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Wang M, Xu JO, Luo CF, Lv F, Wei LZ. Qualitative comparative analysis of learning engagement among Chinese part-time master's students in nursing. NURSE EDUCATION TODAY 2024; 138:106194. [PMID: 38640841 DOI: 10.1016/j.nedt.2024.106194] [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: 06/27/2023] [Revised: 03/09/2024] [Accepted: 04/02/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Graduate nursing education plays an important role in the development of an innovative nation. Such education benefits the health of the community by cultivating competent and highly skilled nurses who can provide safe and quality nursing care. The number of students pursuing nursing degrees in China is insufficient, to meet the social demand for advanced practice nurses. The part-time Master of Nursing Specialist program for students offers flexible learning options for working nurses. However, the relatively low level of learning engagement exhibited by this group has raised concerns among policy-makers and nursing educators. An in-depth study of the factors affecting the learning engagement of part-time Master of Nursing Specialist postgraduates, especially with regard to their combined effect, is expected to provide a basis for improving the level of learning engagement among such students. METHODS This study used ability-motivation-opportunity-theory and fuzzy-set qualitative comparative analysis to analyze the relationships between five conditions (i.e., supportive campus environment, supportive work environment, student-faculty interaction, research motivation and time management ability) and learning engagement by reference to data collected from a sample of 225 part-time Master of Nursing Specialist students who were enrolled in China. RESULTS The fuzzy-set qualitative comparative analysis results indicated that individual examples of these antecedent conditions were insufficient to influence learning engagement. In contrast, three combinations of the five conditions led to high levels of learning engagement, and substitutability and complementarity were observed among the various elements in the configuration. CONCLUSIONS Research motivation, student-faculty interaction, a supportive work environment and time management are factors that can influence part-time postgraduates' learning engagement. Supervisors can enhance their research skills and expertise, hospitals can establish supportive environments for students, and students can strengthen their research motivation and time management abilities.
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Affiliation(s)
- Min Wang
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China; Peking University Cancer Hospital (Inner Mongolia Campus)/Affiliated Cancer Hospital Of Inner Mongolia Medical University, Hohhot, China
| | - Jian-Ou Xu
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
| | - Cai-Feng Luo
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China.
| | - Fei Lv
- School of Medicine, Jingjiang College of Jiangsu University, Zhenjiang, Jiangsu, China
| | - Lan-Zhi Wei
- School of Medicine, Jiangsu University, Zhenjiang, Jiangsu, China
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Blagg LN. Medical laboratory scientist motivation to pursue graduate education. Lab Med 2024:lmae041. [PMID: 38860483 DOI: 10.1093/labmed/lmae041] [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: 06/12/2024] Open
Abstract
BACKGROUND Medical laboratory staffing shortages have persisted, with challenges in maintaining adequate medical laboratory professionals. The career trajectory for medical laboratory scientists beyond entry level is ambiguous, but advancement opportunities are enhanced with specialist certifications and advanced degrees. OBJECTIVE This study explored the motivation and preferences of medical laboratory scientists in pursuing graduate medical laboratory science education based on the importance of professional development, career advancement, recognition, and employment benefits. METHODS A quantitative, cross-sectional, and descriptive correlational study surveyed American Society for Clinical Pathology Board of Certification-credentialed medical laboratory scientists using an online questionnaire. RESULTS The overall response rate was 2.5%, and 1247 complete surveys were analyzed. Educational preferences varied by respondent age and amount of laboratory experience. Professional development, career advancement, recognition, and employment benefits were all important motivators for seeking graduate degrees, but those who were younger and had less experience indicated they were more important. CONCLUSION This study suggests several areas of improvement for educational programs, health care organizations, and professional organizations to support the motivation of medical laboratory scientists to pursue graduate education.
