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Jeon Y, Choi H, Lee U, Kim H. Technology-based interactive communication simulation addressing challenging communication situations for nursing students. J Prof Nurs 2024; 53:71-79. [PMID: 38997201 DOI: 10.1016/j.profnurs.2024.05.002] [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: 10/21/2023] [Revised: 05/03/2024] [Accepted: 05/08/2024] [Indexed: 07/14/2024]
Abstract
BACKGROUND Simulation-based interventions for nursing students addressing challenging communication situations involving geriatric patients and end-of-life care are limited. PURPOSE This study evaluated the effects of technology-based interactive communication simulations on nursing students' communication knowledge, self-efficacy, skills, compassion, and program satisfaction. METHOD A randomized controlled repeated-measures design was used with third- and fourth-year nursing students enrolled in five nursing colleges located in five regions in Korea as participants. Participants were randomly assigned to either a technology-based interactive communication simulation or an attention control group. Changes in communication knowledge, self-efficacy, skills, compassion, and program satisfaction were assessed using three self-reported measures and communication skills were measured by the raters. Statistical analyses included descriptive analyses, chi-square tests, t-tests, and a generalized estimating equation model. RESULTS Eighty students participated in one of the two programs, and 77 in the four-week follow-up test. The intervention group indicated significant improvements in communication knowledge, self-efficacy, skills, and compassion, as well as higher program satisfaction compared with the attention control group. Communication skills as assessed by raters also showed significant change at all assessment time points. CONCLUSION The technology-based interactive communication simulation program is effective in improving communication skills among nursing students managing geriatric patients and end-of-life care.
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Affiliation(s)
- Yeseul Jeon
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
| | - Heeseung Choi
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea; Research Institute of Nursing Science, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
| | - Ujin Lee
- College of Nursing, Incheon Catholic University, Yeonsu-gu, Incheon 21987, Republic of Korea.
| | - Hannah Kim
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
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Catalão MJ, Arco H, Carrajola N, Almeida MDL, Neves H, Tavares J. Core Competencies for Gerontogeriatric Nursing: A Validation Study. Geriatrics (Basel) 2024; 9:73. [PMID: 38920429 PMCID: PMC11203173 DOI: 10.3390/geriatrics9030073] [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: 03/26/2024] [Revised: 05/17/2024] [Accepted: 05/29/2024] [Indexed: 06/27/2024] Open
Abstract
BACKGROUND As the aging population grows, facing multifaceted health challenges and escalating care costs, equipping newly graduated nurses with the requisite skills for high-quality gerontogeriatric care becomes crucial. This study assesses the psychometric properties of a Gerontogeriatric Competency (GGC) scale to evaluate the competencies of newly graduated registered nurses (RNs). METHODS Using a convenience sampling approach, a nationwide, observational prospective cohort study was conducted among 272 newly graduated RNs. The evaluation framework included a sociodemographic questionnaire, three groups of questions targeting gerontogeriatric nursing education aspects, and the GGC scale, with 64 competencies. Construct validity (via confirmatory factor analysis), known-group validity and reliability (assessed by Cronbach's α) were examined. RESULTS The confirmatory factor analysis (CFA) showed an adequate index fit: the ratio of chi-square to degrees of freedom (χ2/df) = 2.785, the goodness-of-fit index (GFI) = 0.579, confirmatory fit index (CFI) = 0.864, the parsimony goodness-of-fit index (PGFI) = 0.526, the parsimony confirmatory-of-fit index (PCFI) = 0.809, the root mean square error of approximation (RMSEA) = 0.087, and the modified expected cross-validation index (MECVI) = 24.418. Differences were observed in gerontogeriatric competencies based on curriculum inclusion, self-confidence, knowledge in caring for older adults, and satisfaction with the nursing program content. The Cronbach's α coefficient was 0.992 for the overall scale and ranged from 0.935 to 0.983 for the GGC dimensions. CONCLUSIONS The GGC scale is a valid and reliable tool for assessing the gerontogeriatric competencies of new graduate RNs, highlighting its potential to enhance education, training, and, ultimately, the quality of care provided to the older population.
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Affiliation(s)
- Maria José Catalão
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- CARE—Research Center on Health and Social Sciences, Portalegre Polytechnic University, 7300-555 Portalegre, Portugal
- Department of Education and Psychology, University of Aveiro, 3810-198 Aveiro, Portugal
- ICBAS, University of Porto, 4050-313 Porto, Portugal
| | - Helena Arco
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- CARE—Research Center on Health and Social Sciences, Portalegre Polytechnic University, 7300-555 Portalegre, Portugal
| | - Nuno Carrajola
- Department of Health Sciences and Technologies, School of Health, Portalegre Polytechnic University, Campus Politécnico 10, 7300-555 Portalegre, Portugal; (H.A.); (N.C.)
- Department of Education and Psychology, University of Aveiro, 3810-198 Aveiro, Portugal
- ICBAS, University of Porto, 4050-313 Porto, Portugal
| | - Maria de Lurdes Almeida
- Health Sciences Research Unit: Nursing—UICISA, Nursing School of Coimbra, 3046-851 Coimbra, Portugal; (M.d.L.A.); (H.N.)
| | - Hugo Neves
- Health Sciences Research Unit: Nursing—UICISA, Nursing School of Coimbra, 3046-851 Coimbra, Portugal; (M.d.L.A.); (H.N.)
| | - João Tavares
- CINTESIS@RISE, Health Sciences Research Unit: School of Health, School of Health Sciences, University of Aveiro, 3810-198 Aveiro, Portugal;
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Purabdollah M, Zamanzadeh V, Ghahramanian A, Valizadeh L, Mousavi S, Ghasempour M. Competency gap among graduating nursing students: what they have achieved and what is expected of them. BMC MEDICAL EDUCATION 2024; 24:546. [PMID: 38755624 PMCID: PMC11097550 DOI: 10.1186/s12909-024-05532-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
BACKGROUND Nurses' professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices. METHODS In a descriptive-comparative study, students' perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests. RESULTS The results of the study showed that the highest scores for students' acquired competencies and nursing faculties' expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups' mean scores was significant in all 5 core-competencies and 17 sub-core competencies (P < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70). CONCLUSION The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.
