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Gil-Mateu E, Reverté-Villarroya S, Albacar-Riobóo N, Barceló-Prats J. Experiences for Geriatric Care from Nursing Students' Knowledge: A Qualitative Approach. NURSING REPORTS 2024; 14:733-743. [PMID: 38651468 PMCID: PMC11036207 DOI: 10.3390/nursrep14020056] [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: 01/25/2024] [Revised: 03/20/2024] [Accepted: 03/24/2024] [Indexed: 04/25/2024] Open
Abstract
(1) Background: Studies have shown that clinical experience has an impact on how students perceive geriatric care. The vulnerability of older people particularly allows students to reflect on and evaluate their learning. In this context, communication between tutors and students is important to guiding a contextualized view of the complexity of clinical situations. The principal objective was to explore the feelings, perceptions, and experiences of nursing students in geriatric care units during their practices. (2) Methods: This is a qualitative study using content analysis where the data collected were analyzed deductively. An intentional sample of 81 nursing degree students enrolled in the subject of clinical practices. During these sessions, a dynamic discussion forum was incorporated. (3) Results: There were 6 forums with a total of 591 participants, with an average of 98.5 per forum. Four categories emerged: humanization, geriatric nurse, aging, and learning. (4) Conclusions: A change of management oriented to the person-centered model would improve the quality in the residences and as well as in the expectations of the students towards geriatric nursing. Changing perspectives could be a way to confront and become aware of the fallacies of care that have been evidenced. This study was not registered.
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Affiliation(s)
- Elsa Gil-Mateu
- Nursing Department, Campus Terres de l’Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain; (E.G.-M.); (N.A.-R.)
- Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain;
| | - Silvia Reverté-Villarroya
- Nursing Department, Campus Terres de l’Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain; (E.G.-M.); (N.A.-R.)
- Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain;
| | - Núria Albacar-Riobóo
- Nursing Department, Campus Terres de l’Ebre, Universitat Rovira Virgili, Avenue Remolins, 13-15, 43500 Tarragona, Spain; (E.G.-M.); (N.A.-R.)
- Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain;
| | - Josep Barceló-Prats
- Advanced Nursing Research Group, Universitat Rovira i Virgili, 43002 Tarragona, Spain;
- Nursing Department, Campus Catalunya, Universitat Rovira Virgili, Avenue Catalunya, 35, 43002 Tarragona, Spain
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Fernández-Muñoz JJ, Parra-Fernández ML, Onieva-Zafra MD, Expósito-González R, Marquinez-Rengifo JM, Fernández-Martínez E. Adaptation and Validation of the Spanish Version of Kogan's Attitude toward Older People Scale (KAOP). Healthcare (Basel) 2023; 11:healthcare11091321. [PMID: 37174863 PMCID: PMC10178809 DOI: 10.3390/healthcare11091321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/06/2023] [Revised: 04/17/2023] [Accepted: 04/27/2023] [Indexed: 05/15/2023] Open
Abstract
It is essential to understand the behavior and attitudes of nurses towards older people to improve clinical practice and quality of care in the gerontological sector. A clearer understanding of the attitudes that drive nurses toward the desire to work with older people would be a good starting point to encourage the development of positive and nurturing attitudes. A cross-sectional study with non-probabilistic sampling and a self-administered questionnaire was conducted among 381 nursing students of the Faculty of Nursing at the University of Castilla La-Mancha to evaluate the psychometric properties of the Spanish Version of the Kogan's Attitudes Towards Older People Scale (KAOP-S). Construct validity, internal consistency, and reliability were assessed. In total, 298 females and 83 males completed the questionnaires. Their mean age was 20.42 years. The results revealed a Cronbach's alpha coefficient of 0.75 for the scale, which is comparable with other published versions of the KAOP Scale. The results of the exploratory factor analysis established that the scale has a two-factor solution and an explained variance of 25% in the sample. The KAOP-S was found to be a reliable and valid tool with good content and construct validity for assessing nursing students' attitudes towards older people.
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Affiliation(s)
| | | | | | - Raúl Expósito-González
- Faculty of Nursing Ciudad Real, University of Castilla-La-Mancha, 13001 Ciudad Real, Spain
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Devkota R, Dahlke S, Fox MT, Davidson S, Hunter KF, Butler JI, Shrestha S, Chasteen AL, Moody E, Martin LS, Pietrosanu M. E-learning modules to enhance student nurses' perceptions of older people: a single group pre-post quasi-experimental study. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2023-0059. [PMID: 38029314 DOI: 10.1515/ijnes-2023-0059] [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: 06/16/2023] [Accepted: 11/10/2023] [Indexed: 12/01/2023]
Abstract
OBJECTIVES To examine whether e-learning activities on cognitive impairment (CI), continence and mobility (CM) and understanding and communication (UC) improve student nurses' knowledge and attitudes in the care of older adults. METHODS A quasi-experimental single group pre-post-test design was used. We included 299 undergraduate nursing students for the CI module, 304 for the CM module, and 313 for the UC module. We administered knowledge quizzes, Likert scales, and a feedback survey to measure student nurses' knowledge, ageist beliefs, and feedback on the modules respectively. RESULTS Participants demonstrated significantly more knowledge and reduced ageist attitudes following the e-learning activities. CONCLUSIONS Findings suggest that e-learning activities on cognitive impairment, continence and mobility, and understanding and communication improve knowledge and reduce ageist attitudes among nursing students.
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Affiliation(s)
- Rashmi Devkota
- Faculty of Nursing, College of Health Sciences, 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
| | - Mary T Fox
- School of Nursing, York University Centre for Aging Research & Education, York University, Toronto, ON, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | | | - Jeffrey I Butler
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Shovana Shrestha
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, Edmonton, AB, Canada
| | - Alison L Chasteen
- Department of Psychology, University of Toronto, Toronto, ON, Canada
| | - Elaine Moody
- School of Nursing, Dalhousie University, Halifax, NS, Canada
| | - Lori Schindel Martin
- Daphne Cockwell School of Nursing, Toronto Metropolitan University, Toronto, ON, Canada
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Cariñanos-Ayala S, Arrue M, Zarandona J. Teaching and learning about dementia care among undergraduate nursing students: A Scoping Review. Nurse Educ Pract 2022; 61:103326. [DOI: 10.1016/j.nepr.2022.103326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/13/2021] [Revised: 03/04/2022] [Accepted: 03/08/2022] [Indexed: 10/18/2022]
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Yan Z, Chang HCR, Montayre J, Ho MH. How does geriatric nursing education program change the knowledge, attitude and working intention among undergraduate nursing students? A systematic literature review. NURSE EDUCATION TODAY 2022; 108:105161. [PMID: 34649069 DOI: 10.1016/j.nedt.2021.105161] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/15/2021] [Revised: 09/17/2021] [Accepted: 09/27/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVE This review aimed to examine the changes of knowledge, attitude and working intention in nursing students after an undergraduate geriatric nursing education. DESIGN A systematic review of the literature. DATA SOURCES Five databases which included CINAHL, MEDLINE, PubMed, Scopus and Web of Science were searched for this literature review from January 2010 to October 2020. REVIEW METHODS The review was registered in PROSPERO registry with registration number CRD42020215703. The review examined undergraduate nursing education programs in terms of knowledge, attitude and working intention towards geriatric care among undergraduate nursing students as outcomes. We used JBI critical appraisal tools and Mixed Methods Appraisal Tool to evaluate and assess the quality of the retrieved research papers. RESULTS The search yielded 19 studies included in the final review, 14 of which were quantitative studies and five were qualitative studies. Four types of education programs were identified. These were type 1, a four-year undergraduate gerontology program consisting of geriatric theory and geriatric care clinical placement; type 2, stand-alone geriatric subject and geriatric clinical placement program; type 3, integrated geriatric subject and geriatric clinical placement program; type 4, solely geriatric clinical placement program. The review found that the type 2 program demonstrated the best educational outcomes in undergraduate students. CONCLUSIONS This review provided the most recent literature evidence pertaining to undergraduate geriatric education program and its educational outcomes. Future research should focus on the evaluating the content of each type of geriatric education program to inform the development of undergraduate geriatric nursing education.
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Affiliation(s)
- Zhoumei Yan
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia.
| | - Hui-Chen Rita Chang
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; Illawarra Health and Medical Research Institute (IHMRI), Northfields Ave, Wollongong, NSW 2522, Australia.
| | - Jed Montayre
- School of Nursing and Midwifery, Western Sydney University, Campbelltown Campus, NSW 2751, Australia.
| | - Mu-Hsing Ho
- School of Nursing, Faculty of Science, Medicine and Health, University of Wollongong, Northfields Ave, Wollongong, NSW 2522, Australia; Illawarra Health and Medical Research Institute (IHMRI), Northfields Ave, Wollongong, NSW 2522, Australia.