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Affiliation(s)
- Lorraine N Blagg
- College of Graduate Health Studies, A.T. Still University, Kirksville, MO, US
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Øvrebø LJ, Dyrstad DN, Hansen BS. Pass or fail: Teachers' experience of assessment of postgraduate critical care nursing students' competence in placement. A qualitative study. BMC Nurs 2024; 23:348. [PMID: 38783235 PMCID: PMC11112878 DOI: 10.1186/s12912-024-01951-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Accepted: 04/19/2024] [Indexed: 05/25/2024] Open
Abstract
BACKGROUND Learning in placement is essential to postgraduate critical care nursing students' education. Assessment of students' competence in placement is important to ensure highly qualified postgraduate critical care nurses. The placement model applied in Norway involves students being assessed by a preceptor in practice and a teacher from the university. The teacher has a more distant role in placement, and the aim of this study was to explore how the teachers experience the assessment of postgraduate critical care nursing students' competence in placement. Additionally, to explore the content of assessment documents used for postgraduate critical care nursing placement education in Norway. METHODS This study has a qualitative design with main data collection from individual interviews with 10 teachers from eight universities and colleges in Norway. Additionally, we performed a document analysis of assessment documents from all 10 universities and colleges providing postgraduate critical care nursing education in Norway. We followed the Consolidated Criteria for Reporting Qualitative Research. RESULTS The teachers experienced the assessment of postgraduate critical care nursing students' competence in placement as important but complex, and some found it difficult to determine what critical care nursing competence is at advanced level. A thematic analysis resulted in one main theme: "Teacher facilitates the bridging between education and practice." Furthermore, three themes were identified: "Assessment based on trust and shared responsibility"; "The teacher's dual role as judge and supervisor"; and "A need for common, clear and relevant assessment criteria". CONCLUSIONS Teachers have a key role in placement as they contribute to the bridging between education and practice by providing valuable pedagogical and academic input to the assessment process. We suggest that more teachers should be employed in joint university and clinical positions to enhance the collaboration between practice and education. Clear and relevant assessment criteria are essential for providing assessment support for both students and educators. Education and practice should collaborate on developing assessment criteria. Further, there is a need to collaborate on developing, both nationally and internationally, common, clear, relevant and user-friendly assessment tools.
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Affiliation(s)
- Line J Øvrebø
- Faculty of Health Sciences, Department of Caring and Ethics, University of Stavanger, Postbox 8600, Stavanger, 4036, Norway.
| | - Dagrunn Nåden Dyrstad
- Faculty of Health Sciences, Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway
| | - Britt Sætre Hansen
- Faculty of Health Sciences, Department of Quality and Health Technology, University of Stavanger, Stavanger, Norway
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Jensen J, Blackburn PA, Gale N, Senior C, Woznitza N, Heales CJ, Pedersen MRV. Reporting radiographers within the European Federation of Radiographer Society (EFRS) member countries - motivation for becoming a reporting radiographer. Radiography (Lond) 2024; 30:731-736. [PMID: 38428197 DOI: 10.1016/j.radi.2024.02.018] [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: 11/30/2023] [Revised: 02/06/2024] [Accepted: 02/20/2024] [Indexed: 03/03/2024]
Abstract
INTRODUCTION Radiographer-led reporting originated in the United Kingdom as a strategy to reduce reporting backlog and time taken to report images. The effectiveness of reporting radiographers has been demonstrated, but their motivational factors have not been thoroughly explored. This survey aims to understand the incentives for radiographers to pursue postgraduate education in reporting radiography across Europe. METHODS An online survey was conducted, collecting data across a range of topics such as demographic information, professional role, and job satisfaction. Questions assessing the influence of motivational factors on the decision to become a reporting radiographer are presented in this study. Descriptive statistics characterized the respondents' demographics. The motivational aspects were analysed quantitatively by regression analyses. Thematic analyses were performed for the free text responses on motivational aspects. RESULTS 239 respondents from the UK, Denmark, Norway, Sweden, The Netherlands, Ireland, and Malta completed the survey's motivation section. Increased knowledge and new challenges were the most motivating factors for becoming a reporting radiographer, while less exposure to radiation and less patient contact were the least motivating factors. Job satisfaction was a significant motivator. Gender significantly correlated with the importance of social connections for female reporting radiographers. A cross-country comparison showed that title and position and job security were more important for reporting radiographers from the UK. CONCLUSION Taking in consideration that a sample of 239 is not generalisable for the role, this survey does provides insights into the motivation behind being a reporting radiographer in Europe. Factors such as increased knowledge, new challenges, and job satisfaction play significant roles. Hindrances experienced by reporting radiographers included lack of time, support, and standards, while aspirations for further professional development were expressed. IMPLICATIONS FOR PRACTICE A thorough understanding of the motivation behind pursuing postgraduate studies in reporting radiography is a valuable tool for managers, aiding in fostering a positive work environment and attracting/keeping qualified personnel. The findings of this study can be employed in the development of strategies to support and enhance the practice of reporting radiographers.
