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Westmoreland GR, Frank KI, Garrison EL, Tang Q, Loubeau J, Krieger J, Hartman S, Roth S, Litzelman DK. Responding to a nursing mandate in long-term care: A multi-modal pilot curriculum for bachelor of science in nursing students. J Am Geriatr Soc 2024. [PMID: 39042729 DOI: 10.1111/jgs.19089] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/31/2023] [Revised: 06/17/2024] [Accepted: 06/23/2024] [Indexed: 07/25/2024]
Affiliation(s)
- Glenda R Westmoreland
- Department of Medicine, Indiana University School of Medicine, Indiananpolis, USA
- Department of Medicine, Indiana University, Indiananpolis, USA
- Department of Medicine, Indiana University Health, Indiananpolis, USA
| | - Kathryn I Frank
- Department of Medicine, Indiana University, Indiananpolis, USA
| | | | - Qing Tang
- Regenstrief Institute, Indiananpolis, USA
| | - Julia Loubeau
- Department of Medicine, Indiana University Health, Indiananpolis, USA
| | - Julie Krieger
- Department of Medicine, Indiana University Health, Indiananpolis, USA
| | - Sarah Hartman
- Department of Medicine, Indiana University Health, Indiananpolis, USA
| | - Sarah Roth
- Regenstrief Institute, Indiananpolis, USA
| | - Debra K Litzelman
- Department of Medicine, Indiana University School of Medicine, Indiananpolis, USA
- Department of Medicine, Indiana University, Indiananpolis, USA
- Department of Medicine, Indiana University Health, Indiananpolis, USA
- Regenstrief Institute, Indiananpolis, USA
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Munangatire T, Jacob V, Tomas N. Perceived competence and related factors affecting the development of the clinical competence of nursing students at two university sites in Namibia: a cross-sectional study. BMC MEDICAL EDUCATION 2024; 24:743. [PMID: 38982420 PMCID: PMC11234757 DOI: 10.1186/s12909-024-05729-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2024] [Accepted: 07/01/2024] [Indexed: 07/11/2024]
Abstract
BACKGROUND Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses' perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia. METHODS A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value < 0.05 confidence interval. RESULTS Forty-seven percent (47%) of the students were found to be competent while more than half (53%) were not. A Chi-square test found a statistically significant difference between students studying at different campuses and between different year levels (p = < .05). A regression analysis showed that nursing educators' competence (β = .128; p = .36) had a positive influence on nursing students' competence levels, unlike the mode of learning (β = -.140; p = .013), which negatively predicted the development of clinical competence. No significant relationship was found between the development of clinical competence and teaching approaches, assessment, feedback, constructive alignment, theory-practice gap and reflective practice (p = ˃.05). CONCLUSION Educator's competence levels and the mode of learning were the two major factors that were more likely to influence the development of clinical competence among nursing students. Therefore, it is recommended that nursing training institutions prioritise the development of educators' competence and apply various modes of learning to enhance development of nursing students' competence.
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Affiliation(s)
| | - Victoria Jacob
- University of Namibia, Maria Mwengere Street, P.O. Box 88, Rundu, Namibia
| | - Nestor Tomas
- University of Namibia, Maria Mwengere Street, P.O. Box 88, Rundu, Namibia
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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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Davey M, Taucar LS, Heyer M, Boscart V. Development of Gerontological Learning Objectives to Enhance Nursing Educational Curricula. J Nurs Educ 2024; 63:256-260. [PMID: 37738077 DOI: 10.3928/01484834-20230815-04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/23/2023]
Abstract
BACKGROUND Many nursing schools are challenged to provide adequate gerontological education to students despite the enormous benefits to students' careers and society. This project developed student learning objectives to be used by nursing faculty to facilitate enriched gerontology courses and program curricula. METHOD The project team drafted a comprehensive list of nursing student learning objectives based on the 2020 Canadian Gerontological Nursing Association Standards of Practice and Competencies and included relevant supportive references. Subsequently, 20 gerontological nurse experts reviewed the learning objectives through a modified Delphi process via online Qualtrics surveys (two rounds). RESULTS A total of 176 learning objectives were rated in round one for importance, measurability, feasibility, and interpretability; these were amalgamated to 47 learning objectives for review in round two. CONCLUSION Thirty-three learning objectives were identified and validated that can be used by nursing schools to offer increased opportunities for gerontological learning. [J Nurs Educ. 2024;63(4):256-260.].
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Najaffard N, Mohammadi A, Mojtahedzadeh R, Zarei A. E-portfolio as an effective tool for improvement of practitioner nurses' clinical competence. BMC MEDICAL EDUCATION 2024; 24:114. [PMID: 38317105 PMCID: PMC10845774 DOI: 10.1186/s12909-024-05092-z] [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: 04/03/2023] [Accepted: 01/24/2024] [Indexed: 02/07/2024]
Abstract
BACKGROUND Clinical competence is essential for providing effective patient care. Clinical Governance (CG) is a framework for learning and assessing clinical competence. A portfolio is a work-placed-based tool for monitoring and reflecting on clinical practice. This study aimed to investigate the effect of using an e-portfolio on the practitioner nurses' competence improvement through the CG framework. METHODS This was a quasi-experimental study with 30 nurses in each intervention and control group. After taking the pretests of knowledge and performance, the participants attended the in-person classes and received the educational materials around CG standards for four weeks. In addition, nurses in the intervention group received the links to their e-portfolios individually and filled them out. They reflected on their clinical practice and received feedback. Finally, nurses in both groups were taken the post-tests. RESULTS Comparing the pre-and post-test scores in each group indicated a significant increase in knowledge and performance scores. The post-test scores for knowledge and performance were significantly higher in the intervention group than in the control one, except for the initial patient assessment. CONCLUSION This study showed that the e-portfolio is an effective tool for the improvement of the nurses' awareness and performance in CG standards. Since the CG standards are closely related to clinical competencies, it is concluded that using portfolios effectively improves clinical competence in practitioner nurses.