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Affiliation(s)
- Majid Purabdollah
- Department of Nursing, Khoy University of Medical Sciences, Khoy, Iran
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Akram Ghahramanian
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Pediatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Saeid Mousavi
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Epidemiology and Biostatistics, Assistant Professor of Biostatistics, School of Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mostafa Ghasempour
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
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Yang H, Yang L, Chen L, Liu J, Cui S, Zhang L. Exploring work readiness: A qualitative descriptive study of self-perceptions among new graduate nurses. Heliyon 2024; 10:e28507. [PMID: 38689979 PMCID: PMC11059559 DOI: 10.1016/j.heliyon.2024.e28507] [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: 09/06/2023] [Revised: 03/19/2024] [Accepted: 03/20/2024] [Indexed: 05/02/2024] Open
Abstract
Background Reduced work readiness is associated with elevated turnover rates, necessitating efforts to enhance the positive work readiness of newly graduated nurses to alleviate the shortage in the nursing workforce. Research into the work readiness of recent nursing graduates in China is still in its infancy. Most studies employ quantitative research methods, and further exploration of the self-perception of work readiness among new nurses in China is required. Objectives This study aimed to investigate genuine experiences and self-perceptions of work readiness among new graduate nurses. Design A qualitative descriptive study. Methods Sixteen new nurses from a provincial tertiary hospital in China were included in this study, which adhered to the consolidated criteria for reporting qualitative research (COREQ) checklist for reporting. The data collection process involved conducting semi-structured interviews from September to October 2021. Inductive content analysis was employed to analyze the interview data. Results The study identified four themes encompassing new nurses' real-life experiences and self-perceptions of work readiness: psychological stress, emotional conflict, empathy fatigue, and ethical dilemmas. Psychological stress comprised three subthemes: knowledge and skill deficits, communication barriers, and fear. Empathy fatigue was primarily characterized by psychological and physical symptoms. Ethical dilemmas involved conflicts over differences in values and between clinical reality and standardized nursing practice. Conclusion Drawing from the self-perceptions of work readiness among new nurses found in this study, nursing administrators and educators must enhance the existing transition support program for new nurses. Additionally, the establishment of individualized training programs is recommended to further improve the work readiness of new nurses.
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Affiliation(s)
- Heng Yang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Lili Yang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Lixia Chen
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Jinheng Liu
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Shaomei Cui
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
| | - Liyan Zhang
- Department of Nursing, The Fourth Affiliated Hospital, Zhejiang University School of Medicine, Yiwu, Zhejiang, No.N1, ShangCheng Avenue, 322000, China
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Castillo IA, Tengelin E, Arveklev SH, Dahlborg E. When nursing education becomes political: Norm-critical perspectives in a campus-based clinical learning environment. Nurs Inq 2024; 31:e12597. [PMID: 37608629 DOI: 10.1111/nin.12597] [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: 04/13/2023] [Revised: 08/08/2023] [Accepted: 08/14/2023] [Indexed: 08/24/2023]
Abstract
Nursing education is in the process of incorporating critical thinking, social justice, and health inequality perspectives into educational structures, aspiring to help nursing students develop into professional nurses prepared to provide equal care. Norm criticism is a pedagogical philosophy that promotes social justice. This qualitative case study aimed to gain an understanding of and elaborate on an educational development initiative in which norm criticism was incorporated into the composition of a new campus-based clinical learning environment for nursing education. By analyzing documents and interviews with the help of reflexive thematic analysis three themes were generated: "Intention to educate beyond nursing education," "Educating in alliance with society," and "The educative ambiguity of the Clinical Learning Centre." The case study indicates that the incorporation of norm criticism into a campus-based clinical learning environment may encourage nursing students to evolve social skills for nursing practice that support health equality within healthcare. By collaborating with society, nursing education can considerably improve its educational frameworks in alignment with societal demands. However, the inclusion of norm criticism in a setting such as a campus-based clinical learning environment entails a clash with established institutionalized norms and being perceived as too proximate to politics.
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Affiliation(s)
| | - Ellinor Tengelin
- Department of Health Sciences, Rehabilitation Science, Mid Sweden University, Ostersund, Sweden
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Peterson KS. The interprofessional practice experiences of final-semester prelicensure BSN students completing clinical immersion: A descriptive qualitative study. J Prof Nurs 2024; 51:80-89. [PMID: 38614678 DOI: 10.1016/j.profnurs.2024.01.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 01/10/2024] [Accepted: 01/26/2024] [Indexed: 04/15/2024]
Abstract
BACKGROUND The goal of interprofessional practice experiences in health professions programs is to develop interprofessional collaborative practice skills. PURPOSE The purpose of the study was to explore the meaning final-semester Bachelor of Science in Nursing students attributed to interprofessional practice experiences during clinical immersion. METHODS The theoretical framework for this descriptive qualitative study was experiential learning theory. A sample of 12 participants was drawn from final-semester prelicensure Bachelor of Science in Nursing students at a college of nursing at a public research university. Data were collected through one-on-one semi-structured interviews and analyzed through inductive thematic analysis. RESULTS The analysis yielded four themes: professional and interprofessional identity, working with team members, communication practices, and trusting relationships. Patterns across themes were clinical environment culture, nursing school preparation, nurse preceptor role, fear/concern/worry, and night shift. CONCLUSION Consistency in preceptors, welcoming clinical environments, and opportunities to practice communicating with team members contributed to interprofessional collaborative practice skill development and improved perceptions of readiness for practice. Academic and clinical educators may use findings to (a) identify immersion placements for interprofessional practice experiences, (b) design curricula reflective of interprofessional practice, (c) advance teaching strategies to promote interprofessional practice, and (d) create learning environments that aid in professional and interprofessional identity formation.