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Shropshire M, Hovey S, Ford C, Cecilia Wendler M. Older adults 'Have so Much to Teach Us': A qualitative study of BSN student perceptions when anticipating clinical in the nursing home. Int J Older People Nurs 2021; 17:e12438. [PMID: 34822740 DOI: 10.1111/opn.12438] [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: 10/21/2020] [Revised: 11/01/2021] [Accepted: 11/02/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND As the population of older adults is estimated to double by 2050, the growing demand for nurses to provide care to older adults will grow. Internationally, attitudes among nursing students towards caring for older adults range from negative to slightly positive. OBJECTIVE The purpose of this qualitative descriptive study was to examine undergraduate nursing students' thoughts, feelings and perspectives towards older adults residing in nursing homes prior to their clinical experience. METHODS/RESULTS Students enrolled in a clinical component of a course within a baccalaureate nursing programme were prompted to write a one-page reflection on their thoughts and feelings toward caring for older adults in a nursing home. Artefacts from 72 undergraduate students' were examined, and data saturation was obtained at 20 cases. Utilizing a one-time inquiry approach, we identified eight categories that emerged from the data: Range of emotions when anticipating clinical, building rewarding relationships with older adults, preparing for my nursing career, student pre-existing attitudes, providing the best care possible, relationships with grandparents, experience(s) in nursing homes and older adults 'have so much to teach us'. Two themes encompassed all the others: '[Older adults] have so much to teach us' and 'providing the best care possible'. A strong majority of students expressed enthusiasm for their upcoming clinical in a nursing home. CONCLUSION Students' attitudes were significantly more positive than those in prior studies. The results offer essential insight for nursing faculty who teach and design clinical experiences for undergraduate nursing students in nursing home facilities. Faculty should take account of their students' prior experiences, thoughts, and feelings to prepare them appropriately to care for older adults in their future nursing careers. IMPLICATIONS FOR PRACTICE Increasing staffing and retention of staff in nursing homes facilities remains a priority for stakeholders in long-term care of older adults. Nursing educators must continuously assess students' knowledge and attitudes assists to identify knowledge gaps and misconceptions, which must be addressed to teach student nurses how to provide high-quality, effective and culturally sensitive care to older adults. As students become more competent in caring for older adults, their desire to pursue a nursing career in gerontology care may increase. Early experiences of student nurses with older adults will prepare nursing students for their future career. Understanding students' thoughts and feelings will assist faculty in tailoring clinical orientation, designing clinical experiences and post-conference debriefings that address students' concerns. This research contributes to the knowledge of perceptions of nursing students and will assist to design educational experiences. Nursing educators who understand nursing students' attitudes toward caring for older persons can facilitate therapeutic interactions between nursing students and older adults. Designing experiences with these research results in mind may facilitate the development of positive attitudes towards caring for older adults.
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Affiliation(s)
- Michele Shropshire
- Mennonite College of Nursing at Illinois State University, Normal, Illinois, USA
| | - Susan Hovey
- University of Illinois at Chicago College of Nursing, Springfield, Illinois, USA
| | - Carolina Ford
- Mennonite College of Nursing at Illinois State University, Normal, Illinois, USA
| | - M Cecilia Wendler
- University of Illinois at Chicago College of Nursing, Springfield, Illinois, USA
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Dahlke S, Hunter KF, Fox MT, Davidson S, Perry N, Watts LT, Martin LS, Butler JI, Raymond C, Chasteen AL, McCleary L, Boscart V, Moody E. Awakening Canadians to ageism: a study protocol. BMC Nurs 2021; 20:192. [PMID: 34627234 PMCID: PMC8502289 DOI: 10.1186/s12912-021-00713-0] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/06/2021] [Accepted: 09/24/2021] [Indexed: 12/02/2022] Open
Abstract
Background Making fun of growing older is considered socially acceptable, yet ageist humour reinforces negative stereotypes that growing old is linked with physical and mental deterioration, dependence, and less social value. Such stereotypes and discrimination affect the wellbeing of older people, the largest demographic of Canadians. While ageism extends throughout professions and social institutions, we expect nurses—the largest and most trusted group of healthcare professionals—to provide non-ageist care to older people. Unfortunately, nurses working with older people often embrace ageist beliefs and nursing education programs do not address sufficient anti-ageism content despite gerontological nursing standards and competencies. Methods To raise awareness of ageism in Canada, this quasi-experimental study will be supported by partnerships between older Canadians, advocacy organizations, and academic gerontological experts which will serve as an advisory group. The study, guided by social learning theory, will unfold in two parts. In Phase 1, we will use student nurses as a test case to determine if negative stereotypes and ageist perceptions can be addressed through three innovative e-learning activities. The activities employ gamification, videos, and simulations to: (1) provide accurate general information about older people, (2) model management of responsive behaviours in older people with cognitive impairment, and (3) dispel negative stereotypes about older people as dependent and incontinent. In Phase 2, the test case findings will be shared with the advisory group to develop a range of knowledge mobilization strategies to dispel ageism among healthcare professionals and the public. We will implement key short term strategies. Discussion Findings will generate knowledge on the effectiveness of the e-learning activities in improving student nurses’ perceptions about older people. The e-learning learning activities will help student nurses acquire much-needed gerontological knowledge and skills. The strength of this project is in its plan to engage a wide array of stakeholders who will mobilize the phase I findings and advocate for positive perspectives and accurate knowledge about aging—older Canadians, partner organizations (Canadian Gerontological Nurses Association, CanAge, AgeWell), and gerontological experts.
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Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada.
| | - Kathleen F Hunter
- Faculty of Nursing, University of Alberta, Edmonton Clinic Health Academy, 11405 - 87 Ave NW, Edmonton, AB, T6G 1C9, Canada
| | - Mary T Fox
- School of Nursing, Faculty of Health, York University Centre for Aging Research and Education, HNES suite 343, 4700 Keele St, Toronto, ON, M3J 1P3, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, 2800 University Way N.W., 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Nicole Perry
- National Programs, HelpAge Canada, 1300 Carling Avenue, Ottawa, ON, K1Z 7L2, Canada
| | - Laura Tamblyn Watts
- CanAge, Factor - Inwentash Faculty of Social Work, University of Toronto 246 Bloor St West, Toronto ON M5S 1V4, Toronto, ON, M5S 1V4, Canada
| | - Lori Schindel Martin
- Canadian Gerontological Nursing Association, PO Box 64009, Royal Bank Plaza, Toronto, ON, M5J 2T6, Canada
| | - Jeffrey I Butler
- School of Nursing, York University Centre for Aging Research and Education, Faculty of Health, York University; Faculty of Nursing, University of Alberta, HNES suite B05, 4700 Keele Street, Toronto, ON, M3J 1P3, Canada
| | - Christy Raymond
- Faculty of Nursing, MacEwan University, 5-111C, Robbins Health Learning Centre, 10910-104 Ave NW, Edmonton, AB, T5J 4S2, Canada
| | - Alison L Chasteen
- Department of Psychology, University of Toronto, 100 St. George Street, Toronto, ON, M5S 3G3, Canada
| | - Lynn McCleary
- Faculty of Applied Health Sciences, Brock University, 1812 Sir Isaac Brock Way, St. Catharines, ON, L2S 3A1, Canada
| | - Veronique Boscart
- School of Health and Life Sciences, Conestoga College Institute of Technology and Advanced Learning, 299 Doon Valley Drive, Kitchener, ON, N2G 4M4, Canada
| | - Elaine Moody
- School of Nursing, Dalhousie University, Room N19 Forrest Bldg., Dalhousie University, University Avenue, PO Box 15000 5869, Halifax, NS, B3H 4R, Canada
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Valaitis R, Gaber J, Waters H, Lamarche L, Oliver D, Parascandalo F, Schofield R, Dolovich L. Health TAPESTRY: Exploring the Potential of a Nursing Student Placement Within a Primary Care Intervention for Community-Dwelling Older Adults. SAGE Open Nurs 2021; 6:2377960820909672. [PMID: 33415272 PMCID: PMC7774422 DOI: 10.1177/2377960820909672] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2019] [Revised: 01/29/2020] [Accepted: 02/04/2020] [Indexed: 12/03/2022] Open
Abstract
The increasing prevalence of chronic diseases in aging places demands on
primary care. Nurses are the major nonphysician primary care
workforce. Baccalaureate nursing programs should expose students to
primary care and older adults to support these demands and help
recruit new graduates to this setting. However, many baccalaureate
nursing programs focus on acute care and placements aimed at older
adults are viewed negatively. To address these curriculum challenges,
third-year Canadian baccalaureate nursing students were placed in an
innovative primary care program—Health TAPESTRY—for community-dwelling
older adults. Health TAPESTRY involves an interprofessional primary
care team, trained lay volunteers conducting home visits, system
navigation, and an online software application. The goal of this study
was to explore third-year baccalaureate nursing students’ perceptions
of this unique clinical primary care placement. This qualitative
descriptive study explored students’ perceptions of this placement’s
strengths, weaknesses, opportunities, threats (SWOT), and outcomes.
Nursing students participated in focus groups
(n = 14) or an interview (n = 1) and
five completed narrative summaries following visits. Qualitative
content analysis was supported by NVivo 10. Strengths of the clinical
placement included training for the intervention; new insights about
older adults; and experience with home visiting, interprofessional
team functions, and community resources. Weaknesses included limited
exposure to older adult clients, lack of role clarity, lack of
registered nurse role models, and technology challenges. Opportunities
included more exposure to primary care, interprofessional teams, and
community resources. No threats were described. Nursing students’
clinical experiences can be enhanced through engagement in innovative
primary care programs. Adequate exposure to clients, including older
adults; interprofessional teams; mentoring by registered nurses or
advanced practice nurse preceptors; and role clarity for students in
the primary care team should be considered in supporting baccalaureate
nursing students in primary care clinical placements.
