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Mloka D, Tarimo E, Mselle L, Mshana S, Sirili N, Rogathi J, Msuya L, Rugarabamu P, Mteta A, Moshi M, Kwesigabo G, Lyamuya E, Bartlett J, Martin-Holland J, O'Sullivan P, Macfarlane S, Kaaya E. The process of harmonizing competency-based curricula for medicine and nursing degree programmes: A Multi-institutional and multi-professional experience from Tanzania. MEDICAL TEACHER 2023; 45:740-751. [PMID: 36622865 DOI: 10.1080/0142159x.2022.2158066] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022.
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Affiliation(s)
- Doreen Mloka
- Pharmaceutical Microbiology, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Edith Tarimo
- Nursing Management, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Lillian Mselle
- Clinical Nursing, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Stephen Mshana
- Microbiology and Immunology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Nathaniel Sirili
- Development Studies, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Jane Rogathi
- Community Health Nursing, Kilimanjaro Christian Medical University College, Moshi, Tanzania
| | - Levina Msuya
- Paediatrics and Child Health, Kilimanjaro Christian Medical University College, Moshi, Tanzania
| | - Pascahilis Rugarabamu
- Anatomy and Histology, Catholic University of Health and Allied Sciences, Mwanza, Tanzania
| | - Alfred Mteta
- Surgery, Kilimanjaro Christian Medical University College, Moshi, Tanzania
| | - Mainen Moshi
- Biological and Preclinical Studies, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Gideon Kwesigabo
- Epidemiology and Biostatistics, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Eligius Lyamuya
- Microbiology and Immunology, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - John Bartlett
- Global Health and Nursing, Duke University, Durham, United States of America
| | - Judy Martin-Holland
- Physiological Nursing, University of San Francisco California, San Francisco, United States of America
| | - Patricia O'Sullivan
- Office of Research and Development in Medical Education, University of San Francisco California, San Francisco, United States of America
| | - Sarah Macfarlane
- Global Health Sciences, University of San Francisco California, San Francisco, United States of America
| | - Ephata Kaaya
- Pathology, Kilimanjaro Christian Medical University College, Moshi, Tanzania
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Drury A, de Los Rios la Serna CD, Bağçivan G, Dowling M, Kotronoulas G, Shewbridge A, Sheehan S, Erdem S, Aroyo V, Wiseman T. Consensus views on an advanced breast cancer education curriculum for cancer nurses: A Delphi study. NURSE EDUCATION TODAY 2023; 124:105757. [PMID: 36827744 DOI: 10.1016/j.nedt.2023.105757] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2022] [Revised: 01/22/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Specialist nursing care is a core indicator of quality care for people living with advanced breast cancer. However, access to and quality of nurse education programmes in advanced breast cancer is variable. OBJECTIVES This study aims to define the topics for inclusion in an international curriculum for an advanced breast cancer education programme. METHODS A modified four-round Delphi study was undertaken with experts by profession and experience in advanced breast cancer. Thirty-four topics related to advanced breast cancer and six online teaching and learning methods were pre-selected following a systematic review. Between September 2021 and March 2022, the expert panel determined the importance of topics for inclusion in the education programme. Consensus was defined by at least 80 % agreement on the highest three points on a 9-point Likert scale. RESULTS A total of 31 experts participated in rounds 1-3 of this study, and 156 experts by profession and experience participated in an additional fourth round, including people living with advanced breast cancer (n = 72, 46 %), healthcare professionals (n = 46, 29 %), family members or caregivers of a person diagnosed with advanced breast cancer (n = 30, 19 %) and advocacy professionals working in the area of advanced breast cancer (n = 8, 5 %). In round 4, 36 topics and five of six learning methods reached consensus. CONCLUSIONS The results of this study provide a framework to develop education programmes in advanced breast cancer, defining the essential elements of curriculum content for such programmes. The results highlight the need for advanced breast cancer education programmes to use multiple teaching and learning methods to promote nurses' understanding of person-centred supportive care and the physical, psychosocial and spiritual issues experienced by people living with advanced breast cancer.
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Affiliation(s)
- Amanda Drury
- School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland; School of Nursing, Psychotherapy and Community Health, Dublin City University, Glasnevin, Dublin 9, Ireland.
| | - Celia Diez de Los Rios la Serna
- School of Nursing, Faculty of Medicine and Health Sciences, Bellvitge Campus, Barcelona University, Feixa Llarga, 08907-L'Hospitalet de Llobregat, Barcelona, Catalonia, Spain
| | | | - Maura Dowling
- School of Nursing and Midwifery, National University of Ireland, Galway, Ireland
| | | | - Amanda Shewbridge
- Breast Cancer Now, Fifth Floor, Ibex House, 42-47 Minories, London EC3N 1DY, UK
| | - Sarah Sheehan
- School of Nursing, Midwifery and Health Systems, University College Dublin, Belfield, Dublin 4, Ireland
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Wound Care Self-Efficacy Assessment of Italian Registered Nurses and Wound Care Education in Italian Nursing Education System: A Cross-Sectional Study. NURSING REPORTS 2022; 12:674-684. [PMID: 36135986 PMCID: PMC9506369 DOI: 10.3390/nursrep12030067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2022] [Revised: 09/14/2022] [Accepted: 09/15/2022] [Indexed: 11/18/2022] Open
Abstract
Wounds are a major public health challenge for nurses, and poor wound care has important implications for patients and health care systems. The aim of this study is to assess the Italian registered nurses’ (RNs) perception in the area of wound care, regarding their knowledge, tasks of care delivery, wound management, values, and attitudes, exploring also the previous specific education received during nursing education. An observational online web-based survey was used to assess learning goals and content for wound care education in undergraduate nursing education and the skills and level of self-efficacy in this area during clinical practice. The data were collected between April and May 2022. A total of 210 RNs were interviewed and divided into five national geographic areas. Northwestern RNs showed a better education about the wound care area during university courses: the rate of RNs that did not receive any training in the wound care area was lower than in other Italian geographical areas. Southern RNs presented a better knowledge about factors that expose the wound to becoming chronic, wound drains care, and the ability to assess diabetic foot. This study showed that, in Italy, education in wound care among nursing students is relatively poor, and many skills are achieved during an RN’s career in an empirical way.