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Affiliation(s)
- Katherine S Peterson
- Nursing Academic Affairs - Department of Nursing, Division of Education and Professional Development; Mayo Clinic Arizona, USA.
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Labrague LJ. Reality shock in newly graduated critical care nurses and its association with missed nursing care: The mediating role of caring ability. Intensive Crit Care Nurs 2024; 80:103554. [PMID: 37837835 DOI: 10.1016/j.iccn.2023.103554] [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: 05/26/2023] [Revised: 09/13/2023] [Accepted: 09/17/2023] [Indexed: 10/16/2023]
Abstract
OBJECTIVES This study is a report assessing the intermediary role of caring ability in the association between reality shock in newly graduated nurses and missed nursing care. RESEARCH METHODOLOGY/DESIGN This descriptive study involved 286 newly graduated nurses working in various critical care units. Three standardized scales were used to collect data, including the Missed Nursing Care Scale, the Environmental Reality Shock-Related Issues and Concerns (ERS-RIC) Scale, and the Caring Ability Inventory (CAI). The Hayes' PROCESS macro in SPSS (Model 4) was utilized to perform mediation testing. The data was collected from March 2022 to July 2022. SETTING Critical care units in seven Philippine hospitals. RESULTS Newly graduated critical care nurses reported moderate levels of reality shock (mean = 50.31). Reality shock was directly associated with missed nursing care (β = 0.0493, p = 0.0066). Caring ability partially mediated the association between reality shock and missed nursing care through caring ability (β = 0.0042, SE = 0.0027). CONCLUSIONS Newly graduated critical care nurses experience reality shock during the initial two years of employment. Reality shock diminishes the caring abilities of the newly graduated nurses, leading to a higher incidence of missed nursing care. IMPLICATIONS FOR CLINICAL PRACTICE Institutional strategies aimed at facilitating a smooth transition for newly graduated nurses should be prioritized to prevent a decline in their caring abilities and ultimately reduce compromises in nursing care.
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Vanderzwan KJ, Kilroy S, Burt L, O'Rourke J. Don't interrupt me! development of a handoff education bundle to simulate the real world. Int J Nurs Educ Scholarsh 2024; 21:ijnes-2023-0092. [PMID: 38534055 DOI: 10.1515/ijnes-2023-0092] [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: 09/10/2023] [Accepted: 02/05/2024] [Indexed: 03/28/2024]
Abstract
OBJECTIVES Ineffective nurse-to-nurse handoff communication is associated with information omissions, diagnostic errors, treatment errors, and delays. New nurses report a lack of confidence and ability in handoff communication, which may stem from inadequate training in prelicensure nursing programs. Our objective was to introduce prelicensure nursing students to a standardized, theory-based method for handoff, including behavioral strategies employed by nurses during interrupted handoff. METHODS A handoff education bundle (HEB) was developed. Kern's six-step curriculum model was utilized to design, implement, and evaluate the handoff curriculum. RESULTS Student feedback highlighted the importance of integrating multiple, varying distractors during learning cycles and recognition of the impact of distractors on handoff. CONCLUSIONS Implementing a HEB at the prelicensure nursing level could promote competency in handoff communication for new graduate nurses. IMPLICATIONS FOR INTERNATIONAL AUDIENCE Handoff is an international patient safety priority, as inadequate communication has been linked to adverse patient events.
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Affiliation(s)
- Kathryn J Vanderzwan
- Department of Biobehavioral Nursing Science, University of Illinois Chicago College of Nursing, Chicago, IL, USA
| | - Susan Kilroy
- School of Public Health, Nursing Department, 6558 Temple University , Philadelphia, PA, USA
| | - Leah Burt
- Department of Biobehavioral Nursing Science, University of Illinois Chicago College of Nursing, Chicago, IL, USA
| | - Jennifer O'Rourke
- Parkinson School of Health Sciences and Public Health Maywood, Loyola University, Maywood, IL, USA
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Notarnicola I, Ivziku D, Tartaglini D, Filomeno L, Gualandi R, Ricci S, Lommi M, Porcelli B, Raffaele B, Montini G, Ferramosca FMP, Di Maria E, De Benedictis A, Baysal E, Latina R, Rocco G, Stievano A. Self-Perceived Clinical Competence of Nurses in Different Working Experiences: A Cross-Sectional Study. Healthcare (Basel) 2023; 11:2808. [PMID: 37957953 PMCID: PMC10648505 DOI: 10.3390/healthcare11212808] [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: 09/01/2023] [Revised: 10/19/2023] [Accepted: 10/21/2023] [Indexed: 11/15/2023] Open
Abstract
BACKGROUND Competence is an essential concept for measuring nurses' performance in terms of effectiveness and quality. To this end, our analysis highlighted the process of acquiring competencies, their self-evaluation into clinical practice, and how their proficiency levels change throughout the nursing career. In detail, this research explored nurses' perceived level of competence and the factors that influence it in different contexts. METHODS A cross-sectional survey using a structured questionnaire to assess the nursing participants' perception of their competencies in different clinical settings was accomplished. RESULTS A descriptive and bivariate analysis was performed on 431 nurses. Most respondents assessed their level of competence to be higher than their roles required. The Kruskal-Wallis test confirmed that nursing experience was a relevant factor influencing nursing competencies. CONCLUSIONS We suggest improving the competence of practicing nurses, using experience as a measurable effect of their development.
