Basic Nursing Practice Research Articles

한국 간호대학생의 일본병원 임상실습 경험에 관한 포커스그룹 연구

Objectives This study attempted to explore the experiences of Korean nursing students in clinical practice in Japanese hospitals. Methods Focus group interviews, field notes, and practicum diaries of 14 Korean nursing students who participated in clinical practice in a Japanese hospital after the end of the first semester of their third year were analyzed using qualitative thematic analysis. Data collection took place during the month of July 2018. Results Four themes and nine sub-themes were extracted from the study participants' clinical practice experiences in Japanese hospitals. The sub-themes of ‘strengthening nursing competence’ were various basic nursing practice opportunities, specialised geriatric nursing experiences and establishing an ideal nursing image, while the sub-themes of ‘growth through meaningful relationships’ were improving self-esteem through interaction with nurses and bonding with patients across language barriers. The sub-themes of ‘increased interest in global nursing’ were improved understanding of healthcare cultures in different countries, motivation to learn foreign languages and work abroad, and the sub-themes of ‘challenges of being a foreign trainee’ were limitations due to language and cultural differences and difficulties due to different practice settings. Conclusions The clinical practicum experience in Japanese hospitals was an opportunity for the participants to grow as competent nurses by experiencing the advanced nursing culture and diversity of clinical practice. This study provides basic data and implications for nursing practitioners, educators, and students on future clinical practicum in Japanese hospitals.

STRATEGIES FOR NURSING STUDENTS IN ACHIEVING BASIC NURSING COMPETENCIES THROUGH SELF-DIRECTED LEARNING READINESS

Background: Clinical practice learning is designed to prepare nursing students to become professional nurses, students are required to meet competency achievement targets. To comprehensively achieve these targets, students must employ effective learning strategies, one of which is Self-Directed Learning Readiness. Objectives: To explore the strategies nursing students use to meet basic nursing competencies through Self-Directed Learning Readiness. Methods: This research used a quasi-experimental design with a one-group pretest-posttest model with total sampling, about 91 respondents of second-semester students from the Diploma 3 Nursing Program who conducted clinical practice. The intervention was carried out during the basic nursing clinical practice, with the approach of the stages in SDLR (plan-implementation-monitoring-evaluation). Respondents were given daily journaling which was filled in every day regarding the plan, implementation, monitoring, and evaluation of 58 basic nursing competency achievements. After the basic nursing clinical practice ended, respondents completed the post-test questionnaire. Data analysis was performed using an independent sample t-test. Results: The results showed that the majority of students achieved excellent scores (91%) in meeting basic nursing clinical practice competencies. The competency assessment covers three main aspects: knowledge, attitude, and psychomotor skills, with average scores of 82, 84.3, and 83, respectively. The results of statistical tests using the Independent T-Test showed that there was a positive effect of SDLR on the Competency Achievements of Basic Nursing Clinical Students with a p-value <0.05. Conclusion: Students with higher levels of SDLR tend to be more independent in managing time, utilizing various learning resources, and practicing clinical skills. The basic competencies achieved include cognitive, affective, and psychomotor aspects, reflecting their readiness to provide comprehensive nursing care.

Dementia Care Nursing for Apathetic Older Patients: A Qualitative Study.

The number of patients hospitalized with dementia is increasing, but one symptom, apathy, tends to be overlooked and unaddressed. Thus, this study determines how nurses certified in dementia nursing engage with older patients with dementia who exhibit apathy during hospitalization. A qualitative study using semi-structured interviews with 10 dementia care nurses in Japan was conducted. Through conventional content analysis, 10 categories were generated. They included (1) initiating patient engagement when their physiological or daily-life problems become more pronounced, (2) assessing and identifying the causes of decreased motivation from multiple perspectives, (3) assessing patients from multiple perspectives to determine the best way to start supporting them, (4) providing reassurance through basic dementia care, (5) incorporating pleasant stimuli into the hospital environment, (6) providing care based on patients' circumstances and abilities by collaborating with multiple professionals. Nurses initiate involvement with patients when their daily life problems become more pronounced. They conduct comprehensive assessments from multiple perspectives and collaborate with other professionals to ensure patient care and safety. They also extend their support to patients' families and maintain long-term involvement. Apathetic older patients benefit from basic nursing care practices and a patient-centered approach, which do not require specialization or additional costs and resources.

