by distinct levels of four dimensions of empathy, namely average empathy (AE, n = 399), high empathy (HE, n = 42), and low empathy (LE, n = 181). Subsequent linear regression analysis revealed that the LE rather than the HE profile predicted positive attitudes toward older adults. It is worth noting that the LE profile played a remarkable moderating role in associations between KA and negative attitudes toward older adults after controlling for covariant variables. Both the identification of distinct empathy profiles and the interplay between the LE profile and KA are of significance in reducing negative attitudes toward older adults among Chinese nursing students. Nursing educators should combine improving nursing students' levels of KA and fostering greater empathy to reduce negative attitudes toward older adults. Such training should give priority to nursing students with LE.
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Affiliation(s)
- Gui-Ying Yao
- School of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Yan-Yan Luo
- School of Nursing, Xinxiang Medical University, Xinxiang, China
| | - Zhi-Min Zhao
- School of Nursing, Henan University Minsheng College, Kaifeng, China
| | - Bo Zhu
- Xiangya Nursing School, Central South University, Changsha, China
| | - Min Gao
- School of Nursing, Xinxiang Medical University, Xinxiang, China
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Laugaland K, Kaldestad K, Espeland E, McCormack B, Akerjordet K, Aase I. Nursing students' experience with clinical placement in nursing homes: a focus group study. BMC Nurs 2021; 20:159. [PMID: 34488739 PMCID: PMC8419895 DOI: 10.1186/s12912-021-00690-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2021] [Accepted: 08/28/2021] [Indexed: 11/21/2022] Open
Abstract
Background A renewed interest in nursing homes as clinical placement settings for nursing students has been prompted by the growing healthcare needs of an ageing population. However, if future nurses are to be enthusiastic about working in this healthcare context, it is essential that higher education institutions that educate nurses and nursing homes that provide placement experiences to students do so with a supportive, positive, and enriched approach. Methods To explore first-year nursing students’ placement experience in nursing homes, we conducted an exploratory qualitative study in three city-based nursing homes in western Norway. Thirteen first-year nursing students participated in the study. Three focus group interviews were conducted to explore the students’ placement experiences. Data were analysed using thematic analysis. The findings were reported using the Standards for Reporting Qualitative Research (SRQR). Results The analysis describes five themes relating to first-year students’ placement experience in nursing homes; (1) variations in utility of pre-placement orientation and welcome at placement site; (2) a challenging learning environment; (3) spending considerable placement time with non-registered nurses; (4) considerable variability in supervision practices; and (5) a vulnerable and demanding student role. Conclusions The research provides insight into the contextual characteristics encountered by first-year students that influence the quality of their placement experiences. Consequently, these characteristics impede access to important role models who lend support to a student’s growth and professional development, preventing full utilisation of the learning potential offered in nursing homes. Hence, we propose that targeted efforts are warranted to foster positive placement experiences and enhance students’ clinical education in nursing homes. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00690-4.
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Affiliation(s)
- Kristin Laugaland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway.
| | - Kari Kaldestad
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Elin Espeland
- Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | | | - Kristin Akerjordet
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
| | - Ingunn Aase
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Kjell Arholms Gate 41, 4036, Stavanger, Norway
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Griffith S, Gelling L. How do hospice nurses prepare to give end-of-life care? A grounded theory study of nurses in one UK hospice. Int J Palliat Nurs 2021; 27:334-350. [PMID: 34569281 DOI: 10.12968/ijpn.2021.27.7.334] [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] [Indexed: 11/11/2022]
Abstract
BACKGROUND Literature for preparing hospice nurses to deliver end-of-life care is sparse. AIM To investigate how nurses in one UK hospice prepared to deliver end-of-life care in their role. METHODS A classic grounded theory approach was used to investigate the experiences of 22 registered nurses in one UK hospice, to discover how they prepared for their role. A total of 17 individual interviews and one focus group were conducted. Constant comparison of data and member checking were performed to establish validity. FINDINGS Findings were synthesised into five categories: the 'shared ideal', feeling good at the job, making a difference, experience/exposure to hospice work and the importance of role models. The shared ideal formed the core category, which explained how hospice nurses feel a sense of 'fit' with their work. CONCLUSION The feeling of a nurse feeling well-suited to the work and that there the work was a good 'fit' for them was identified as a core element to nurses' feelings of preparedness to provide end-of-life care.
