1
|
Yalniz N, Şenyuva E, Görügen Ü. Professional values gained in postgraduate nursing education from the perspectives of master's and doctorate graduates: A mixed-methods study. Int Nurs Rev 2024. [PMID: 38696282 DOI: 10.1111/inr.12980] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2023] [Accepted: 04/07/2024] [Indexed: 05/04/2024]
Abstract
AIM To determine the professional values of graduates of master's and doctoral programs in nursing and their views on the contribution of postgraduate education to their professional values. BACKGROUND In postgraduate education, which is an important catalyst of professional identity development, a professional is expected to specialize in a field, get into more depth professionally, internalize professional values, and reflect and strengthen these values. To shed light on this expectation, more information is needed to assess the impact of postgraduate education on professional values. METHODS A convergent parallel mixed-methods design was used. Data were collected for the quantitative part of the study for 385 graduates of postgraduate nursing education programs in Turkey who were selected using the snowball sampling method, while the maximum variation sampling method was used to collect data from 12 individuals for the qualitative part of the study. The Nurses Professional Values Scale (NPVS) and a Semi-Structured Interview Form were used to collect data in October-December 2022. The quantitative data obtained in the study were analyzed using the SPSS software, and the qualitative data were analyzed using the MAXQDA software. RESULTS The mean total NPVS score of the participants was 130.32 ± 21.34 (possible range: 31-155). Among all dimensions, the highest mean score of the participants was in the caring dimension, followed by professionalism and activism. There were significant differences in the NPVS total and subscale scores of the participants based on their views on the contributions of age, institution where they worked, marital status, position at work, and postgraduate education to the acquisition of professional values. In the qualitative dimension of the study, two main themes were identified. One of these themes was the theme of professional values in postgraduate nursing education that covered the categories of professional values gained through postgraduate education, professional values that a nurse who has completed postgraduate education should have, and professional values in postgraduate nursing education. The second theme was the theme named recommendations for providing nurses with professional values through postgraduate education. The integration of data from both components indicated that the qualitative interviews enriched the quantitative findings. CONCLUSION It was concluded that postgraduate nursing education programs contribute greatly to the professional values of graduates and strengthen their professional values. IMPLICATIONS FOR NURSING AND HEALTH POLICY For the future of nursing, increasing professional strengths and visibility is significantly associated with professional values. This situation requires nurses with strong professional values. Graduate education programs in nursing should be developed in this direction and focus on development of professional values.
Collapse
Affiliation(s)
- Nazik Yalniz
- Istanbul University-Cerrahpaşa, Instıtute of Graduate Studies, Istanbul, Turkey
- Permanent address: Instructor/Lecturer, Nursing Education Department, Akdeniz University Nursing Faculty, Antalya, Turkey
| | - Emine Şenyuva
- Nursing Education Department, Istanbul University-Cerrahpasa Florence Nightingale Nursing Faculty, Istanbul, Turkey
| | - Ümran Görügen
- Department of Medical Services and Techniques, Istanbul Topkapi University Plato Vocational School, Istanbul, Turkey
| |
Collapse
|
2
|
Pool IA, van Zundert H, Ten Cate O. Facilitating flexibility in postgraduate nursing education through entrustable professional activities to address nursing shortages and career prospects. Int Nurs Rev 2023. [PMID: 37822125 DOI: 10.1111/inr.12892] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/26/2023] [Accepted: 09/18/2023] [Indexed: 10/13/2023]
Abstract
AIM To communicate how the Dutch postgraduate nursing education landscape was redesigned using entrustable professional activities (EPAs). The goal of this initiative was to reduce training time, enhance transfer across nursing specialities and contribute to a better-aligned continuum of initial education, postgraduate education and continuing professional development. BACKGROUND Nursing shortages continue to worsen worldwide. An approach to address this growing shortage is to create a more flexible postgraduate training structure, offering training in the just-in-time and just-as-needed models. EPAs can be used as building blocks for training and assessment. Experience with EPAs (i.e. units of professional practice that can be entrusted once a trainee has demonstrated the required competencies) in health professions education, including nursing, is rising rapidly. While EPAs are largely used to create training flexibility within a programme, they can also be used to create flexibility across programmes. In 2018-2022, training hospitals and education institutions in the Netherlands collaborated in the CZO Flex Level Project to redesign the postgraduate nursing education landscape using EPAs. DISCUSSION The implementation of a flexible postgraduate nursing education model nationwide will face several challenges. An overview of these challenges and suggestions for future research on the effects of the new structure on nursing competence, satisfaction and career development are provided. CONCLUSION EPAs can imbue flexibility within and across training programmes. Designing an EPA-based educational landscape requires nationally coordinated efforts. IMPLICATIONS FOR NURSING POLICY Redesigning educational structures to allow for more flexibility is critical to address major societal challenges in healthcare.