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Affiliation(s)
- Ruta Valaitis
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Jessica Gaber
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Heather Waters
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Larkin Lamarche
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Doug Oliver
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Fiona Parascandalo
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
| | - Ruth Schofield
- School of Nursing, McMaster University, Hamilton, Ontario, Canada
| | - Lisa Dolovich
- Department of Family Medicine, McMaster University, David Braley Health Sciences Centre, Hamilton, Ontario, Canada
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Garbrah W, Välimäki T, Kankkunen P. Facilitating students' interest in older people nursing: Gerontological nurse teachers under scrutiny. Nurse Educ Pract 2020; 50:102929. [PMID: 33296858 DOI: 10.1016/j.nepr.2020.102929] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 08/13/2020] [Accepted: 11/18/2020] [Indexed: 11/15/2022]
Abstract
Having teachers who are knowledgeable and passionate about issues related to older people is crucial in enhancing nursing students' interest in older people nursing. However, whether such commitments and abilities are present among gerontological nurse teachers is unknown. This study therefore describes how undergraduate nursing students perceive their gerontological nurse teachers' abilities to facilitate students' interest in older people nursing. This is a descriptive cross-sectional study of undergraduate nursing students (N = 331) in Finland. The data were collected electronically using the Gerontological Nurse Teacher Scale (GeNTS). Descriptive statistics were used to analyze the data. The students agreed that their teachers are knowledgeable and interested in gerontological nursing (M = 3.62, SD = 0.92) and demonstrate leadership in gerontology (M = 3.50, SD = 1.04). However, they were uncertain about how their teachers address students concerns about aging, promote gerontology careers, and the teachers' abilities in developing gerontological nursing practical training. Gerontological nursing teachers should make deliberate effort to promote gerontology careers by highlighting the incentives and possibilities for career advancement in older people nursing. Further studies are needed to find out if nursing students' perception of their gerontological nurse teachers is a predictor of students' interest in older people nursing.
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Affiliation(s)
- William Garbrah
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland; JAMK University of Applied Sciences, School of Health and Social Studies, Jyvaskyla, Finland.
| | - Tarja Välimäki
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
| | - Päivi Kankkunen
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
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Dahlke S, Davidson S, Kalogirou MR, Swoboda NL, Hunter KF, Fox MT, Pollard C, Baumbusch J, Salyers V. Nursing faculty and students' perspectives of how students learn to work with older people. NURSE EDUCATION TODAY 2020; 93:104537. [PMID: 32717698 DOI: 10.1016/j.nedt.2020.104537] [Citation(s) in RCA: 28] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2020] [Revised: 06/12/2020] [Accepted: 07/14/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Despite efforts to incorporate information about older people in pre-licensure nursing programs, there are inconsistent results from studies examining student nurses' perceptions towards the aging population. There is research suggesting that healthcare settings and nursing practice is perpetuating negative perspectives towards older people. OBJECTIVE To gain an understanding of how social contexts are influencing student nurses' experiences when learning to work with older people. DESIGN Descriptive case study guided by the theoretical framework of social learning theory. SETTING A university in Western Canada that offers a pre-licensure nursing program. PARTICIPANTS 28 student nurses and 13 faculty in the nursing program. METHODS Participant interviews and focus groups were conducted with nursing faculty and students. RESULTS Key findings from this study are that students' previous experiences with older people, through family or work experiences, and their first clinical experience in long- term care negatively influenced their perceptions about working with older people. Clinical nurses and faculty influenced students' perceptions about nursing practice with older people, sometimes in subtle ways, underscoring that students are learning from what they see and hear in practice. Students were ill-prepared for the complexity of the aging population, particularly those with cognitive impairment. CONCLUSIONS Learning activities that engage students in active learning, such as simulation, providing students with a positive lexicon of how to describe older patients, and more overt attention to the perspectives students and faculty bring to the learning environment need to be carefully explored. Meaningful learning experiences with older people in multiple contexts are needed to thoughtfully plan how to disrupt negative perceptions that might emerge through the nursing education program.
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van Iersel M, Latour CHM, van Rijn M, de Vos R, Kirschner PA, Scholte op Reimer WJM. How nursing students' placement preferences and perceptions of community care develop in a more 'community-oriented' curriculum: a longitudinal cohort study. BMC Nurs 2020; 19:80. [PMID: 32863761 PMCID: PMC7448334 DOI: 10.1186/s12912-020-00473-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 08/18/2020] [Indexed: 11/12/2022] Open
Abstract
BACKGROUND Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students' perceptions of community care and placement preferences develop over time in a more 'community-care-oriented' curriculum, to gain insights on which curriculum elements potentially influence career choices. METHODS A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students' placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students' perceptions develop over time. Patterns of placement preferences at individual level were visualised. RESULTS Students' perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students' perceptions fluctuate between 6 and 7 (range 1-10). A placement in community care did not positively influence students' perceptions, and an intensive 1 week theoretical programme was only temporarily influential. CONCLUSIONS Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students' perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.
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Affiliation(s)
- Margriet van Iersel
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
| | - Corine H. M. Latour
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
| | - Marjon van Rijn
- Centre of Expertise Urban Vitality, Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, the Netherlands
- Department of Internal Medicine, Section of Geriatric Medicine, Amsterdam University Medical Center, Amsterdam, the Netherlands
| | - Rien de Vos
- Centre of Evidence Based Education, Amsterdam University Medical Center, Meibergdreef 9, 1105 AZ Amsterdam, the Netherlands
| | - Paul A. Kirschner
- Open University of the Netherlands, Heerlen, the Netherlands
- Open University of the Netherlands / ExCEL, Thomas More University of Applied Sciences, Valkenburgerweg 177, 6419 AT Heerlen, the Netherlands
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Cheng H, Liu X, Bi R, Liu L, Lam SC. Two versions of perspectives on caring for older patients scale: Translation and psychometric testing among Chinese nursing students. Nurs Health Sci 2020; 22:903-912. [DOI: 10.1111/nhs.12745] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2020] [Revised: 05/19/2020] [Accepted: 05/24/2020] [Indexed: 11/30/2022]
Affiliation(s)
- Hui‐Lin Cheng
- School of Nursing The Hong Kong Polytechnic University Kowloon Hong Kong
| | - Xian‐Liang Liu
- Department of Nursing Huazhong University of Science and Technology Union Shenzhen Hospital Shenzhen China
| | - Rui‐Xue Bi
- School of Nursing Nanchang University Nanchang Jiangxi China
| | - Lan‐Fang Liu
- Department of Nursing Jiangxi Health Vocational College Nanchang Jiangxi China
| | - Simon Ching Lam
- School of Nursing The Hong Kong Polytechnic University Kowloon Hong Kong
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13
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Garbrah W, Kankkunen P, Välimäki T. Gerontological nurse teachers' abilities and influence on students' willingness in older people nursing: A cross-sectional, correlational survey. NURSE EDUCATION TODAY 2020; 90:104461. [PMID: 32408244 DOI: 10.1016/j.nedt.2020.104461] [Citation(s) in RCA: 19] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2019] [Revised: 03/12/2020] [Accepted: 04/27/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Previous studies have focused on identifying the factors hindering nursing students' interest in gerontology careers, whereas others have suggested interventions to promote students' interest in older people nursing. However, the role of a teacher is equally vital in shaping students' career preference. OBJECTIVE This study therefore explored students' perspectives of their gerontological nurse teachers' abilities and its association with students' willingness to work in older people nursing. DESIGN A cross-sectional correlation study. SETTING Five Universities of Applied Sciences in Finland. PARTICIPANTS Undergraduate nursing students (N = 243). METHOD A self-administered survey using the Gerontological Nurse Teacher Scale (GeNTS) and the subscale (Willingness) of the Students' Interest in Nursing Older People Scale (SINOPS). Descriptive and inferential analysis were conducted using SPSS. RESULTS There was a moderate positive association (R = 0.25, N = 243, p = 0.000) between students' perspectives of their gerontological nurse teachers' abilities and students' willingness to work in older people nursing. The teachers' abilities to develop gerontological nursing course most influence students' willingness in older people nursing (r = 0.26, p = 0.001), whereas their knowledge and interest in gerontology, least influenced students' willingness in older people nursing (r = 0.14, p = 0.025). Also, the teachers abilities to address students' concerns about aging, promote gerontology careers, and demonstrate leadership skills in gerontology all had a similar statistically significant moderate positive association (r = 0.23, p = 0.001) with students' willingness to work in older people nursing. CONCLUSION Faculty need to ensure that there is adequate personal with expertise in gerontological nursing to advocate for resources to establish a reputable gerontological nursing profile in nursing curriculum and to develop and sustain a positive attitude towards older people nursing among students and staff. A qualitative study is needed to understand the reasons behind students' ratings.
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Affiliation(s)
- William Garbrah
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland; JAMK University of Applied Sciences, School of Health and Social Studies, Jyvaskyla, Finland.
| | - Päivi Kankkunen
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
| | - Tarja Välimäki
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
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Garbrah W, Kankkunen P, Välimäki T. Development and validation of gerontological nurse teacher scale. Nurse Educ Pract 2020; 44:102763. [PMID: 32244045 DOI: 10.1016/j.nepr.2020.102763] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 03/03/2020] [Accepted: 03/08/2020] [Indexed: 10/24/2022]
Abstract
Several studies have advocated for having gerontological nurse teachers with special commitment to implement an aged-friendly curriculum, in order to facilitate student nurses' interest in gerontology careers. However, there is no existing instrument to assess whether gerontological nurse teachers possess such competences. This study describes the development and validation of an instrument for assessing the competence of gerontological nurse teachers. A total of 43 items categorized into seven constructs for the Gerontological Nurse Teacher Scale (GeNTS) emerged from the literature review in 2017. Experts (N = 19) then participated in a two-round Delphi feedback for content validity in May 2018. A pre-pilot study was then undertaken in October 2018 among undergraduate nursing students (n = 7) to ensure readability and understandability, followed by a pilot study on undergraduate nursing students (n = 196) for psychometric assessment. Based on experts' feedback and psychometric assessment, the final version of GeNTS consists of 33 items across five constructs namely: knowledge and interest; theoretical course and practical training development; leadership; gerontology career promotion and concerns about aging. The items are score on a five-point Likert scale from 1 = completely disagree to 5 = completely agree.