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Affiliation(s)
- Sue Griffith
- Education Department, Farleigh Hospice, Chelmsford, Essex, UK
| | - Leslie Gelling
- Department of Nursing Science, Bournemouth University, Bournemouth, UK
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18
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Frøiland CT, Husebø AML, Akerjordet K, Kihlgren A, Laugaland K. Exploring mentorship practices in clinical education in nursing homes: A qualitative mixed-methods study. J Clin Nurs 2021; 31:895-908. [PMID: 34278645 DOI: 10.1111/jocn.15943] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/22/2021] [Revised: 05/31/2021] [Accepted: 06/11/2021] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES To explore registered nurses' mentorship practices of first-year nursing students in nursing home placements. BACKGROUND Enabling nursing students to develop professional competence through clinical placements relies heavily on registered nurses' mentorship practices. Despite renewed interest in nursing homes as an important clinical placement setting, studies are scarce on registered nurses' mentorship practices in this context. DESIGN An exploratory, qualitative mixed-methods design. METHODS The data consisted of 126 h' observation of two registered nurse mentor-student dyads, supplemented by in-depth interviews (n = 12) with registered nurse mentors. The data were collected in three Norwegian nursing homes and analysed using content analysis. The consolidated criteria for reporting qualitative research (COREQ) checklist were used to report the findings. RESULTS The registered nurses' mentorship practices of first-year nursing students in nursing home clinical placement were characterised by (1) variability and uncertainty in pedagogical supervisory approaches, (2) lack of management support and engagement of staff members in supervision, (3) lack of supervisory continuity and (4) a peripheral role in formal assessment discussions. CONCLUSIONS A marginal nursing home context, alongside a mismatch between registered nurses' roles and first-year students' learning objectives, introduces considerable vulnerability that impedes effective mentorship practices. Targeted efforts to enhance mentorship practices in nursing homes are warranted to promote full use of the learning potential in this context. Developing and testing educational interventions is necessary to effectively enhance registered nurses' pedagogical competence, alongside engagement and support from nurse managers and nurse educators. RELEVANCE TO CLINICAL PRACTICE This study provides insight into barriers to effective mentorship practices of first-year nursing students in nursing home placements. These barriers warrant attention from nursing home managers and nurse education institutions towards improvements that enhance effective mentorship practices vital for students' learning, professional growth and future recruitment to care for older people.
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Affiliation(s)
- Christina T Frøiland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Anne Marie Lunde Husebø
- Department of Public Health, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Kristin Akerjordet
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| | - Annica Kihlgren
- School of Health Sciences, Örebro University, Örebro, Sweden
| | - Kristin Laugaland
- SHARE - Centre for Resilience in Healthcare, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Calma KRB, Williams A, McInnes S, Halcomb E. New graduate employment in general practice: Perceptions of final-year nursing students. Nurse Educ Pract 2021; 54:103115. [PMID: 34126583 DOI: 10.1016/j.nepr.2021.103115] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Revised: 04/27/2021] [Accepted: 06/04/2021] [Indexed: 11/24/2022]
Abstract
AIM/OBJECTIVE This paper sought to investigate the perceptions of final-year nursing students regarding general practice nursing as a new graduate career path. BACKGROUND General practice nurses have become increasingly important in providing community-based care, in response to the growing burden of chronic conditions and the ageing population. To sustain this workforce, there is a need to optimise strategies to promote a consistent supply of new graduate nurses. DESIGN This qualitative descriptive study was undertaken within a sequential explanatory mixed methods project. METHODS Data were collected through semi-structured telephone interviews with sixteen final-year nursing students from five Australian universities. Interviews were analysed using thematic analysis. RESULTS Four main themes were identified, namely; a) general practice is not a priority career path, b) opportunities for skills development and consolidation, c) perceptions of employment conditions, and d) transition support is limited. CONCLUSION To meet current workforce needs in areas with increasing demand, nurse educators need to support undergraduate nursing students to explore a wide range of career pathways following graduation. Informed career choices and well-structured educational preparation during undergraduate education may be an effective strategy in building a sustainable future workforce in settings such as general practice.
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Affiliation(s)
- Kaara Ray B Calma
- School of Nursing, Faculty of Science, Medicine & Health, Illawarra Health & Medical Research Institute, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
| | - Anna Williams
- Discipline Lead Primary Health Care and Chronic Illness, School of Nursing, University of Notre Dame, Sydney, NSW 2000, Australia.
| | - Susan McInnes
- School of Nursing, Faculty of Science, Medicine & Health, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
| | - Elizabeth Halcomb
- Professor of Primary Health Care Nursing, School of Nursing, Faculty of Science, Medicine & Health, Illawarra Health & Medical Research Institute, University of Wollongong, Northfields Ave Wollongong, NSW 2522, Australia.