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Šajnić A, Kelly C, Smith S, Heslop-Marshall K, Axelsson M, Padilha JM, Roberts N, Hernández C, Murray B, Poot B, Narsavage G. Need and baseline for harmonising nursing education in respiratory care: preliminary results of a global survey. Breathe (Sheff) 2022; 18:210172. [PMID: 36340825 PMCID: PMC9584575 DOI: 10.1183/20734735.0172-2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Accepted: 05/31/2022] [Indexed: 11/05/2022] Open
Abstract
Background The COVID-19 pandemic confirmed that respiratory nurses are critical healthcare providers. Limited knowledge is available about appropriate education to prepare nurses to deliver high-quality respiratory care. A survey was developed by the International Coalition for Respiratory Nursing (ICRN) group to identify the need for a respiratory nursing core curriculum. Method A 39-item survey was distributed to 33 respiratory nursing experts in 27 countries. Questions asked about current roles, perception of need, expectations for a core curriculum project and respiratory content in nursing education in their countries. Results 30 responses from 25 countries were analysed; participants predominantly worked in academia (53.3%, 16/30) and clinical practice (40%, 12/30). In total, 97% (29/30) confirmed a need for a core respiratory nursing curriculum. Post-registration nursing programmes at bachelor (83.3%, 25/30) and masters (63.3%, 19/30) levels include internal/medical nursing care; less than half identified separate respiratory nursing content. The core educational programme developed should include knowledge (70%, 21/30), skills (60%, 18/30), and competencies (50%, 15/30), with separate paediatric and adult content. Conclusion Survey results confirm a wide variation in nursing education and respiratory nursing education across the world, with many countries lacking any formal educational programmes to prepare nurses capable of providing enhanced quality respiratory care. These findings support the need for a core respiratory curriculum. To advance this significant work the ICRN group plans to conduct a Delphi study to identify core curriculum requirements for respiratory nursing education at pre-registration and advanced educational levels to flexibly meet each country's specific educational requirements for recognition of respiratory nursing speciality practice.
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Affiliation(s)
- Andreja Šajnić
- Dept for Respiratory Diseases Jordanovac, University Hospital Center, Zagreb, Croatia,Corresponding author: Andreja Šajnić ()
| | - Carol Kelly
- Respiratory Research Centre, Edge Hill University, Ormskirk, UK
| | - Sheree Smith
- School of Nursing and Midwifery, Western Sydney University, Penrith, Australia
| | - Karen Heslop-Marshall
- Dept of Respiratory Medicine, Royal Victoria Infirmary Hospital, Newcastle Upon Tyne Hospitals NHS Foundation Trust, Newcastle upon Tyne, UK
| | - Malin Axelsson
- Dept of Care Science, Faculty of Health and Society, Malmö University, Malmö, Sweden
| | | | - Nicola Roberts
- School of Health and Life Sciences, Glasgow Caledonian University, Glasgow, UK
| | - Carmen Hernández
- Medical and Nursing Direction, Hospital Clinic de Barcelona University of Barcelona, August Pi i Sunyer Biomedical Research Institute (IDIBAPS), Barcelona, Spain
| | - Bridget Murray
- School of Nursing and Midwifery, RCSI University of Medicine and Health Sciences, Dublin, Ireland
| | - Betty Poot
- School of Nursing, Midwifery, and Health Practice, Victoria University of Wellington, Wellington, New Zealand
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Maboh MN, Martin PJ, Stallabrass S. Seizing the opportunity of the moment; nurse education in Cameroon: a grounded theory research study. J Res Nurs 2022; 26:277-290. [PMID: 35251252 DOI: 10.1177/1744987120948557] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Background Cameroon became a republic in 1960 but tensions have continued over the last half century; such tensions, and some of the opportunities afforded, have shaped policy decisions around issues including nursing education. Aims The aim of this paper is to present a constructivist grounded theory of the evolution of nurse education in Cameroon based on interviews and available historical records. Methods Two data sources were used to develop the theory. Semi-structured interviews were carried out by the researcher with a purposive sample of 10 informants. Informants involved in the historical and current development of nurse education policy and practice were interviewed. Historical records were also located and examined, to understand the differing philosophical and pragmatic basis for decision-making in relation to nurse education in Cameroon. Results The emergent grounded theory is entitled 'Seizing the opportunity of the moment'. This theory outlines the evolution of nurse education in Cameroon since the country gained independence. It explores the centrality of timeliness and context on the evolution of nurse education policy. Conclusions Conclusions are drawn that identify the current context in Cameroon as a critical moment for harmonisation of policy and practice for nurse education.
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Affiliation(s)
- Michel N Maboh
- Lecturer, Nursing Department, Biaka University Institute of Buea, Cameroon; Director, Centre for Innovation, Education and Research Development, Health Research Foundation, Cameroon
| | - Peter J Martin
- Professor and Director, School of Health and Social Care, University of Essex, UK
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Dobrowolska B, Chruściel P, Pilewska-Kozak A, Mianowana V, Monist M, Palese A. Doctoral programmes in the nursing discipline: a scoping review. BMC Nurs 2021; 20:228. [PMID: 34781935 PMCID: PMC8591938 DOI: 10.1186/s12912-021-00753-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Accepted: 10/29/2021] [Indexed: 11/10/2022] Open
Abstract
Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.
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Affiliation(s)
- Beata Dobrowolska
- Department of Holistic Care and Management in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland.