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Affiliation(s)
- William Garbrah
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland; JAMK University of Applied Sciences, School of Health and Social Studies, Jyvaskyla, Finland.
| | - Päivi Kankkunen
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
| | - Tarja Välimäki
- University of Eastern Finland, Department of Nursing Science, Kuopio, Finland
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15
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Development of core competencies and a recognition program for gerontological nursing educators. J Prof Nurs 2019; 35:452-460. [DOI: 10.1016/j.profnurs.2019.04.003] [Citation(s) in RCA: 17] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2018] [Revised: 03/26/2019] [Accepted: 04/04/2019] [Indexed: 11/18/2022]
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16
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Boutin CT, Fryer AM, Oot-Hayes M, Welsh D. Strengthening Geriatric Content in an Associate Degree Nursing Program: A Pilot Study. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2019.05.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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17
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Dahlke S, Davidson S, Duarte Wisnesky U, Kalogirou MR, Salyers V, Pollard C, Fox MT, Hunter KF, Baumbusch J. Student Nurses’ Perceptions About Older People. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2019-0051. [DOI: 10.1515/ijnes-2019-0051] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Accepted: 08/26/2019] [Indexed: 11/15/2022]
Abstract
Abstract
Educating nursing students about the ageing population is situated within negative societal, heath care and nursing perceptions. A cross-sectional design using Burbank’s perceptions towards older people scale was used to survey students in a pre-licensure nursing program in western Canada. Findings revealed that students’ perceptions about older people were lower in the third year of the nursing program and after four clinical experiences. We suggest that students’ first experiences in long-term care settings, in which they learn to provide basic care to older people, be balanced with experiences of older people in a variety of settings. Such experiences would allow students to develop the knowledge and skill needed to work with an ageing population with complex healthcare needs. More research is needed to better understand students’ experiences and perceptions about where in the program more learning strategies about how to best work with older people would be helpful.
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Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing , University of Alberta , Edmonton , Alberta , Canada
| | - Sandra Davidson
- Faculty of Nursing , University of Calgary , Calgary , Alberta , Canada
| | | | - Maya R. Kalogirou
- Faculty of Nursing , University of Alberta , Edmonton , Alberta , Canada
| | | | | | - Mary T. Fox
- York University , Toronto , Ontario , Canada
| | - Kathleen F. Hunter
- Faculty of Nursing , University of Alberta , Edmonton , Alberta , Canada
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Hunter KF, Dahlke S, Negrin K, Kalogirou MR, Fox M, Antonio N, Buckborough N, Morgan A, Wagg A. The feasibility of implementing education on older person care to practice on medical units: Nurses' perceptions and the influence of practice context. Int J Older People Nurs 2019; 14:e12265. [PMID: 31441244 DOI: 10.1111/opn.12265] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/12/2019] [Revised: 06/03/2019] [Accepted: 07/16/2019] [Indexed: 11/26/2022]
Abstract
AIM As part of a larger primary study on evidence-informed practice with hospitalised older people, we aimed to (a) examine nursing staffs' perceptions of the interactive geriatric educational intervention and to explore how perceptions of their work context may influence their ability to enact the evidence-informed assessment and care approaches discussed during the educational sessions and (b) compare differences in perceptions of context between RNs, LPNs and HCAs. METHOD A survey-based evaluation that used both closed and open-ended questions was conducted as part of an interactive educational intervention on cognitive impairment and managing responsive behaviours. Data were gathered on participants' perceptions of the education intervention and organisational context. RESULTS Findings from this study suggest when education is tailored to nurses' articulated educational needs, it is well received; however, barriers to implementation exist. Assessment of the context by using a standardised survey tool to get the nursing staffs' perceptions of organisational context revealed strengths in leadership support and day-to-day interactions with other nurses and healthcare professionals, but potential barriers related to lack of facilitation to transfer new knowledge into practice existed. CONCLUSION Providing evidence-based education related to care of older patients and evaluating nursing staffs' perceptions of the education and their context has laid the groundwork for a long-term relationship with the managers and nursing staff on the participating medical units. Further investigation about how best to incorporate the facilitator role into the medical units to support evidence-based practices with older patients is warranted. IMPLICATIONS FOR PRACTICE: While nurses are receptive to new knowledge, the unpredictable workload of acute care creates challenges to implementing this new knowledge. Assessment of contextual factors that influence evidence-informed practice facilitates planning for implementation of new knowledge and support practice change.
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Affiliation(s)
| | - Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | - Kelly Negrin
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | | | - Mary Fox
- York University, Toronto, ON, Canada
| | | | | | - Angela Morgan
- University of Alberta Hospital, Edmonton, AB, Canada
| | - Adrian Wagg
- Division of Geriatric Medicine, University of Alberta, Edmonton, AB, Canada
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O'Reilly P, O'Brien B, Graham MM, Murphy J, Barry L, Doody O, Fahy A, Hoey C, Kiely M, Lang D, Meskell P, O'Doherty J, O'Keefe J, Tuohy D, Coffey A. Key stakeholders' perspectives on the development of a national transfer document, for older persons, when transferring between the residential and acute care settings: A qualitative descriptive study. Int J Older People Nurs 2019; 14:e12254. [PMID: 31347762 DOI: 10.1111/opn.12254] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2019] [Revised: 03/13/2019] [Accepted: 06/04/2019] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES This study has aimed to examine key stakeholders' perspectives, views and experiences regarding transfer documents, used when an older person is being transferred from a residential to an acute care setting. The objective of the study was to inform, in part, the development of an effective national transfer document. BACKGROUND For the effective and safe transfer of older persons from residential to acute care settings, it is important to ensure that the transfer document encapsulates relevant, current and person-centred information to ensure a smooth, quality and safe transition. Evidence highlights that, where documentation has lacked vital and relevant information, the older persons experience negative impacts during the transfer process. DESIGN A qualitative descriptive study was conducted, following the COREQ checklist, to establish participants' perspectives, views and experiences of using transfer documents. METHODS Focus group interviews (n = 8) were conducted with a convenience sample of key stakeholders (n = 68) in an Irish setting. The data were analysed using content analysis. RESULTS The findings have highlighted the important aspects for consideration in the development of future transfer documentation. The three broad categories, used to present the data findings, are (a) existing transfer documentation; (b) design framework; and (c) essentials of care. CONCLUSIONS The transfer document of the future is required to be concise, regularly reviewed and with a user-friendly colour-coded design. Essential and current information, with an emphasis on person centeredness, must be in the first page, with more detailed supporting information in the subsequent sections.
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Affiliation(s)
- Pauline O'Reilly
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Brid O'Brien
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Margaret M Graham
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Jill Murphy
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Louise Barry
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Owen Doody
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Anne Fahy
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Carmel Hoey
- Nursing and Midwifery Planning and Development Unit, HSE West/Mid-West, Galway, Ireland.,School of Nursing & Midwifery, National University of Ireland, Galway, Ireland
| | | | - Deirdre Lang
- HSE Clinical Strategy and Programmes Division, The Royal College of Physicians of Ireland, Dublin, Ireland
| | - Pauline Meskell
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Jane O'Doherty
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | | | - Dympna Tuohy
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
| | - Alice Coffey
- Department of Nursing & Midwifery, University of Limerick, Limerick, Ireland
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20
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Venables H, Wells Y, Fetherstonhaugh D. Psychometric testing of the Older Patients in Acute Care Survey (OPACS) in Australian final year nursing students. Nurs Open 2019; 6:558-565. [PMID: 30918706 PMCID: PMC6419114 DOI: 10.1002/nop2.238] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2018] [Revised: 11/16/2018] [Accepted: 12/10/2018] [Indexed: 11/09/2022] Open
Abstract
AIM To assess the internal reliability and validity (content and criterion) of the Older Patients in Acute Care Survey (OPACS) as a measure of nurses' knowledge, attitudes and practices regarding care of older hospitalized patients in Australia. DESIGN Cross-sectional survey. METHOD A convenience sample of final year nursing students at an Australian university in October 2014 completed the OPACS (N = 191). Internal reliability was assessed using Cronbach's alpha, content validity using exploratory factor analysis and criterion validity using correlations between the OPACS and Palmore's Facts on Aging Quiz and the Caring Efficacy Scale. RESULTS Despite good internal reliability on both OPACS subscales, exploratory factor analysis of the 36 items representing behaviours and the 50 items on knowledge and attitudes failed to load strongly on their corresponding factors. Analyses of criterion validity suggested the OPACS scales are measures of attitude.
