Concept analysis of collaboration in implementing problem-based learning in nursing education

Hybrid Concept Analysis: Peer Collaborative Clinical Decision-Making in Nursing Simulation

BACKGROUND

Nursing students collaborate and make clinical decisions in simulation scenarios. However, the literature does not clearly define the concept of peer collaborative clinical decision-making (PCCDM). This hybrid concept analysis explored and established the definition of PCCDM among nursing students in simulation.

METHOD

A total of 19 articles were reviewed, and 11 dyads of nursing students were interviewed after participating in virtual reality simulation for their perspectives on PCCDM.

RESULTS

Five major themes were identified: group (1) communication; (2) awareness; (3) regulation; (4) reasoning; and (5) emotion. The conceptual definition of PCCDM is a dynamic, nonhierarchical, and group-level process of cognitive and socioemotional interactions among peers about a clinical situation that involves group communication, awareness, and regulation of reasoning and emotion within the collaborative space.

CONCLUSION

This analysis provides a conceptual definition of PCCDM in nursing simulation as well as a pathway for developing a theoretical framework and instrument. [J Nurs Educ. 2023;62(5):269-277.].

Challenges Regarding Transition from Case-Based Learning to Problem-Based Learning: A Qualitative Study with Student Nurses

Background: The transition from case-based learning to problem-based learning can be challenging and may have negative effects on the academic, psychological, emotional, or social well-being of student nurses. As a result, this exposes student nurses to high failure rates, anxiety disorders, a loss of uniqueness, and fear of the unknown. However, student nurses employ different strategies aimed at overcoming challenges faced during this transition period. Methods: An exploratory, descriptive, contextual research design was used. A purposive non-probability sampling technique was used to select participants. Semi-structured focus group interviews via Zoom video communication were used to collect data, which were analysed using Braun and Clarke’s six steps of thematic analysis. Results: The following three themes emerged: challenges regarding facilitation, challenges regarding assessment, and strategies to overcome challenges. Conclusions: The study established that student nurses are faced with different challenges during the transition from one teaching strategy to another. Student nurses suggested strategies that could be used to overcome these challenges. However, these strategies are not enough and therefore more needs to be done to support and empower student nurses.

Social-Emotional Competence and Academic Achievement of Nursing Students: A Canonical Correlation Analysis

This study was conducted to investigate the correlations between social–emotional competence (SEC) and academic achievement (AA) among nursing students and to compare students’ level of each core skill of SEC (critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, and collaboration) and academic achievement (clinical performance and subjective academic achievement). A cross-sectional design was adapted. Data were collected from 195 nursing students in the junior and senior years who had participated in clinical practicum from four universities in South Korea. General characteristics, levels of critical thinking disposition, self-directed learning, creativity, emotional intelligence, problem-solving, collaboration, and academic achievement were collected via self-reported questionnaire. Canonical correlation analysis was performed to evaluate the relationship between SEC and AA. The canonical correlation coefficient between SEC and AA was 0.762. Critical thinking disposition (Rs = 0.89), problem-solving (Rs = 0.86), and cooperation (Rs = 0.80) made the most important contributions to SEC. Clinical performance (Rs = 0.95) and subjective AA (Rs = 0.57) were correlated with AA. SEC should be addressed to improve the AA of nursing students. All core skills of SEC should be regularly promoted. It is particularly urgent for nursing students to improve their creativity.

“Nursing Care with a Human Approach”: A Model for Practice with Service Excellence

Objetivo. Desarrollar un modelo para la práctica de cuidado que permita mejorar de forma continua el cuidado de enfermería en el Hospital Universitario Fundación Santa Fe de Bogotá (FSFB). Materiales y método. Estudio desarrollado por fases secuenciales que incluyó: 1) Identificación de la necesidad de contar con un modelo de cuidado para la práctica, 2) Caracterización del contexto y del escenario deseado; 3) Revisión de literatura; 4) Descripción del modelo; 5) Validación. Resultados. Las tendencias globales en el uso de modelos de enfermería en la práctica clínica reconoce aspectos comunes y enfatiza la pertinencia, metodologías y diversos roles en la implementación. El contexto y proyección de excelencia para enfermería en la FSFB requieren la orientación de un modelo para la práctica que oriente el cuidado y que responda a la vocación de servicio centrado en la experiencia de la salud humana. Conclusión. El modelo de la práctica “Cuidado de enfermería con enfoque humano”, permite comprender y comunicar lo esencial de la práctica enfermería en el ámbito del hospital universitario FSFB, para cualificar dicha práctica de manera permanente.

A model of collaboration between nursing education institutions in the North West Province of South Africa

Background

Professional nursing in South Africa is obtained through a 4-year diploma offered at nursing colleges, or a 4-year degree in universities, and the South African Nursing Council (SANC) registered both for professional nursing. New SANC legislation now requires a bachelor’s degree for registration as professional nurse.

Objectives

The aim of the study was to explore and describe perceptions of nurse educators and stakeholders to develop a model of collaboration for joint education and training of nursing professionals by colleges and universities through a bachelor’s degree.

Method

A mixed methods approach was used to explore perceptions of nurse educators utilising a questionnaire, and perceptions of other nurse training stakeholders through interviews, about a model of collaboration between the college and the university.

Results

Themes that emerged from the interviews included identifying collaboration goals, establishing a conducive environment, maximising exchange of resources, role clarification and perceived challenges. Quantitative results showed high agreement percentages (84.13%–100%) on most basic concepts and themes. A model of collaboration was developed indicating a framework, agents, recipients, procedure, dynamics, and terminus.

Conclusion

A model of collaboration was acceptable to the majority of nurse education stakeholders. Other implications are that there was a need for the improvement of scholarship among nurse educators and clinical mentors, sharing rare skills, and addressing perceived challenges.