Stone Soup: A Metaphor to Create an Inclusive Learning Environment Within Nursing Education

Defining sense of belonging in nursing - An evolutionary concept analysis

OBJECTIVES

The purpose of this analysis is to develop the concept of sense of belonging in nursing. The secondary purpose is to identify the antithesis or direct opposite beyond the negative consequences related to a lack of belonging in nursing.

DESIGN

Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing.

DATA SOURCES

Following PRISMA guidelines, peer-reviewed English articles and dissertations were reviewed from PubMed, ERIC, CINAHL, and PsychINFO. Forty-seven articles describing sense of belonging in the nursing profession, both academic and workforce, were included.

REVIEW METHODS

Inductive thematic analysis was used to determine recurring themes of the antecedents, attributes, consequences, and antithesis of belonging in nursing.

RESULTS

A welcoming, positive atmosphere encouraging a culture of mentorship is key to developing an environment of belonging. The attributes of belonging include being trusted, valued, and an accepted part of the team, and encouraging a connection to the community. Nurses and nursing students have improved confidence, self-esteem, and motivation to learn when a sense of belonging is present. They feel supported and respected in the environment. However, historically minoritized students and nurses report discrimination, bias, and condescension resulting in feeling invisible, isolated, excluded, and neglected. Nurses and nursing students feel invisible, isolated, excluded, and neglected without a sense of belonging.

CONCLUSION

Developing a sense of belonging in nurses and nursing students is critical to our profession. Further research is essential to develop interventions and strategies for cultivating a sense of belonging in nursing.

How do nurses promote critical thinking in acute care? A scoping literature review

AIM

Critical thinking is essential to quality health care and patient outcomes in the acute care setting. It is important for educators to understand and apply teaching and learning strategies to promote critical thinking of nursing students and junior nurses in acute care.

DESIGN

We followed Arksey and O'Malley's 2005 framework to undertake a scoping literature review to find out how critical thinking is promoted among nursing learners (i.e., nursing students and junior nurses) in acute care.

METHODS

Between September and October 2018, four databases were searched: MEDLINE, CINAHL, ERIC, and Google Scholar. Search terms included: rapid, teaching, methods, nursing, promote, critical thinking and acute setting. A descriptive thematic analysis was undertaken.

RESULTS

Twenty-three articles were included for review. Three main themes were identified from the analysis: learner-teacher relationship, reflection, and inquiry. Strong relationships promoted positive role modelling and effective feedback - both contributing to the teaching of critical thinking. Reflection strategies such as concept mapping and journaling were frequently used, while active student inquiry further promoted critical thinking in the acute setting.

CONCLUSIONS

The acute setting affords opportunities and challenges to promote critical thinking. Teachers/clinicians should incorporate learner-centred pedagogy and encourage reflective practice to embed critical thinking in teaching and clinical practice.