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Affiliation(s)
- J Jensen
- Research and Innovation Unit of Radiology, University of Southern Denmark, Odense, Denmark; Department of Radiology, Odense University Hospital, Odense, Denmark.
| | - P A Blackburn
- Department of Radiology, Kolding Hospital- Part of Lillebaelt Hospital, Kolding, Denmark; Department of Radiology, Vejle Hospital - Part of Lillebaelt Hospital, Vejle, Denmark
| | - N Gale
- Medical Imaging, Faculty of Health and Life Sciences, University of Exeter, UK
| | - C Senior
- Dorset County Hospital NHS Foundation Trust, UK
| | - N Woznitza
- University College London Hospitals, UK; Canterbury Christ Church University, UK
| | - C J Heales
- Medical Imaging, Faculty of Health and Life Sciences, University of Exeter, UK
| | - M R V Pedersen
- Department of Radiology, Kolding Hospital- Part of Lillebaelt Hospital, Kolding, Denmark; Department of Radiology, Vejle Hospital - Part of Lillebaelt Hospital, Vejle, Denmark; Department of Regional Health Research, University of Southern Denmark, Odense, Denmark
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Harley J. How to design and deliver a small group teaching session. Nurs Manag (Harrow) 2024; 31:27-32. [PMID: 37646085 DOI: 10.7748/nm.2023.e2106] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/20/2023] [Indexed: 11/19/2023]
Abstract
RATIONALE AND KEY POINTS Small group teaching sessions are commonly used in healthcare to deliver education, provide practice updates and support continuing professional development. Such sessions can provide opportunities for participants to acquire new knowledge, foster peer relationships, consolidate learning and develop skills. This article provides a step-by-step guide for nurses and other healthcare professionals on designing and delivering a small group teaching session. • A small group teaching session requires considered, detailed and methodical preparation. • When designing a small group teaching session, it is important to determine its aims, learning outcomes, group characteristics, location and timeframe. • A well-planned small teaching session includes learning activities that are constructively aligned to the aims and intended learning outcomes. • Assessing participant learning and addressing gaps in their understanding is essential during the delivery of small group teaching. REFLECTIVE ACTIVITY: 'How to' articles can help to update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How this article could improve your practice when designing and delivering a small group teaching session. • How you could use this information to educate your colleagues on small group teaching methods.
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Affiliation(s)
- Jacqueline Harley
- Higher Education Department, Government of Jersey Health and Community Services, Harvey Besterman Education Centre, St Helier, Jersey
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Andersson U, Boysen GN, Sterner A. Simulation-based education as a provider of fieldwork insights - experiences of ambulance nurse specialist students. BMC Nurs 2023; 22:485. [PMID: 38115025 PMCID: PMC10729564 DOI: 10.1186/s12912-023-01666-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2023] [Accepted: 12/14/2023] [Indexed: 12/21/2023] Open
Abstract
BACKGROUND Medicine is facing a global shortage of nurses, including those with postgraduate education. One suggested educational method for undergraduate and postgraduate education, such as specialist ambulance nurse education, is simulation-based education (SBE). The implementation of SBE is motivated, in part, by the desire to attract and retain students, but also to contribute to student learning. Consequently, the use of SBE is increasing in specialist ambulance nurse education. The aim of this study was to explore how specialist ambulance nursing students experience SBE. METHODS This qualitative survey study involved the collection of study data using a purposefully designed, paper-based survey comprising five open-ended questions that required participant free-text answers. The answers were analysed using inductive content analysis and searching for descriptions of the participants' experiences. The survey was presented to 35 specialist ambulance nursing students. RESULTS The results are presented in two themes: SBE as learning and SBE as an educational method. Participating in SBE during the programme provides students with a realistic understanding of their future profession and its expected demands. The learning experience disregards prior work experience in ambulance services. CONCLUSIONS Based on the findings, conclusions are that SBE is an appreciated educational method among nursing students, regardless of their prior experience in the field of prehospital care. To some extent, this differs from previous research findings related to this subject. Furthermore, SBE contributes to the provision of field work insights, preparing the ambulance nurse specialist students.