| | - Paweł Chruściel
- Department of Nursing Development, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Anna Pilewska-Kozak
- Department of Gynaecology and Gynaecological Endocrinology, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Violetta Mianowana
- Department of Nursing Development, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Marta Monist
- 2nd Department of Gynaecology, Medical University of Lublin, Jaczewskiego Str. 8, Lublin, Poland
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100, Udine, Italy
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Dimitriadou M, Merkouris A, Charalambous A, Lemonidou C, Papastavrou E. The knowledge about patient safety among undergraduate nurse students in Cyprus and Greece: a comparative study. BMC Nurs 2021; 20:110. [PMID: 34172054 PMCID: PMC8234646 DOI: 10.1186/s12912-021-00610-6] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Accepted: 05/25/2021] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND The Patient safety movement contributed to the reduction of preventable adverse events associated with health care. Although patient safety issues have received the attention of educators in the health care studies, there is evidence that in nursing education and the associated curricula it is not well-incorporated. This may not allow students to acquire scientific knowledge and develop strong competencies to assure patient safety throughout their professional life. The aım of the study was the exploration of the undergraduate nursing student perspectives regarding knowledge received during their training about patient safety-related issues. METHODS A descriptive comparative study was conducted with three and four-year undergraduate nursing students from the Cyprus Republic (n = 243) and Greece (n = 367). All students were surveyed using the Health Professional Education Patient Safety Survey (H-PEPSS) to describe students' knowledge in the classroom and clinical setting. RESULTS Students' Knowledge about patient safety was expressed significantly higher (p < 0.001) in the classroom (mean = 4.0) than the clinical setting (3.7) (1-5 scale). The knowledge in the dimension "clinical aspects" received the highest score and "working in teams" received the lowest. Also, differences were recorded between countries wıth Cypriot students reporting hıgher level of knowledge than the Greek students in most of the dimensions. CONCLUSıON: The findings revealed the gap between theory and practice and the need for collaboration between the two settings. Also, students reported relatively higher knowledge with regards to the technical aspects of patient safety. Still, they were less knowledgable about the sociocultural aspects of the patient, such as working in teams.
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Affiliation(s)
- Maria Dimitriadou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Anastasios Merkouris
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Andreas Charalambous
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
| | - Chrysoula Lemonidou
- Department of Nursing, National and Kapodistrian University, 123 Papadiamadopoulou str, 11517 Goudi, Athens, Greece
| | - Evridiki Papastavrou
- Department of Nursing, School of Health Sciences, Cyprus University of Technology, 15 Vragadinou Str, 3041 Limassol, Cyprus
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Danielis M, Destrebecq ALL, Terzoni S, Palese A. Are intensive care units good places for nursing students' learning compared to other settings? Findings from an Italian national study. Intensive Crit Care Nurs 2021; 66:103074. [PMID: 34099331 DOI: 10.1016/j.iccn.2021.103074] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2021] [Revised: 03/13/2021] [Accepted: 04/11/2021] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To explore students' perceived quality of the intensive care unit learning environment during their rotations; to compare these perceptions with that reported by students attending other settings and to assess correlations between the perceptions regarding the quality of the environment and the competences learned. RESEARCH METHODOLOGY A secondary analysis of data collected by a national cross-sectional study carried out in Italy. A total of 9607 nursing students participated; they ranked the intensive care units' quality, as assessed by the Clinical Learning Quality Evaluation Index; the perceived competences learned were also ranked with a Likert scale; from 0 = None to 3 = Very much. RESULTS A total of 323 (3.5%) participants attended their rotation in an intensive care unit. They perceived the quality of the environment to be significantly higher (n = 2.11 out of 3) than those rotating in non-intensive care unit wards (n = 1.91; p < 0.001). The competences learned by intensive care unit students were significantly higher than that reported by students attending non-intensive care unit wards (n = 2.31 out of 3 vs 2.06 out of 3; p < 0.001). CONCLUSION Intensive care units are highly appreciated by students, both in terms of their quality learning environment and their capacity to promote learning compared to other settings. Therefore, intensive care units should be considered as a place for clinical rotation to promote positive attitudes regarding critical care patients.
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Affiliation(s)
- Matteo Danielis
- Doctoral Programme in Public Health Sciences, Department of Clinical Sciences and Community Health, University of Milan, Via Vanzetti 5, 20133 Milan, Italy; School of Nursing, Department of Medical Sciences, University of Udine, Viale Ungheria 20, 33100 Udine, Italy.
| | - Anne Lucia Leona Destrebecq
- School of Nursing, Department of Biomedical Sciences for Health, University of Milan, Via Pascal, 36, 20133 Milan, Italy
| | - Stefano Terzoni
- School of Nursing, San Paolo Teaching Hospital, Via Ovada, 26, 20142 Milan, Italy
| | - Alvisa Palese
- School of Nursing, Department of Medical Sciences, University of Udine, Viale Ungheria 20, 33100 Udine, Italy
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Gunn V, Somani R, Muntaner C. Health care workers and migrant health: Pre- and post-COVID-19 considerations for reviewing and expanding the research agenda. J Migr Health 2021; 4:100048. [PMID: 34405193 PMCID: PMC8352207 DOI: 10.1016/j.jmh.2021.100048] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2021] [Revised: 05/11/2021] [Accepted: 05/20/2021] [Indexed: 11/24/2022] Open
Abstract
The main purpose of this article is to review several ways in which health care workers could either impact migrant health or be directly impacted by migration and, based on this, suggest the expansion of the current research agenda on migration and health to address a range of topics that are currently either neglected, insufficiently researched, or researched from different perspectives. To ground this suggestion and emphasize the complexity and significance of migrant health research, we start by briefly reviewing several migration-related notions including the process of migration and its key facilitators and benefits; existing barriers to the provision of migrant health care; and the intricate links between health systems, health professionals, and migrant health. The three areas of research examined in this article address (i) the specific role of health workers in providing care to migrants and refugees and their capacity to do so, (ii) the health problems experienced by health workers who become migrants or refugees, and (iii) the precarious employment conditions experienced by both migrant and non-migrant health care workers. After summarizing the current available evidence on these topics, we discuss key information gaps and strategies to address them, while also incorporating several relevant COVID-19 pandemic considerations and research implications. Expanding the focus of research studies on migration and health could not only enhance the results of current strategies by supplying additional information to support their implementation but also spearhead the development of new solutions to the migrant health problem.
