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O'Malley L, Kellett U, Forster EM. Australian rural emergency nurses' care of paediatric patients: A qualitative study. J Pediatr Nurs 2024; 79:42-51. [PMID: 39190968 DOI: 10.1016/j.pedn.2024.08.018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/04/2024] [Revised: 08/14/2024] [Accepted: 08/14/2024] [Indexed: 08/29/2024]
Abstract
BACKGROUND Rural emergency nurses (RENs) are expected to provide care to paediatric patients presenting to their facilities however, as generalist nurses, they experience challenges and feelings that are unique to the rural context. DESIGN AND METHODS An exploratory qualitative study of 13 RENs via semi structured interviews of perceptions and experiences of caring for paediatrics and self-determination of autonomous practice, motivations and connectedness in care was the approach used. FINDINGS Inductive thematic analysis of data identified four themes with sub-themes identified within each theme. The four themes were: Caring for Children, Professional Roles, Professional Care and Connection and Professional Development. CONCLUSION RENs describe feeling fear, stress and anxiety when caring for sick children, particularly when known to the patient and family in their community yet will self-determine autonomous practice and use gatekeeping in certain situations of paediatric care. RENs are motivated to increase their paediatric knowledge and skills, seeking paediatric education opportunities but face barriers in attendance such as travel and costs. RENs rely on connectedness with other rural nurses, seeking paediatric nursing guidance or telehealth support, particularly when performing multiple roles or in the absence of a doctor in the ED. PRACTICE IMPLICATIONS Provision of opportunities for RENs to lead education in paediatric nursing, that is contextually appropriate and co-designed with paediatric experts is preferred. This would yield greater REN engagement and participation in paediatric education for knowledge and skill proficiency, would increase rural nurse professional development and reduce feelings of fear and anxiety when caring for paediatrics.
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Affiliation(s)
- Lee O'Malley
- School of Nursing and Midwifery, Griffith University, Queensland, Australia.
| | - Ursula Kellett
- School of Nursing and Midwifery, Griffith University, Queensland, Australia.
| | - Elizabeth M Forster
- School of Nursing and Midwifery, Griffith University, Queensland, Australia.
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Hakkarainen T, Salminen L, Alastalo M, Virtanen H. Online degree programmes in nurse education-Students' perceptions and academic performance: An integrative review. NURSE EDUCATION TODAY 2024; 136:106148. [PMID: 38442641 DOI: 10.1016/j.nedt.2024.106148] [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: 10/07/2023] [Revised: 02/12/2024] [Accepted: 02/27/2024] [Indexed: 03/07/2024]
Abstract
OBJECTIVES The aim of this integrative review is to identify, describe, and synthesise evidence regarding students' perceptions of online degree programmes in nurse education, their academic performance, and the factors associated with their academic performance. DESIGN Integrative review. DATA SOURCES Four databases, CINAHL, ERIC (Ebsco), PubMed/MEDLINE, and Web of Science were searched. The reference lists of included studies were reviewed to identify other relevant studies. REVIEW METHODS Whittemore and Knafl's method was used as a guideline for the integrative review. Peer-reviewed studies describing students' perceptions of-or academic performance in-online degree programmes in nurse education were included in the review without time limitations. The quality of the selected article was assessed using the Mixed Method Appraisal Tool. RESULTS Nursing students' perceptions of online degree programmes were categorised into enabling career development, content delivered online, and community belonging. Factors related to student's academic performance were associated with individual students and the characteristics of online learning environments. Factors associated with students' academic performance were individual self-direction, formal communication skills, and working and educational backgrounds. Factors associated with academic performance in an online learning environment were categorised into regular feedback and methods for learning. CONCLUSIONS Online degree programmes in nurse education contribute to developing pedagogy through a satisfactory work-life balance, students' experiences of community and support, pleasant digital content, and various teaching methods by faculties. The study findings of this review have implications for educators to develop and adopt strategies for advancing digital environments with the pedagogy that supports community building to meet the needs of individual students.