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Affiliation(s)
- Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Dhurata Ivziku
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Daniela Tartaglini
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Lucia Filomeno
- Department of Biomedicine and Prevetion, University Tor Vergata, 00133 Rome, Italy; (L.F.); (F.M.P.F.)
| | - Raffaella Gualandi
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Simona Ricci
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Marzia Lommi
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Porcelli
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Raffaele
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Graziella Montini
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | | | - Erica Di Maria
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Anna De Benedictis
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Ebru Baysal
- Department of Fundamentals Nursing, Faculty of Health Sciences, Manisa Celal Bayar University, 45030 Manisa, Turkey;
| | - Roberto Latina
- Department of Health Promotion, Mother and Child Care, Internal Medicine and Medical Specialties, University of Palermo, 90128 Palermo, Italy;
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
- Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy
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Sterner A, Eklund A, Nilsson MS. Prepared to learn but unprepared for work: A cross sectional survey study exploring the preparedness, challenges, and needs of newly graduated nurses entering a hospital-based transition program. Nurse Educ Pract 2023; 72:103782. [PMID: 37717407 DOI: 10.1016/j.nepr.2023.103782] [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: 05/01/2023] [Revised: 09/11/2023] [Accepted: 09/13/2023] [Indexed: 09/19/2023]
Abstract
The study aims to investigate new graduate nurses the perceptions of educational preparedness, their challenges, and their expectations during their transition to hospital care and introduction to work. BACKGROUND Previous research has raised questions about new graduate nurses' (NGNs) preparedness for work in the clinical setting, and transition programs have been implemented to smooth the transition process. Information about NGNs' expectations of both transition programs and their introduction to work when first entering the nursing profession is scarce. DESIGN A cross-sectional survey design was used. METHOD NGNs enrolled in a regional transition program in six hospitals were recruited from three-cohorts during September 2021, January 2022 and September 2022. After responding to a survey both a qualitative and quantitative approach was used when analyzing responses. RESULTS Quantitative and qualitative findings derived from 248 NGNs responses showed that 65% of the NGNs perceived that nursing education in general prepared them for clinical work, that they were prepared for and committed to workplace learning but require support from a well-designed transition program as well as from colleagues and managers in their ward unit. The conclusion is that the preparation provided by nursing education as well as organizational factors in the healthcare workplace influence new graduate nurses' readiness for clinical work, the challenges they perceive, and their needs for learning and support.
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Affiliation(s)
- Anders Sterner
- Faculty of Caring Sciences, Work Life and Social Welfare, University of Borås, 50190 Borås, Sweden.
| | - Annika Eklund
- Department of Health Sciences, University West, 46186 Trollhättan, Sweden
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Choi H, Jeon Y, Lee U, Ahn J, Kim H. Technology-based interactive communication simulation for Korean nurses: A randomized controlled repeated-measures design. NURSE EDUCATION TODAY 2023; 128:105879. [PMID: 37352764 DOI: 10.1016/j.nedt.2023.105879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 05/26/2023] [Accepted: 06/12/2023] [Indexed: 06/25/2023]
Abstract
BACKGROUND Effective and standardized technology-based communication simulations addressing diverse clinical situations for novice nurses are limited. OBJECTIVES This study evaluated the efficacy of the Technology-based Interactive Communication Simulation for Nurses on communication competency (knowledge, self-efficacy, skills, and clarity), compassion, and assertiveness among novice nurses. DESIGN We used a randomized controlled repeated-measures design. Participants were randomly assigned to either the intervention (Technology-based Interactive Communication Simulation for Nurses) or attention control group and completed the assigned program, the questionnaire thrice (i.e., before, immediately after, and four weeks after the program), and the e-simulation twice (i.e., immediately after and four weeks after the program). SETTINGS AND PARTICIPANTS Korean nurses with six months to two years of experience recruited from five secondary and tertiary hospitals participated in the study at a private, quiet place of their choice. METHODS The intervention comprises two simulation cases across different formats: (1) an interactive communication simulation for various clinical situations followed by a tailored debriefing; and (2) a video showing a conflict between a nurse and caregiver and between nurses, followed by a self-reflection activity. Communication skills and clarity were also evaluated by raters. Data analyses included descriptive analyses, t-tests, chi-square tests, and a generalized estimating equation model. RESULTS In total, 142 nurses (73 in the intervention and 69 in the attention control groups) participated in the programs, and 128 participated through the four-week follow-up. Technology-based Interactive Communication Simulation for Nurses significantly improved communication knowledge and self-efficacy and compassion among novice nurses compared to the attention control program, and its effects were maintained for four weeks. The group difference in communication skills and clarity evaluated by the raters was also significant. CONCLUSION Technology-based Interactive Communication Simulation for Nurses is effective in enhancing the communication competence of novice nurses. Future studies should analyze assertiveness in Korean healthcare settings.
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Affiliation(s)
- Heeseung Choi
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea; Research Institute of Nursing Science, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea
| | - Yeseul Jeon
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea.
| | - Ujin Lee
- College of Nursing, Incheon Catholic University, Yeonsu-gu, Incheon 21987, Republic of Korea
| | - Junggeun Ahn
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea
| | - Hannah Kim
- College of Nursing, Seoul National University, Jongno-gu, Seoul 03080, Republic of Korea
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Høegh-Larsen AM, Gonzalez MT, Reierson IÅ, Husebø SIE, Hofoss D, Ravik M. Nursing students' clinical judgment skills in simulation and clinical placement: a comparison of student self-assessment and evaluator assessment. BMC Nurs 2023; 22:64. [PMID: 36894974 PMCID: PMC9996978 DOI: 10.1186/s12912-023-01220-0] [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: 12/19/2022] [Accepted: 02/23/2023] [Indexed: 03/11/2023] Open
Abstract
BACKGROUND Clinical judgment is an important and desirable learning outcome in nursing education. Students must be able to self-assess their clinical judgment in both the simulation and clinical settings to identify knowledge gaps and further improve and develop their skills. Further investigation is needed to determine the optimal conditions for and reliability of this self-assessment. AIMS This study aimed to compare the same group of students' self-assessment of clinical judgment with an evaluator's assessment in both simulation and clinical settings. The study further aimed to investigate whether the Dunning-Kruger effect is present in nursing students' self-assessment of clinical judgment. METHODS The study applied a quantitative comparative design. It was conducted in two learning settings: an academic simulation-based education course, and a clinical placement course in an acute care hospital. The sample consisted of 23 nursing students. The Lasater Clinical Judgment Rubric was used to collect data. The scores were compared using a t-test, intraclass correlation coefficient, Pearson's correlation coefficient, and Bland-Altman plots. The Dunning-Kruger effect was investigated using linear regression analysis and a scatter plot. RESULTS The results showed an inconsistency between student self-assessment and evaluator assessment of clinical judgment in both simulation-based education and clinical placement. Students overestimated their clinical judgment when compared to the more experienced evaluator's assessment. Differences between students' scores and the evaluator's scores were larger when the evaluator's scores were low, indicating the presence of the Dunning-Kruger effect. CONCLUSION It is vital to acknowledge that student self-assessment alone may not be a reliable predictor of a student's clinical judgment. Students who had a lower level of clinical judgment were likely to be less aware that this was the case. For future practice and research, we recommend a combination of student self-assessment and evaluator assessment to provide a more realistic view of students' clinical judgment skills.
