Clinical Competency Paused: The New Graduate Nurse Experience of Transition Post COVID-19. What Was the Effectiveness of Nurse Education Programmes in Developing Clinical Competency Among Newly Qualified Nurses in New Zealand During the COVID-19 Pandemic?

The NCSBN National Simulation Study: A Longitudinal, Randomized, Controlled Study Replacing Clinical Hours with Simulation in Prelicensure Nursing Education

Nurse educators play a critical role in preparing the next generation of nurses to provide high-quality patient care. The ongoing preparation of knowledge and skills for nurse educators is crucial for maintaining the quality of nursing education, particularly during the unexpected challenges such as the COVID-19 pandemic. This study aimed to examine the effectiveness of a workshop series on five concurrent teaching methods for nurse educators in Vietnam. A mixed-methods study was conducted. An online workshop series was conducted for 25 nurse educator representatives from five nursing schools across Vietnam. The workshop program covered of five teaching methods, including (i) teaching from face-to-face class to e-learning, (ii) team-based learning (TBL), (iii) case-based teaching (CBT), (iv) debriefing techniques used in simulation training, and (v) developing peer program to assist students’ learning. Pre- and post–surveys were used to test knowledge of teaching methods, followed by semi-structured individual interviews. Quantitative data were analyzed using descriptive and comparison statistics, while qualitative data underwent content analysis. Results showed a significant improvement in participants’ overall knowledge following the workshops, with the mean total score of correct answers increasing from 12.48 (SD = 2.77) in the pre-test to 16.8 (SD = 3.81) in the post-test. Substantial gains were observed in three specific areas: the classic progress of activities in team-based learning, Kolb’s experiential learning cycle in simulation debriefing techniques, and the core value of the peer mentoring model had significantly improved. Most nurse educators expressed satisfaction with the training workshops, with the “debriefing technique” being the most interesting topic. Two major themes emerged from the qualitative analysis: fostering interest in updated teaching methods and motivating the change. This study suggests that replicating the workshop series on teaching methods would be a beneficial in facilitating ongoing improvements in teaching practice in Vietnam’s nursing education system.

BackgroundThe Lancet Commission and the Global Health Workforce Alliance reported that professional education has generally not kept up the pace of health care challenges. Sub Saharan Africa needs an effective and efficient nursing education system to build an adequate, competent and relevant nursing workforce necessary for the achievement of Sustainable Development Goals. The Plan of Action for Scaling up Quality Nursing and Midwifery Education and Practice for the African Region 2012 - 2022 provided a framework for scale up of nurses and midwives. This integrative review examined literature on nursing education challenges and solutions in Sub Saharan Africa to inform development of a model for improving the quality, quantity and relevance of nursing education at local level.MethodsA search of PubMed, Medline on EBCSOhost and Google Scholar was conducted using key words: nursing education, challenges, solutions and/ or Africa. Published works from 2012 to 2016 were reviewed to explore reports about challenges and solution in nursing education in Sub Saharan Africa. Full texts of relevant studies were retrieved after reading the tittles and abstracts. Critical appraisal was undertaken and the findings of the relevant studies were analysed using thematic analysis.ResultsTwenty articles and five grey sources were included. Findings of the review generally supports World Health Organisation framework for transformative and scale up of health professions education. Six themes emerged; curriculum reforms, profession regulation, transformative teaching strategies, collaboration and partnership, capacity building and infrastructure and resources. Challenges and solutions in nursing education are common within countries. The review shows that massive investment by development partners is resulting in positive development of nursing education in Sub Saharan Africa. However, strategic leadership, networking and partnership to share expertise and best practices are critical.ConclusionSub Saharan Africa needs more reforms to increase capacity of educators and mentors, responsiveness of curricula, strongly regulatory frameworks, and availability of infrastructure and resources. The review adds to the body of knowledge to enhance efforts of stakeholders in the improvement of the quality, quantity and relevance of nursing education in Sub Saharan Africa.

Improving the evaluation of clinical competence in undergraduate students; evidence and technology: An integrative review

IntroductionThis case study has examined the functioning and effects of simulation training within the bachelor’s level nursing program at Copenhagen University College (KP). The study involved a range of data...

Nursing education in Ireland: the end of the beginning and the envy of others in Europe.

Identification of nursing competency assessment tools as possibility of their use in nursing education in Slovenia — A systematic literature review

To analyze the publications that focus on distance education in nursing in Brazil from 2010 to 2016. Integrative review of the literature with data collection in June 2016 in the following databases: LILACS, MEDLINE via PUBMED, CINAHL and SCOPUS. For the data analysis and interpretation, the thematic categorization was chosen. We selected 18 articles for discussion, whose textual analysis permitted the construction of three thematic categories: use of virtual technologies for distance education in nursing; construction of virtual learning environments with the aid of virtual technologies for distance education in nursing; and evaluation of the learning process through virtual technologies for distance education of nurses. Distance Education stands out as an effective teaching-learning strategy in this type of education in Brazilian nursing, focused mainly on the improvement and complement of traditional teaching.