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Affiliation(s)
- Tanja Hakkarainen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
| | - Leena Salminen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland.
| | - Mika Alastalo
- Laurea University of Applied Sciences, Ratatie 22, 01300 Vantaa, Finland.
| | - Heli Virtanen
- Faculty of Medicine, Department of Nursing Science, University of Turku, Turku, Finland.
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Hittle BM, Hils J, Fendinger SL, Wong IS. A scoping review of sleep education and training for nurses. Int J Nurs Stud 2023; 142:104468. [PMID: 37080122 PMCID: PMC10180237 DOI: 10.1016/j.ijnurstu.2023.104468] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2022] [Revised: 02/07/2023] [Accepted: 02/10/2023] [Indexed: 02/23/2023]
Abstract
BACKGROUND Shift work and resulting sleep impairment among nurses can increase their risk for poor health outcomes, occupational injuries, and errors due to sleep deficiencies. While sleep education and training for nurses has been recommended as part of a larger fatigue risk management system, little is known about training programs designed specifically for nurses. OBJECTIVE Investigate the literature for current sleep education or training programs specifically for shift working nurses, with intent to assess training content, delivery characteristics, and outcome measures. DESIGN A scoping review conducted October 2020 through September 2021. METHODS The bibliographic databases Cumulative Index of Nursing and Allied Health (CINAHL), Scopus, PubMed, and NIOSHTIC-2 were searched using words such as "nurse," "sleep hygiene," "shift work," and "education". Studies were included if they: 1) were original research; 2) discussed sleep education, training, or sleep hygiene interventions; 3) included a study population of nurses engaging in shift work; 4) focused on sleep as a primary study measure; 5) were written in English language; and 6) were published in 2000 or later. RESULTS Search results included 17,237 articles. After duplicates were removed, 14,620 articles were screened. Nine articles were found to meet established criteria. All studies included sleep hygiene content in the training programs, with five studies adding psychological and/or behavior change motivation training to support change in nurse sleep habits. Three studies added specific training for nurses and for managers. Delivery modes included in-person training of various lengths and frequency, mobile phone application with daily engagement, an online self-guided presentation, and daily reading material coupled with audio training. Pittsburgh Sleep Quality Index and Epworth Sleepiness Scale were the outcome measures most frequently used. Although studies demonstrated improved sleep measures, most were pilot studies testing feasibility. CONCLUSION Although there is a paucity of studies focused on sleep education and training for shift working nurses, we found the inclusion of sleep hygiene content was the only common characteristic of all nine studies. The variability in training content, delivery methods, and outcome measures suggests further research is needed on what constitutes effective sleep education and training for nurses.
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Affiliation(s)
- Beverly M Hittle
- Division of Science Integration, National Institute for Occupational Safety and Health, Centers, for Disease Control and Prevention, 1090 Tusculum Ave, Cincinnati, OH 45226, USA; University of Cincinnati, College of Nursing, 3110 Vine St, Cincinnati, OH 45219, USA.
| | - Janie Hils
- Division of Science Integration, National Institute for Occupational Safety and Health, Centers, for Disease Control and Prevention, 1090 Tusculum Ave, Cincinnati, OH 45226, USA; Oak Ridge Institute for Science and Education, P.O. Box 117, Oak Ridge, TN 37830, USA; Division of Environmental Health Science and Practice, National Center for Environmental, Health, Centers for Disease Control and Prevention. Mailstop S106-5, 4770 Buford Highway, Atlanta, GA 30341, USA.
| | - Sherry L Fendinger
- Division of Science Integration, National Institute for Occupational Safety and Health, Centers, for Disease Control and Prevention, 1090 Tusculum Ave, Cincinnati, OH 45226, USA.
| | - Imelda S Wong
- Division of Science Integration, National Institute for Occupational Safety and Health, Centers, for Disease Control and Prevention, 1090 Tusculum Ave, Cincinnati, OH 45226, USA.