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Affiliation(s)
- Virginia Gunn
- MAP Centre for Urban Health Solutions, Li Ka Shing Knowledge Institute, Unity Health Toronto
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Canada
- Karolinska Institute, Sweden
| | - Rozina Somani
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Canada
- Collaborative Specialization in Global Health, Dalla Lana School of Public Health, University of Toronto, Canada
| | - Carles Muntaner
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Canada
- Dalla Lana School of Public Health, University of Toronto, Canada
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Pedregosa S, Fabrellas N, Risco E, Pereira M, Stefaniak M, Şenuzun F, Martin S, Zabalegui A. Implementing dedicated education units in 6 European undergraduate nursing and midwifery students clinical placements. BMC Nurs 2021; 20:61. [PMID: 33849533 PMCID: PMC8042977 DOI: 10.1186/s12912-021-00576-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2020] [Accepted: 03/25/2021] [Indexed: 11/28/2022] Open
Abstract
Background Undergraduate students’ clinical experience, working directly with patients and the healthcare team is essential to ensure students acquire the necessary competence for practice. There are differences in the quality of clinical environments and in students’ clinical placement experiences and not all clinical sites are optimal learning environments. The Dedicated Education Unit clinical education model allows students to develop the practical knowledge, skills and professionalism they will need as nurses/midwives. Methods We employed the Consolidated Framework for Implementation Research to identify and compare barriers and facilitators in the implementation of the Dedicated Education Unit in 6 European undergraduate nursing/midwifery student clinical placement settings and to describe the experience of nurses/midwives involved in the Dedicated Education Unit model implementation and evaluation. A pre-post implementation interpretive assessment was based on participants’ responses to the Consolidated Framework for Implementation Research construct questions. Results Although Dedicated Education Unit model implementation in our project was heterogeneous, no main implementation barriers were perceived. Qualitative data showed that educational-service collaboration, including a focus on mutual goals, organizational communication and networking, satisfaction of educational and healthcare professionals, and the establishment of a safe space for professional discussion and feedback, were considered facilitators. Conclusions This study describes the key elements guiding educational and healthcare stakeholders in Dedicated Education Unit implementation, engaging participants in the entire process, and offering other organizations the opportunity to consider the benefits of this clinical education model.
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Affiliation(s)
| | - Núria Fabrellas
- Faculty of Medicine and Health Sciences, School of Nursing, University of Barcelona, Barcelona, Spain
| | - Ester Risco
- Parc Sanitari Pere Virgili, Barcelona, Spain
| | | | | | - Fisun Şenuzun
- Ege University Faculty of Nursing Internal Medicine Nursing, Izmir, Turkey
| | - Sandra Martin
- Center of Expertise Health Innovation at UC Leuven-Limburg, Leuven, Belgium
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Emotions of Orthopaedic Arthroplasty Patients: A European Survey. Orthop Nurs 2020; 39:315-323. [PMID: 32956273 DOI: 10.1097/nor.0000000000000696] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022] Open
Abstract
METHODS This was a pre/post-observational study examining patients' emotions before and during elective knee or hip replacement surgery for osteoarthritis in seven European Union countries to identify factors related to better emotional status at discharge. INSTRUMENTS In addition to demographic data, information was collected on quality of life (EuroQoL five-dimension questionnaire), hospital expectations (Knowledge Expectations of Hospital Patients Scale), symptoms, and experienced emotions. ANALYSIS Total negative emotions scores at baseline and discharge were transformed into median values. Multivariate analysis identified the baseline factors related to better emotional status at discharge. RESULTS Patients (n = 1,590), mean age 66.7 years (SD = 10.6), had a significant reduction in the frequency of total negative emotions at discharge as compared with baseline. The multivariate model showed better health status (odds ratio [OR] = 1.012; p = .004), better emotional status at baseline (≥24 points), and shorter duration of hospital stay (OR = 0.960; p = .011) as independent factors associated with better emotional status at discharge (OR = 4.297; p = .001). CONCLUSIONS Patients undergoing elective knee or hip replacement surgery for osteoarthritis improve their emotional status during hospitalization, with fewer negative emotions at discharge. Good emotional status, feeling of higher health status at baseline, and shorter hospitalization were independently associated with better emotional status at discharge.
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Palese A, Cracina A, Marini E, Caruzzo D, Fabris S, Mansutti I, Mattiussi E, Morandini M, Moreale R, Venturini M, Achil I, Danielis M. Missed nursing education: Findings from a qualitative study. J Adv Nurs 2020; 76:3506-3518. [PMID: 32947646 DOI: 10.1111/jan.14533] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Revised: 06/21/2020] [Accepted: 07/06/2020] [Indexed: 11/30/2022]
Abstract
AIM To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities. DESIGN A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines. METHODS A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face-to-face interviews from 2019-2020. Both focus groups and face-to-face interviews were audio-recorded and transcribed verbatim. The data that emerged were thematically categorized by induction. FINDINGS Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students' overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients. CONCLUSIONS Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences. IMPACT To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of 'educational care' delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short- and in the long- terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.
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Affiliation(s)
- Alvisa Palese
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Arianna Cracina
- General Surgical Department, University Hospital of Udine, Udine, Italy
| | - Eva Marini
- Anesthesia and Intensive Care Department, University Hospital of Udine, Udine, Italy
| | - Davide Caruzzo
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Stefano Fabris
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Irene Mansutti
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Elisa Mattiussi
- Department of Medical Sciences, Udine University, Udine, Italy
| | | | - Renzo Moreale
- Department of Medical Sciences, Udine University, Udine, Italy
| | | | - Illarj Achil
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Matteo Danielis
- Department of Medical Sciences, Udine University, Udine, Italy
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13
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Arranz Alonso S, Christensen HM, Díaz-Pérez D, Narsavage G, Padilha JM, Quijano-Campos JC, Sajnic A, Stridsman C, Täubl H, Zakrisson AB, Clari M. Do we need tailored training and development plans for European Union respiratory nurses? Breathe (Sheff) 2020; 16:200010. [PMID: 32684996 PMCID: PMC7341612 DOI: 10.1183/20734735.0010-2020] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Nurses are critical players in healthcare and should be the next profession to standardise levels of education, preparing them for an active partnership with other healthcare professionals prepared to tackle the chronic disease problem in Europe https://bit.ly/3bMR76b.