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Affiliation(s)
- Anne Mette Høegh-Larsen
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, Kongsberg, 3603, Norway.
| | - Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, Kongsberg, 3603, Norway
| | - Inger Åse Reierson
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, Kongsberg, 3603, Norway
| | - Sissel Iren Eikeland Husebø
- Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway.,Department of Surgery, Stavanger University Hospital, Stavanger, Norway
| | - Dag Hofoss
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, Kongsberg, 3603, Norway
| | - Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Postbox 235, Kongsberg, 3603, Norway
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Rossi L, Butler S, Coakley A, Flanagan J. Nursing knowledge captured in electronic health records. Int J Nurs Knowl 2023; 34:72-84. [PMID: 35570416 DOI: 10.1111/2047-3095.12365] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/28/2021] [Accepted: 02/26/2022] [Indexed: 01/11/2023]
Abstract
PURPOSE The purpose of this study was to describe the extent to which nursing assessment data was present in the electronic health record and linked to NANDA-I, NIC, and NOC. METHODS This retrospective review used a descriptive approach to examine documentation in the electronic health records (EHR) of 10 hospitalized patients requiring cardiac surgery. A team of experts applied a Delphi consensus-building process to identify the supports and barriers for nursing documentation. FINDINGS Collection of the health history was organized using Gordon's Functional Health Pattern (FHP) Framework. Seventy-five fields were noted for the entry of nursing assessment data of which 65 focused on health history data and 30 documented physical findings and observations. There were no references to the defining characteristics or etiologies with any of the diagnostic labels used. Care plans included the nursing diagnoses, goals of care, and interventions, although there was a lack of clear alignment between the assessment, NANDA-I, NIC, and NOC and the care plan. Progress note documentation addressed significant events in the patient's clinical course; however, these were not nursing problem or diagnosis focused. Four expert reviewers arrived at consensus regarding the supports and challenges impacting nurses' ability to document data depicting nursing's contribution to care using a FHP and standardized nursing language in the EHR. CONCLUSIONS The EHR provides an opportunity to reflect nursing clinical judgment and make nursing care visible. These findings suggest there are challenges to capturing nurse focused data elements in the EHR. IMPLICATIONS FOR NURSING PRACTICE This work has important implications for clinicians, educators, and administrators alike. EHR systems must accurately capture nurses' contribution to patient care to plan for resource allocation and quality care delivery. Ultimately, the development of standardized data sources reflecting the outcomes of nursing care will expand the opportunities to advance nursing knowledge.
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Affiliation(s)
- Laura Rossi
- Simmons University Boston, Massachusetts, USA.,Massachusetts General Hospital, Boston, Massachusetts, USA
| | - Shawna Butler
- Massachusetts General Hospital, Boston, Massachusetts, USA.,University of Massachusetts, Boston, Massachusetts, USA
| | | | - Jane Flanagan
- Massachusetts General Hospital, Boston, Massachusetts, USA.,Boston College, Chestnut Hill, Massachusetts, USA
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14
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Onboarding New Graduate Nurses Using Assessment-Driven Personalized Learning to Improve Knowledge, Critical Thinking, and Nurse Satisfaction. J Nurses Prof Dev 2023; 39:18-23. [PMID: 34678802 PMCID: PMC9835669 DOI: 10.1097/nnd.0000000000000805] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
Abstract
Effective onboarding is key to new nurse success; however, many programs lack evidence-based support. The current study compared knowledge, critical thinking, and nurse satisfaction between cohorts before and after implementation of personalized learning for onboarding. Results showed better knowledge, critical thinking, and nurse satisfaction in the personalized learning cohort compared to prior cohorts. Nurse educators should use evidence-based personalized learning for onboarding to fully support new nurses as they transition from the classroom to practice.
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Hoffmann M, Schwarz CM, Schwappach D, Banfi C, Palli C, Sendlhofer G. Speaking up about patient safety concerns: view of nursing students. BMC Health Serv Res 2022; 22:1547. [PMID: 36536431 PMCID: PMC9761031 DOI: 10.1186/s12913-022-08935-x] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2022] [Accepted: 12/06/2022] [Indexed: 12/23/2022] Open
Abstract
BACKGROUND "Speaking up" is considered an important patient safety behaviour. The main idea is to voice patient safety concerns; however, several studies revealed that the organisational culture can be obstructive. In previous studies, we already identified barriers for doctors, nurses and medical students. In the current study, we explore how nursing students use "speaking up" during their internship in an academic teaching hospital. METHODS Between 2019 and 2020, 212 nursing students were invited to take part in the survey. The validated Speaking Up about Patient Safety Questionnaire (SUPS-Q) was used to assess speaking up behaviours in nursing students. The SUPS-Q consisted of three behaviour related scales (11 items), three culture related scales (11 items), a question regarding barriers to speak up as well as a clinical vignette assessing a hypothetical speaking up situation. RESULTS In total, 118 nursing students took part in the survey (response rate: 56%). Most of them noticed specific safety concerns, observed errors or rule violations. The vignette was seen as very realistic and harmful to the patient. However, the majority responded that they did not speak up and remained silent. They reported a rather discouraging environment and high levels of resignation towards speaking up. However, more advanced students were less likely to speak up than less advanced students (p = 0.027). Most relevant barriers were fear of negative reaction (64%), reaction not predictable (62%) and ineffectiveness (42%). CONCLUSIONS Survey results of nursing students imply that speaking-up behaviours and remaining silent are common behaviours and coexist in the same individual. The clinical vignette and barriers to speaking up revealed that a hierarchical system does not support speaking-up behaviours. Organizational development is needed to foster professional teamwork, support attentive listening, encourage critical thinking, and problem-solving skills.