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20
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Kakiuchi S, Burger K, Lo SHY. Improving Delirium Care in Hospitalized Older Adults: Impact of Education on Hospital Aides as Sitters. J Gerontol Nurs 2021; 47:20-26. [PMID: 34044684 DOI: 10.3928/00989134-20210507-03] [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: 11/20/2022]
Abstract
As one of several hospital team members involved in the management of care for older adults with delirium, hospital aides (HAs) are often relied on to provide direct patient care in the role of a sitter. Yet, many HAs have not received training about delirium, its associated behaviors, or appropriate interventions. As a consequence, there are gaps in quality of care for older adults with delirium and potential missed opportunities for HA sitters to contribute to the interdisciplinary team (IDT) care of these patients. In the current study, a quality improvement project at an urban hospital provided an educational session on delirium to HAs. Accuracy of HA delirium knowledge, delirium behavior recognition, and delivery of care to patients with delirium significantly increased across three postintervention measures (p = <0.001 to 0.016). HAs also reported increased confidence in caring for patients with delirium and in their perceived role on the IDT. [Journal of Gerontological Nursing, 47(6), 20-26.].
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21
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Taylan S, Özkan İ, Çelik GK. Relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors. Perspect Psychiatr Care 2021; 57:827-835. [PMID: 32949171 DOI: 10.1111/ppc.12621] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/14/2020] [Revised: 08/16/2020] [Accepted: 09/06/2020] [Indexed: 12/30/2022] Open
Abstract
PURPOSE To examine the relationship between nursing students' perceptions of clinical instructor caring and their professional behaviors. METHOD This study used a descriptive and cross-sectional design. The data were analyzed with Pearson's correlation and Linear regression analyses. RESULTS The professional behaviors of nursing students were found to increase their desire to become a nurse in the future with "instills confidence through caring" and "supportive learning climate" subscales but to decrease their desire to be an academician in the future. CONCLUSION As students' perceptions of clinical instructor caring increased, their status of applying professional behaviors was found to increase, as well. PRACTICAL IMPLICATION Descriptive characteristics and clinical instructor caring are related to high professional behaviors in nursing students.
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Affiliation(s)
- Seçil Taylan
- Nursing Department, Kumluca Faculty of Health Sciences, Akdeniz University, Kumluca-Antalya, Turkey
| | - İlknur Özkan
- Nursing Department, Kumluca Faculty of Health Sciences, Akdeniz University, Kumluca-Antalya, Turkey
| | - Gülden Küçükakça Çelik
- Nursing Department, Semra ve Vefa Faculty of Health Sciences, Hacı Bektaşi Veli University, Nevşehir, Turkey
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An international effort examining nursing student attitudes toward older people. TEACHING AND LEARNING IN NURSING 2021. [DOI: 10.1016/j.teln.2020.12.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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23
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Faculty and nursing staff experiences and perceptions of nursing students' clinical placements in residential aged care facilities: a qualitative systematic review protocol. JBI Evid Synth 2020; 18:2082-2089. [PMID: 32813443 DOI: 10.11124/jbisrir-d-19-00403] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review is to synthesize evidence on the experiences and perceptions of faculty and staff nurses toward nursing students' clinical placements in residential aged care facilities. INTRODUCTION Nursing education plays an important role in preparing students to provide quality care to older adults. Recent reports suggest that nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on care for older adults, such as in residential aged care facilities. Student experiences in residential aged care facilities can play a significant role in helping shape professional identity as well as how the setting is viewed. Student interactions with nursing faculty and staff in the residential care learning environment are both recognized as being influential in this process. This review seeks to explore faculty and staff experiences and perceptions of nursing student placements in such facilities. INCLUSION CRITERIA This review will consider qualitative studies that address the experiences and perceptions of faculty and staff nurses who work with nursing students in residential aged care facilities. Studies published in English and from 1995 onward will be sought. METHODS Two reviewers will independently appraise studies and extract qualitative data using the JBI standardized critical appraisal and extraction instruments. Findings from the review will be categorized according to similarity in meaning, and categories subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | - Lisa Keeping-Burke