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Affiliation(s)
- Ulf Andersson
- Centre for Prehospital Research, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, SE-501 90, Sweden.
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, Borås, 501 90, Sweden.
| | - Gabriella Norberg Boysen
- Centre for Prehospital Research, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, SE-501 90, Sweden
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, Borås, 501 90, Sweden
| | - Anders Sterner
- Centre for Prehospital Research, Faculty of Caring Science, Work Life and Social Welfare, University of Borås, Borås, SE-501 90, Sweden
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, Borås, 501 90, Sweden
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McKenna L, Sommers CL, Rachmawaty R, Efendi F, Malik G, Davis J, Duncan R, Mambu IR, Susanti IA, Musmulyono. Postgraduate nurse education in Indonesia and Australia: A comparative analysis. NURSE EDUCATION TODAY 2023; 131:105954. [PMID: 37703747 DOI: 10.1016/j.nedt.2023.105954] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2023] [Revised: 08/03/2023] [Accepted: 08/28/2023] [Indexed: 09/15/2023]
Abstract
BACKGROUND Indonesia and Australia are neighbouring countries; however, their nursing systems are very different and there is limited migration between countries. AIM As part of a larger study, the aim was to undertake a comparative analysis of postgraduate nurse education in Indonesia and Australia. DESIGN Detailed literature review across academic and grey literature and semi-structured interviews with key stakeholders in Indonesia (n = 52) and Australia (n = 13) representing education, governments, professional nursing organisations, and rural, remote and urban health care providers. FINDINGS Three key categories of comparison were identified: Higher Education System, Education Offerings, and Specialist practice and education standards. Regulation of higher education was found to generally be comparable. Postgraduate nursing specialisations are available in both countries, but there are currently more offerings in Australia. Furthermore, nurse practitioner education and graduate entry pathways into nursing are only currently available in Australia. Journal publications are required for graduation from masters and doctoral programmes in Indonesia, but not Australia. CONCLUSIONS While there are many areas of similarity, postgraduate nurse education is more diverse in Australia, while there are growing opportunities for new developments in Indonesia. This analysis identifies areas for future consideration around postgraduate education development in both countries, along with possibilities for future collaboration. Furthermore, comparative analysis provided a useful foundation on mapping key elements.
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Affiliation(s)
| | | | | | | | | | | | | | | | | | - Musmulyono
- Universitas Hasanuddin, Makassar, Indonesia.
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Moderating effect of organizational climate on the relationship between research motivation and learning engagement among nurses taking part-time master's program: A cross-sectional study. Nurse Educ Pract 2023; 68:103604. [PMID: 36924664 DOI: 10.1016/j.nepr.2023.103604] [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: 11/15/2022] [Revised: 02/10/2023] [Accepted: 02/28/2023] [Indexed: 03/18/2023]
Abstract
AIMS To investigate the moderating effects of perceived organizational climate on the relationship between research motivation and learning engagement in research among nurses pursuing a part-time master's degree. BACKGROUND Research motivation positively affects learning engagement in research. However, the role of perceived organizational climate has not been explored in nurses taking part-time master's program in China. This study examined the relationships between various types of research motivation and learning engagement in research and whether the perceived organizational climate moderates the relationship between the other variables. METHODS This cross-sectional one-center study was performed on 230 nurses by assessing learning engagement in research, research motivation and perceived organizational climate. RESULTS The mean age of participants was 31.3 ± 3.5 years and 91.3% were female. Participants who had been assigned a supervisor showed higher learning engagement in research than those without a supervisor (3.65 ± 0.60 vs. 3.48 ± 0.61; P < 0.001). Participants who had experience conducting research reported higher learning engagement in research than those with no experience (3.30 ± 0.71 vs. 3.14 ± 0.83; P < 0.05). The mean score of learning engagement in research was 3.39 ± 0.63. The mean scores for intrinsic, extrinsic and failure-avoidance motivation were 3.72 ± 0.61, 3.71 ± 0.71 and 3.43 ± 0.70, respectively. As for perceived organizational climate, the mean score was 122.70 out of 148. Learning engagement in research was significantly positively correlated with intrinsic research motivation, extrinsic research motivation and perceived organizational climate scores (r = 0.441, 0.336, 0.307, p < 0.001, respectively). Perceived organizational climate moderated the correlation between intrinsic and extrinsic research motivation and learning engagement in research. CONCLUSION Nurses taking the master's program perceived a higher level of perceived organizational climate could strengthen the relationship between intrinsic and extrinsic research motivation and learning engagement in research. More organizational support can enhance learning engagement in research by reinforcing intrinsic and extrinsic research motivation. IMPLICATIONS FOR NURSING MANAGEMENT Universities can assign supervisors promptly. Universities and hospitals can provide education about the importance of research in nursing and reinforce their intrinsic and extrinsic research motivation. Hospitals can adjust policies based on the needs of nurses taking the master's program to provide organizational support, to facilitate the research learning process.