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Affiliation(s)
- Nastaran Najaffard
- Department of E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences; and Clinical Nurse at Imam Sajjad Hospital, Tehran, Iran
| | - Aeen Mohammadi
- Department of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz BLVD, Tehran, Iran
| | - Rita Mojtahedzadeh
- Department of E-Learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 2, Dolatshahi Alley, Naderi St., Keshavarz BLVD, Tehran, Iran.
| | - Afagh Zarei
- Education Development Center, Birjand University of Medical Sciences, Birjand, Iran
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Tate K, Guney S, Lai C, Van Son C, Kennedy M, Dahlke S. Gerontological nursing competencies: A scoping review. NURSE EDUCATION TODAY 2024; 133:106034. [PMID: 37988828 DOI: 10.1016/j.nedt.2023.106034] [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: 08/01/2023] [Revised: 10/25/2023] [Accepted: 11/05/2023] [Indexed: 11/23/2023]
Abstract
BACKGROUND Despite decades of advocates striving to enhance gerontological content in baccalaureate nursing programs, nurses are still graduating with inadequate knowledge and skills to work with older adults. Scholars suggest that incorporating entry-to-practice gerontological competencies could be one way to improve graduating nurses' knowledge about older adults. AIM To examine the state of gerontological entry to practice competencies and standards for baccalaureate-prepared nurses around the world. DESIGN We conducted a scoping review of the literature using the Joanna Briggs Institute (JBI) framework and followed PRISMA-ScR guidelines to report findings. METHODS We performed searches from inception to June 20th 2022 in Medline and EMBASE via OVID, CINAHL via EBSCOhost, Scopus, and Cochrane Library via Wiley. We conducted a search on GOOGLE for grey literature. We included literature that examined 1) baccalaureate nursing programs, 2) gerontological competencies/standards, and 3) older people/adults. RESULTS We found 8 literature sources, 4 of which were academic papers and 4 documents describing gerontological entry-to-practice standards and competencies from national nursing associations. Gerontological competencies highlight providing person-centered care to older people and their families across many care contexts. This care includes relational and cultural competence, exhibiting professional values and screening for potential elder abuse. Scholars in two papers relayed their experiences incorporating gerontological competencies into their curricula and two studied student nurses' gerontological competency. CONCLUSIONS There is interest and some progress in developing and incorporating gerontological competencies in various countries but not enough. A coordinated approach to sharing information and expertise among nations is needed to develop international gerontological competencies to facilitate improved nursing care with older adults.
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Affiliation(s)
- Kaitlyn Tate
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy 11405-87 Ave NW, Edmonton, AB T6G 1C9, Canada.
| | - Seda Guney
- Faculty of Nursing, Koç University, Health Sciences Campus, Davutpaşa Caddesi, No: 4 34010 Topkapı, Istanbul, Turkey.
| | - Claudia Lai
- School of Nursing, The Hong Kong Polytechnic University, Yuk Choi Road, Hung Hom, Hong Kong.
| | | | - Megan Kennedy
- John W Scott Health Sciences Library, University of Alberta 2K.28 Walter C Mackenzie Health Sciences Centre, Edmonton, AB T6G 2R7, Canada.
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy 11405-87 Ave NW, Edmonton, AB T6G 1C9, Canada.
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Ho MH, Lee JJ, Joo JY, Bail K, Liu MF, Traynor V. Determinants of the intention to work in aged care: a cross-sectional study to assess gerontological nursing competencies among undergraduate nursing students. BMC Nurs 2023; 22:448. [PMID: 38031123 PMCID: PMC10685655 DOI: 10.1186/s12912-023-01613-1] [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: 05/08/2023] [Accepted: 11/20/2023] [Indexed: 12/01/2023] Open
Abstract
BACKGROUND There are huge demands for aged-care workers, and undergraduate gerontological nursing education plays a critical role in providing academic and professional training. PURPOSE To examine relationships of characteristics, aged-care education, and gerontological nursing competencies with the intention to work in aged care. METHODS An online survey was distributed to undergraduate nursing students between April and June 2022 to gather characteristics, relevant aged-care education, gerontological nursing competencies, and intentions to work in aged care data. Multivariate regression analyses were conducted to identify determinants of the intention to work in aged care. RESULTS Students (n = 358) who were older (p < 0.001) and who were married (p < 0.001) had higher intentions to work in aged care. "Promoting mental health and psychological well-being", "Providing evidence-based dementia care", and "Enabling access to technology", were also associated with positive intentions. CONCLUSIONS This study provides evidence on determinants of the intention to work in aged care, particularly gerontological nursing competencies.
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Affiliation(s)
- Mu-Hsing Ho
- School of Nursing, LKS Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR
| | - Jung Jae Lee
- School of Nursing, LKS Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong SAR
| | - Jee Young Joo
- College of Nursing, Gachon University, Incheon, Korea
| | - Kasia Bail
- Faculty of Health, Australian Capital Territory, University of Canberra, Canberra, Australia
| | - Megan F Liu
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan.
| | - Victoria Traynor
- School of Nursing, Faculty of Science, Health and Medicine, University of Wollongong, Wollongong, NSW, Australia
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Ho MH, Lee JJ, Joo JY, Bail K, Liu MF, Traynor V. Measuring gerontological nursing competencies among aged care nurses: Cultural adaptation and psychometric validation. Int J Older People Nurs 2023:e12551. [PMID: 37209303 DOI: 10.1111/opn.12551] [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: 12/07/2022] [Revised: 03/08/2023] [Accepted: 05/07/2023] [Indexed: 05/22/2023]
Abstract
BACKGROUND Existing gerontological nursing competencies include the requisite knowledge and skills required for aged care nursing. What were not previously considered were legal and ethical aspects and access to technology, e-health and social media. OBJECTIVES This study aimed to validate an Australian gerontological nursing competencies scale and assess the factors associated with for aged care nurses in Taiwan. METHODS A methodological study design was used to validate the scale with a sample of 369 aged care nurses from aged care settings including nursing homes, long-term care facilities and aged care wards in Taiwan. The cultural adaptation and psychometric validation were evaluated. The content validity, construct validity through exploratory factor analysis and the internal consistency of the scale were assessed. RESULTS The exploratory factor analysis extracted two levels of gerontological nursing practice, 'essential' and 'enhanced', which accounted for 80.8% of the total variance. The internal consistency, split-half reliability and test-retest reliability were excellent. Aged care nurses with higher levels of education, aged care education as their highest degree and continued education within 6 months, and certified long-term care education had higher gerontological nursing competencies scores than those who did not. CONCLUSIONS This validated gerontological nursing competencies scale is a reliable and valid tool that can be implemented in future workforce planning, research and postgraduate and undergraduate curriculum and education in Taiwan and other Mandarin-speaking locales. IMPLICATIONS FOR PRACTICE Using validated gerontological nursing competencies scales to explain different levels of specialist practice is crucial for addressing negative views about aged nursing and explicitly demonstrate the possibilities for career pathways in gerontological nursing.