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Whiteing N, Barr J, Rossi DM. The practice of rural and remote nurses in Australia: A case study. J Clin Nurs 2021; 31:1502-1518. [PMID: 34396616 DOI: 10.1111/jocn.16002] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 07/24/2021] [Accepted: 08/03/2021] [Indexed: 11/26/2022]
Abstract
AIM AND OBJECTIVE To delineate contemporary practice of registered nurses working in rural and remote areas of Australia. BACKGROUND Despite the implementation of strategies to address challenges reported by rural and remote nurses, concern remains over safety and quality of care, the well-being of nurses and retention of the nursing workforce. Twenty years on, geographically dispersed nurses still experience scarce human and material resources. DESIGN A multiple case study design was implemented. METHODS Nurses were recruited from 240 sites. The study comprised three phases of data collection. First, a content analysis of 42 documents relating to the context of nursing, specifically rural and remote nursing; second, a content analysis of an online questionnaire (n = 75); and third, a thematic analysis of semi-structured interviews (n = 20). COREQ reporting guidelines were used. RESULTS Each phase of data collection informed subsequent data collection and analysis within the study. Following triangulation of data from each phase of the study, the major themes reported are "a medley of preparation for rural and remote work"; "being held accountable"; "alone, with or without someone"; and "spiralling well-being." CONCLUSIONS Regardless of strategies, challenges of nursing in rural and remote areas persist. Issues of isolation, stress, burnout and a lack of organisational commitment to employees affect the retention of rural and remote nurses. While useful, professional development courses and graduate certificates are yet to make an impact on reducing these issues. RELEVANCE TO CLINICAL PRACTICE Registered nurses argue for more experience rather than more education to facilitate transition into this nursing area. The finding that experience is perceived as more valuable than education suggests the need for innovative ways to gain experience to practice in rural and remote nursing. Lack of organisational commitment requires attention to promote the well-being of nurses and patient safety.
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Affiliation(s)
- Nicola Whiteing
- Faculty of Health, Southern Cross University, East Lismore, NSW, Australia.,Central Queensland University, Brisbane, Qld, Australia
| | - Jennieffer Barr
- Central Queensland University, Brisbane, Qld, Australia.,Charles Darwin University, Brisbane, Qld, Australia
| | - Dolene M Rossi
- Central Queensland University, Rockhampton, Qld, Australia
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Mlambo M, Silén C, McGrath C. Lifelong learning and nurses' continuing professional development, a metasynthesis of the literature. BMC Nurs 2021; 20:62. [PMID: 33853599 PMCID: PMC8045269 DOI: 10.1186/s12912-021-00579-2] [Citation(s) in RCA: 127] [Impact Index Per Article: 42.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 03/31/2021] [Indexed: 11/30/2022] Open
Abstract
Background Continuing professional development (CPD) is central to nurses’ lifelong learning and constitutes a vital aspect for keeping nurses’ knowledge and skills up-to-date. While we know about the need for nurses’ continuing professional development, less is known about how nurses experience and perceive continuing professional development. A metasynthesis of how nurses experience and view continuing professional development may provide a basis for planning future continuing professional development interventions more effectively and take advantage of examples from different contexts. The aim of this paper is to conduct such a metasynthesis, investigating the qualitative research on nurses’ experiences of continuing professional development. Methods A metasynthesis of the qualitative literature was conducted. A total of 25 articles fulfilled the inclusion criteria and were reviewed. Results We determined five overarching themes, Organisational culture shapes the conditions, Supportive environment as a prerequisite, Attitudes and motivation reflect nurse’s professional values, Nurses’ perceptions of barriers and Perceived impact on practice as a core value. This metasynthesis highlights that nurses value continuing professional development and believe that it is fundamental to professionalism and lifelong learning. Moreover CPD is identified as important in improving patient care standards. Conclusions Based on the metasynthesis, we argue that access to continuing professional development could be made more attainable, realistic and relevant. Expediently, organizations should adequately fund and make continuing professional development accessible. In turn, nurses should continue to actively engage in continuing professional development to maintain high standards of nursing care through competent practice. This paper highlights the perceived benefits and challenges of continuing professional development that nurses face and offers advice and understanding in relation to continuing professional development. We believe that this metasynthesis contributes with insights and suggestions that would be valuable for nurses and policy makers and others who are involved in nurse education and continuing professional development.