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Affiliation(s)
- Helen Venables
- College of Science, Health and EngineeringLa Trobe UniversityMelbourneVic.Australia
| | - Yvonne Wells
- Lincoln Centre for Research on AgingLa Trobe UniversityMelbourneVic.Australia
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21
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High-Impact Community Clinical Experiences to Promote Health and Enhance Well-Being of Older Adults. Nurs Educ Perspect 2019; 41:126-127. [PMID: 30601451 DOI: 10.1097/01.nep.0000000000000442] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
Given the complex needs of the aging population, nurse educators must prepare future registered nurses to help older adults remain safe and healthy in their homes. This article describes partnerships between a school of nursing and low-income senior housing providers to develop new, high-impact community-based learning experiences. Baccalaureate nursing students conducted home visits in low-income senior housing communities and engaged in a research study to quantify activities conducted by students and the impact the home visits had on client personal health goal attainment.
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22
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Jefferies D, Hatcher D. Developing Person-Centered Care Through the Biographies of the Older Adult. J Nurs Educ 2018; 57:742-746. [PMID: 30512111 DOI: 10.3928/01484834-20181119-07] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2018] [Accepted: 08/17/2018] [Indexed: 12/30/2022]
Abstract
BACKGROUND A lack of specialized knowledge about providing health care to older people decreases their health outcomes and quality of life. This article presents an innovative learning strategy for preregistration nursing students to raise awareness of person-centered care of the older adult. METHOD This report is based on the authors' own experience and includes comments from students to the authors who taught the unit of study from 2010 to 2015, supported by current literature and theory discussing contemporary educational strategies. RESULTS Students came to value the older adult as a person to whom they could relate and the learning promoted person-centered care delivery. Although many students found this approach to learning to be challenging, student feedback demonstrated that the overall reception of the strategy was very positive. CONCLUSION This strategy facilitated learning to improve person-centered care and addressed negative attitudes toward older adults, which improved health outcomes and their quality of life. [J Nurs Educ. 2018;57(12):742-746.].
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Ridgway V, Mason-Whitehead E, McIntosh-Scott A. Visual perceptions of ageing; A longitudinal mixed methods study of UK undergraduate student nurses’ attitudes and perceptions towards older people. Nurse Educ Pract 2018; 33:63-69. [DOI: 10.1016/j.nepr.2018.08.005] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2018] [Revised: 08/12/2018] [Accepted: 08/17/2018] [Indexed: 10/28/2022]
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Bahadir-Yilmaz E. The relationship between nursing students' professional values and their attitudes towards the elderly people: A cross-sectional study. NURSE EDUCATION TODAY 2018; 70:8-12. [PMID: 30125868 DOI: 10.1016/j.nedt.2018.08.007] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2018] [Revised: 06/28/2018] [Accepted: 08/14/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Professional values involve standards that are effective in solving problems, interacting with patients, making decisions on patient care and forming the student's attitude. Throughout the course of the nursing students' occupational education, these standards shape their attitudes, beliefs, and behaviors regarding the provision of care for individuals. OBJECTIVE The aim of this study was to determine the relationship between nursing students' professional values and their attitudes towards the elderly. DESIGN A cross-sectional research design was used in this study. SETTINGS This study was conducted at a university in the northeast of Turkey. PARTICIPANTS 2nd-year (n = 93), 3rd-year (n = 101) and 4th-year (n = 81) nursing students. METHOD The data for the study were collected using a Personal Information Form, the Nursing Professional Values Scale- Revised (NPVS-R) and the Ageism Attitude Scale (AAS). In the data analysis, independent samples t-test, ANOVA and Spearman Correlation were used. RESULTS The study found that the nursing students' average total NVPS-R score was 86.4 ± 16.2 and their average total AAS score was 82.7 ± 8.8. Furthermore, a significant correlation was observed between the professional values of the students and their attitudes towards the elderly (r = 0.407, p = 0.000). A positive, moderately strong correlation was determined between the total NPVS-R scores and the 'restricted life of elderly people' and 'positive attitudes towards elderly people' sub-scales of AAS (r = 0.418, r = 0.317, p < 0.005, respectively). CONCLUSION The present study has demonstrated that the nursing students' professional values are associated with their attitudes towards the elderly. In the light of these results, it is suggested that professional values be taught and that courses on values be added to the curriculum in order to improve the attitudes of the students towards ageism.
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Affiliation(s)
- Emel Bahadir-Yilmaz
- Giresun University, The Faculty of The Health Sciences, Department of Midwifery, 28340 Piraziz, Giresun, Turkey..
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25
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Hsieh PL, Chen CM. Nursing Competence in Geriatric/Long Term Care Curriculum Development for Baccalaureate Nursing Programs: A Systematic Review. J Prof Nurs 2018; 34:400-411. [PMID: 30243697 DOI: 10.1016/j.profnurs.2018.05.006] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2017] [Revised: 05/10/2018] [Accepted: 05/30/2018] [Indexed: 11/24/2022]
Abstract
BACKGROUND As facing the rapid growth of the elderly population, the demands for geriatric and long-term care are drastically increasing. Since one of the important strategies in preparation for long-term care system is to focus on the engagement of health care professionals, this paper applies a systematic approach to review the current geriatric and long term care courses in Bachelor of Science in Nursing (BSN) programs. This review assessed the impact of Geriatric Nursing (GN) and/or Long Term Care (LTC) courses on nursing students' knowledge, care intention and competence of Geriatric Long Term Care (GLTC) care to enable their nursing competence before graduation. METHOD Data related to the purpose of the study, research design, sample, curriculum content, teaching strategies, evaluation measurements and results were extracted. The methodological quality of all publications was included in the review. RESULTS Eighteen articles were eligible for analysis, including 16 quantitative and 2 qualitative studies. The review revealed that including geriatric and long term care content in undergraduate nursing curriculum could effectively enhance students' nursing competence. CONCLUSION GN and LTC curriculum development should offer established content on geriatric and long term care as a foundation to implement early learning experiences in the curriculum. Both theory and clinical practice of GLTC course can be developed to increase the nursing students' knowing on the elders and the disabled through the clinical placement.
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Affiliation(s)
- Pei-Lun Hsieh
- Department of Long-Term Care Management, Chung Hwa University of Medical Technology
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26
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Hovey SL, Dyck MJ, Kim M, Reese C. The effect of first clinical assignments on prelicensure nursing students' attitudes toward older people: an observational study. Contemp Nurse 2018; 54:139-149. [PMID: 29656693 DOI: 10.1080/10376178.2018.1459759] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
BACKGROUND With the global population growth of older people, health care needs nurses interested in caring for this population. Studies have found a relationship between attitudes toward older people and career choices. AIM The aim of this study was to determine the effect first clinical experiences had on nursing students' attitudes toward older people. DESIGN/METHOD Using an observational research design, first-semester nursing students (n = 53) from the United States were assigned to one of two groups based on sequencing of clinical assignments. Participants completed the Refined Aging Semantic Differential scale three times their first semester. RESULTS Students with exposure to long-term and then the acute care setting showed linear improvement in their attitudes toward older people. In addition, a significant improvement in attitudes over time was found (F[2, 96] = 3.56, p = .032) at two time measurements. CONCLUSION This study showed that novice students may not recognize the differences in acute and long-term nursing care. Results may assist nursing educators designing curricula.
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Affiliation(s)
- Susan Larea Hovey
- a Mennonite College of Nursing , Illinois State University , Campus Box 5810, Normal , IL 61790 , USA
| | - Mary J Dyck
- a Mennonite College of Nursing , Illinois State University , Campus Box 5810, Normal , IL 61790 , USA
| | - MyoungJin Kim
- a Mennonite College of Nursing , Illinois State University , Campus Box 5810, Normal , IL 61790 , USA
| | - Cynthia Reese
- b College of Nursing , University of Illinois at Chicago , Springfield Campus, One University Plaza, SAB 23, Springfield , IL 62703-5407 , USA
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27
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Skinner HM. Simulation: Preparing Nursing Students to Work with Community-Dwelling Older Adults. Clin Simul Nurs 2017. [DOI: 10.1016/j.ecns.2017.04.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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28
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Educator Readiness to Improve Gerontological Curricula in Health and Social Service Education. Can J Aging 2017; 36:501-513. [PMID: 28914223 DOI: 10.1017/s0714980817000381] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Abstract
This study investigated the state of gerontology content in health and social service education programs in Ontario, and readiness indicators for change among administrators and faculty. We conducted a survey of teaching faculty (n = 100) and deans or directors (n = 56) of 89 education programs, which revealed mixed evidence on readiness for change. Most respondents thought their programs were adequate but needed enhancement. However, they were unaware of published gerontological competencies with which to evaluate their curricula. Beliefs about capacity for change varied, with half the participants indicating that their programs had sufficient faculty expertise in gerontology and geriatrics. Factors influencing readiness for change include lack of gerontological expertise; need for institutional and management support; need for additional teaching resources; and recognizing the need for change. There is an opportunity, by committing resources and time, to capitalize on the faculty and administrators who thought their programs should improve.