Objective To compare the differences of clinical competence of three types under-graduate nursing students and investigate related factors so that some powerful evidence could be provided to consummate Chinese undergraduate nursing education. Methods undergraduate nursing students' clinical competence assessment scale was used to interview 75 students and 44 teachers. Results 75 students were on or above valid level. There were statistically significant differences in teachers' perceptions of three types of students' clinical nursing practice, nursing research and clinical teaching competences, and even in students' perceptions of their 7 clinical competences. Conclusions All the nursing students' clinical competence got to the undergraduate educational goals. But three types of students' competence levels were different. So clinical teachers should train different students with different educational mode. Key words: Nursing; Clinical clerkship; Clinical competence; Educational evaluation

Global disruptions, notably the COVID-19 pandemic, have challenged nursing education by necessitating rapid shifts to online learning and requiring educators to support students’ emotional and academic needs. In this context, nurse educators’ self-leadership has become essential for maintaining educational quality and student well-being during periods of crisis. The review utilised the Joanna Briggs Institute (JBI) scoping review methodology to investigate how nurse educators applied self-leadership to modify student support strategies during educational disruption, particularly amid the COVID-19 pandemic. A total of 194 records focusing on nurse educators during the COVID-19 pandemic and published between 2020 and 2024, were identified. After screening and duplicate removal, nine articles met the inclusion criteria. The review identifies practices that foster self-leadership and resilience, informing future approaches to support nurse educators in dynamic environments. Five themes described nurse educators’ adaptive strategies: cognitive, emotional, proactive, connected, and committed engagement. Self-leadership empowered educators to adjust teaching methods, provide psychological support, foster resilience, and innovate with digital tools and flexible assessment. Key practices included clear communication, enhanced digital literacy, flexible deadlines, and integrating self-care into teaching. Collegial and student connections and ongoing self-reflection were central to sustaining educational continuity and quality. The unprecedented challenges of the COVID-19 pandemic highlighted the significance of self-leadership for nurse educators, enabling them to modify their teaching methods and student support practices in rapidly changing circumstances. Fostering self-leadership and resilience is essential for preparing nurse educators for future disruptions, institutional support for self-leadership development and integration of resilience-building into nursing curricula.

This study aimed to determine which high-fidelity simulation (HFS) experiences were associated with clinical reasoning and clinical competence among new nurses. HFS has been actively used in nursing education. It is necessary to verify the effects of HFS transfer to the clinical environment. A cross-sectional study reported following STROBE criteria. Data were collected on new nurses (n=224) who experienced HFS in their fourth-year undergraduate courses. The number of HFSs, the inclusion of simulation elements, the importance of elements to learning, clinical reasoning, and clinical competence were measured. Hierarchical regression models examined factors associated with clinical reasoning and clinical competence. Feedback was the most sufficiently included element of the HFS learning, and participants perceived it as the most important. A significant factor associated with clinical competence was clinical reasoning, andHFS design indirectly affected clinical competence through clinical reasoning. HFS learning is one of the best ways to improve clinical reasoning.Improving students' clinical reasoning should be an important goal of HFS learning in undergraduate courses to prepare students to be clinically competent nurses. The ultimate goal of nursing education is to prepare nursing students to be competent nurses. Validating the outcomes of nursing education in the clinical environment setting is an essential task to improve clinical practice. Nurse educators and leaders can increase nurses' clinical competence by emphasizing education to foster nurses' clinical reasoning in nursing education policies.

This paper describes the multidirectional activities recently completed to adapt nurse education in Poland to European standards. The Polish system transformation and the changes that have taken place in health care since the 1980s required intensive effort and change in the nursing care and education systems of nurses and midwives. Changes accomplished include: (1) preparation and implementation of a nurse education model complying with European standards; (2) discontinuance of the previous system of nurse education taught at the secondary school level; and (3) adjusting the organization and post-basic curricula of nurses and midwives to the actual needs of the society as well as for the nurses themselves. The goal of a uniform nurse education system in Poland that met European requirements motivated the Polish change agents. This change ensures the integration of Polish nurses with the nurses from Europe and other countries in their common endeavours to improve nursing care and health outcomes. The adopted changes in the system of nurse education resulted in uniformity of education and acceptance of bachelor's level education, which complies with European standards as well as adjusting the post-basic education to actual needs. Describing the substance and process of our work may be helpful to nurses in other countries who are working on their own models of nursing and health care restructuring.