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Affiliation(s)
- Silvia Arranz Alonso
- Nursing Development Foundation (FUDEN), Madrid, Spain.,All authors contributed equally
| | - Helle Marie Christensen
- Dept of Respiratory Medicine, Odense University Hospital, Odense, Denmark.,All authors contributed equally
| | - David Díaz-Pérez
- Pneumology and Thoracic Surgery Service, University Hospital Nuestra Señora de la Candelaria (HUNSC), Santa Cruz de Tenerife, Spain.,All authors contributed equally
| | - Georgia Narsavage
- School of Nursing, West Virginia University, Morgantown, WV, USA.,All authors contributed equally
| | - José Miguel Padilha
- Nursing School of Porto, CINTESIS-Tech4edusim, Porto, Portugal.,All authors contributed equally
| | - Juan Carlos Quijano-Campos
- Research and Development, Royal Papworth Hospital NHS Foundation Trust, Cambridge, UK.,All authors contributed equally
| | - Andreja Sajnic
- Dept of Respiratory Diseases Jordanovac, University Hospital Center, Zagreb, Croatia.,All authors contributed equally
| | - Caroline Stridsman
- Dept of Public Health and Clinical Medicine, Section of Medicine, Umeå University, Umeå, Sweden.,All authors contributed equally
| | - Helmut Täubl
- Dept for Pulmology, Public Hochzirl-Natters Hospital, Natters, Austria.,All authors contributed equally
| | - Ann-Britt Zakrisson
- University Healthcare Research Center, Örebro University, Örebro, Sweden.,All authors contributed equally
| | - Marco Clari
- Dept of Public Health and Pediatrics, University of Torino, Turin, Italy.,All authors contributed equally
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14
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Jeffery N, Donald F, Martin-Misener R, Bryant-Lukosius D, Johansen EA, Egilsdottir HÖ, Honig J, Strand H, Jokiniemi K, Carter N, Roodbol P, Rietkoetter S. A Comparative Analysis of Teaching and Evaluation Methods in Nurse Practitioner Education Programs in Australia, Canada, Finland, Norway, the Netherlands and USA. Int J Nurs Educ Scholarsh 2020; 17:/j/ijnes.2020.17.issue-1/ijnes-2019-0047/ijnes-2019-0047.xml. [PMID: 32543454 DOI: 10.1515/ijnes-2019-0047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Accepted: 02/12/2020] [Indexed: 11/15/2022]
Abstract
A scoping review of published literature and dialogue with international nurse practitioner educators and researchers revealed the education of nurse practitioner students varied within and between countries. This lack of cohesiveness hinders nurse practitioner role development and practice nationally and internationally. A rapid review of grey literature was conducted on nurse practitioner education standards in six countries (Australia, Canada, Finland, Norway, the Netherlands, and USA). Data were extracted from graduate level nurse practitioner education programs' websites from each country (n = 24). Extracted data were verified for accuracy and completeness with a nurse practitioner educator from each program. Data were analyzed using content analysis. Variations in nurse practitioner education within and between countries were explored by comparing admission criteria, curricular content, clinical requirements, teaching methods, and assignment and evaluative methods. The findings will help inform education programs and further research about nurse practitioner education internationally.
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Affiliation(s)
- N Jeffery
- Ryerson University, Daphne Cockwell School of Nursing, 350 Victoria St Toronto, ON M5B 2K3, Canada
| | - F Donald
- Ryerson University, Daphne Cockwell School of Nursing, 350 Victoria St Toronto, ON M5B 2K3, Canada
| | | | | | - E A Johansen
- University of South-Eastern Norway, Kongsberg, Buskerud, Norway
| | - H Ö Egilsdottir
- University of South-Eastern Norway, Kongsberg, Buskerud, Norway
| | - J Honig
- Columbia University, New York, NY, USA
| | - H Strand
- Charles Darwin University, Casuarina, Australia
| | - K Jokiniemi
- University of Eastern Finland, Joensuu, Finland
| | - N Carter
- McMaster University, Hamilton, ON, Canada
| | - P Roodbol
- University Medical Centre Groningen Thoraxcentre, Groningen, Groningen, Netherlands
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15
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Dupin CM, Pinon M, Jaggi K, Teixera C, Sagne A, Delicado N. Public health nursing education viewed through the lens of superdiversity: a resource for global health. BMC Nurs 2020; 19:18. [PMID: 32206035 PMCID: PMC7083057 DOI: 10.1186/s12912-020-00411-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2019] [Accepted: 03/05/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Nurses are increasingly confronted with the challenge of globalization and the acceleration of migratory flows. This reality affects the notion of culture and its influence on health-related behaviors. The state of health of the population in the Canton of Geneva, where there is a wide diversity of origins, is characterized by significant differences. The term "superdiversity" is used to describe the increasing complexity in ethnic diversity due to migration and social stratification. Nursing education in Geneva, influenced by the Bologna Process, appears appropriate for superdiverse contexts of care, with the development of dedicated competencies. AIM This discussion paper aims to examine the academic curricula implemented in Geneva in the light of the concept of superdiversity. MAIN TEXT In Geneva, nursing education and curricula in public health are based on a competence framework for nursing care divided into 7 roles and educational tracks. Bachelor's-level nurses know how to assess a care problem quickly and solve it effectively by setting relevant priorities, and do so based on evidence. The curricula aim to teach nurses to design population and individual interventions in their superdiverse context. DISCUSSION Education should enable students to develop their role as health promoters for the well-being of patients and communities, taking into account cultural complexity. CONCLUSIONS Superdiverse contexts highlight the role of nurse educators in preparing future generations of public health nurses.
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Affiliation(s)
- Cécile-Marie Dupin
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
- Faculty of Medical and Nursing Science, Aix-Marseille University, Faculté des Sciences Médicales et Paramédicales, 27 BVD Jean Moulin, 13005 Marseille, France
| | - Mélanie Pinon
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
| | - Karine Jaggi
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
| | - Celina Teixera
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
| | - Aurèle Sagne
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
| | - Noelia Delicado
- Geneva School of Health Sciences, HES-SO University of Applied Sciences and Arts Western Switzerland, Avenue de Champel 42, Geneva, Switzerland
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16
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Bokan I, Buljan I, Marušić M, Malički M, Marušić A. Predictors of academic success and aspirations in secondary nursing education: A cross-sectional study in Croatia. NURSE EDUCATION TODAY 2020; 88:104370. [PMID: 32120087 DOI: 10.1016/j.nedt.2020.104370] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/12/2019] [Revised: 12/17/2019] [Accepted: 02/15/2020] [Indexed: 06/10/2023]
Abstract
BACKGROUND Academic success of students in nursing education is an issue causing concern in many parts of the world because of the shortage of nurses in the labour market, versatility of the educational programs and status of the students during studies and after graduation. OBJECTIVES To determine the predictors of academic success and educational aspirations of secondary nursing school students to enrol in higher education programs. PARTICIPANTS AND METHODS This cross-sectional study included 312 students (92.6% response rate) from the Health School in Split, Croatia, enrolled in nursing program in 2015/2016. Besides sociodemographic data and grade point average (GPA), we collected data using 9 instruments: performance self-efficacy, academic self-efficacy, perseverance, attitudes towards science, self-respect, motivation, dispositional hope, future time perspective, and perceived personal incompetence. RESULTS In a linear regression analysis, performance self-efficacy (β = 0.38) and future time orientation (β = 0.19) proved to be significant predictors of current GPA, explaining 20% of the variance. In logistic regression, participants' aspiration to enrol in higher education rather than get employed after secondary school graduation was predicted by higher extrinsic motivation (odds ratio (OR) = 1.11, 95% confidence interval (CI) = 1.06 to 1.17) and higher performance self-efficacy (OR = 3.06, 95% CI = 1.62 to 5.77); explaining approximately 26% of the variance in the results. CONCLUSION Performance self-efficacy and future time orientation were the main predictors of academic success of Croatian nursing students at the secondary education level. Higher performance self-efficacy and extrinsic motivation were associated with aspirations to continue university education.
