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Longhini J, Ambrosi E, Filippi M, Evilio L, Canzan F. How do undergraduate nursing students learn to care for families and informal caregivers? A qualitative study with a grounded theory approach. NURSE EDUCATION TODAY 2024; 141:106332. [PMID: 39102767 DOI: 10.1016/j.nedt.2024.106332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/25/2024] [Revised: 07/18/2024] [Accepted: 07/31/2024] [Indexed: 08/07/2024]
Abstract
BACKGROUND Nurses play a crucial role in caring for families of ill individuals in care, requiring high-quality relational and communication skills to care for them. Yet these skills remain underutilized, leading to reported issues of inadequate inclusion and communication. Education is crucial to enhance nurses' competencies in caring for families and informal caregivers. AIM To explore the learning process of undergraduate nursing students to care for families and informal caregivers. DESIGN Qualitative study with a grounded theory approach. SETTINGS Bachelor's degree in nursing from two off-sites of a university and four local health units collaborating with the university in North Italy. PARTICIPANTS 15 undergraduate nursing students, 10 nurse preceptors, and 10 nurse clinical teachers. METHODS We adopted initial and theoretical sampling and conducted semi-structured interviews from December 2023 to January 2024, lasting 16 to 62 min. The interviews were audio-recorded, transcribed verbatim, and analysed through open, selective, and theoretical coding. RESULTS We developed a theory of learning for undergraduate nursing students in caring for families and informal caregivers, comprising two themes, "Learning areas" and "Learning antecedents," and nine categories. Learning areas involve five stages of learning to care for families and informal caregivers and the most frequent opportunities to interact with families and informal caregivers. The five stages are "Seeing and considering families and informal caregivers", "Assessing the families' and informal caregivers' needs and resources", "Preparing for and planning intervention with families and informal caregivers", "Acting with families and informal caregivers", "Reflecting on the intervention with families and informal caregivers". Learning antecedents encompass student characteristics, interpersonal relationships, and the clinical training setting. CONCLUSIONS In this study, we delineate a five-stage learning process for undergraduate nursing students to care for families and informal caregivers, influenced by individual, interpersonal, and contextual factors. We emphasised the importance of relational skill development, tailored learning experiences, and supportive mentorship in enhancing students' preparedness to engage with and support families in healthcare settings. The developed theory provides a foundational framework for designing educational interventions to optimise nursing students' capacities in this domain.
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Affiliation(s)
- Jessica Longhini
- Department of Diagnostic and Public Health University of Verona Italy, Italy.
| | - Elisa Ambrosi
- Department of Diagnostic and Public Health University of Verona Italy, Italy
| | | | | | - Federica Canzan
- Department of Diagnostic and Public Health University of Verona Italy, Italy
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Domingo-Osle M, La Rosa-Salas V, Ulibarri-Ochoa A, Domenech-Climent N, Arbea Moreno L, Garcia-Vivar C. Co-Design and Validation of a Family Nursing Educational Intervention in Long-Term Cancer Survivorship Using Expert Judgement. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:1571. [PMID: 36674326 PMCID: PMC9864059 DOI: 10.3390/ijerph20021571] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Revised: 01/01/2023] [Accepted: 01/11/2023] [Indexed: 06/17/2023]
Abstract
The number of cancer survivors is increasing exponentially thanks to early screening, treatment, and cancer care. One of the main challenges for healthcare systems and professionals is the care of cancer survivors and their families, as they have specific needs that are often unmet. Nursing students, as future healthcare professionals, need education to face these new health demands. They will need to develop specific competencies to help them care for and empower this emerging population. The aim of the study was to co-design and validate an educational intervention on long-term cancer survivorship for nursing, through a multidisciplinary panel of experts. Group interviews were conducted with a panel of 11 experts, including eight professionals from different backgrounds (oncology, cancer nursing, pharmacology, and education), a long-term cancer survivor, a family member of a cancer survivor, and a nursing student. The experts validated a pioneer educational intervention to train nursing students in long-term cancer survival. The co-design and validation of the intervention from an interdisciplinary perspective and with the participation of long-term cancer survivors and their families was considered relevant as it included the vision of all the stakeholders involved in long-term cancer survivorship.
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Affiliation(s)
| | | | - Ainhoa Ulibarri-Ochoa
- Bioaraba, Osakidetza Basque Health Service, Araba University Hospital, 01009 Vitoria, Spain
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Svavarsdottir EK, Hraunfjord H, Sigurdardottir AO. Nursing students' perception of family importance in nursing care during the COVID-19 pandemic: A cross-sectional study. NURSE EDUCATION TODAY 2022; 118:105529. [PMID: 36057147 PMCID: PMC9425699 DOI: 10.1016/j.nedt.2022.105529] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/05/2022] [Revised: 08/04/2022] [Accepted: 08/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Little is known about nursing students' illness beliefs and attitudes towards the involvement of families in nursing care during the COVID-19 epidemic. Focusing on family nursing throughout an undergraduate nursing education is not only appropriate or critical but also essential for advancing family nursing practice. OBJECTIVES To evaluate the differences in undergraduate and graduate nursing students' perceptions of illness beliefs and their family nursing practice skills at the time of the COVID-19 pandemic. DESIGN A cross-sectional study. SETTINGS The Faculty of Nursing at the University of Iceland. PARTICIPANTS Of the nursing and midwifery students, 109 participated in 2020 from one university. METHODS Data was collected regarding illness beliefs and attitudes towards family involvement in nursing care, through questionnaires via the Red Cap software. RESULTS The main finding indicated that the graduate students reported more confidence or reassurance regarding their knowledge of the cause of an illness, control, effect, suffering and what is the most and the least helpful in coping with an illness/health disorder when compared to the undergraduate students (t-value = -2.50, p-value = 0.014). Additionally, graduate nursing students also reported higher positive attitudes towards family importance in nursing care than undergraduate students (t-value = -2.16, p-value = 0.033). CONCLUSION Even though the graduate students reported higher illness beliefs than undergraduate students, the undergraduate students reported a reasonably high or over medium high score, on the illness beliefs scale. University nursing educators need to be aware that nursing students' knowledge, skills and attitudes towards family nursing practice at the time of the COVID-19 pandemic shape clinical competence in family nursing within health care settings.