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29
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Gibbs SS, Kulig JC. “We definitely are role models”: Exploring how clinical instructors' influence nursing students' attitudes towards older adults. Nurse Educ Pract 2017; 26:74-81. [DOI: 10.1016/j.nepr.2017.07.006] [Citation(s) in RCA: 23] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2015] [Revised: 03/21/2017] [Accepted: 07/18/2017] [Indexed: 10/19/2022]
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30
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Cao R, Stone TE, Petrini MA, Turale S. Nurses' perceptions of health beliefs and impact on teaching and practice: a Q-sort study. Int Nurs Rev 2017; 65:131-144. [PMID: 28833101 DOI: 10.1111/inr.12399] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
AIM To understand Chinese nurses' perceptions of health beliefs, their content, origin and the influence of sociocultural factors, as a basis of their evidence-based practice. This study contributes to a larger study to establish the health beliefs of Japanese, Australian, Chinese, South Korean and Thai nurses. BACKGROUND Registered nurses teach patients and students about maintaining or attaining health are subject to the same range of influences and their health beliefs may be antithetical to current health evidence. METHODS Q-method design using q-sort and interview was used to explore the perspectives on a range of health beliefs of 60 nurses in four cities in China. FINDINGS Three factors arose from the perceptions of the participants about health and accounted for 50.2% of the total variance: (1) social impact, (2) 'the importance of evidence', and (3) beliefs rooted in culture. DISCUSSION Influence on nurses' health beliefs was explored in terms of the internalized and frequently unconscious beliefs, values and norms tying them to their communities, reflecting the need for nurses to be aware of their health beliefs and behaviours. CONCLUSIONS Education for nurses in practice needs to acknowledge that individual practitioners' beliefs strongly influence health teaching for patients and families. In order to implement evidenced-based practice and teach in line with current evidence nurses need to critically examine and reflect on the impact of culture, society and the media on their own health beliefs. IMPLICATIONS FOR NURSING POLICY AND HEALTH POLICY Education policy needs to consider that culture and societal pressures affect nurses' health beliefs and practice. Critical thinking, reflective and evidence-based practice need to be emphasized in clinical training and nurse education. China also needs to develop policies to allow nurses to be able to assess the reliability of health information on the Internet and to make quality health research more available.
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Affiliation(s)
- R Cao
- School of Health Sciences, Wuhan University, Wuhan, China.,Zhongnan Hospital of Wuhan University, China
| | - T E Stone
- Chiang Mai University, Chiang Mai, Thailand
| | - M A Petrini
- Chiang Mai University, Chiang Mai, Thailand.,HOPE School of Nursing, Wuhan University, Wuhan, China
| | - S Turale
- Chiang Mai University, Chiang Mai, Thailand.,International Nursing Review, International Council of Nurses, Geneva, Switzerland
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Baumbusch J, Shaw M, Leblanc ME, Kjorven M, Kwon JY, Blackburn L, Lawrie B, Shamatutu M, Wolff AC. Workplace continuing education for nurses caring for hospitalised older people. Int J Older People Nurs 2017; 12. [PMID: 28707743 DOI: 10.1111/opn.12161] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2017] [Accepted: 06/14/2017] [Indexed: 11/28/2022]
Abstract
AIMS AND OBJECTIVES To develop, implement and evaluate a workplace continuing education programme about nursing care of hospitalised older people. BACKGROUND The healthcare system cannot rely solely upon nurses' prelicensure education to prepare them to meet the evolving needs of hospitalised older patients. Over the past decade, there has been a dramatic rise in the proportion of older people in hospitals, yet many nurses do not have specialised knowledge about the unique care needs of this population. DESIGN A multimethod pre-to post-design was employed. METHODS Between September 2013 and April 2014, data were collected via surveys, focus groups and interviews. Thirty-two Registered Nurses initially enrolled in the programme of which 22 completed all data points. Three managers also participated in interviews. One-way repeated-measures ANOVAs were conducted to evaluate the effect of the programme and change over time. Qualitative data were analysed using thematic analysis. RESULTS Survey results indicated improvements in perceptions about nursing care of older people but no changes in knowledge. Themes generated from the qualitative data focused on participants' experiences of taking part in the programme and included: (i) relevance of content and delivery mode, (ii) value of participating in the programme and (iii) continuing education in the context of acute care. CONCLUSIONS This study illustrated the potential role of workplace continuing education in improving care for hospitalised older people, particularly the potential to change nurses' perceptions about this population. Nurses prefer learning opportunities that are varied in delivery of educational elder-focused content and accessible at work. Organisational leaders need to consider strategies that minimise potential barriers to workplace continuing education. IMPLICATIONS FOR PRACTICE Workplace continuing education can play a key role in improving quality of care for hospitalized older adults and ought to be a priority for employers planning education for nurses.
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Affiliation(s)
- Jennifer Baumbusch
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
| | | | - Marie-Eve Leblanc
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
| | | | - Jae-Yung Kwon
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
| | | | - Barb Lawrie
- Vancouver Coastal Health, Vancouver, BC, Canada
| | | | - Angela C Wolff
- School of Nursing, University of British Columbia, Vancouver, BC, Canada
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Figueiredo S, Mayo NE, Thomas A. Future Rehabilitation Professionals' Intentions to Use Self-Management Support: Helping Students to Help Patients. Physiother Can 2017; 69:73-80. [PMID: 28154447 DOI: 10.3138/ptc.2015-68e] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
Purpose: We evaluated whether education in self-management support (SMS) increases future clinicians' intentions to use a new way of delivering rehabilitation services. Methods: A convenience sample of 10 students took a 5-week theoretical course, followed by 6 weeks spent assessing patients, establishing treatment plans, and monitoring their performance by telephone. Focus groups were held before and after the educational modules, with deductive mapping of themes to the Theory of Planned Behaviour and inductive analysis of additional themes. Results: Five themes and 22 subcategories emerged from the deductive-inductive focus group content analysis. After participating in the educational modules, students reported gaining knowledge about SMS and highlighted the lack of similar preparation during their academic courses. Nonetheless, they were hesitant to adopt SMS. Conclusion: Future clinicians gained knowledge and skills after being exposed to SMS courses, but their intention to adopt SMS in their future daily practice remained low. We also noted a lack of formal training in SMS in the academic setting. The findings from this study support incorporating SMS training into the curriculum, but to increase students' intention to use SMS as part of patient care, training may need to be in more depth than it was in the modules we used.
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Affiliation(s)
- Sabrina Figueiredo
- Faculty of Medicine, School of Physical and Occupational Therapy; Division of Clinical Epidemiology
| | - Nancy E Mayo
- Faculty of Medicine, School of Physical and Occupational Therapy; Division of Clinical Epidemiology; Department of Geriatrics, Faculty of Medicine
| | - Aliki Thomas
- Faculty of Medicine, School of Physical and Occupational Therapy; Centre for Medical Education, Faculty of Medicine, McGill University; Centre for Interdisciplinary Research in Rehabilitation, Jewish Rehabilitation Hospital, Montreal
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Hovey S, Dyck MJ, Reese C, Kim M. Nursing students' attitudes toward persons who are aged: An integrative review. NURSE EDUCATION TODAY 2017; 49:145-152. [PMID: 27930921 DOI: 10.1016/j.nedt.2016.11.018] [Citation(s) in RCA: 42] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2016] [Revised: 11/11/2016] [Accepted: 11/23/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVES To analyze empirical studies from the United States and Canada to gain an understanding on how nursing education affects nursing students' attitudes toward persons who are aged. DESIGN An integrative literature review was completed using Garrard's (2011) Matrix Method. DATA SOURCES Articles were identified through the electronic database search engines of CINAHL, Pub Med, and Academic Search Complete. Only peer reviewed research articles from 2009 to 2015 were reviewed. REVIEW METHODS A review matrix was created to abstract information from 11 studies so that synthesis could occur. Information in the columns of the review matrix was used to compare the studies. Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 27 item check list was used to help with reporting the findings. Studies were graded using the American Association of Critical Care Nurses' (AACN) level of evidence. RESULTS A key finding is student engagement with gerontological content in the classroom or clinical setting results in improving nursing students' attitudes toward persons who are aged. CONCLUSIONS Several gaps exist in the literature. Further research including longitudinal studies and large scale, multi-site samples would add to the existing knowledge.
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Affiliation(s)
- Susan Hovey
- Benedictine University, 1500 North 5th Street, Springfield, IL 62702, USA; Illinois State University, Mennonite College of Nursing, Campus Box 5810, Normal, IL 61790, USA.
| | - Mary J Dyck
- Illinois State University, Mennonite College of Nursing, Campus Box 5810, Normal, IL 61790, USA.
| | - Cynthia Reese
- University of Illinois at Chicago, Nursing, Springfield Regional Campus, One University Plaza, HRB 10, Springfield, IL 62703-5407, USA.
| | - MyoungJin Kim
- Illinois State University, Mennonite College of Nursing, Campus Box 5810, Normal, IL 61790, USA.
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Nosek CM, Scheckel MM, Waterbury T, MacDonald A, Wozney N. The Collaborative Improvement Model: An Interpretive Study of Revising a Curriculum. J Prof Nurs 2017; 33:38-50. [PMID: 28131146 DOI: 10.1016/j.profnurs.2016.05.006] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2015] [Indexed: 11/19/2022]
Abstract
Curriculum revisions in nursing programs are necessary to maintain currency and ensure that nursing students are prepared to competently practice nursing. Yet, the research for curriculum revisions in nursing education is sparse, leaving nursing educators with a thin evidence base upon which to revise curricula. The purpose of this phenomenological and hermeneutical study was to understand the experiences of faculty members and students who used the Collaborative Improvement Model (CIM) at a midwestern nursing department as an approach to revise their curriculum. The findings of this study demonstrate how the CIM (a) promoted student involvement in revising a curriculum, (b) facilitated faculty collaboration across two campuses with different campus cultures, (c) encouraged the Scholarship of Teaching and Learning, and (d) emphasized the need to use external facilitators when revising a curriculum. Faculty members in nursing programs can use this study when considering the CIM as a framework for revising their curricula.