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Factors that influence continuing professional development over a nursing career: A scoping review. Nurse Educ Pract 2022; 65:103481. [DOI: 10.1016/j.nepr.2022.103481] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/02/2021] [Revised: 10/14/2022] [Accepted: 10/25/2022] [Indexed: 11/05/2022]
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Oldland E, Redley B, Botti M, M Hutchinson A. Nurses' motivations and desired learning outcomes of postgraduate critical care studies: A descriptive exploratory study. Aust Crit Care 2022:S1036-7314(22)00068-6. [PMID: 35732556 DOI: 10.1016/j.aucc.2022.05.004] [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: 10/18/2021] [Revised: 04/26/2022] [Accepted: 05/14/2022] [Indexed: 10/17/2022] Open
Abstract
BACKGROUND Education guidelines and professional practice standards inform the design of postgraduate critical care nursing curricula to develop safety and quality competencies for high-quality care in complex environments. Alignment between nurses' motivations for undertaking postgraduate critical care education, and intended course learning outcomes, may impact students' success and satisfaction with programs. OBJECTIVES The objectives of this study were to explore nurses' motivations and desired learning outcomes on commencement of a postgraduate critical care course and determine how these align with safety and quality professional attributes. METHODS In this exploratory descriptive study, qualitative data were extracted from survey responses of four cohorts of students enrolled in a graduate certificate-level critical care course between 2013 and 2016 (N = 390, 93%), at one Australian university. Summative qualitative content analysis was used to code and quantify textual content followed by synthesis to identify themes and subthemes. RESULTS Five themes of motivations were identified: (i) Knowledge development; (ii) Skill development, (iii) Personal outcomes, (iv) Personal professional behaviours, and (v) Interpersonal professional behaviours. Most frequently, students' motivations and desired learning outcomes included 'Understanding' (329 participants [84%], 652 references), 'Development of technical skills' (241 participants [62%], 384 references), 'Development of confidence' (178 participants [46%], 220 references), and 'Career progression' (149 participants [38%], 168 references). Less frequent were motivations related to safety and quality competencies including teamwork, communication, reflective practice, and research skills. CONCLUSION Findings suggest students' motivations to undertake postgraduate studies most often related to acquisition of new knowledge and technical skills. Desired skills and behaviours were consistent with many, but not all, of the key course outcomes and attributes specified by health professional education guidelines and nurses' professional practice standards. Understanding the differences between students' motivations and desired safety- and quality-related course learning outcomes informs course orientation, teaching activities, and student support to optimise achievement of essential learning outcomes.
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Affiliation(s)
- Elizabeth Oldland
- School of Nursing and Midwifery, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia.
| | - Bernice Redley
- School of Nursing and Midwifery, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation - Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Mari Botti
- School of Nursing and Midwifery, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia.
| | - Alison M Hutchinson
- School of Nursing and Midwifery, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, 3220, Australia; Centre for Quality and Patient Safety Research in the Institute for Health Transformation - Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
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Motivation and Barriers to Research among Nursing Professionals in Southeast Spain. Healthcare (Basel) 2022; 10:healthcare10040675. [PMID: 35455852 PMCID: PMC9029644 DOI: 10.3390/healthcare10040675] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2022] [Revised: 03/24/2022] [Accepted: 03/31/2022] [Indexed: 02/05/2023] Open
Abstract
Background: Nursing research promotes quality care and is essential. Thus, it is important to acknowledge the main motivations and barriers that nursing professionals find in their work, the aim of this study was to establish the main aspects that motivate and make nursing research difficult, for nursing professionals; Methods: a descriptive cross-sectional study was carried out on 91 nursing professionals. A validated structured questionnaire composed of 42 items that defined five domains was used. Descriptive and bivariant analyses were performed; Results: the highest scores were obtained for the domain of Knowledge and Preparation (33.79 ± 3.38), while the domain of Available Resources and Support obtained lower mean values (22.60 ± 5.61). Significant differences were found in two domains: Knowledge and Preparation and Professional Development domains, when regarding the service in which the participants were working (p < 0.05); in the Available Resources and Support domain, when regarding sex (p < 0.05), in the Motivations domain, regarding the number of children (p < 0.05); Conclusions: nursing professionals show a positive attitude towards nursing research. The nurses find motivation in their work environment, in the economic incentives, or in the possibility to improve their curriculum vitae. The main barriers are the lack of time, the lack of institutional support, and the lack of training, especially in languages, such as English. These findings could be useful to design programs to overcome these barriers.