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Affiliation(s)
- Erla Kolbrun Svavarsdottir
- University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiriksgata 34, IS-101 Reykjavik, Iceland; Landspitali University Hospital, Iceland.
| | | | - Anna Olafia Sigurdardottir
- University of Iceland, School of Health Sciences, Faculty of Nursing, Eirberg, Eiriksgata 34, IS-101 Reykjavik, Iceland; Landspitali University Hospital, Iceland.
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Jager F, Vandyk A, Jacob JD, Meilleur D, Vanderspank-Wright B, LeBlanc B, Chartrand J, Hust C, Lalonde M, Rintoul A, Alain D, Poirier S, Phillips JC. The Ottawa model for nursing curriculum renewal: An integrative review. NURSE EDUCATION TODAY 2020; 87:104344. [PMID: 31982799 DOI: 10.1016/j.nedt.2020.104344] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/09/2019] [Revised: 10/17/2019] [Accepted: 01/12/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND High-quality and relevant nursing education is needed to ensure graduates meet entry to practice competencies. Despite the important role of curricula in the development of nurses and the nursing profession, there does not appear to be a consistent or widely accepted approach to nursing curriculum renewal. OBJECTIVE To identify and synthesize existing curriculum renewal/redesign practices, create an aggregated logic model depicting an evidence-informed process for nursing curriculum renewal, and stimulate dialogue about how to keep nursing curricula relevant in an ever-changing healthcare context. DESIGN An integrative review, modeled on the Joanna Briggs Methodology of Systematic Reviews, of the available published articles, including empirical research and discussion articles. DATA SOURCES We searched for quantitative, qualitative, and non-research literature (English and French) on full nursing programs or curriculum revisions for pre-licensure nursing students enrolled in an undergraduate or associate degree program. Databases included CINAHL, Nursing and Allied Health, and Medline from January 2010 to January 2017. We then did a hand search for articles from January 2017 to April 2019. SYNTHESIS Extracted data were synthesized into an aggregated logic model based on Yin's method of cross-case analysis. Data included information about the internal context, the external context, drivers, the preparatory phase, the active phase, outcomes, and evaluation methods of the described curriculum renewal process. RESULTS Twenty articles were included, which were published between 2010 and 2018. The resulting logic model, The Ottawa Model for Nursing Curriculum Renewal, includes information on the context, process and outcomes of the renewal process, and how and when to evaluate curricula. CONCLUSION This synthesis aids in defining the process of curriculum renewal for undergraduate nursing education. It stimulates systems level thinking and reveals gaps, such as the need for further research into curriculum evaluation. The Ottawa Model for Nursing Curriculum Renewal is a usable template to aid educators undertaking their own process of curriculum renewal.
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Affiliation(s)
- Fiona Jager
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Amanda Vandyk
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Jean Daniel Jacob
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Devyn Meilleur
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Brandi Vanderspank-Wright
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Barbara LeBlanc
- St Lawrence College, Tri-Campus, 2288 Parkedale Avenue, Brockville, ON K6V 5X3, Canada.
| | - Julie Chartrand
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Carmen Hust
- Algonquin College, Woodroffe Campus, 1385 Woodroffe Avenue, Ottawa, Ontario K2G 1V8, Canada.
| | - Michelle Lalonde
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
| | - Angela Rintoul
- Algonquin College, Pembroke Campus, 1 College Way, Pembroke, Ontario K8A 0C8, Canada.
| | - Diane Alain
- University of Ottawa, Gestionnaire par intérim du CIESPI/Acting Manager CIESN, CIESPI- Centre d'innovation en enseignement et en simulation de la pratique infirmière, CIESN Centre for Innovative Education and Simulation in Nursing, C-130, Lees Campus , 200 Lees Ave., Ottawa, ON K1S 5S9, Canada.
| | - Sherry Poirier
- Algonquin College, Woodroffe Campus, 1385 Woodroffe Ave, Ottawa, Ontario K2G 1V8, Canada.
| | - J Craig Phillips
- University of Ottawa, Faculty of Health Sciences, School of Nursing, 451 Smyth Road, Ottawa, ON K1H 8M5, Canada.
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Foster M, Shields L. Bridging the Child and Family Centered Care Gap: Therapeutic Conversations with Children and Families. Compr Child Adolesc Nurs 2019; 43:151-158. [DOI: 10.1080/24694193.2018.1559257] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
Affiliation(s)
- Mandie Foster
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, Western Australia, Australia
| | - Linda Shields
- Faculty of Science, Charles Sturt University, Bathurst, New South Wales, Australia
- School of Medicine, The University of Queensland, Brisbane, Queensland, Australia
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