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Affiliation(s)
- Mu-Hsing Ho
- School of Nursing, LKS Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Jung Jae Lee
- School of Nursing, LKS Faculty of Medicine, The University of Hong Kong, Pokfulam, Hong Kong
| | - Jee Young Joo
- College of Nursing, Gachon University, Incheon, South Korea
| | - Kasia Bail
- Faculty of Health, University of Canberra, Canberra, Australian Capital Territory, Australia
| | - Megan F Liu
- School of Gerontology and Long-Term Care, College of Nursing, Taipei Medical University, Taipei, Taiwan
| | - Victoria Traynor
- School of Nursing, Faculty of Science, Health and Medicine, University of Wollongong, Wollongong, New South Wales, Australia
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Rodríguez-Monforte M, Berlanga-Fernández S, Rifà-Ros R, Martín-Arribas A, Olivé-Adrados C, Villafáfila-Ferrero R, Pérez-Cañaveras RM, Vizcaya-Moreno MF. Comparing Preferred and Actual Clinical Learning Environments and Perceptions of First-Year Nursing Students in Long-Term Care: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4500. [PMID: 36901508 PMCID: PMC10001857 DOI: 10.3390/ijerph20054500] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/07/2023] [Revised: 02/24/2023] [Accepted: 03/01/2023] [Indexed: 06/18/2023]
Abstract
The clinical learning environment, which includes the culture of clinical units, the mentoring process, and the different health organizations, influences the learning process of nursing students. However, scarce literature has been published on the impact of the clinical learning environment on first-year nursing students in long-term care. We aimed to assess first-year nursing students 'preferred' and 'actual' clinical learning environments when conducting their first placements in nursing homes within an innovative placement model that comprised the active participation of academic mentors. The validated Spanish version of the Clinical Learning Environment Inventory (CLEI) instrument was used in our study, and 99 first-year nursing students participated. The highest mean scores for the CLEI-Actual were found for the Satisfaction (22.7) and Involvement scales (19.09). The lowest mean scores were found for the Personalization (17) and Individualization (17.27) scales. The multiple correlation (R) between the Satisfaction and the other CLEI scales was 0.61 (p > 0.001), which means that in this study the association between student satisfaction and their perception of the clinical learning environment was strong. First-year students conducting their first clinical placements in nursing homes can have a positive learning experience considering a well-designed and organized pedagogical strategy, including constant support and feedback from academic and clinical mentors.
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Affiliation(s)
- Míriam Rodríguez-Monforte
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Sofía Berlanga-Fernández
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa Rifà-Ros
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Anna Martín-Arribas
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Cristina Olivé-Adrados
- Global Research on Wellbeing (GRoW) Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - Rosa Villafáfila-Ferrero
- Unitat Docent Multiprofessional Atenció Familiar i Comunitària Costa Ponent, Bellaterra, 41, 08908 Barcelona, Spain
| | - Rosa M. Pérez-Cañaveras
- GHenderS Research Group, Blanquerna School of Health Sciences, Universitat Ramon Llull, Padilla, 326-332, 08025 Barcelona, Spain
| | - María Flores Vizcaya-Moreno
- Clinical Nursing Research Group, Department of Nursing, Faculty of Health Sciences, University of Alicante, 03690 San Vicente del Raspeig, Spain
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Ziembicka DM, Lukaszuk B, Marcinowicz L. Evaluation of the functioning of long-term at-home nursing care in Poland from the perspective of care providers: Mixed methods study. J Clin Nurs 2023; 32:485-493. [PMID: 35225374 DOI: 10.1111/jocn.16255] [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: 10/22/2021] [Revised: 01/19/2022] [Accepted: 02/03/2022] [Indexed: 01/17/2023]
Abstract
AIMS AND OBJECTIVES This study aimed to analyse and evaluate the functioning of long-term at-home nursing care (LTHNC) based on the opinions of its service providers. BACKGROUND Long-term at-home nursing care is a form of care for patients who do not need hospital treatment but need systematic nursing care because of their health problems. LTHNC in Poland involves guaranteed care services financed from universal health insurance contributions pursuant to contracts with the National Health Fund (NHF); the program has existed since 2004. DESIGN A sequential-explanatory mixed-method design was used. The study was carried out using both quantitative and qualitative research methods. METHODS A questionnaire was distributed amongst 1119 care providers (the response rate was 38.2%). The qualitative research comprised semi-structured interviews with ten care providers, namely three nurses managing LTHNC facilities and seven nurses directly providing services as part of LTHNC. The STROBE checklist was used in reporting this study. RESULTS We found that the main reasons for contracting LTHNC services were the increasing demand for this form of care, financial motives and an opportunity to introduce new organisational solutions. Our study shows that LTHNC is beneficial not only for the patients, but also for the nurses who provide the care. On the one hand, LTHNC provides positive results for patients and their caregivers (family members), and on the other hand, it affords a sense of satisfaction to the nurses and contributes to the development of their professional independence. CONCLUSIONS According to care providers, improving accessibility through increasing the number of contracted services as well as raising the pay for 1 day of care per patient may improve the functioning of LTHNC. RELEVANCE TO CLINICAL PRACTICE The results of our study are a source of information for those who organise health care and administer resources on how to improve the functioning of LTHNC.