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Hwang G, Yang C, Chou K, Chang C. An MDRE approach to promoting students' learning performances in the era of the pandemic: A quasi-experimental design. BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY : JOURNAL OF THE COUNCIL FOR EDUCATIONAL TECHNOLOGY 2022; 53:BJET13208. [PMID: 35601602 PMCID: PMC9111767 DOI: 10.1111/bjet.13208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2022] [Accepted: 02/23/2022] [Indexed: 06/15/2023]
Abstract
Educators have indicated the need to foster students' ability to solve problems by acquiring up-to-date knowledge as well as promoting their competences for making decisions from diverse perspectives based on the acquired knowledge. Traditional courses mainly use lecture-based instruction without providing sufficient opportunities for students to practice and interact with the teacher; therefore, it is difficult to deliver such up-to-date knowledge via traditional instruction, not to mention fostering students' critical thinking. In this study, the Mobile technology-supported Decision, Reflection and Exercise (MDRE) model is proposed to address this problem. Moreover, a learning system is developed based on the proposed approach. To evaluate the effectiveness of the proposed approach, a quasi-experiment was conducted in a university with a two-group pretest posttest design to assess participants' learning achievement, critical thinking and learning satisfaction. The participants were two classes of undergraduate students. One class with 37 students was the experimental group learning with the MDRE learning approach, whereas the other class with 37 students was the control group learning with the conventional technology-based learning approach. Analysis of covariance was performed to evaluate the effect of the intervention on the target outcomes. It was found that the experimental group showed better learning achievement, critical thinking and learning satisfaction than the control group. This implies that the MDRE approach has good potential in helping learners think from diverse perspectives and promoting their learning performance and engagement, which is important in higher education aimed at fostering students' competence of acquiring up-to-date knowledge for solving problems.
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Affiliation(s)
- Gwo‐Jen Hwang
- Graduate Institute of Digital Learning and EducationNational Taiwan University of Science and TechnologyTaipeiTaiwan
| | - Chin‐Lan Yang
- Department of the NursingNational Taipei University of Nursing and Health SciencesTaipeiTaiwan
- Department of the Nursing, Hsin Sheng Junior College of Medical Care and ManagementTaoyuan CityTaiwan
| | - Kuei‐Ru Chou
- School of Nursing, College of NursingTaipei Medical UniversityTaipeiTaiwan
- Department of Nursing, Shuang Ho HospitalTaipei Medical UniversityNew Taipei CityTaiwan
| | - Ching‐Yi Chang
- School of Nursing, College of NursingTaipei Medical UniversityTaipeiTaiwan
- Department of Nursing, Shuang Ho HospitalTaipei Medical UniversityNew Taipei CityTaiwan
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Phenomenological Study on the Study Experience of Part-Time Nursing Postgraduates. JOURNAL OF HEALTHCARE ENGINEERING 2022; 2022:1948691. [PMID: 35251560 PMCID: PMC8890854 DOI: 10.1155/2022/1948691] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/14/2021] [Revised: 12/24/2021] [Accepted: 12/29/2021] [Indexed: 11/18/2022]
Abstract
In this paper, we have explored the experience of studying part-time nursing master degree students and provided a basis for improving the training of domestic part-time nursing master degree students. Using phenomenological research methods, we have conducted face-to-face and semistructured interviews with 14 part-time nursing graduate students, including postgraduate motivation, obstacles, gains, and expectations after postgraduate study. Part-time nursing master’s graduate students are mostly motivated by promotion, self-improvement, solving clinical problems, and role models; barriers to entry include role conflicts, time pressure, economic pressure, curriculum settings that cannot meet needs, unclear responsibilities for training process management, and personal value (cannot reflect, etc.). Study gains include enhancing scientific research confidence, stimulating learning interest, and increasing professional identity. In the training of part-time nursing master’s students, we should correctly guide students’ learning motivation, mobilize social support, and solve students’ learning obstacles. The curriculum of part-time nursing master’s students should be targeted, along with establishing a training management system jointly directed by the training unit and the employer, improving the career planning of nursing master’s students, and making a good connection with the training of senior practical nurses.