In this report from the field, we describe the challenges and opportunities for nursing practice and education, and ways to improve nurse mobility across Asia. We also explain the collaboration within the Southeast and East Asian Nursing Education and Research Network to influence policy development and review. The collaborative process was supported by evidence drawn from discussions at Network meetings, and with nursing and other leaders, an examination of literature and policy documents, and member surveys. We reviewed the region's regulatory statutes which all support diversity in the nursing workforce. The Southeast Asian Nursing Education and Research Network was established in 2015 to support policy development around the upgrading of nurse education, clinical competencies and research capacity, in hospital and primary health care; and facilitating the movement of nurses across national boundaries. Most countries have tried to address policy gaps and their efforts to implement changes are seen in policy expansion and development at the national level. We focus on two policies from the Association of Southeast Asian Nations from 2006 and 2012, that cover nurse mobility, information exchange, nurse capacity building and education and mutual professional recognition of nurses' credentials. However, we found significant variances in education, regulatory policies and clinical competencies that have restricted, and continue to restrict policy implementation. Nursing in South-East Asia has made significant progress in upgrading standards for education by increasing bachelor degree bridging programs, master and doctoral degrees. Participating countries have passed legislation on licensure, competencies and credentialing of internationally qualified nurses wishing to practice in various contexts. However, much work remains to be done. IMPLICATIONS FOR NURSING POLICY, EDUCATION AND PRACTICE: Governing bodies determine entry into practice law which requires dialogue to enhance policies for domestic and international practitioners for mutual exchange and recognition. Nursing practice and education are under government regulatory bodies but require new policies and laws to ensure adequate educational requirements for safe quality practice.

BackgroundNursing education entails extensive training across varying settings where nursing students can practice their theoretical knowledge and practical skills for their future profession. Skills in evidence-based practice are pivotal competences for nurses and need to evolve from novice to expert skills. During the COVID-19 pandemic, Sweden had a unique approach to restrictions. The conditions for nursing students to apply their practical skills changed, as the COVID-19 pandemic influenced nursing education. Previous studies lacked focus on the clinical and practical aspects of the nursing education during the COVID-19 pandemic. Such experiences can provide valuable knowledge for nursing education, especially in preparing for future crises as well as understanding the needs of the nurses who were educated during the pandemic. The aim of this study is therefore to highlight the essence and understanding of the experiences of nursing students undertaking nursing education in Sweden during the COVID-19 pandemic.MethodsA qualitative interview study of nine nursing students recruited through a convenience sample. The data was analyzed through a phenomenological hermeneutic approach, chosen for two of the opportunity to use the researcher’s preunderstanding. The result is presented in three main themes; Being disappointed yet accepting the situation, Feelings of uncertainty and the covid-19 pandemic provided new insights, the two latter are further divided into a total of eight subthemes.ResultsThe COVID-19 pandemic affected nursing students’ experience with clinical learning and contributed to their unique experiences. Compared to students who began their nursing education during the COVID-19 pandemic, those who started before the outbreak faced more significant adjustments in their learning. It was seen as positive for the student’s future profession that a great focus was placed on how to prevent the spread of infection. The students experienced loneliness in the lack of support from other students, and fear of infecting or being infected. Furthermore, there was a lack of clinical placement and training hours, leading to worries of not being prepared. Opinions differed between the students on whether the clinical knowledge they acquired during the training was sufficient. Whilst the vast majority wanted more time for practical elements and training, they emphasized that this was not solely caused by the impact of the COVID-19 pandemic but an effect of the design of the education.ConclusionsThe study showed that, through the shared experiences of nursing students who studied during the COVID-19 pandemic, education and the acquisition of clinical skills were affected. The students experienced feelings of loneliness in their isolation and fear of infecting or being infected throughout their education. However, the majority found themselves with a sense of acceptance of the situation, while there were also experiences of pausing the education because of the pandemic. Being a part of the group of nursing students participating in education during the COVID-19 pandemic gave new insights into the nursing profession regarding hygiene routine and hindering factors in communication with patients. Nursing students who have gone through their education during the COVID-19 pandemic have unique experiences such as preparedness of coming pandemics and the importance of reflection surrounding clinical education that are worthy of sharing. These experiences could be helpful when developing nursing education in the future and preparing for possible future crisis situations.

COVID - 19 pandemic outbreak has globally affected the nursing and medical education. This outbreak has taught that the change is certain and inevitable. Initially it was thought that this pandemic ha s brought all the educational activities to standstill, which is not true. The COVID - 19 has brought revolutionary changes in the education system. With the passage of time, the educational institutions and the educationists have accepted the challenge of br inging back the educational activities on the track. It is making the teachers as well as the students, technology friendly. In the last nine months of COVID - 19 pandemic, many educational institutions have grown in terms of technology and increasing optin g for e - learning platform. They are trying their best to provide seamless support services to the students during the pandemic. The Indian education system has got the opportunity of transforming the traditional system of education into a new era of educat ion system.