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Affiliation(s)
| | - Bartlomiej Lukaszuk
- Department of Physiology, Medical University of Bialystok, Bialystok, Poland
| | - Ludmila Marcinowicz
- Department of Obstetrics, Gynaecology and Maternity Care, Medical University of Bialystok, Bialystok, Poland
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Mohamed AFH, DeCoito I. Curriculum, Theory, and Practice: Exploring Nurses’ and Nursing Students’ Knowledge of and Attitudes towards Caring for the Older Adults in Canada. Can J Nurs Res 2022; 55:216-229. [PMID: 35876326 DOI: 10.1177/08445621221113734] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background Caring for older adults is among the most challenging issue of public health and social care systems in modern societies. By enhancing the nursing curriculum, nursing students will be qualified to provide gerontology care, and they will be acknowledging and working to eliminate ageism from the health care system. Purpose This study explores nurses’ and nursing students’ knowledge and attitudes in caring for older adults and addresses the factors contributing to nurses’ perspectives. It also examines the nursing curriculum's contributions to nurses’ knowledge and attitudes and provides suggestions aimed at reconfiguring the nursing curriculum for comprehensive gerontology nursing care. Methods A mixed-method research design was utilized, and quantitative and qualitative data were collected from 90 nurses and nursing students through an online questionnaire. Data were analyzed via SPSS and NVivo 12 software programs. Results The results revealed that most nurses possess neutral attitudes toward caring for older patients, and their knowledge ranged from average to above-average levels. Statistical analysis revealed no statistically significant difference between gender and nurses’ attitudes or between gender and knowledge. Similarly, there was no statistically significant difference between work status and nurses’ attitudes. Results showed a statistically significant positive correlation between nurses’ attitudes and knowledge level. This study demonstrated the positive impact of the Canadian nursing curriculum on nurses’ knowledge and attitudes. Conclusion The current study recommends providing gerontology nursing courses as a mandatory separate course in nursing education to enhance nursing students’ knowledge and skills for high-quality gerontology nursing care.
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Affiliation(s)
| | - Isha DeCoito
- Curriculum Studies—STEM Education, Cross-Appointed, Faculty of Science, University of Western Ontario, London, ON, Canada
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Alavi NM, Nabizadeh‑Gharghozar Z, Ajorpaz NM. The barriers and facilitators of developing clinical competence among master's graduates of gerontological nursing: a qualitative descriptive study. BMC MEDICAL EDUCATION 2022; 22:500. [PMID: 35761240 PMCID: PMC9235093 DOI: 10.1186/s12909-022-03553-x] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 06/15/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Clinical competence development is a main goal of specialized nursing courses. Nonetheless, some master's graduates of gerontological nursing programs have inadequate Clinical competence. The aim of this study was to explore the barriers and the facilitators to clinical competence development among the master's graduates of gerontological nursing. METHOD This qualitative descriptive study was conducted in 2020. Participants were twenty nursing master's students, master's graduates, and instructors of gerontological nursing. They were purposively selected from several faculties of nursing and midwifery in Tehran, Isfahan, and Kashan, Iran. Semi-structured interviews were held for data collection and the conventional content analysis proposed by Graneheim and Lundman was used for data analysis. Data were managed using the MAXQDA 10 software. RESULTS The main barriers to clinical competence development were students' neglectfulness towards learning, inefficiency of educational system, and ineffective management. The main facilitators to clinical competence development were effective educational planning and management improvement. CONCLUSION There are different personal, educational, and managerial barriers and facilitators to clinical competence development among master's graduates of gerontological nursing. Effective educational planning and management improvement are needed for clinical competence development among master's students and graduates of gerontological nursing.
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Affiliation(s)
- Negin Masoudi Alavi
- Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Iran
| | - Zohreh Nabizadeh‑Gharghozar
- Student Research Committee, Nursing & Midwifery School, Shahid Behshti University of Medical Sciences, Tehran, Iran
| | - Neda Mirbagher Ajorpaz
- Autoimmune Diseases Research Center, Kashan University of Medical Sciences, Kashan, Iran
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Experiences of faculty and staff nurses working with nursing students during clinical placement in residential aged care facilities: a systematic review of qualitative evidence. JBI Evid Synth 2022; 20:1176-1208. [PMID: 34882103 DOI: 10.11124/jbies-21-00033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review was to synthesize evidence on the experiences of faculty and staff nurses working with nursing students in clinical placement in residential aged care facilities. INTRODUCTION Nursing education helps prepare students to provide quality care to older adults. Nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on this population. Staff nurses who work in residential aged care facilities often work alongside students. In this role, they can support faculty and mentor students. This review explored faculty and staff experiences of nursing student placements in such facilities. INCLUSION CRITERIA This review considered qualitative studies that address the experiences of faculty and staff nurses working with nursing students in residential aged care facilities. Studies published in English from 1995 onward were included. METHODS The literature search was conducted in CINAHL, MEDLINE, Embase, and ERIC. The search for unpublished articles included Proquest Dissertations and Theses and Google searches of the Canadian Nurses Association and American Nurses Association websites. Papers were screened by two reviewers independently against the inclusion criteria. Those meeting the criteria were appraised using the JBI critical appraisal checklist for qualitative research. Key findings from included studies were extracted using a standardized tool and classified as unequivocal, credible, or not supported. This review followed the principles of meta-aggregration in line with the JBI approach. RESULTS Six studies, published between 2001 and 2017, were included in the review. A total of 32 findings were extracted and aggregated into nine categories. From the nine categories, four synthesized findings were developed: i) students enhance the environment, whereby faculty and staff perceive that student presence enhances the residential aged care work and living environment, ii) effort is required by faculty and staff to make the experience work, reflecting a need for faculty and staff to accept and work with negativities, iii) residential aged care facilities provide rich learning experiences, indicating an appreciation for available learning opportunities, and iv) importance of a residential aged care-academic partnership for a collaborative approach in creating positive experiences for faculty and staff working with students in this setting. CONCLUSION Faculty and staff experiences highlight that residential aged care has the potential to provide students with valuable learning experiences, including how to provide comprehensive and quality nursing care to older adults. A lack of resources in residential aged care inspires faculty and staff to be creative in how they work with students. However, working with students can be challenging for faculty who lack interest and expertise in caring for older adults in this setting. Additionally, staff can become frustrated when they perceive that students do not value the learning opportunities that are available or do not appreciate the expertise required to work with older adults. Partnerships between residential aged care facilities and academic programs can ensure that faculty and staff have the support and resources required to optimize the clinical placements for students. SYSTEMATIC REVIEW REGISTRATION NUMBER PROSPERO CRD42020168698.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Lisa Keeping-Burke