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Theobald KA, Coyer FM, Henderson AJ, Fox R, Thomson BF, McCarthy AL. Developing a postgraduate professional education framework for emergency nursing: a co-design approach. BMC Nurs 2021; 20:43. [PMID: 33712011 PMCID: PMC7953725 DOI: 10.1186/s12912-021-00560-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Accepted: 03/02/2021] [Indexed: 11/10/2022] Open
Abstract
Background Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings. Methods The study was informed by evidence-based co-design, using emergency nursing as an exemplar. Eighteen hours of co-design workshops were completed with 21 key clinical-academic stakeholders from hospital and university settings. Results Outcomes were matrices synchronising professional and regulatory imperatives of postgraduate nursing coursework; mutually-shaped curriculum content, teaching approaches and assessment strategies relevant for postgraduate education; a new University-Industry Academic Integration Framework; five agreed guiding principles of postgraduate curriculum development for university-industry curriculum co-design; and a Graduate Certificate of Emergency Nursing curriculum exemplar. Conclusion Industry-academic service provider co-design can increase the relevance of postgraduate specialist courses in nursing, strengthening the nexus between both entities to advance learning and employability. The study developed strategies and exemplars for future use in any mutually determined academic-industry education partnership.
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Affiliation(s)
- Karen A Theobald
- School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000, Australia.
| | - Fiona Maree Coyer
- School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000, Australia.,Centre for Health Care Transformation, Q Block, 60 Musk Avenue, Kelvin Grove, Queensland, 4059, Australia.,Royal Brisbane and Women's Hospital, Herston, Queensland, 4029, Australia
| | - Amanda Jane Henderson
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Brisbane, Queensland, 4000, Australia.,Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, Queensland, 4102, Australia
| | - Robyn Fox
- School of Nursing, Faculty of Health, Queensland University of Technology, GPO Box 2434, Brisbane, Queensland, 4000, Australia.,Metro North Hospital and Health Service, Herston, Queensland, 4029, Australia
| | - Bernadette F Thomson
- Princess Alexandra Hospital, 199 Ipswich Road, Woolloongabba, Queensland, 4102, Australia
| | - Alexandra L McCarthy
- School of Nursing, Social Work and Midwifery, University of Queensland, St Lucia, Queensland, 4072, Australia.,Mater Health Services, Raymond Terrace, South Brisbane, Queensland, 4101, Australia
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15
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Oliveira AIBD, Wernet M, Facio BC, Dias PLM, Fabbro MRC. Motivation for vocational training: significance to nurses in neonatal intensive care. Rev Bras Enferm 2021; 74:e20190793. [PMID: 33681951 DOI: 10.1590/0034-7167-2019-0793] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Accepted: 08/28/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVES To analyze the motivation of neonatal intensive care nurses and the meanings attributed to the continuity of professional training. METHODS qualitative study, developed between August and December 2018, based on interviews with 16 nurses working in Neonatal Intensive Care in cities in seven Health Regions in the State of São Paulo. The theory of self-determination and narrative analysis supported this study. RESULTS the search for specialization and qualification of care is the plot, with the motivation for training initially based on the specialization and qualification of care. Over time, they revisit understandings carried out about care, making considerations about training, factors that influence motivation. FINAL CONSIDERATIONS the motivation expressed by the nurse in the search for training is shown through movements marked by the limitations apprehended in practice on the care of the risk neonate and the acquisition of knowledge to act with quality in this specific health scenario.