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Affiliation(s)
- Magdalena Hoffmann
- grid.411580.90000 0000 9937 5566Executive Department for Quality and Risk Management, University Hospital Graz, Auenbruggerplatz 1, 8036 Graz, Austria ,grid.11598.340000 0000 8988 2476Research Unit for Safety and Sustainability in Healthcare, c/o Division of Plastic, Aesthetic and Reconstructive Surgery, Department of Surgery, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria ,grid.11598.340000 0000 8988 2476Division of Endocrinology and Diabetology, Department of Internal Medicine, Medical University of Graz, Auenbruggerplatz 15, 8036 Graz, Austria
| | - Christine Maria Schwarz
- grid.411580.90000 0000 9937 5566Executive Department for Quality and Risk Management, University Hospital Graz, Auenbruggerplatz 1, 8036 Graz, Austria ,grid.11598.340000 0000 8988 2476Research Unit for Safety and Sustainability in Healthcare, c/o Division of Plastic, Aesthetic and Reconstructive Surgery, Department of Surgery, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria
| | - David Schwappach
- grid.5734.50000 0001 0726 5157Institute of Social and Preventive Medicine, University of Bern, Bern, Switzerland
| | - Chiara Banfi
- grid.11598.340000 0000 8988 2476Institute for Medical Informatics, Statistics and Documentation, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria
| | - Christoph Palli
- grid.452085.e0000 0004 0522 0045Institute of Health Care and Nursing, University of Applied Sciences FH Joanneum, Alte Poststrasse 149, 8020 Graz, Austria
| | - Gerald Sendlhofer
- grid.411580.90000 0000 9937 5566Executive Department for Quality and Risk Management, University Hospital Graz, Auenbruggerplatz 1, 8036 Graz, Austria ,grid.11598.340000 0000 8988 2476Research Unit for Safety and Sustainability in Healthcare, c/o Division of Plastic, Aesthetic and Reconstructive Surgery, Department of Surgery, Medical University of Graz, Auenbruggerplatz 2, 8036 Graz, Austria
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New graduate registered nurses' professional competence and the impact of preceptors' education intervention: a quasi-experimental longitudinal intervention study. BMC Nurs 2022; 21:360. [PMID: 36526985 PMCID: PMC9757917 DOI: 10.1186/s12912-022-01133-4] [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: 09/23/2022] [Accepted: 11/30/2022] [Indexed: 12/23/2022] Open
Abstract
AIMS AND OBJECTIVES The aim of this quasi-experimental longitudinal intervention study was to investigate new graduate nurses' professional competence development after preceptors' participation in an education intervention. BACKGROUND New graduate registered nurses are expected to be competent in many areas of nursing. Expectations that are sometimes unrealistic may cause a sense of inadequacy and stress, and this may in turn prevent them from fully deploying their competencies. Competence development is related to practice environment, occupational commitment, empowerment, and work experience. Orientation or transition programs have been designed to ensure new graduate nurses' competence, and preceptors and preceptorship could also have significant influence on their competence development. DESIGN A quasi-experimental longitudinal intervention study. METHODS The data was collected from October 2015 to November 2017. Participating wards were randomized into intervention and control groups. The intervention group preceptors had an eight-hour education intervention that focused on new employees' orientation, particularly from new graduates' point of view. Wards in the control group continued to precept as before. The Nurse Competence Scale was used for new graduates' self-assessment at baseline and at three-month and nine-month follow-up. This study is reported in accordance with the TREND Statement Checklist. RESULTS The education intervention aimed at preceptors did not have impact on the intervention group NGRNs' competence development. There were no statistically significant differences between the groups and effect size remained small. CONCLUSIONS The preceptors' education intervention was not effective enough to develop new graduates' professional competence so that it would have differed from that of the graduates receiving conventional orientation at the university hospital. This study confirmed that competence development is a complex and multidimensional phenomenon and organizations should invest in new graduate registered nurses' competence development during their early career. Preceptors' education and development of preceptorship and transition programs are an important part of overall competence development in complex health care environments. TRIAL REGISTRATION Retrospectively registered.