Transferring knowledge and skills from an international collaborative nursing educational program to clinical practice: A qualitative study

BackgroundThe effective transfer of knowledge and skills is the primary goal of nursing education. Despite this, little is known about how knowledge and skills gained through international collaborative nursing educational programs is applied by nurses. ObjectivesTo describe the experiences of knowledge and skills transfer among nursing graduates from an international collaborative educational program to their clinical practice and ongoing study. MethodsA qualitative design was employed for this study. In 2023, fifteen interviews were conducted with nursing graduates from a Chinese-Swedish collaborative nursing educational program at Lishui University in eastern China. Directed content analysis was utilized to analyze the interview data. ResultsNursing graduates gained both knowledge and skills that surpassed the educational goals of the international collaborative program. Throughout the application and transfer of knowledge and skills, participants reported both positive and negative experiences. Notably, a gap persisted between basic nursing theoretical knowledge and clinical practice. Additionally, deficiencies were identified in the transfer of nursing research knowledge, indicating areas for improvement in future nursing education. ConclusionThe findings suggest that knowledge and skills from an international collaborative nursing educational program can be successfully transferred to clinical nursing practice and postgraduate study. However, addressing the gap between theoretical knowledge and practice, particularly in updated basic nursing knowledge and practice, is essential. Furthermore, there is a need to enhance awareness and attitudes towards nursing research among nurses, emphasizing the importance of continuous learning.

Persepsi Caring Behaviour Perawat Pada Pasien Pre Operatif

Background: Caring behavior is a form of basic nursing practice that is shown by being patient, honest, confident, present, touched, affectionate and humble in carrying out the actions to be performed so that patients feel comfortable and assisted in a faster healing process for patients. Purpose: This study aims to describe the perceptions of caring behavior of nurses in preoperative patients at Meuraxa Hospital in Banda Aceh Methods: The type of research in this research is quantitative by using the correlation method with the Cross Sectional Study approach with a total sample of 57 respondents. Results: The level of caring given by nurses to preoperative patients was mostly in the good category, namely as many as 40 respondents (70.2%) and found that there was a significant relationship to the perception of caring behavior of nurses in preoperative patients at Meuraxa Hospital, Banda Aceh with a score p.value 0.032 < 0.005 Conclusion: There is a significant relationship in the description of nurses' perceptions of caring behavior in preoperative patients at Meuraxa Hospital, Banda Aceh

Study on Nurses' Knowledge about Fall Prevention among Elderly Women

Results: more than а half of the studied nurses (59.1%) report that they know Morse tool, 86.6% mention that the most ones at risk of falling are those they have a weakness of the lower extremities, 89.0% mention that the medications associated with falls and the harmful effects those are Antihypertensive medications, 73.6% mention that; loss of balance is the main factor that contribute to falls among the elderly, 88.8% report that they provide adequate lighting for safe walking as a safety precautions and basic nursing practice for fall prevention among old women. Conclusion: Figure (1) Most of the studied nurses have knowledge regarding whom are at risk of falling, medications associated with falls and the harmful effects, complications resulting from falls for the elderly, factors that contribute to falls among the elderly and information/instructions should be given to the patient to avoid falling. Recommendation: Further study should be conducted for identifying and understanding the combination of factors that produce successful unit-level fall prevention strategies.