Collapse
Affiliation(s)
- Inge A Pool
- Isala Academy, Isala Hospitals, Zwolle, The Netherlands
| | - Helma van Zundert
- Institute for Accreditation of Health Care Education Programs (CZO), Utrecht, The Netherlands
| | - Olle Ten Cate
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands
| |
Collapse
|
3
|
Abstract
Healthcare has become highly specialized. Specialists, in medicine as well as in nursing, determine much of the high quality of current health care. But healthcare has also become increasingly fragmented, with professionals trained in separate postgraduate silos, with boundaries often difficult to cross. While a century ago, generalists dominated patient care provision, now specialists prevail and risk becoming alienated from each other, losing the ability to adapt to neighboring professional domains. Current health care requires a flexible workforce, ready to serve in multiple contexts, as the COVID-19 crisis has shown.The new concept of transdisciplinary entrustable professional activities, EPAs applicable in more than one specialty, was recently conceived to enhance collaboration and transfer between educational programs in postgraduate nursing in the Netherlands.In this paper, we reflect on our experiences so far, and on practical and conceptual issues concerning transdisciplinary EPAs, such as: who should define, train, assess, and register transdisciplinary EPAs? How can different prior education prepare for similar EPAs? And how do transdisciplinary EPAs affect professional identity?We believe that transdisciplinary EPAs can contribute to creating more flexible curricula and hence to a more coherent, collaborative healthcare workforce, less determined by the boundaries of traditional specialties.
Collapse
Affiliation(s)
- Inge Pool
- Isala Academy, Isala Hospitals, Zwolle, The Netherlands
| | - Saskia Hofstra
- Health Academy, Erasmus Medical Center, Rotterdam, The Netherlands
| | | | - Olle Ten Cate
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, The Netherlands
| |
Collapse
|
4
|
Panczyk M, Kwiećkowska L, Dobrowolska B, Borowiak E, Dyk D, Grochans E, Kozieł D, Kózka M, Kulik H, Lewko J, McSherry W, Gotlib J, Jaworski M. Validation Study of the Revised Spirituality and Spiritual Care Rating Scale (SSCRS): A Cross-Sectional Survey in Poland. J Multidiscip Healthc 2023; 16:1439-1453. [PMID: 37251106 PMCID: PMC10224682 DOI: 10.2147/jmdh.s394941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Accepted: 02/22/2023] [Indexed: 05/31/2023] Open
Abstract
Introduction The use of a validated scale, Spirituality and Spiritual Care Rating Scale (SSCRS) to measure nurses' perceptions of spirituality and spiritual care. Aim The purpose of this study was to analyse selected psychometric properties of the Polish version of the SSCRS, among them the applicability of the dimensions of spiritual care in nursing, ie, spirituality, spiritual care, religiosity and personalized care, to Polish conditions. Methods Poland-wide multicentre study with a cross-sectional validation design. The study was conducted between March and June 2019. Seven Polish Nursing Faculties accepted the invitation to participate in the study. A representative sample of 853 nurses enrolled in MSc (postgraduate) programs in nursing participated. After translation and cultural adaption of the SSCRS, the instrument underwent a full psychometric evaluation of its construct validity using (exploratory and confirmatory factor analysis), internal consistency (Cronbach's alpha and correlation analysis), reliability (test-retest analysis), known-group validity (Student's t-test) analysis. Results The exploratory and confirmatory factor analysis demonstrated that the Polish version of the SSCRS was a three-factor model with "Activity-centred spiritual care" (9 items), "Emotional support-centred spiritual care" (5 items) and "Religiosity" (3 items) domains. The Cronbach's alpha coefficient for the whole scale was 0.902, and the alpha values for the individual domains were 0.898, 0.873 and 0.563, respectively. The three domains mentioned above seemed to provide a comprehensive understanding of spiritual care perceived subjectively by Polish MSc in nursing students. Conclusion This study demonstrated a substantial degree of similarity in the selected psychometric characteristics of the Polish version of SSCRS and the original scale.