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Affiliation(s)
- Mandlenkosi Mlambo
- Jersey General Hospital, St Helier, Jersey.,Department of LIME, Karolinska Institutet, Stockholm, Sweden
| | - Charlotte Silén
- Department of LIME, Karolinska Institutet, Stockholm, Sweden
| | - Cormac McGrath
- Department of LIME, Karolinska Institutet, Stockholm, Sweden. .,Department of Education, Stockholm University, Stockholm, Sweden.
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Rabbetts L, Harrington A, Breaden K. Nurses' experience of providing home-based palliative care in the country setting: An integrated literature review. Int J Nurs Pract 2019; 26:e12773. [PMID: 31423691 DOI: 10.1111/ijn.12773] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2018] [Revised: 06/16/2019] [Accepted: 07/06/2019] [Indexed: 11/26/2022]
Abstract
AIMS The aim of the study is to explore the experiences of nurses providing home-based palliative care for patients who live in country settings. METHODS This study is an integrated literature review. Electronic databases, specific journals of interest, and reference lists were searched using key words and Boolean operators. Descriptive thematic analysis was undertaken to identify main themes and subthemes. Critical appraisal of the articles was conducted using the qualitative Critical Appraisal Skills Program guidelines. Primary research articles published in English, in peer-reviewed journals from 1990 to 2017, were included. RESULTS Twelve articles were included in this review. Two main themes emerged including the nature of nursing in country communities and nurses' emotional responses. The first main theme had the subthemes of community connections, geographical distance and isolation, organizational deficits, lack of education, and resources. The second main theme consisted on five subthemes including feeling rewarded, autonomy and professional isolation, hope and hopelessness, frustration, and fear. CONCLUSION Literature is sparse reporting the lived experience of nurses providing palliative care in country areas for patients wanting to die at home. An increase in demand for a home-based palliative nursing service will require additional funding globally to meet this increase in the future.
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Affiliation(s)
- Lyn Rabbetts
- College of Nursing & Health Sciences, Flinders University, Adelaide, Australia
| | - Ann Harrington
- College of Nursing & Health Sciences, Flinders University, Adelaide, Australia
| | - Katrina Breaden
- College of Nursing & Health Sciences, Flinders University, Adelaide, Australia
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Vela K, Bardyn T. Increasing rural nurses' awareness of a statewide health information resource: an educational outreach initiative. J Med Libr Assoc 2019; 107:244-250. [PMID: 31019394 PMCID: PMC6466490 DOI: 10.5195/jmla.2019.542] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2018] [Accepted: 12/01/2018] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND HEALWA is an online library of evidence-based health information resources that are available to Washington state health practitioners. To increase awareness and use of HEALWA among health practitioners in rural areas, the National Network of Libraries of Medicine Pacific Northwest Region and Washington State University Spokane co-funded an outreach librarian position to provide instruction on using HEALWA. CASE PRESENTATION After attempts at frequent in-person workshops failed due to lack of attendance, a one-hour-long webinar targeted at rural nurses was developed to be delivered once a month. These webinars introduced participating health professionals to HEALWA, including how to set up their access and how to navigate the resource. To accommodate the busy schedules and different learning styles of the target audience, the workshops occurred both as monthly webinars and in-person, when available, in addition to an online self-guided tutorial. Continuing education credit was obtained through the Washington State Nurses Association, and a partnership with the Washington State Nursing Commission improved promotion of the webinars. Evaluations for both the webinars and workshops have been largely positive. CONCLUSIONS The webinar series, coupled with in-person workshops and an online tutorial, reached nurses in rural areas of Washington state to increase awareness of HEALWA. To further facilitate access to HEALWA instruction, a recorded version of the live webinar is in development.