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | | | - Jessica Cook
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
| | - Patricia Morris
- Horizon Health Network, Ridgewood Veterans Hospital, Saint John, Canada
- Faculty of Nursing, University of New Brunswick, Fredericton, Canada
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24
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Effect of an aged simulation suit on nursing students’ attitudes and empathy. Eur Geriatr Med 2020; 11:667-675. [DOI: 10.1007/s41999-020-00316-z] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2019] [Accepted: 03/31/2020] [Indexed: 10/24/2022]
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25
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Bradfield Z, Hauck Y, Duggan R, Kelly M. Midwives' experiences of learning and teaching being 'with woman': A descriptive phenomenological study. Nurse Educ Pract 2020; 43:102699. [PMID: 32088574 DOI: 10.1016/j.nepr.2020.102699] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2019] [Revised: 12/21/2019] [Accepted: 01/13/2020] [Indexed: 10/25/2022]
Abstract
Being 'with woman' is a fundamental concept of midwifery philosophy. Minimal evidence explicates ways this important construct is learned or taught. This paper reflects one part of a larger study and explored midwives' experiences of learning and teaching related to the phenomenon of being 'with woman'. Using a descriptive phenomenological approach, 31 midwives working in a variety of models in Western Australia were interviewed to explore the phenomenon of being 'with woman'. Rich descriptions of how midwives learned and taught others to be 'with woman' were obtained. Descriptive phenomenology is useful in revealing features of the phenomenon through description of lived experiences of purposively sampled participants. Giorgi's method was used to analyse data from the two main interview questions. The themes for learning to be 'with woman' were observing midwives; inspirational leaders; learning from the women; a variety of experiences enhances learning; and, develops over time. The themes for teaching being 'with woman' were, approaches for teaching; teaching is implicit; reliance on observation, comprehension and assimilation. Insights into the learning and teaching of practices supported by professional philosophy offer educators and leaders new knowledge and ways to enhance the transfer of knowledge and skills of being 'with woman'.
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Affiliation(s)
- Zoe Bradfield
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia; King Edward Memorial Hospital, Subiaco, Bentley, Western Australia, 6845, Australia.
| | - Yvonne Hauck
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia; King Edward Memorial Hospital, Subiaco, Bentley, Western Australia, 6845, Australia
| | - Ravani Duggan
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia
| | - Michelle Kelly
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia
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Negrin KA, Slaughter SE, Dahlke S, Olson J. Factors affecting undergraduate nurse educators' knowledge, skills or attitudes about older persons and their care: An integrative review. Int J Older People Nurs 2019; 15:e12293. [PMID: 31793746 DOI: 10.1111/opn.12293] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2019] [Revised: 10/25/2019] [Accepted: 11/12/2019] [Indexed: 11/26/2022]
Abstract
BACKGROUND Nurses are increasingly expected to provide care for older persons; however, there are too few nurse educators with expertise in older person care to ensure students graduate with the requisite competencies. METHODS An integrative review, using Whittemore and Knafl's framework, was undertaken to identify and synthesise evidence about factors affecting nurse educators' knowledge, skills or attitudes about older persons and their care. RESULTS Forty-four articles met the inclusion criteria. All but three papers originated in the USA. Content analysis yielded three central themes: external-level factors, employer-level factors and individual-level factors. Findings demonstrated that external funding from philanthropic organisations and government agencies supported many of the national, regional and site-specific initiatives, which were, in many cases, underpinned by professional regulatory frameworks. Negative attitudes of administrators and reduced budgets of educational institutions impeded the availability of such initiatives. Negative attitudes of individual educators towards older person care and the specialty of gerontology constrained their pursuit of such learning, as did their lack of awareness of current gerontology resources. CONCLUSIONS The lack of educators with gerontology knowledge, skills and requisite attitudes requires a focused effort from external and professional bodies, and from educational institutions to ensure the resources are available to enhance educator expertise in gerontology. Rigorous study addressing the factors influencing educators' knowledge, skills or attitudes towards older persons and their care is required. IMPLICATIONS FOR PRACTICE Addressing the lack of nurse educator expertise in gerontology could help to ensure new nurses have the required competencies to provide quality older person care.