Collapse
Affiliation(s)
- Mariusz Panczyk
- Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Warsaw, Poland
| | - Lucyna Kwiećkowska
- Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Warsaw, Poland
| | - Beata Dobrowolska
- Department of Holistic Care and Management in Nursing, Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland
| | - Ewa Borowiak
- Department of Conservative Nursing, Faculty of Health Sciences, Medical University of Lodz, Lodz, Poland
| | - Danuta Dyk
- Department of Anaesthesiology and Intensive Care Nursing, Faculty of Health Sciences, Poznan University of Medical Sciences, Poznan, Poland
| | - Elżbieta Grochans
- Department of Nursing, Faculty of Health Sciences, Pomeranian Medical University, Szczecin, Poland
| | - Dorota Kozieł
- Collegium Medicum, Jan Kochanowski University, Kielce, Poland
| | - Maria Kózka
- Department of Clinical Nursing, Faculty of Health Sciences, Jagiellonian University Collegium Medicum in Krakow, Krakow, Poland
| | - Halina Kulik
- Department of Nursing Propedeutics, School of Health Sciences, Medical University of Silesia in Katowice, Katowice, Poland
| | - Jolanta Lewko
- Department of Primary Health Care, Medical University of Bialystok, Bialystok, Poland
| | - Wilfred McSherry
- Department of Nursing, School of Health, Science and Wellbeing, Staffordshire University, Stoke-on-Trent, UK
| | - Joanna Gotlib
- Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Warsaw, Poland
| | - Mariusz Jaworski
- Department of Education and Research of Health Sciences, Faculty of Health Sciences, Medical University of Warsaw, Warsaw, Poland
| |
Collapse
|
5
|
Biedermann N, Ahern T. "Teaching Through Your Fingertips": A Descriptive Study to Understand the Experiences and Needs of Online Educators in Postgraduate Nursing Education in Australia. SAGE Open Nurs 2023; 9:23779608231165722. [PMID: 36969362 PMCID: PMC10034311 DOI: 10.1177/23779608231165722] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2022] [Revised: 11/27/2022] [Accepted: 03/07/2023] [Indexed: 03/29/2023] Open
Abstract
Introduction Even before COVID-19, enrolments in online postgraduate nursing and midwifery courses were growing globally. Teaching into planned online courses requires pedagogical considerations unique to the context. Objective The objective of this descriptive mixed methods study was to understand the experiences and needs of Australian online educators who taught into planned online postgraduate nursing or midwifery courses. Methods A 55-item online survey captured the experiences and needs of participants. This paper reports on the analysis of participants' qualitative responses in this survey, analyzed using a thematic analysis approach. Forty-nine postgraduate educators participated in this study. Results Five core themes were identified: time is precious; redefining the educator role; understanding the pedagogical shift; online and alone; and learning to teach online. Many educators report lacking the skills and confidence to deliver high-quality education to postgraduate students through their fingertips. Conclusion This research highlighted that online educators need support through resources, education, and professional development.
Collapse
Affiliation(s)
- Narelle Biedermann
- Nursing and Midwifery, James Cook University, Townsville,
Queensland, Australia
| | - Tracey Ahern
- Nursing and Midwifery, James Cook University, Townsville,
Queensland, Australia
- Tracey Ahern, James Cook University, 1
James Cook Drive, Townsville, Queensland 4811, Australia.
| |
Collapse
|
6
|
Sheikhbahaeddinzadeh E, Ashktorab T, Ebadi A. Technical competency required by postgraduate psychiatric nursing students: A qualitative research. J Educ Health Promot 2022; 11:320. [PMID: 36568004 PMCID: PMC9768700 DOI: 10.4103/jehp.jehp_1479_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 12/27/2021] [Indexed: 06/17/2023]
Abstract
BACKGROUND Technical skills result in the patient's safety. Psychiatric nurses need to learn and apply them to provide effective and secure cares. This study explains the technical competency required for postgraduate psychiatric nursing students. MATERIALS AND METHODS This conventional qualitative content analysis study is part of a larger study on the clinical competency of postgraduate psychiatric nursing students performed in Iran in 2020. A qualitative study was conducted at universities holding master's degree courses in psychiatric nursing. Participants were instructors and postgraduate psychiatric nursing students, psychiatric nurses, psychologists, and psychiatrists selected by purposeful sampling method. Sampling continued until data saturation was achieved. Data were collected through a semi-structured individual interview and were analyzed by conventional qualitative content analysis. RESULTS The "technical competency" has two subcategories of "specialized knowledge" (including general nursing knowledge, psychiatric nursing knowledge, and basic knowledge of psychology) and "application of knowledge in practice" (including clinical experience, skills of psychiatric nursing interventions, educational skills, and research and evidence-based practice skills). CONCLUSION The psychiatric nursing student learns and operates knowledge of psychiatric nursing, psychology, education, and research, besides improving their knowledge of general nursing.