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
| | - Richelle Witherspoon
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- UNB Libraries, University of New Brunswick, Fredericton, NB, Canada
| | - Jessica Cook
- Department of Nursing & Health Sciences, University of New Brunswick, Saint John, NB, Canada
| | - Patricia Morris
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence, The University of New Brunswick, Saint John, NB, Canada
- School of Graduate Studies, University of New Brunswick, Fredericton, NB, Canada
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Koskinen S, Burke E, Fatkulina N, Fuster P, Löyttyniemi E, Salminen L, Stubner J, Thorsteinsson HS, Leino-Kilpi H. Graduating nurse students' interest in older people nursing-A cross-sectional survey in six European countries. Int J Older People Nurs 2022; 17:e12446. [PMID: 35080809 PMCID: PMC9285737 DOI: 10.1111/opn.12446] [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: 09/16/2020] [Revised: 10/27/2021] [Accepted: 12/30/2021] [Indexed: 12/29/2022]
Abstract
BACKGROUND Countries vary in the number of qualified nurses employed in older adult services. Moreover, students' views of older people nursing as a career differ internationally. Studying future nurses and their career intentions for the field is warranted to meet the increased nurse workforce expectations in terms of quantity and competence. AIM To analyse graduating nurse students' interest in older people nursing and the factors associated with it. METHODS A cross-sectional multicountry survey design was applied. Data were collected between May 2018 and March 2019 from several educational institutions in Finland, Germany, Iceland, Ireland, Lithuania and Spain. Non-probability convenience sampling was used to recruit graduating nurse students (n = 1796). The data were collected with a structured questionnaire comprising background factors and the Willingness sub-scale (six items) of the Students' Interest in Nursing Older People Scale. Data were analysed using a linear mixed model including relevant background variables. RESULTS Overall, students' interest in older people nursing was low (score 20.5, on a 0-100 scale). Among the studied countries, Spanish students scored the highest (38.8) and German students the lowest (3.6). Students' interest in older people nursing was associated with country (p < .001), the length of work experience (p = .006), plans for further study (p = .007), competence (p < .001) and the extent that nursing is valued by society (p < .001). The students who were most interested in older people nursing had higher self-reported competence level (p < .001). CONCLUSION In the studied sample of future nurse professionals, interest in older people nursing is low at a time when the field suffers from workforce shortage. As for quality workforce, it was promising that the students who considered working in the field also evaluated themselves as competent. IMPLICATIONS FOR PRACTICE Multidimensional actions are required to promote interest in the field, including continued development of competence in both undergraduate education and workplaces, and investing in various career pathways to envisage potential opportunities.
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Affiliation(s)
- Sanna Koskinen
- Department of the Nursing Science, University of Turku, Turku, Finland
| | - Eimear Burke
- School of Nursing and Midwifery, National University of Ireland, Galway, Ireland
| | - Natalja Fatkulina
- Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Pilar Fuster
- Nursing Department, Universitat Internacional de Catalunya, Sant Cugat del Valles, Spain
| | | | - Leena Salminen
- Department of the Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Juliane Stubner
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, Halle, Germany
| | | | - Helena Leino-Kilpi
- Department of the Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
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15
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Law J, Dahlke S, Butler JI, Hunter KF, Martin LS, Pietrosanu M. Improving practicing nurses' knowledge and perceptions of older people: a quasi-experimental study. Int J Nurs Educ Scholarsh 2022; 19:ijnes-2022-0090. [PMID: 36473144 DOI: 10.1515/ijnes-2022-0090] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/22/2022] [Accepted: 11/14/2022] [Indexed: 12/12/2022]
Abstract
OBJECTIVES This study aimed to determine if an e-learning module about understanding and communicating with older people can improve practicing nurses' ageist perceptions about older people. METHODS We used a quasi-experimental pre-post-test design. Participants completed a 13-item Ambivalent Ageism Scale before and after completing the Understanding and Communicating with Older People e-learning module as well as a Likert-style feedback survey with the option for written feedback on an open-ended question. RESULTS Pre-post-test comparisons indicated a statistically significant decrease in ageist attitudes and self-reported increases in knowledge and confidence in working with older people. Qualitative analysis of written feedback revealed that most participants felt the module enhanced their understanding of older people. CONCLUSIONS The e-learning activity has the potential to improve practicing nurses' knowledge and perceptions about working with older people and is likely to be associated with better patient-level outcomes.
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Affiliation(s)
- Joanna Law
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Jeffrey I Butler
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada.,School of Nursing, York University Centre for Aging Research and Education, Faculty of Health, York University, Toronto, ON, Canada
| | - Kathleen F Hunter
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Lori Schindel Martin
- Daphne Cockwell School of Nursing, Toronto Metropolitan University, Toronto, ON, Canada
| | - Matthew Pietrosanu
- Department of Mathematical and Statistical Sciences, University of Alberta, Edmonton, AB, Canada
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16
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Bibliometric Analysis on Geriatric Nursing Research in Web of Science (1900-2020). BIOMED RESEARCH INTERNATIONAL 2021; 2021:8758161. [PMID: 34621898 PMCID: PMC8492236 DOI: 10.1155/2021/8758161] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/16/2021] [Accepted: 09/12/2021] [Indexed: 11/18/2022]
Abstract
Objective Aging is a growing public health concern for people, organizations, and governments. The current study was undertaken to provide insights into the global research output on geriatric nursing. Methods A bibliometric study was implemented using the WoS database for the period from 1900 to 2020. Various tools and measures were used to analyze and visualized. Results The search strategy found 4923 papers. The oldest paper was written by Beverly C. Andre in 1953. As team size increases, so does the number of citations. The USA was the active country and the highest number of coauthors. New York University was an active institution. Stig Karlsson was the most active author in Geriatric Nursing with 28 articles from Sweden, followed by Koen Milisen and Sandman, with 26 articles each from Sweden and Belgium. The most frequent words in this field were depression, malnutrition, education, Alzheimer's disease, and dementia. The latest research themes in this field were COVID-19, interprofessional locomotive syndrome, emergency nursing, and public health. The most influential papers were specified. Journal of the American Geriatrics Society was the most active journal. Conclusions Geriatric nursing is a rooted field and has received special attention in the last decade. Policymakers, especially in developing countries, should pay attention to geriatric nursing as a specialty of nursing to solve aging issues they would face considering the increasing elderly population.