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Affiliation(s)
- Kelly A Negrin
- Faculty of Nursing, University of Alberta, Alberta, Canada
| | | | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Alberta, Canada
| | - Joanne Olson
- Faculty of Nursing, University of Alberta, Alberta, Canada
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Factors associated with nursing students' willingness to care for older adults in Korea and the United States. Int J Nurs Sci 2019; 6:426-431. [PMID: 31728396 PMCID: PMC6838939 DOI: 10.1016/j.ijnss.2019.09.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 07/18/2019] [Accepted: 09/04/2019] [Indexed: 11/23/2022] Open
Abstract
Objective Elderly health care needs increase and nurses' role for elderlies is vital. It is significant to identify nursing students' intention to care for elderlies. Thus, this study investigated nursing students’ willingness to care for elderlies in Korea and the United States. Methods The study was conducted with 437 undergraduate nursing students from Korea and the United States from May 25 to 31, 2018. Participants completed a survey including frequency and quality of contact, anxiety about aging, empathy, attitude toward elderly, and willingness to care. Results Study findings from the entire group showed that nursing students’ willingness to care for the elderly was positively associated with contact quality (β = 0.22, P < 0.001) and empathy (β = 0.12, P = 0.009) but negatively associated with anxiety about aging (β = −0.23, P < 0.001) and attitude toward the elderly (β = −0.14, P = 0.004). Contact quality (β = 0.30, P < 0.001) was positively associated with the willingness to care in Korean students, whereas extended family living type (β = −0.15, P = 0.012) and attitude toward the elderly (β = −0.18, P = 0.005) negatively associated in US students. Conclusion This study suggested that nursing educators reinforce contact quality and empathy but reduce anxiety about aging and attitude toward elderly to enhance future nurses’ care quality.
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Calma KRB, Halcomb E, Stephens M. The impact of curriculum on nursing students’ attitudes, perceptions and preparedness to work in primary health care: An integrative review. Nurse Educ Pract 2019; 39:1-10. [DOI: 10.1016/j.nepr.2019.07.006] [Citation(s) in RCA: 58] [Impact Index Per Article: 11.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2018] [Revised: 04/02/2019] [Accepted: 07/14/2019] [Indexed: 11/29/2022]
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Musharyanti L, Claramita M, Haryanti F, Dwiprahasto I. Why do nursing students make medication errors? A qualitative study in Indonesia. J Taibah Univ Med Sci 2019; 14:282-288. [PMID: 31435418 PMCID: PMC6694917 DOI: 10.1016/j.jtumed.2019.04.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 04/18/2019] [Accepted: 04/21/2019] [Indexed: 10/26/2022] Open
Abstract
Objectives This study aimed to explore Indonesian nursing students' perceptions of the types and causes of medication errors in clinical rotations. Methods This descriptive qualitative study was conducted with 26 nursing students who had completed their final clinical rotations. Data were collected through four focus group discussions and analysed by Colaizzi's method. Results Three themes were obtained from the data analysis: important role played by nurses in medication safety, types of medication errors (near misses) committed by nursing students, and the causes of medication errors during clinical rotations. Conclusion Nurses play a vital role in dispensing medication and ensuring patient safety, but near misses are still reported during clinical rotations. Lack of knowledge, skills, proper supervision, and appropriate role models during clinical rotations lead to medication errors by nursing students. Appropriate role models and adequate supervision in the clinical education stage are necessary to ensure the achievement of medication safety competencies.
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Affiliation(s)
- Lisa Musharyanti
- School of Nursing, Faculty of Medicine and Health Sciences, Universitas Muhammadiyah Yogyakarta, Indonesia
| | - Mora Claramita
- Department of Medical Education, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
| | - Fitri Haryanti
- Department of Pediatric and Maternity Nursing, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
| | - Iwan Dwiprahasto
- Department of Pharmacology and Therapy, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Indonesia
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Tang FWK, Chan AWK. Learning experience of nursing students in a clinical partnership model: An exploratory qualitative analysis. NURSE EDUCATION TODAY 2019; 75:6-12. [PMID: 30665083 DOI: 10.1016/j.nedt.2019.01.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/12/2018] [Revised: 10/16/2018] [Accepted: 01/07/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND Clinical teaching models are crucial for nursing students' learning experiences as students learn and socialise in a complex clinical context. An innovative clinical partnership model, employing hospital-based clinical teachers to provide supervision and university teachers to liaise with students, has been developed to facilitate clinical teaching and enhance learning experiences. OBJECTIVES The study aims to explore nursing students' learning experiences under this clinical partnership model. DESIGN An exploratory qualitative study using focus group interviews. PARTICIPANTS Twenty-eight pre-registration nursing students at undergraduate and postgraduate level participated in this study. METHODS Students formed four groups with each consisting of six to eight students. Semi-structured interviews were conducted to explore students' experiences and perceptions of clinical learning in the clinical partnership model. The data analysis was guided by an inductive approach using content analysis. RESULTS The narrative data relates to the clinical learning environment and experience. Nursing students found the clinical partnership model provided a conducive learning context facilitating their adaption to the new environment and integration with the healthcare team. Though students spent time developing mutual understanding with their clinical teachers, they were satisfied with the ample opportunities to practise and learn from their teachers. They appreciated the fact that teachers enriched their learning through bridging the theory-practice gap and acting as role models. CONCLUSION The clinical partnership model enriches students' learning experiences. It provides a student-centred learning approach and supportive clinical environment which engages nursing students in learning.