Collapse
Affiliation(s)
- Effat Sheikhbahaeddinzadeh
- Department of Nursing Management, Faculty of Nursing and Midwifery, Tehran Medical Science, Islamic Azad university, Tehran, Iran
| | - Tahereh Ashktorab
- Department of Nursing Management, Faculty of Nursing and Midwifery, Tehran Medical Science, Islamic Azad university, Tehran, Iran
| | - Abbas Ebadi
- Behavioral Sciences Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran
- Department of Management, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
| |
Collapse
|
7
|
Larsson M, Sundler AJ, Blomberg K, Bisholt B. The clinical learning environment during clinical practice in postgraduate district nursing students' education: A cross-sectional study. Nurs Open 2022; 10:879-888. [PMID: 36062832 PMCID: PMC9834198 DOI: 10.1002/nop2.1356] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 08/18/2022] [Accepted: 08/22/2022] [Indexed: 01/16/2023] Open
Abstract
AIM To describe and compare the clinical learning environment in community-based home care and primary health care in postgraduate district nursing students' education. DESIGN Cross-sectional study design. METHODS A convenience sample of postgraduate district nursing students was derived from five Swedish universities in 2016 and 2017. RESULTS The postgraduate district nursing students were generally satisfied with the clinical learning environment in their clinical placement. In clinical placement, several factors affected the students' opportunities to learn, such as sufficiently meaningful learning situations with multidimensional content. A working environment that imposed psychosocial strain and high levels of stress among the staff negatively affected the students' learning. To further improve their learning from clinical practices, the students need preceptors who have the skills and competence required to support more advanced reflections and critical thinking on caring situations.
Collapse
Affiliation(s)
| | - Annelie J. Sundler
- Faculty of Caring Science, Work Life and Social WelfareUniversity of BoråsBoråsSweden
| | - Karin Blomberg
- Faculty of Medicine and Health, School of Health SciencesÖrebro UniversityÖrebroSweden
| | - Birgitta Bisholt
- Institution of Health SciencesRed Cross UniversityStockholmSweden
| |
Collapse
|
8
|
de Menezes HF, Camacho ACLF, da Nóbrega MML, Fuly PDSC, Fernandes SF, da Silva RAR. Paths taken by Brazilian Nursing for the development of terminological subsets. Rev Lat Am Enfermagem 2020; 28:e3270. [PMID: 32401904 PMCID: PMC7217630 DOI: 10.1590/1518-8345.3132.3270] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2018] [Accepted: 02/13/2020] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE to discuss the paths taken by Brazilian Nursing in the development of terminological subsets of the International Classification for Nursing Practice. METHOD documentary research, carried out in master's dissertations and doctoral theses, which developed terminological subsets, available at the Bank of Doctoral Theses and Master's Dissertations of the Under-graduation Personnel Improvement Coordination. The variables were analyzed were institution, year; academic level, type of health service, methodological approach, clientele, theoretical reference, validation of terms, cross mapping, modeling of new concepts, validation of statements, method used for elaboration, term collection, finalization and dissemination. RESULTS 124 doctoral theses and master's dissertations were found, 91 were excluded and 33 were included, 23 (69.70%) of which were master's dissertations, with the highest production in 2014 (n=10; 30.30%), with emphasis on the Northeast (36.36%); the 'Primary Care' scenario, with six studies (18.18%); and the predominant clientele was cancer patients. As for the methodological characteristics, in 96% of the studies, the quantitative approach was used; in 2%, a qualitative approach; and 2% associated the quantitative and qualitative approaches. As for the type of study, 60% were methodological and 24% descriptive-exploratory, with the Horta model being the most used (36%). CONCLUSION the paths are successful, yet still permeated by weaknesses in the validations and potentialities to standardize the language.
Collapse
Affiliation(s)
- Harlon França de Menezes
- Universidade Federal Fluminense, Escola de Enfermagem Aurora de
Afonso Costa, Niterói, RJ, Brazil
- Hospital Pró-Cardíaco, Unidade Coronariana, Rio de Janeiro, RJ,
Brazil
| | | | | | | | | | | |
Collapse
|
9
|
Abstract
Developing countries face a shortage of nurses with higher education, such as those with a master's degree. However, few studies have investigated the interaction between career decision and professional commitment (PC) of nursing students, especially for postgraduates. This study performed correlation analysis for career decision-making self-efficacy (CDMSE) and PC of 545 nursing postgraduate students from nursing schools at 19 universities or colleges throughout mainland China, who came from different regions, and possessed different years of study and different types of degrees as well as part-time job experiences. Data reliability and validity were confirmed for both Career Decision-Making Self-Efficacy Scale for university students (CDMSE-R) and Professional Commitment Questionnaire (PCQ). We found positive correlations between factors of PC and CDMSE. The score of CDMSE was different between regions, degree types, grades, and part-time job experiences. According to our results, we suggest nursing education or career advisory services should promote the PC of nursing students according to factors of their CDMSE scores.
Collapse
Affiliation(s)
| | - Rui Guo
- 2 Jining No. 1 People's Hospital, Jining, China
| | - Minhui Liu
- 3 University of Washington, Seattle, WA, USA
| | - Xiaofei Zhang
- 1 Central South University, Changsha, China
- 4 Hebei Medical University, Shijiazhuang, China
| | - Lu Ren
- 1 Central South University, Changsha, China
| | - Mei Sun
- 1 Central South University, Changsha, China
| | | |
Collapse
|