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Dukes C, Dahlke S, Pietrosanu M, Kalogirou MR. Improving student nurses' perspectives towards older people with an e-learning activity: A quasi-experimental pre-post design. Int J Older People Nurs 2021; 17:e12425. [PMID: 34553494 DOI: 10.1111/opn.12425] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 08/18/2021] [Accepted: 08/30/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Despite older people being the largest demographic accessing health care, nurses often lack knowledge about how to work with them and may hold ageist perceptions towards them. Previous research has identified the gaps in their education program and offered suggestions on what and how to fill those gaps in education related to older people. E-learning activities to fill these gaps were developed. OBJECTIVE The aim of this study was to determine if nursing students' perceptions about older people could be improved through an e-learning activity focused on communication and understanding older people. METHODS A quasi-experimental pre-post design was used to test whether the understanding and communication with older people e-learning activity improved student nurses' perceptions about older people. A feedback survey was also analyzed using descriptive statistics to understand students' perceptions of the learning activity. RESULTS There was a statistically significant decrease in participant's negative perceptions towards older people after completing the e-learning activity. Participants enjoyed the activity and believed that it improved their knowledge of older people, their confidence in working with older people, and their perceptions about older people. CONCLUSIONS The strength of the e-learning activity in this study is that the educator need not be an expert in order to use the activity in their course. In this way, knowledge about older people is facilitated despite the dearth of nurse educators with gerontological expertise. More research to test this activity in other universities is needed. IMPLICATIONS FOR PRACTICE Improved understanding and communicating with older people could improve person-centered-care. The flexible delivery of this learning activity could facilitate practicing nurses understanding and communication strategies if offered to them.
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Affiliation(s)
- Cassidy Dukes
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
| | - Matthew Pietrosanu
- Department of Mathematical and Statistical Sciences, University of Alberta, Edmonton, Alberta, Canada
| | - Maya R Kalogirou
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, Canada
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18
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Hsieh P, Chen C, Chen H, Yang F. Factors affecting preregistered nurses' willingness to serve in geriatric long-term care. Nurs Open 2021; 8:2528-2535. [PMID: 33617151 PMCID: PMC8363386 DOI: 10.1002/nop2.783] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 12/15/2020] [Accepted: 01/29/2021] [Indexed: 11/28/2022] Open
Abstract
AIM Rapidly ageing population leads to increased demands for long-term care. Taiwan's preparation for its ageing population focuses on engaging healthcare professionals. This study explored pre-registered nurses' current knowledge, experience in geriatric long-term care (GLTC) and willingness to serve in GLTC. DESIGN A cross-sectional survey design and a self-developed structured questionnaire were used. METHODS A probability proportionate to size sampling strategy was used to collect data from students in junior college and bachelor of nursing science programmes in Taiwan in 2017. Multiple regression was adopted to predict significant factors that influence nursing students' willingness to serve in GLTC. RESULTS The willingness to serve in GLTC was positively correlated with their experience of living with older adults, practicum experience, taking GLTC-related courses and interest in GLTC. Willingness to serve older/disabled patients can be enhanced through school courses and practicum experiences, indicating the importance of GLTC-related courses in the training of the professional nursing workforce.
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Affiliation(s)
- Pei‐Lun Hsieh
- Department of NursingCollege of HealthNational Taichung University of Science and TechnologyTaichungTaiwan
| | - Ching‐Min Chen
- Department of NursingNational Cheng Kung UniversityTainanTaiwan
| | - Hsiao‐Mei Chen
- Department of NursingChung Shan Medical UniversityTaichung CityTaiwan
- Department of NursingChung Shan Medical University HospitalTaichung CityTaiwan
| | - Fu‐Chi Yang
- College of General EducationNational Chin‐Yi University of TechnologyTaichungTaiwan
- Institute of Allied Health SciencesCollege of MedicineNational Cheng Kung UniversityTaiwan
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19
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Feliciano EE, Feliciano AZ, Maniago JD, Gonzales F, Santos AM, Albougami A, Ahmad M, Al‐Olah H. Nurses' competency in Saudi Arabian healthcare context: A cross-sectional correlational study. Nurs Open 2021; 8:2773-2783. [PMID: 33755335 PMCID: PMC8363372 DOI: 10.1002/nop2.853] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2019] [Revised: 01/06/2021] [Accepted: 02/19/2021] [Indexed: 11/13/2022] Open
Abstract
AIM To measure the competence and characteristics of nurses in Saudi Arabia delivering health care with significant correlations. DESIGN A cross-sectional correlational study. METHODS Data were collected in 2019 using a standardized questionnaire, Competency Inventory for Registered Nurses (CIRN), that included a purposive sample of 621 nurses working in Saudi Arabia. RESULTS A positive evaluation of nurses' overall core competency components is recognizably measured with greater competency levels in their workplace, scoring highest in "legal/ethical practice" while "critical thinking and research aptitude" represented the lowest dimension. Nurses' marital status, years of graduation, length of service, duty hours and nurse-patient ratio affect their competency level. Nurses' competence and their sociodemographic characteristics are significantly correlated attributes. Medical ward nurses are likely to have the greatest competence in delivering safe nursing care within training's legal borders.