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Affiliation(s)
| | - Ivan Buljan
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Split, Croatia
| | - Matko Marušić
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Split, Croatia
| | - Mario Malički
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Split, Croatia
| | - Ana Marušić
- Department of Research in Biomedicine and Health, University of Split School of Medicine, Split, Croatia
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17
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Esteves LSF, Cunha ICKO, Bohomol E. Supervised internship in undergraduate nursing courses in the State of São Paulo, Brazil. Rev Lat Am Enfermagem 2020; 28:e3288. [PMID: 32520241 PMCID: PMC7282723 DOI: 10.1590/1518-8345.3540.3288] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Accepted: 03/08/2020] [Indexed: 08/30/2023] Open
Abstract
Objective: to analyze how nursing courses in the State of São Paulo, Brazil have
operationalized the supervised curricular internship and to identify those
that approach the recommendations proposed by the National Curriculum
Guidelines. Method: a quantitative, descriptive-exploratory study. The sample consisted of 38
course coordinators. The data collection instrument was developed based on
the Curricular Guidelines. Data collection took place electronically and,
for data analysis, descriptive and inferential statistics were used. Results: the undergraduate schools have developed internships for a mean of 860.4
hours in primary and tertiary care settings, with learning based on
professional practice being the main teaching method. Formative assessment
is the predominant mode of assessment, and nurses from health institutions
participate in 44.7% of courses. The mean score obtained was 3.1 points
(scale from 1 to 5), with the evaluation processes used being the most
influential factor (p<0.001). Conclusion: the courses have partially met the educational legislation regarding the
hours and participation of professionals from health institutions granting
internship field, which can compromise the quality of training and the
safety of care.
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Affiliation(s)
- Larissa Sapucaia Ferreira Esteves
- Universidade Federal de São Paulo, Brazil; Universidade do Oeste Paulista, Brazil; Coordenação de Aperfeiçoamento de Pessoal de Nível Superior, Brazil
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18
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Maboh MN, Martin PJ, Stallabrass SP. WITHDRAWN: Seizing the opportunity of the moment; nurse education in Cameroon: A grounded theory research study. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2019. [DOI: 10.1016/j.ijans.2019.100178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
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19
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Gunn V, Muntaner C, Ng E, Villeneuve M, Gea‐Sanchez M, Chung H. The influence of welfare state factors on nursing professionalization and nursing human resources: A time‐series cross‐sectional analysis, 2000–2015. J Adv Nurs 2019; 75:2797-2810. [DOI: 10.1111/jan.14155] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 05/30/2019] [Accepted: 07/03/2019] [Indexed: 12/30/2022]
Affiliation(s)
- Virginia Gunn
- Lawrence S. Bloomberg Faculty of Nursing University of Toronto Toronto ON Canada
- Collaborative Doctoral Program in Global Health, Dalla Lana School of Public Health University of Toronto Toronto ON Canada
| | - Carles Muntaner
- Lawrence S. Bloomberg Faculty of Nursing University of Toronto Toronto ON Canada
- Dalla Lana School of Public Health University of Toronto Toronto ON Canada
| | - Edwin Ng
- School of Social Work Renison University College, University of Waterloo Waterloo ON Canada
| | | | - Montserrat Gea‐Sanchez
- GESEC Group, Faculty of Nursing and Physiotherapy University of Lleida Lleida Spain
- GRECS Group Biomedical Research Institute of Lleida Lleida Spain
| | - Haejoo Chung
- Department of Public Health Sciences, Graduate School Korea University Seoul South Korea
- School of Health Policy & Management College of Health Sciences, Korea University Seoul South Korea
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20
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Sasso L, Watson R, Barisone M, Pellegrini R, Timmins F, Aleo G, Bressan V, Bianchi M, Cadorin L, Dasso N, Valcarenghi D, Catania G, Zanini M, Bagnasco A. The contribution of nursing doctoral schools to the development of evidence 10 years after their establishment in Italy: An exploratory descriptive survey of former and current doctoral students' publications. Nurs Open 2019; 6:745-753. [PMID: 31367396 PMCID: PMC6650791 DOI: 10.1002/nop2.262] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2017] [Revised: 06/26/2018] [Accepted: 08/29/2018] [Indexed: 11/18/2022] Open
Abstract
AIM To analyse through an exploratory descriptive survey how former and current doctoral students' publications have contributed to the development of evidence between the establishment of the doctoral schools of nursing in 2006-2015. DESIGN An exploratory descriptive survey. METHODS We analysed the papers published in peer-reviewed journals by the four Italian PhD Schools of Nursing between 2006-2015. Additional missing information was retrieved from Web of Science. RESULTS We identified 478 scientific papers. The papers increased from 12 in 2006-110 in 2015. Most are published in 29 journals, of which 15 had an impact factor ranging between 0.236-3.755. These results show the increasingly significant contribution of nursing doctoral programmes to the production of evidence, which can be used to improve the quality of nursing and inform health policies. Nursing doctoral schools deserve a greater recognition, especially by Italian funding agencies and political institutions.