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Affiliation(s)
- Catherine M Nosek
- Professor, Winona State University, College of Nursing and Health Sciences, Winona, MN 55887..
| | - Martha M Scheckel
- Professor and Department Chairperson, Winona State University, College of Nursing and Health Sciences, Winona, MN 55887..
| | - Theresa Waterbury
- Department Chairperson, Winona State University, College of Education, Winona, MN 55887..
| | - Ann MacDonald
- Director, Winona State University, Educational Improvement and Leadership, Winona, MN. 55987..
| | - Nancee Wozney
- Associate Professor, Winona State University-Rochester, College of Nursing and Health Sciences, Heath Sciences Building 025,Rochester, MN 55904..
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Boscart V, McCleary L, Huson K, Sheiban L, Harvey K. Integrating gerontological competencies in Canadian health and social service education: An overview of trends, enablers, and challenges. GERONTOLOGY & GERIATRICS EDUCATION 2017; 38:17-46. [PMID: 27635670 DOI: 10.1080/02701960.2016.1230738] [Citation(s) in RCA: 22] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
As the number of older adults increases, it is imperative that gerontological competencies are imbedded in health and social service education reviews of Canadian published and grey literature presents trends, barriers, and enablers of sustained movement toward graduating professionals with gerontology competencies. Overall, gerontological education remains insufficient. Main barriers include resources for faculty and teaching. This review also identified discipline-specific competency frameworks that could inform curriculum enhancement and education accreditations; however, most educators were unaware of these. Further limiting workforce development is the lack of gerontology competency statements within regulatory documents. This review concludes with recommendations for federal and provincial policies to establish educational accreditation programs in geriatrics, develop core competencies, and integrate these into regulatory frameworks. Failure to do so will continue the trend of insufficient preparation of health and social service professionals to care for older adults.
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Affiliation(s)
- Veronique Boscart
- a School of Health & Life Sciences and Community Services , Conestoga College Institute of Technology & Advanced Learning , Kitchener , Ontario , Canada
- d Schlegel-University of Waterloo Research Institute for Aging , Kitchener , Ontario , Canada
| | - Lynn McCleary
- b Faculty of Applied Health Sciences - Department of Nursing , Brock University , St. Catharines , Ontario , Canada
| | - Kelsey Huson
- a School of Health & Life Sciences and Community Services , Conestoga College Institute of Technology & Advanced Learning , Kitchener , Ontario , Canada
| | - Linda Sheiban
- a School of Health & Life Sciences and Community Services , Conestoga College Institute of Technology & Advanced Learning , Kitchener , Ontario , Canada
| | - Kelsey Harvey
- c Department of Health , Aging & Society, McMaster University , Hamilton , Ontario , Canada
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Koehler AR, Davies S, Smith LR, Hooks T, Schanke H, Loeffler A, Carr C, Ratzlaff N. Impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults: A Quasi-experimental study. NURSE EDUCATION TODAY 2016; 46:17-23. [PMID: 27475123 DOI: 10.1016/j.nedt.2016.06.015] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2016] [Revised: 06/01/2016] [Accepted: 06/15/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND With an aging population, it is critical that nurses are educated and prepared to offer quality healthcare to this client group. Incorporating gerontology content into nursing curricula and addressing students' perceptions and career choices in relation to working with older adults are important faculty concerns. OBJECTIVES To examine the impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults and career intentions. DESIGN Quasi-experimental, pre- and post-test design. SETTING Medium-sized state university in the Mid Western United States PARTICIPANTS: Data were collected from three student cohorts during the spring semesters of 2012 (n=98), 2013 (n=80) and 2014 (n=88) for a total of N=266 with an average response rate of 85%. METHODS A survey instrument was administered via Qualtrics and completed by students prior to, and following completion of the course. RESULTS There was an overall significant increase (p=0.000) in positive perceptions of working with older adults among nursing students following completion of the course. The majority of participants (83.5%) reported having previous experience with older adults. Those with previous experience had higher perception scores at pre-test than those without (p=0.000). Post-test scores showed no significant difference between these two groups, with both groups having increased perception scores (p=0.120). Student preferences for working with different age groups suggested an overall increase in preference for working with older adults following the course. CONCLUSIONS A course in gerontological nursing, incorporating learning partnerships with community dwelling older adults, promotes positive perceptions of working with older adults, independently of the quality of prior experience. There was some evidence that students changed their preferences of working with different age groups in favor of working with older adults. Further research should be conducted to determine the mechanisms through which this takes place.
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Affiliation(s)
- Amy Reitmaier Koehler
- Department of Nursing, Winona State University, P.O. Box 5838, 175, West, Mark Street Winona, MN 55987, USA.
| | - Susan Davies
- Department of Nursing (Rochester Campus) Winona State University, 859 30th Ave SE, Rochester, MN 55904, USA.
| | - Linda Reveling Smith
- Department of Nursing, Winona State University, P.O. Box 5838, 175, West, Mark Street Winona, MN 55987, USA.
| | - Tisha Hooks
- Department of Mathematics and Statistics, Winona State University, P.O. Box 5838, 175, West, Mark Street Winona, MN 55987, USA.
| | - Hailee Schanke
- 11004 Terra Glenn Ct. Apt. 417, Charlotte, NC 28277, USA.
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Kimzey M, Mastel-Smith B, Alfred D. The impact of educational experiences on nursing students' knowledge and attitudes toward people with Alzheimer's disease: A mixed method study. NURSE EDUCATION TODAY 2016; 46:57-63. [PMID: 27598794 DOI: 10.1016/j.nedt.2016.08.031] [Citation(s) in RCA: 44] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2015] [Revised: 08/10/2016] [Accepted: 08/25/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND As the population ages, the effects of Alzheimer's disease will be felt by all nurses. Providing proper care for people with Alzheimer's disease is difficult and requires specific skills, attitudes, and knowledge. Limited data exists regarding nursing students' attitudes and knowledge toward people with Alzheimer's disease, whether undergraduate education prepares students to care for this population, or the best methods to support students in learning in an innovative and interactive environment. OBJECTIVES The aim of this study was to determine the effect of different educational experiences on nursing students' knowledge and attitudes toward people with Alzheimer's disease and to explore nursing students' knowledge and attitudes surrounding the care of people with Alzheimer's disease. DESIGN A convergent mixed method design. A three group (Alzheimer's disease clinical experience, online learning module, and no dementia-specific intervention), pretest and posttest design served as the quantitative arm of the study. A focus group discussion with themes extracted served as the qualitative piece of the study. SETTING College of Nursing in North Texas. PARTICIPANTS Convenience sample of 94 senior level nursing students enrolled in the undergraduate nursing program's Community Health course. METHOD Students completed pre and posttest surveys which included Alzheimer's Disease Knowledge Scale, Dementia Attitudes Scale, and demographic questionnaire. Content analysis was conducted on focus group responses to qualitative interview questions. RESULTS The Alzheimer's disease clinical group experienced increased knowledge and improved attitudes toward people with Alzheimer's disease compared with students who completed the online module or had no dementia-specific intervention. Four themes emerged from focus group data: Basic Alzheimer's disease knowledge, need for Alzheimer's disease experiential learning, negative feelings related to behaviors, and appropriate responses to behavioral and psychological symptoms of dementia. CONCLUSION Experiential learning in the form of clinical placements increased knowledge and improved attitudes about Alzheimer's disease compared with an online module and no dementia-specific intervention.
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Affiliation(s)
- Michelle Kimzey
- College of Nursing, Texas Woman's University, Dallas, TX, United States.
| | - Beth Mastel-Smith
- College of Nursing, The University of Texas at Tyler, Tyler, TX, United States.
| | - Danita Alfred
- College of Nursing, The University of Texas at Tyler, Tyler, TX, United States.
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Neville C. A cross-sectional view of Australian undergraduate nurses’ perceptions of working with older people. Collegian 2016. [DOI: 10.1016/j.colegn.2015.05.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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The influence of theory and practice on perceptions about caring for ill older people – A literature review. Nurse Educ Pract 2016; 19:41-7. [DOI: 10.1016/j.nepr.2016.04.003] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2014] [Revised: 02/01/2016] [Accepted: 04/12/2016] [Indexed: 11/22/2022]
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Koskinen S, Salminen L, Puukka P, Leino-Kilpi H. Learning with older people--Outcomes of a quasi-experimental study. NURSE EDUCATION TODAY 2016; 37:114-122. [PMID: 26681270 DOI: 10.1016/j.nedt.2015.11.018] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/01/2015] [Revised: 11/14/2015] [Accepted: 11/24/2015] [Indexed: 06/05/2023]
Abstract
BACKGROUND Nursing students' interest in older people nursing needs to be enhanced, as there is a demand for competent nurses who prefer to work in older people nursing. Educational approaches involving older people are encouraging; they increase positive learning outcomes. OBJECTIVES The aim of this study was to evaluate the outcomes of the Learning with Older People Programme (LOPP) in terms of nursing students' interest in older people nursing, their attitudes towards older people and their knowledge level about ageing. DESIGN A quasi-experimental, pre-post-test design with non-equivalent comparison group was used. SETTINGS Two different Finnish nursing schools geographically apart from each other. PARTICIPANTS A nonprobability, convenience sample of nursing students (n=87; n=46 in the intervention group, n=41 in the comparison group) in the middle of their 3.5 year bachelor degree studies and enrolled in compulsory theoretical older people nursing courses participated in the study. METHODS Data were collected in 2014 using a structured questionnaire that included background questions, students' interest in older people nursing as a primary outcome measure and their attitudes towards older people and knowledge level about ageing as secondary outcome measures. The data were analysed statistically. RESULTS In the intervention group, students' interest in older people nursing was significantly higher and their attitudes towards older people were more positive than those of students in the comparison group. There were no significant differences between the groups in terms of the students' knowledge level about ageing. CONCLUSIONS An educational approach involving older people resulted in encouraging outcomes. It is worth considering whether or not older people could be a valuable resource for nursing education.