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Affiliation(s)
- Evelyn E. Feliciano
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
- College of NursingAngeles University FoundationAngelesPhilippines
| | | | - Jestoni D. Maniago
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
| | | | - Adelina M. Santos
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
| | - Abdulrhman Albougami
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
| | - Mehrunnisha Ahmad
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
| | - Hadeel Al‐Olah
- Department of NursingCollege of Applied Medical SciencesMajmaah UniversitySaudi Arabia
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20
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Dahlke S, Hunter KF. Harnessing nursing to diminish ageism. Int J Older People Nurs 2021; 17:e12417. [PMID: 34420260 DOI: 10.1111/opn.12417] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2021] [Revised: 07/28/2021] [Accepted: 08/03/2021] [Indexed: 11/30/2022]
Abstract
BACKGROUND The common practice of making fun of aging and older people demonstrates that ageism towards older people is socially acceptable. It is so accepted that even those of us who are aging or have moved into the 'third act' believe and fear the negative stereotypes that growing old is linked with physical and mental deterioration, dependence, and less social value. Ageism is evident in work places, family relationships, when older people purchase goods and services, in health and social institutions and extends throughout professions that work with older people. OBJECTIVES We explore how nurses-the largest group of healthcare professions- may be inadvertently perpetuating negative perceptions about older people in nursing practice, nursing education, and through common misconceptions about what gerontological nursing means. METHODS This is discussion paper using the literature. RESULTS We suggest that nursing education is well situated to diminish negative perspectives of ageing by incorporating theories of life-course and harmonious aging into the holistic perspective of individuals that nursing is well known for. CONCLUSIONS Greater understanding about the diversity of ageing and the context that have influenced older persons could encourage nurses to treat them holistically with dignity, which would ultimately improve older people's experiences. Improving older persons' experiences is like paying it forward, as we all are ageing and if we are to have a different experience when we are old, it is necessary to diminish stereotypes about ageing, and work towards inclusion of older people in social and healthcare institutions. IMPLICATIONS FOR PRACTICE It is important for nurses, particularly those in nursing education, to support the incorporation of a life course and harmonious view of aging in which the social, political, and environmental context of individuals are viewed as part of the difference of ageing.
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Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, Alberta, USA
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21
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Zisberg A, Shulyaev K, Van Son C. Assessing attitudes and intention to work with older adults by American and Israeli nursing students: Adapting and testing a measure. NURSE EDUCATION TODAY 2021; 98:104735. [PMID: 33453557 DOI: 10.1016/j.nedt.2020.104735] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 07/08/2020] [Accepted: 12/17/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Finding workers to care for older adults in healthcare settings has become a priority, and research identifying factors influencing a nursing student's intention to make geriatrics a career choice is needed. This calls for the development of a reliable measure of students' perceptions and attitudes. OBJECTIVES To determine the adaptability of Carolina Opinions on Care of Older Adults (COCOA) to assess nursing students' attitudes to older adults and their intentions to work with them in two countries. DESIGN Cross-sectional survey. SETTINGS Nursing students enrolled in an introduction to gerontological nursing course in the United States and Israel. PARTICIPANTS A convenience sample of 231 undergraduates pursuing a Bachelor of Science in nursing in the United States (N=122) and Israel (N=109). METHODS Students completed the COCOA instrument and basic demographics using an electronic platform. RESULTS Exploratory Factor Analysis (EFA) produced five factors explaining 59% of the variation, with the majority of the items (17, 71%) loading above 0.40 on subscales from the instrument's original structure. EFA led to the elimination of one subscale (Value of Older Adults) and the creation of a new subscale (Older versus Younger Adults) with three items. The reliability scores were good to acceptable for all subscales in both Israeli and American samples (α-Cronbach 0.80 to 0.60). Confirmatory FA supported the data's fit to the 21 items of the modified COCOA instrument (CMIN/DF=1.55, CFI=0.93, IFI=0.93, RMSEA=0.05). The analysis of model equivalence for American and Israeli samples revealed significant differences only on the Experience in Caring for Older Adults subscale. CONCLUSIONS The modified COCOA demonstrated good construct validity and reliability and can serve as estimation of nursing students' attitudes to older adults and their intention to make geriatrics a career choice. Future studies should further evaluate its predictive validity.
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Affiliation(s)
- Anna Zisberg
- The Cheryl Spencer Department of Nursing, Faculty of Social Welfare and Health Science, University of Haifa, Mount Carmel 31905, Israel.
| | - Ksenya Shulyaev
- The Cheryl Spencer Department of Nursing, Faculty of Social Welfare and Health Science, University of Haifa, Mount Carmel 31905, Israel.
| | - Catherine Van Son
- Washington State University College of Nursing - Vancouver, 14204 NE Salmon Creek Avenue, Vancouver, WA 98686-9600, United States of America.
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Deschodt M, Jeuris A, Van Grootven B, Van Waerebeek E, Gantois E, Flamaing J, Velghe A. Adherence to recommendations of inpatient geriatric consultation teams: a multicenter observational study. Eur Geriatr Med 2021; 12:175-184. [PMID: 32978747 PMCID: PMC7900061 DOI: 10.1007/s41999-020-00397-w] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2020] [Accepted: 09/11/2020] [Indexed: 11/29/2022]
Abstract
PURPOSE Inpatient geriatric consultation teams (IGCTs) provide recommendations for the care of older patients hospitalized on non-geriatric wards based on comprehensive geriatric assessment. The lack of adherence to their recommendations hinders the potential impact of IGCTs. We evaluated the adherence to IGCT recommendations and determined which team and recommendation characteristics are related to higher adherence rates. METHODS Multicenter observational study in older adults aged ≥ 75 years admitted to an acute non-geriatric ward. Demographic and adherence data were collected for 30 consecutive patients. A cross-sectional survey mapped team and organizational characteristics of the participating IGCTs. RESULTS Analyses were conducted in 278 patients (51.4% male, mean age 82.5 years, and median length of stay 10 days). There was a median number of 3 recommendations (range 1-13) per patient. The overall adherence rate was 69.7%. Recommendations related to 'social status' (82.4%) and 'functional status/mobility' (73.3%) were best adhered to. Recommendations related to 'medication' (53.2%) and 'nutritional status' (59.1%) were least adhered to. Adherence rates increased if recommendations were given to allied health professionals (OR = 6.37, 95% CI = 1.15-35.35) or by more experienced IGCTs (OR = 1.34, 95% CI = 1.04-1.72) and decreased when more recommendations were given (OR = 0.51, 95% CI = 0.33-0.80). CONCLUSION Adherence rate to IGCT recommendations increased if given to allied health professionals or by more experienced IGCTs and when fewer recommendations were given. Study replication in an international multicenter study with a larger number of centers and evaluating the quality of the recommendations is suggested.