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Affiliation(s)
- Kathryn Vela
- Health Sciences Librarian, Washington State University, Spokane, WA 99210,
| | - Tania Bardyn
- Associate Dean of University Libraries, Director of the Health Sciences Library, and Director, National Network of Libraries of Medicine Pacific Northwest Region, University of Washington, Seattle, WA,
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9
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Ferguson MS, Reis JA, Rabbetts L, Ashby HJ, Bayes M, McCracken T, Ross C, Procter NG. The Effectiveness of Suicide Prevention Education Programs for Nurses. CRISIS 2017; 39:96-109. [PMID: 28990823 DOI: 10.1027/0227-5910/a000479] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/26/2022]
Abstract
BACKGROUND Education to improve health professionals' responses to suicide is considered an important suicide prevention strategy. However, the effectiveness of this approach for nurses is unclear. AIM To systematically review the peer-reviewed literature regarding the effectiveness of suicide prevention education programs for nurses. METHOD Nine academic databases (CINAHL, Cochrane Reviews & Trials, Embase, Informit Health Collection, Joanna Briggs Institute, Medline, PsycINFO, Scopus, and Web of Science) were searched in November 2016, utilizing search terms related to suicide, education, and nurses, with no limits placed on publication date or study design. RESULTS The search yielded 5,456 identified articles, 11 of which met the inclusion criteria. Studies were primarily quantitative (RCTs n = 3; quasi-experimental n = 6; qualitative n = 2), and involved nurses (range = 16-561) working in a diversity of settings, particularly hospitals (n = 9). Studies revealed positive changes in nurses' competence, knowledge, and attitudes associated with training over the short term. LIMITATIONS The heterogeneity of education programs and methodological weaknesses of included studies limit the conclusions drawn. CONCLUSION There is a moderate body of evidence to support the effectiveness of suicide prevention education programs for nurses. Future research should examine longer-term changes in clinical practice and strategies for continuing education, with more rigorous study designs.
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Affiliation(s)
- Monika S Ferguson
- 1 School of Nursing and Midwifery, University of South Australia, Adelaide, SA, Australia
| | - Julie A Reis
- 2 School of Nursing and Midwifery, University of South Australia, Mount Gambier, SA, Australia
| | - Lyn Rabbetts
- 2 School of Nursing and Midwifery, University of South Australia, Mount Gambier, SA, Australia
| | - Heather-Jean Ashby
- 3 Mount Gambier and District Health Service, Mount Gambier, SA, Australia
| | - Miriam Bayes
- 3 Mount Gambier and District Health Service, Mount Gambier, SA, Australia
| | - Tara McCracken
- 2 School of Nursing and Midwifery, University of South Australia, Mount Gambier, SA, Australia
| | - Christine Ross
- 3 Mount Gambier and District Health Service, Mount Gambier, SA, Australia
| | - Nicholas G Procter
- 1 School of Nursing and Midwifery, University of South Australia, Adelaide, SA, Australia
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De Gagne JC, Park S, So A, Wu B, Palmer MH, McConnell ES. A Urinary Incontinence Continuing Education Online Course for Community Health Nurses in South Korea. J Contin Educ Nurs 2015; 46:171-8. [DOI: 10.3928/00220124-20150320-02] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2014] [Accepted: 12/01/2014] [Indexed: 01/28/2023]
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Ziebarth D. Assessing the Continuing Education Needs and Preferences of Rural Nurses. J Contin Educ Nurs 2013; 44:3. [DOI: 10.3928/00220124-20121227-67] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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