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Affiliation(s)
| | - Monika Wernet
- Universidade Federal de São Carlos. São Carlos, São Paulo, Brazil
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16
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Ozga D, Gutysz-Wojnicka A, Lewandowski B, Dobrowolska B. The clinical learning environment, supervision and nurse teacher scale (CLES+T): psychometric properties measured in the context of postgraduate nursing education. BMC Nurs 2020; 19:61. [PMID: 32655316 PMCID: PMC7339495 DOI: 10.1186/s12912-020-00455-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2019] [Accepted: 06/30/2020] [Indexed: 12/31/2022] Open
Abstract
Background The Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T) instrument is internationally used for the evaluation of clinical learning environment in undergraduate nursing education. However, no evidence is available on the possible applications of this instrument in the context of postgraduate nursing education. Purpose To examine the basic psychometric properties of CLES+T in the context of clinical postgraduate nursing education in Poland. Methods Study among a sample of 417 nurses participating in the clinical postgraduate training in Poland. Results Cronbach's alpha for the total scale was 0.97. A five-factor structure was confirmed in accordance with the assumptions adopted by the authors of the original version of the scale. Cronbach's alpha coefficient for the Polish version of the CLES+T subscales ranged from 0.83 (Nursing care on the ward) to 0.95 (The content of supervisory relationship). The mean results for individual subscales ranged from 4.52 ± 0.63 for nursing care on the ward to 4.73 ± 0.45 for role of the nurse teacher. Conclusions Having shown satisfactory psychometric properties, CLES+T can be considered a useful instrument to assess those elements of clinical learning environment which are important for the assurance of education quality at the postgraduate level.
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Affiliation(s)
- Dorota Ozga
- Department of Emergency Medicine, Faculty of Medicine, University of Rzeszów, Pigonia 6 Street, 35-310 Rzeszów, Poland
| | - Aleksandra Gutysz-Wojnicka
- Department of Nursing, Faculty of Health Sciences, Collegium Medicum, University of Warmia and Mazury in Olsztyn, Zolnierska 14c Street, 10-561 Olsztyn, Poland
| | - Bogumił Lewandowski
- Department of Emergency Medicine, Faculty of Medicine, University of Rzeszów, Pigonia 6 Street, 35-310 Rzeszów, Poland
| | - Beata Dobrowolska
- Department of Development in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland
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17
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Abu Yahya O, Ismaile S, Allari RS, Hammoudi BM. Correlates of nurses' motivation and their demographic characteristics. Nurs Forum 2019; 54:7-15. [PMID: 30508252 DOI: 10.1111/nuf.12291] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
BACKGROUND Motivation is a significant concern for workforce management in healthcare organizations as it is linked to many important factors, such as performance, staff retention, and satisfaction. AIM To assess motivation level, assess sources of motivation, and identify the difference in motivation level in relation to nurses' characteristics. SETTING The study was carried out in one major tertiary hospital in Riyadh, Kingdom of Saudi Arabia. PARTICIPANTS A total convenient sample of 550 nurses were recruited. All participants are working under the umbrella of executive nursing administration. METHODS Data were collected using a self-administered questionnaire, which consisted of 30 items that focused on assessing a nurse's motivation sources and level. RESULTS In general, 346 nurses (62%) fully completed the survey. The average motivation level of nurses is 3.6 ± 0.5. Additionally, internal self-concept motivation was identified as the most predominant source of motivation (4.1 ± 0.6). Instrumental and goal internalization motivations ranked second (3.7 ± 0.6), whereas external self-concept (3.4 ± 0.7) and intrinsic (3 ± 0.7) motivations are the lowest sources of motivation. There is a significant difference in the motivation mean between males and females (P = 0.034). Another significant difference was revealed with different years of experience ( P = 0.021). CONCLUSION The high percentage of internal self-concept motivation among nurses signified that nurses needed more than enjoyment of their work atmosphere, social acknowledgment, higher salary, and good rationale to give maximum effort. Although these should be taken into consideration, more attention should be given to practices that improve a nurse's challenge, autonomy, internal value, and competency.
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Affiliation(s)
- Omar Abu Yahya
- Palliative Care Unit, Comprehensive Cancer Center, King Fahad Medical City (KFMC), Riyadh, Saudi Arabia
| | - Samantha Ismaile
- Higher Colleges of Technology (HCT), Sharjah Women College, Faculty - Health Sciences (Nursing), United Arab Emirates (UAE)
| | | | - Baraa M Hammoudi
- Hematopoietic Stem Cell Transplantation, Comprehensive Cancer Center, King Fahad Medical City (KFMC), Riyadh, Saudi Arabia
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