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Affiliation(s)
- Loredana Sasso
- Department of Health SciencesUniversity of GenoaGenoaItaly
| | - Roger Watson
- Faculty of Health and Social CareUniversity of HullHullUK
| | | | | | - Fiona Timmins
- School of Nursing and MidwiferyTrinity College DublinDublinIreland
| | - Giuseppe Aleo
- Department of Health SciencesUniversity of GenoaGenoaItaly
| | - Valentina Bressan
- Department of Otolaryngology/Head & Neck SurgeryUniversity Hospital Santa Maria della Misericordia, Azienda Sanitaria Universitaria Integrata di UdineUdineItaly
| | - Monica Bianchi
- University of Applied Sciences and Arts of Southern SwitzerlandDepartment of Business Economics, Health and Social Care Stabile Piazzetta Via ViolinoMannoSwitzerland
| | | | | | - Dario Valcarenghi
- Oncology Institute of Southern SwitzerlandSan Giovanni HospitalBellinzonaSwitzerland
| | - Gianluca Catania
- Department of Health SciencesUniversity of GenoaGenoaItaly
- School of NursingUniversity of PennsylvaniaPhiladelphiaPennsylvania
| | - Milko Zanini
- Department of Health SciencesUniversity of GenoaGenoaItaly
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21
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe. ACTA ACUST UNITED AC 2019. [DOI: 10.1177/2057158519845321] [Citation(s) in RCA: 16] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor's degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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22
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Gunn V, Muntaner C, Villeneuve M, Chung H, Gea-Sanchez M. Nursing professionalization and welfare state policies: A critical review of structural factors influencing the development of nursing and the nursing workforce. Nurs Inq 2018; 26:e12263. [PMID: 30175496 DOI: 10.1111/nin.12263] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/08/2018] [Revised: 08/02/2018] [Accepted: 08/04/2018] [Indexed: 11/30/2022]
Abstract
Nursing professionalization is both ongoing and global, being significant not only for the nursing workforce but also for patients and healthcare systems. For this reason, it is important to have an in-depth understanding of this process and the factors that could affect it. This literature review utilizes a welfare state approach to examine macrolevel structural determinants of nursing professionalization, addressing a previously identified gap in this literature, and synthesizes research on the relevance of studying nursing professionalization. The use of a welfare state framework facilitates the understanding that the wider social, economic, and political system exercises significant power over the distribution of resources in a society, providing a glimpse into the complex politics of health and health care. The findings shed light on structural factors outside of nursing, such as country-level education, health, labor market, and gender policies that could impact the process of professionalization and thus could be utilized to strengthen nursing through facilitating increased professionalization levels. Addressing gender inequalities and other structural determinants of nursing professionalization could contribute to achieving health equity and could benefit health systems through enhanced availability, skill-level, and sustainability of nursing human resources, improved and efficient access to care, improved patient outcomes, and cost savings.
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Affiliation(s)
- Virginia Gunn
- Lawrence S. Bloomberg Faculty of Nursing & Global Health Collaborative Specialization, Dalla Lana School of Public Health, University of Toronto, Toronto, Ontario, Canada
| | - Carles Muntaner
- Lawrence S. Bloomberg Faculty of Nursing, University of Toronto, Toronto, Ontario, Canada
| | - Michael Villeneuve
- Governance and Strategy, Canadian Nurses Association, Ottawa, Ontario, Canada
| | - Haejoo Chung
- School of Health Policy and Management, College of Health Sciences, Korea University, Seoul, South Korea
| | - Montserrat Gea-Sanchez
- GESEC Group, Faculty of Nursing and Physiotherapy, University of Lleida, Lleida, Spain.,GRECS Group, Biomedical Research Institute of Lleida, Lleida, Spain
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Dobrowolska B, McGonagle I, Kane R, Jackson CS, Kegl B, Bergin M, Cabrera E, Cooney-Miner D, Di Cara V, Dimoski Z, Kekus D, Pajnkihar M, Prlić N, Sigurdardottir AK, Wells J, Palese A. Patterns of clinical mentorship in undergraduate nurse education: A comparative case analysis of eleven EU and non-EU countries. NURSE EDUCATION TODAY 2016; 36:44-52. [PMID: 26254673 DOI: 10.1016/j.nedt.2015.07.010] [Citation(s) in RCA: 47] [Impact Index Per Article: 5.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/18/2015] [Revised: 06/23/2015] [Accepted: 07/14/2015] [Indexed: 06/04/2023]
Abstract
BACKGROUND In spite of the number of studies available in the field and policy documents developed both at the national and the international levels, there is no reliable data available regarding the variation of roles occupied by clinical mentors (CMs) across countries. OBJECTIVES To describe and compare the CM's role; responsibilities; qualifications; employment requirements and experience in undergraduate nurse education as enacted in 11 European Union (EU) and non- EU countries. DESIGN A case study design. PARTICIPANTS AND SETTING A panel of expert nurse educators from 11 countries within and outside of the EU (Croatia, Czech Republic, England, Iceland, Ireland, Italy, Poland, Serbia, Slovenia, Spain, and the USA). METHODS A questionnaire containing both quantitative and qualitative questions was developed and agreed by the panel using a Nominal Group Technique (NGT); four cycles of data collection and analysis were conducted involving key experts in nursing education in each country. RESULTS In all countries, there are at least two types of clinical mentorship dedicated to undergraduate nursing students: the first is offered by higher education institutions, and the second is offered by health care providers. Variation was noted in terms of profile, responsibilities and professional requirements to act as a CM; however, the CM role is mainly carried out by registered nurses, and in most countries there are no special requirements in terms of education and experience. Those who act as CMs at the bedside continue to manage their usual caseload, thus the role adds to their work burden. CONCLUSIONS Whilst it is imperative to have respect for the different national traditions in undergraduate nurse education, the globalisation of the nursing workforce and greater opportunities for student mobility during the course of their undergraduate education suggests that in areas such as clinical mentorship, jurisdictions, particularly within the EU, should work towards greater system harmonisation.