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Affiliation(s)
- Sanna Koskinen
- Department of Nursing Science, FI-20014 University of Turku, Finland.
| | - Leena Salminen
- Department of Nursing Science, FI-20014 University of Turku, Finland.
| | - Pauli Puukka
- National Institute for Health and Welfare, Box 57, FI-20521 Turku, Finland.
| | - Helena Leino-Kilpi
- Department of Nursing Science, FI-20014 University of Turku, Finland; Turku University Hospital, Turku, Finland.
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Algoso M, Peters K, Ramjan L, East L. Exploring undergraduate nursing students' perceptions of working in aged care settings: A review of the literature. NURSE EDUCATION TODAY 2016; 36:275-280. [PMID: 26296542 DOI: 10.1016/j.nedt.2015.08.001] [Citation(s) in RCA: 46] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Revised: 06/28/2015] [Accepted: 08/03/2015] [Indexed: 06/04/2023]
Abstract
OBJECTIVES To explore undergraduate nursing students' perceptions of working in the aged care setting through a review of the literature. DESIGN A review of available literature relating to undergraduate nursing students' attitudes, perceptions and experiences in the aged care setting, or in the care of older adults. DATA SOURCES CINAHL Plus with Full Text was the primary database used. Other databases include PsycINFO and Health Source: Nursing/Academic Edition. REVIEW METHODS Studies focused on undergraduate nursing students and their experiences in the aged care setting and on the perceptions and attitudes of nursing students toward older adults, were included. Studies that did not present an original study or those that did not meet the aim of the study were excluded from the review. RESULTS Following removal of duplicates and exclusion of articles not meeting the aim of this paper, 24 articles remained. Three main themes emerged from the review of the literature: perceptions of aged care placement, attitudes to working in aged care, and experiences in aged care. CONCLUSION The experiences of nursing students employed as undergraduate AINs in the aged care setting can provide an immersive clinical learning experience in preparation for their new graduate (NG) year. Furthermore, it is an opportunity to challenge ageist attitudes and instil core nursing values in novice nurses such as promoting compassionate care.
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Frost J, Ranse K, Grealish L. Assessing ageist behaviours in undergraduate nursing students using the Relating to Older People Evaluation (ROPE) survey. Australas J Ageing 2015; 35:58-61. [DOI: 10.1111/ajag.12260] [Citation(s) in RCA: 34] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Jane Frost
- Disciplines of Nursing and Midwifery, Faculty of Health; University of Canberra; Canberra Australian Capital Territory Australia
| | - Kristen Ranse
- Disciplines of Nursing and Midwifery, Faculty of Health; University of Canberra; Canberra Australian Capital Territory Australia
| | - Laurie Grealish
- Griffith Health Institute; Griffith University & Gold Coast Health; Gold Coast Queensland Australia
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Sarabia-Cobo CM, Castanedo Pfeiffer C. Changing negative stereotypes regarding aging in undergraduate nursing students. NURSE EDUCATION TODAY 2015; 35:e60-e64. [PMID: 26116031 DOI: 10.1016/j.nedt.2015.06.006] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2015] [Revised: 06/01/2015] [Accepted: 06/14/2015] [Indexed: 06/04/2023]
Abstract
OBJECTIVE The aim of this study was to explore the modification of stereotypes and myths regarding aging among third-year nursing students before and after undergoing an Aging Nursing course. METHOD A within-subject repeated-measures descriptive study was conducted. The Negative Stereotypes Questionnaire about Aging (CENVE) was used. RESULTS The overall prevalence of negative stereotypes was 62.0% pre-intervention (P1) and 12.3% post-intervention (P2) measured; these values were 63.5% (P1) and 9.2% (P2) for the health factor, 43.1% (P1) and 4.9% (P2) for the motivation and social factors and 58.3% (P1) and 3.8% (P2) for the character-personality factor. Paired Student's t tests confirmed that the differences were statistically significant. CONCLUSIONS There was a high prevalence of negative stereotypes toward aging among the nursing students, even though they had conducted clinical practice and were in their third year. The course was demonstrated to be effective in modifying these stereotypes. The proper training of future professionals markedly contributes the dispensation of proper care and the eradication of ageism, which remains prevalent in the healthcare system.
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Abstract
Relatively few nursing students choose to specialize in geriatric nursing. While increased clinical exposure and improved knowledge of the elderly have been proposed to manage this staffing dilemma, successful strategies have not been identified. This study examined nursing students' attitudes and knowledge about the elderly, before and after service learning experiences in Senior Citizen Centers. Through these interventions, students had significantly improved attitudes and knowledge about the elderly.
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Singh I, Morgan K, Belludi G, Verma A, Aithal S. Does nurses' education reduce their work-related stress in the care of older people? ACTA ACUST UNITED AC 2015. [DOI: 10.1016/j.jcgg.2014.09.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Schelven ARV, Dikken J, Sillekens LGM, Oldenhuis DD, Schuurmans MJ, Hoogerduijn JG. Content Validation of the Dutch Version of the “Older Patients in Acute Care Survey”, an Instrument to Measure the Attitude of Hospital Nurses towards Older Patients. ACTA ACUST UNITED AC 2015. [DOI: 10.4236/ijcm.2015.61002] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Van der Elst E, Deschodt M, Welsch M, Milisen K, Dierckx de Casterlé B. Internal consistency and construct validity assessment of a revised Facts on Aging Quiz for Flemish nursing students: an exploratory study. BMC Geriatr 2014; 14:128. [PMID: 25468447 PMCID: PMC4267412 DOI: 10.1186/1471-2318-14-128] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/14/2014] [Accepted: 11/21/2014] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Since more people are reaching older and older ages, healthcare systems are becoming in need of more and more knowledgeable nurses to meet the specific health care needs of older persons. Several instruments exist to measure and evaluate students' knowledge of older persons, ageing, and gerontological care; however, unequivocal evidence on their use and psychometric properties is scarce. The aim of the study was to validate a revised version of Palmore's Facts on Aging Quiz (FAQ). METHODS A cross-sectional, exploratory study was conducted. Palmore's FAQ version 1 and Facts on Aging Mental Health Quiz were used as bases for the development of a revised FAQ instrument. Three researchers translated these instruments into Dutch. A panel of nine experts in geriatric research and gerontological care evaluated the translation and the face and content validity of the instrument. We used a cross-sectional, exploratory design to assess its internal consistency and construct validity. Cronbach's alpha coefficients, exploratory factor analysis, and the known-groups technique were used for these analyses. RESULTS Based on the experts' consensus, a revised version of the FAQ, consisting of 36 items, was produced. Exploratory factor analysis did not reveal underlying constructs suggesting that the revised version encloses a more general concept of knowledge (e.g. about older persons, aging, gerontological care). Using the known-groups technique, we validated the instrument, showing that it discriminates between the knowledge of first- and third-year nursing students. The overall Cronbach's coefficient of 0.723 was acceptable and changed minimally (from 0.708 to 0.724) when items were removed. CONCLUSION We conclude that the revised version of the FAQ can be used to properly evaluate nursing students' knowledge about older persons and gerontological care, as reasonable reliability and validity were established for this revised version of the FAQ.
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Affiliation(s)
| | | | | | | | - Bernadette Dierckx de Casterlé
- Centre for Health Services and Nursing Research, Department of Public Health & Primary Care, KU Leuven, Kapucijnenvoer 35/4, 3000 Leuven, Belgium.
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Neville C, Dickie R. The evaluation of undergraduate nurses' attitudes, perspectives and perceptions toward older people. NURSE EDUCATION TODAY 2014; 34:1074-1079. [PMID: 24815180 DOI: 10.1016/j.nedt.2014.04.018] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/13/2014] [Revised: 04/08/2014] [Accepted: 04/22/2014] [Indexed: 06/03/2023]
Abstract
OBJECTIVES This literature review was undertaken to evaluate undergraduate nurses' attitudes and perspectives toward older people and perceptions of working with older people. The objectives were to (1) identify if undergraduate nurses hold positive or negative attitudes and perspectives toward older people and perceptions of working with older people, and (2) determine if positive attitudes, perspectives and perceptions can be established, maintained and improved with curriculum activities. DESIGN Literature review. DATA SOURCES For the period 2008-2013, the literature search included an electronic database search (Medline, CINAHL, Healthsource/Academic Edition, PsycINFO and PubMed) and a hand search of reference lists of the papers included. RESULTS AND CONCLUSIONS The analysis of 32 studies revealed that undergraduate nurses' attitudes, perspectives and perceptions are positive and it is recommended that this be the starting point for the development of curriculum activities and future research to maintain and improve this result. Finally, the limitations of recent studies are identified and a research agenda for future studies is proposed.
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Affiliation(s)
- Christine Neville
- Ipswich Clinical School, The University of Queensland, School of Nursing and Midwifery, 11 Salisbury Road, Ipswich, QLD 4305, Australia.
| | - Robyn Dickie
- Ipswich Clinical School, The University of Queensland, School of Nursing and Midwifery, 11 Salisbury Road, Ipswich, QLD 4305, Australia
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