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Affiliation(s)
- Fiona W K Tang
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region.
| | - Aileen W K Chan
- The Nethersole School of Nursing, Faculty of Medicine, The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Special Administrative Region
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Romero-Martín M, Gómez-Salgado J, de la Fuente-Ginés M, Macías-Seda J, García-Díaz A, Ponce-Blandón JA. Assessment of reliability and validity of the Spanish version of the Nursing Students' Perception of Instructor Caring (S-NSPIC). PLoS One 2019; 14:e0212803. [PMID: 30817777 PMCID: PMC6394939 DOI: 10.1371/journal.pone.0212803] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2018] [Accepted: 02/09/2019] [Indexed: 12/30/2022] Open
Abstract
The care that clinical instructors demonstrate to students is essential for their education, considering the strong impact it has on their future relationships with patients, relatives, and other health professionals. Nursing Students’ Perceptions of Instructor Caring (NSPIC) is an instrument designed to assess nursing students’ perceptions of instructor’s caring behaviors. A trans-cultural, conceptual, and psychometric validation study was conducted with 315 nursing students at the University of Seville during their clinical practices in three regional hospitals. The NSPIC was translated and adapted to Spanish. The content validity was established by a panel of experts. To assess concurrent validity the culturally adapted Spanish version of the Clinical Placement Evaluation Tool (CPET) was used as a gold standard. The construct validity was determined by an exploratory factor analysis to identify the internal structure of the NSPIC-S. The internal consistency was established by Cronbach’s α and the intra-observer reliability for each item was established by test-retest. The content validity index varied between 0.53 and 0.93 and the correlation to the CPET was moderate. The factor analysis revealed a structure of five factors, one of which differed from the original scale. The value of Cronbach’s α was 0.95 and intraclass correlation coefficients varied between 0.5 and 0.89. Our study provided a culturally adapted version of the NSPIC, valid and reliable to be used in the Spanish context, the NSPIC-S.
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Affiliation(s)
| | - Juan Gómez-Salgado
- Department of Nursing, University of Huelva, Huelva, Spain
- Department of Nursing, University Espíritu Santo, Guayaquil, Ecuador
- * E-mail:
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Stuhlmiller C, Tolchard B. Understanding the impact of mental health placements on student nurses’ attitudes towards mental illness. Nurse Educ Pract 2019; 34:25-30. [DOI: 10.1016/j.nepr.2018.06.004] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Revised: 04/16/2018] [Accepted: 06/08/2018] [Indexed: 11/29/2022]
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Ridgway V, Mason-Whitehead E, McIntosh-Scott A. Visual perceptions of ageing; A longitudinal mixed methods study of UK undergraduate student nurses’ attitudes and perceptions towards older people. Nurse Educ Pract 2018; 33:63-69. [DOI: 10.1016/j.nepr.2018.08.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Revised: 08/12/2018] [Accepted: 08/17/2018] [Indexed: 10/28/2022]
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Abstract
BACKGROUND Recent international documents have highlighted the importance of preparing the nursing workforce for end of life care. However, these documents do not make clear what prepared in the context of end-of-life care actually means. Searching the literature failed to retrieve any papers defining prepared in this context. AIM A concept analysis, using Walker and Avant's model, was conducted to help address this gap in the knowledge base. RESULTS From this analysis many attributes and antecedents were synthesised. These include that a prepared nurse would be confident to: assess the dying patient, communicate with empathy, identify and manage symptoms, recognise and deal with death and dying, understand the holistic elements of dying, be comfortable with the effects of loss and bereavement on patients and self, and be self-competent. CONCLUSIONS From this analysis, a clearer idea of what is needed to prepare nurses for end-of-life care is offered and suggestions for future research are made.
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Affiliation(s)
- Sue Griffith
- Education Co-ordinator, Farleigh Hospice, Chelmsford, UK
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