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Hong S, Lee JY. Evaluation of therapeutic communication education for nursing students based on constructivist learning environments: A systematic review. NURSE EDUCATION TODAY 2022; 119:105607. [PMID: 36306635 DOI: 10.1016/j.nedt.2022.105607] [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: 08/16/2022] [Accepted: 10/09/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Education on therapeutic communication has been emphasized in nursing education. However, few studies have used an educational framework to develop educational interventions, such as the instructional design model for Jonassen's Constructivist Learning Environments. Based on the model of Constructivist Learning Environments, this study aimed to analyze educational interventions on therapeutic communication for nursing students and propose a model for therapeutic communication education for nurse educators. DESIGN A systematic review. DATA SOURCES The terms "nursing," "students," "therapeutic," and "communication" were used to search for studies in English conducted between 2000 and 2022 in four databases (PubMed, Embase, Cumulative Index of Nursing and Allied Health Plus with Full Text, and Cochrane Library CENTRAL). REVIEW METHODS Two researchers independently screened the titles and abstracts of the original studies, followed by the full texts. The Cochrane Risk of Bias Tool 2.0 for randomized controlled trials and Risk of Bias Assessment Tool for Non-Randomized Studies for quasi-experimental studies were used to evaluate the eligible studies. This review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. RESULTS Twelve studies were included in this review. Among the six instructional components of the model for Constructivist Learning Environments, the most commonly used were question/case/problem, cognitive tool, and conversational/collaboration tool. Among the three instructional methods of the model, coaching was the most frequently used. Therefore, an instructional design model for effective therapeutic communication education for nursing students was proposed based on Constructivist Learning Environments. CONCLUSIONS Employing an instructional design, such as Constructivist Learning Environments, can effectively promote the therapeutic communication education of nursing students.
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Affiliation(s)
- Soomin Hong
- College of Nursing, Yonsei University, Seoul, South Korea
| | - Ji Yea Lee
- College of Nursing, Yonsei University, Seoul, South Korea.
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18
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Matlhaba KL, Nkoane NL. Understanding the learning needs to enhance clinical competence of new professional nurses in public hospitals of South Africa: A qualitative study. BELITUNG NURSING JOURNAL 2022; 8:414-421. [PMID: 37554484 PMCID: PMC10405665 DOI: 10.33546/bnj.2180] [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: 06/15/2022] [Revised: 07/16/2022] [Accepted: 08/01/2022] [Indexed: 08/10/2023] Open
Abstract
BACKGROUND A competent nursing workforce plays an important role, as it will ensure effective management of the healthcare system by providing quality nursing care. However, from the literature, it is evident that the learning needs of new professional nurses are not well explored and documented. OBJECTIVE The objective of this paper was to report identified learning needs of new professional nurses to enhance their clinical competence to ensure that they are able to provide excellent quality nursing care to patients with confidence. METHODS A qualitative study design was used to understand the perceptions of operational managers regarding the learning needs of new professional nurses to enhance their clinical competence. The study was conducted at seven public hospitals in the three districts of the North West Province, South Africa, between September and November 2021. Data were analyzed thematic. RESULTS Four themes emerged from data analysis: 1) Ethos and professional practice, 2) Management and leadership skills, 3) Assessment and observation skills, and 4) Documentation and record keeping. CONCLUSION This study provides valuable information regarding the learning needs of new professional nurses. Understanding these learning needs can provide insight into how to better transition student nurses to registered nurses so that they are able to adequately and safely take care of a diverse patient population and work successfully as new nurses.
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Affiliation(s)
| | - Naomi L. Nkoane
- Department of Health Studies, University of South Africa, South Africa
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19
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Forbes TH, Evans S. From anticipation to confidence: A descriptive qualitative study of new graduate nurse communication with physicians. J Nurs Manag 2022; 30:2039-2045. [PMID: 35506538 PMCID: PMC9790247 DOI: 10.1111/jonm.13656] [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: 12/02/2021] [Revised: 04/06/2022] [Accepted: 04/29/2022] [Indexed: 12/30/2022]
Abstract
AIM The aim of this study was to understand how new graduate nurses experience communication with physicians. BACKGROUND Communication is necessary for high-quality health care delivery. With poor patient outcomes as a driving force, knowledge of the dialogue that occurs between new graduate nurses and physicians has been rarely explored. METHODS This qualitative descriptive study involved 13 new graduate nurses from an academic teaching hospital in the south-eastern United States. Data for this study were collected using face-to-face and virtual interviews with a focus on having nurses describe their experience communication with physicians in their current practice. RESULTS Analysis led to four themes that describe new graduate nurses experience communicating with physicians. Those themes were gaps in preparation, developing confidence, learning to communicate, and interprofessional care. CONCLUSIONS Effective communication with physicians is a stressor for new graduate nurses as they transition to practice. For these nurses, negative emotions in their anticipation of communicating with physicians were developed during their educational experience. IMPLICATIONS FOR NURSING MANAGEMENT The findings of this study emphasize the importance of enhanced interprofessional training in education and practice that facilitate effective communication between the two professions in the practice environment.
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Kerr D, Martin P, Furber L, Winterburn S, Milnes S, Nielsen A, Strachan P. Communication skills training for nurses: Is it time for a standardised nursing model? PATIENT EDUCATION AND COUNSELING 2022; 105:1970-1975. [PMID: 35301988 DOI: 10.1016/j.pec.2022.03.008] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2021] [Revised: 02/10/2022] [Accepted: 03/08/2022] [Indexed: 06/14/2023]
Affiliation(s)
- Debra Kerr
- Centre for Quality and Patient Safety, Institute for Health Transformation, Faculty of Health, School of Nursing and Midwifery, Deakin University, Geelong, VIC, Australia.
| | - Peter Martin
- Centre for Organisational Change in Person-Centred Healthcare, Deakin University, School of Medicine, Faculty of Health, Geelong, VIC, Australia; University Hospital Geelong, Barwon Health, Geelong, VIC, Australia
| | - Lynn Furber
- Healthcare Communication Matters, London, UK
| | - Sandra Winterburn
- Norwich Medical School, University of East Anglia, Faculty of Medicine and Health Sciences, UK
| | - Sharyn Milnes
- University Hospital Geelong, Barwon Health, Geelong, VIC, Australia
| | - Annegrethe Nielsen
- Department of Nursing, University College Copenhagen, Copenhagen, Denmark
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Goh HS, Ng E, Tang ML, Zhang H, Liaw SY. Psychometric testing and cost of a five-station OSCE for newly graduated nurses. NURSE EDUCATION TODAY 2022; 112:105326. [PMID: 35298975 DOI: 10.1016/j.nedt.2022.105326] [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: 11/21/2021] [Revised: 02/25/2022] [Accepted: 03/07/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The Objective Structured Clinical Examination (OSCE) is widely used in nursing education, but its implementation is costly and resource intensive, potentially limiting its feasibility. A five-station OSCE was designed to replace a previously validated 12-station OSCE but was not evaluated for its psychometric properties. PURPOSE This study aimed to evaluate the validity, reliability, acceptability, educational impact, and cost of a five-station OSCE using Van der Vleuten's utility formula. METHODS This study was based on a cross-sectional, nonexperimental design involving psychometric testing, a survey, and a cost analysis. RESULTS The five-station OSCE showed high content and predictive validity and inter-rater reliability among examiners. The OSCE format was well accepted by participants and achieved a cost saving of 45.2% compared with the 12-station format. CONCLUSIONS The five-station OSCE provides an authentic and objective assessment of competence among newly graduated nurses.