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Affiliation(s)
- Mieke Deschodt
- Department of Public Health and Primary Care, Gerontology and Geriatrics, KU Leuven, Leuven, Belgium.
- Department of Public Health, Nursing Science, University of Basel, Basel, Switzerland.
| | | | - Bastiaan Van Grootven
- Department of Public Health and Primary Care, Academic Center for Nursing and Midwifery, KU Leuven, Leuven, Belgium
- Research Foundation Flanders (FWO), Brussels, Belgium
| | | | - Evie Gantois
- Research Foundation Flanders (FWO), Brussels, Belgium
| | - Johan Flamaing
- Department of Public Health and Primary Care, Gerontology and Geriatrics, KU Leuven, Leuven, Belgium
- Geriatrics Department, University Hospitals Leuven, Leuven, Belgium
| | - Anja Velghe
- Geriatrics Department, University Hospitals Ghent, Ghent, Belgium
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Tohmola A, Saarnio R, Mikkonen K, Kyngäs H, Elo S. Development and psychometric testing of the Gerontological Nursing Competence (GeroNursingCom) instrument. J Adv Nurs 2020; 77:1070-1084. [PMID: 33113223 DOI: 10.1111/jan.14609] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 08/21/2020] [Accepted: 09/23/2020] [Indexed: 11/28/2022]
Abstract
AIM To develop and psychometrically test an instrument - GeroNursingCom - that measures gerontological nursing competence of nursing students. DESIGN An instrument development guided by COSMIN guidelines. METHOD The development and testing of the GeroNursingCom instrument proceeded according to four distinct phases: (a) establishing a theoretical background; (b) testing face and content validity; (c) examining structural validity; and (d) testing internal consistency. The items of instrument were based on a theoretical framework developed from a comprehensive literature review and focus group interviews with experts (N = 27) in spring 2018. Content validity was assessed by nine experts in gerontological nursing, while face validity was tested in a pilot study including 36 nursing students. Structural validity was examined with exploratory factor analysis with 267 nursing students from nine universities of applied sciences. The internal consistency was established with Cronbach's alpha. The data were collected in spring and autumn 2019. The data analysis was conducted with multivariate statistical methods. RESULTS The GeroNursingCom development and testing process yielded an instrument that includes 53 items across 11 factors: (a) appreciative encounters and interactions with older people; (b) medication for older people; (c) nutrition for older people; (d) safe living environment for older people; (e) supporting the functioning of older people; (f) end-of-life care; (g) developing one's competencies; (h) supporting an older person's mental well-being; (i) supporting an older person's sexuality; (j) guiding self-care among older people; and (k) responding to challenging situations. The instrument was able to explain 66.15% of the total observed variance, while Cronbach's alpha values for individual items varied from 0.75-0.89. CONCLUSION TheGeroNursingCom instrument can be used to measure gerontological nursing competence among nursing students to improve gerontological nursing education and/or geriatric care. IMPACT Graduating nursing students must develop versatile competencies to face the multiple needs of older patients and curriculums need to be further developed to ensure students are prepared for gerontological nursing.
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Affiliation(s)
- Anniina Tohmola
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.,Lapland UAS, Kemi, Finland
| | | | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Helvi Kyngäs
- Research Unit of Nursing Science and Health Management, Oulu University Hospital, University of Oulu, Oulu, Finland
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McCloskey R, Keeping-Burke L, Witherspoon R, Cook J, Morris P. Faculty and nursing staff experiences and perceptions of nursing students' clinical placements in residential aged care facilities: a qualitative systematic review protocol. JBI Evid Synth 2020; 18:2082-2089. [PMID: 32813443 DOI: 10.11124/jbisrir-d-19-00403] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
OBJECTIVE The objective of this review is to synthesize evidence on the experiences and perceptions of faculty and staff nurses toward nursing students' clinical placements in residential aged care facilities. INTRODUCTION Nursing education plays an important role in preparing students to provide quality care to older adults. Recent reports suggest that nursing programs across the globe are championing the integration of content on the care of older adults into their curricula as well as recognizing the value of clinical placements that focus exclusively on care for older adults, such as in residential aged care facilities. Student experiences in residential aged care facilities can play a significant role in helping shape professional identity as well as how the setting is viewed. Student interactions with nursing faculty and staff in the residential care learning environment are both recognized as being influential in this process. This review seeks to explore faculty and staff experiences and perceptions of nursing student placements in such facilities. INCLUSION CRITERIA This review will consider qualitative studies that address the experiences and perceptions of faculty and staff nurses who work with nursing students in residential aged care facilities. Studies published in English and from 1995 onward will be sought. METHODS Two reviewers will independently appraise studies and extract qualitative data using the JBI standardized critical appraisal and extraction instruments. Findings from the review will be categorized according to similarity in meaning, and categories subjected to a meta-synthesis to produce a single comprehensive set of synthesized findings.
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Affiliation(s)
- Rose McCloskey
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | - Lisa Keeping-Burke
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
- The University of New Brunswick (UNB) Saint John Collaboration for Evidence-Informed Healthcare: A JBI Centre of Excellence
| | | | - Jessica Cook
- Department of Nursing and Health Sciences, University of New Brunswick, Saint John, Canada
| | - Patricia Morris
- Horizon Health Network, Ridgewood Veterans Hospital, Saint John, Canada
- Faculty of Nursing, University of New Brunswick, Fredericton, Canada
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A Community Respite Ministry/University Partnership Creates Meaningful Elder-Care Experiences. J Christ Nurs 2020; 37:E4-E8. [DOI: 10.1097/cnj.0000000000000690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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