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Affiliation(s)
- Beata Dobrowolska
- Faculty of Health Sciences, Medical University of Lublin, Staszica Street 4-6, 20-081 Lublin, Poland.
| | - Ian McGonagle
- School of Health and Social Care, University of Lincoln, LN67TS, UK.
| | - Roslyn Kane
- School of Health and Social Care, University of Lincoln, LN67TS, UK.
| | | | - Barbara Kegl
- Institute for Nursing Care, Faculty of Health Sciences, University of Maribor, Žitna ul.15, 2000 Maribor, Slovenia.
| | - Michael Bergin
- School of Health Sciences, O'Connell Bianconi Building, Waterford Institute of Technology, Cork Road, Waterford, Ireland.
| | - Esther Cabrera
- School of Health Sciences TecnoCampus, University Pompeu Fabra, Avda. Ernest Lluch 32, 08332 Mataró, Barcelona, Spain.
| | - Dianne Cooney-Miner
- Wegmans School of Nursing, St. John Fisher College, 3690 East Ave., Rochester, NY 14618, USA.
| | - Veronika Di Cara
- Czech Nurses Association, Londýnská 15, 120 00 Prague 2, Czech Republic.
| | - Zvonko Dimoski
- High Health School of Professional Studies in Belgrade, Momcila Jovanovica Street 4, 11130 Belgrade, Serbia.
| | - Divna Kekus
- High Health School of Professional Studies in Belgrade, Vojvode Milenka Street 48, 11000 Belgrade, Serbia.
| | - Majda Pajnkihar
- Institute for Nursing Care, Faculty of Health Sciences, University of Maribor, Žitna ul.15, 2000 Maribor, Slovenia.
| | - Nada Prlić
- Faculty of Nursing, Medical University of Osijek, Cara Hadrijana 10E, Osijek, Croatia.
| | - Arun K Sigurdardottir
- School of Health Sciences, University of Akureyri, Nordurslod, 600 Akureyri, Iceland.
| | - John Wells
- School of Health Sciences, O'Connell Bianconi Building, Waterford Institute of Technology, Cork Road, Waterford, Ireland.
| | - Alvisa Palese
- School of Nursing, University of Udine, Viale Ungheria 20, 33100 Udine, Italy.
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24
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Dobrowolska B. Editorial. CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2015. [DOI: 10.15452/cejnm.2015.06.0008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
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25
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Dobrowolska B, McGonagle I, Jackson C, Kane R, Cabrera E, Cooney-Miner D, Di Cara V, Pajnkihar M, Prlić N, Sigurdardottir AK, Kekuš D, Wells J, Palese A. Clinical practice models in nursing education: implication for students' mobility. Int Nurs Rev 2015; 62:36-46. [PMID: 25559068 DOI: 10.1111/inr.12162] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
BACKGROUND In accordance with the process of nursing globalization, issues related to the increasing national and international mobility of student and qualified nurses are currently being debated. Identifying international differences and comparing similarities for mutual understanding, development and better harmonization of clinical training of undergraduate nursing students is recommended. AIMS The aim of the study was to describe and compare the nature of the nursing clinical practice education models adopted in different countries. METHODS A qualitative approach involving an expert panel of nurses was adopted. The Nominal Group Technique was employed to develop the initial research instrument for data collection. Eleven members of the UDINE-C network, representing institutions engaged in the process of professional nursing education and research (universities, high schools and clinical institutes), participated. Three data collection rounds were implemented. An analysis of the findings was performed, assuring rigour. RESULTS Differences and homogeneity are reported and discussed regarding: (a) the clinical learning requirements across countries; (b) the prerequisites and clinical learning process patterns; and (c) the progress and final evaluation of the competencies achieved. CONCLUSIONS A wider discussion is needed regarding nursing student exchange and internalization of clinical education in placements across European and non-European countries. A clear strategy for nursing education accreditation and harmonization of patterns of organization of clinical training at placements, as well as strategies of student assessment during this training, are recommended. There is also a need to develop international ethical guidelines for undergraduate nursing students gaining international experience.
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Affiliation(s)
- B Dobrowolska
- Faculty of Nursing and Health Sciences, Medical University of Lublin, Lublin, Poland
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Millberg LG, Berg L, Brämberg EB, Nordström G, Ohlén J. Academic learning for specialist nurses: a grounded theory study. Nurse Educ Pract 2014; 14:714-21. [PMID: 25240945 DOI: 10.1016/j.nepr.2014.08.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2013] [Revised: 08/27/2014] [Accepted: 08/29/2014] [Indexed: 11/18/2022]
Abstract
The aim was to explore the major concerns of specialist nurses pertaining to academic learning during their education and initial professional career. Specialist nursing education changed in tandem with the European educational reform in 2007. At the same time, greater demands were made on the healthcare services to provide evidence-based and safe patient-care. These changes have influenced specialist nursing programmes and consequently the profession. Grounded Theory guided the study. Data were collected by means of a questionnaire with open-ended questions distributed at the end of specialist nursing programmes in 2009 and 2010. Five universities were included. Further, individual, pair and group interviews were used to collect data from 12 specialist nurses, 5-14 months after graduation. A major concern for specialist nurses was that academic learning should be "meaningful" for their professional future. The specialist nurses' "meaningful academic learning process" was characterised by an ambivalence of partly believing in and partly being hesitant about the significance of academic learning and partly receiving but also lacking support. Specialist nurses were influenced by factors in two areas: curriculum and healthcare context. They felt that the outcome of contribution to professional confidence was critical in making academic learning meaningful.
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Affiliation(s)
- Lena German Millberg
- Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, SE-651 88 Karlstad, Sweden.
| | - Linda Berg
- Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden.
| | - Elisabeth Björk Brämberg
- Institute of Health and Care Sciences, Sahlgrenska Academy at the University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden; Division of Intervention and Implementation Research, Institute of Environmental Medicine, Karolinska Institute, 171 77 Stockholm, Sweden.
| | - Gun Nordström
- Faculty of Health, Science and Technology, Department of Health Science, Nursing Science, Karlstad University, SE-651 88 Karlstad, Sweden; Faculty of Public Health, Department of Nursing, Hedmark University College, Elverum, Norway.
| | - Joakim Ohlén
- Institute of Health and Care Sciences and Centre for Person-Centred Care, University of Gothenburg, P.O.Box 457, SE-40530 Gothenburg, Sweden; Palliative Research Centre, Ersta Sköndal University, Ersta Hospital, Stockholm, Sweden.
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