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Affiliation(s)
- Hongli Sam Goh
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | | | | | - Hui Zhang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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22
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Celano T, Harris S, Sawyer AT, Hamilton T. Promoting Spiritual Well-Being Among Nurses. NURSE LEADER 2022; 20:188-192. [PMID: 35280339 PMCID: PMC8899437 DOI: 10.1016/j.mnl.2021.08.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 06/02/2021] [Revised: 08/04/2021] [Accepted: 08/09/2021] [Indexed: 11/26/2022]
Abstract
Health care organizations are facing the fallout from inadequate nurse staffing in addition to the emotional and spiritual tolls of the COVID-19 pandemic. Organizations must strategically differentiate themselves by novel methods of recruitment and retention, including care of the nurse as a whole person. Tactical strategies can be implemented by nurse leaders to promote the spiritual well-being of the nursing workforce. These strategies include incorporating spirituality and soft skills into nursing orientation, developing and providing interventions to support spiritual well-being, and implementing methods to provide spiritual care of patients by nurses.
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Masso M, Sim J, Halcomb E, Thompson C. Practice readiness of new graduate nurses and factors influencing practice readiness: a scoping review of reviews. Int J Nurs Stud 2022; 129:104208. [DOI: 10.1016/j.ijnurstu.2022.104208] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2021] [Revised: 02/07/2022] [Accepted: 02/10/2022] [Indexed: 10/19/2022]
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Sahay A, Willis E. Graduate nurse views on patient safety: Navigating challenging workplace interactions with senior clinical nurses. J Clin Nurs 2021; 31:240-249. [PMID: 34114276 DOI: 10.1111/jocn.15902] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2021] [Revised: 05/14/2021] [Accepted: 05/18/2021] [Indexed: 11/30/2022]
Abstract
AIM AND OBJECTIVE To explore and understand the negative experiences of graduate nurses' interaction with senior nurses and the implications for safe patient care. BACKGROUND Patient safety is dependent on the nursing care they receive. Working in environments where there is reduced collegial support and increased emotional distress, increases the likelihood of nurses making errors that may negatively impact on patient outcomes. Insights drawn from graduate nurses' negative interactions with senior nurses may provide an understanding of the impact of nurse-to-nurse interactions on patient safety outcomes. METHODS A qualitative exploratory descriptive design was used. A purposive sample of 18 graduate registered nurses participated in this study. Semi-structured interviews were conducted, audio-recorded and transcribed verbatim. Data were thematically analysed. The COREQ checklist was followed. RESULTS The overarching theme, 'Navigating workplace challenges' was identified with two sub-themes: Processing unsupportive nurse behaviour and responding to nurse deviations from best practice. Common deviations in practice included erosion of safe medication practice, wound care and non-compliance with universal precautions. Graduate nurses also observed unsafe workplace practice, however, were hesitant to speak up due to fear of retribution. Unsupportive behaviours impacted on their critical thinking ability, follow-up interactions with other nurses and subsequent delivery of patient care. CONCLUSION Quality and safety strategies should not ignore and/or overlook the impact of interpersonal relationships on patient safety and risk. Strategies for delivering evidence-based, safe and quality care to patients go beyond the establishment of standards and technically focussed management strategies. RELEVANCE TO CLINICAL PRACTICE It is vital to examine the quality of working relationships between all levels of healthcare professionals including graduate nurses and their supervisors to ensure supportive behaviours prevail in advancing delivery of quality care within the practice environment. The study alludes to the fact that disruptive workplace behaviours are more hierarchical than horizontal (i.e., graduate nurse-to-graduate nurse).
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Affiliation(s)
- Ashlyn Sahay
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Mackay, Australia
| | - Eileen Willis
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
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A Hybrid MADM Model for Newly Graduated Nurse's Competence Evaluation and Improvement. JOURNAL OF HEALTHCARE ENGINEERING 2021; 2021:6658538. [PMID: 33968354 PMCID: PMC8082270 DOI: 10.1155/2021/6658538] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 01/31/2021] [Accepted: 02/22/2021] [Indexed: 12/01/2022]
Abstract
Nursing departments in hospitals must evaluate the practical competency of newly graduated nurses and assist them to increase their competence. Competency assessments often consider multiple qualitative attributes and use expert knowledge as the basis for decision-making. This study proposes a hybrid multiple attribute decision-making (MADM) model that determines practical competency of the newly graduated nurse as an evaluation framework. A causal influence-network diagram (CIND) and influential weights are obtained from nursing experts' clinical experience using the decision-making trial and evaluation laboratory (DEMATEL)-based analytical network process analysis (DANP). The MOORA-AS method is then used to evaluate the ability expectation ratio-gap for newly graduated nurses in practice. The CIND is used to allow each newly graduated nurse to reduce the performance ratio-gaps between the current level and the aspirational level from a systematic perspective. The empirical data applies to a third-class and a first-class hospital in China. The results show that the proposed hybrid MADM model has reliable results and allows nursing department decision-makers/managers to easily evaluate and systematically improve competencies for newly graduated nurses.
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