The Effectiveness of Self-Directed Learning Readiness on Competency Achievement of Basic Nursing Clinical Practice Students

Basic Nursing Clinical Practice is the first clinical learning experience for vocational nursing students. The achievement of complete competence will provide a positive experience, ability, willingness to learn actively and independently, and direct continuous learning so that competent vocational nurse graduates are achieved. Self-Directed Learning Readiness (SDLR) is a condition where students have full control in the process of making decisions related to their learning and accept full responsibility for it, even though later they need help and advice from lecturers and Clinical Instructors. Therefore, this research was conducted to determine the effectiveness of SDLR on the competency achievement of basic nursing clinical practice students. This study used a quasi-experimental design with one group pretest and posttest design. The sampling technique used total sampling, with as many as 91 respondents. Respondents were 2nd semester D3 Nursing Study Program students. The analysis used an independent sample t-test, with a 95% degree of confidence. The results of statistical tests using the Independent T-Test showed that there was a positive effect of SDLR on the Competency Achievements of Basic Nursing Clinical Students with a p-value <0.05. Of course, a high level of Self Directed Learning Readiness, can have a positive impact on student competency outcomes in carrying out Nursing Clinical Practice, where competency achievement targets will be met. Achievement of plenary competence will provide a positive experience, ability, willingness to learn actively and independently, and direct continuous learning so that competent vocational nurse graduates are achieved.

Perceived Quality of Postoperative Handover by Saudi Nurses: A Single-Center Cross-Sectional Study.

Handover is considered a basic nursing practice in which a patient's care information is moved to another nurse. Handover of patients after surgery is critical due to a number of care transitions, the presence of a surgical procedure, and the influence of anesthesia. High-quality postoperative handover is essential to safe patient care. Few studies have been conducted to evaluate the quality of current postoperative handover practices and the factors contributing to the quality of such processes, especially in Saudi Arabia. The present research aimed at evaluating nurses' perceptions of postoperative handover quality and assessing factors impacting this process.This cross-sectional study targeted registered nurses with at least one year of professional experience who were actively involved in the conduction of postoperative handovers across various surgical departments. A total sample of 143 nurses was selected via a convenient sampling technique. Study instruments included Handover Quality Rating Form, patient status, and nurses' background characteristics. Overall, postoperative handover quality was perceived as high by handing over and receiving nurses. Generally, 55.2% of nurses agreed on the different items supporting the positive circumstance for handover, and 92.3% agreed on the good conduct of handover compared to only 7.69% disagreement (p˂0.001). Significant agreements were observed for teamworking (p˂0.001), as well as four indicators (out of five) measuring the overall handover quality (p<0.001). The type of involved departments impacted significantlythe handover quality perception(p=0.004). The respondents' age had asignificant effect onquality (p=0.036), as well as circumstances of postoperative handover (p=0.046). Moreover, significant statistical differences were found for the circumstance of handover (p=0.031), as well as teamwork (p=0.019) according to the nurses' roles.Finally, the patient's blood circulation and respiration had a significant effect (p=0.023, p=0.033, respectively), as did the patient's level of consciousness (p=0.006) in the nurses' perception of the overall postoperative handover quality. Postoperative handover quality was highly perceived by nurses. This research explored a multitude of factors such as patient health status and nurses' socio-demographic variables and their impact on nurses' perception of handover quality. Several nurse and patient-related factors were found to impact the handover process. This current research provided findings that could direct future improvements in nursing handover practice to ensure high-quality patient care.

Quality of Postoperative Handover as Perceived by Nurses in Saudi Arabia: A Cross-Sectional Study

Background: Handover is considered a basic nursing practice in which a patient's care information is moved to another nurse. Handover of patients after surgery is critical due to number of care transitions, presence of a surgical procedure, and the influence of anesthesia. High-quality postoperative handover is essential to safe patient care. Few studies have been conducted to evaluate the quality of current postoperative handover practices and the factors contributing to quality of such process, especially in Saudi Arabia.

Community of inquiry Framework Combined With Podcast Media in Nursing Education innovation During Covid-19 Pandemic: An Evaluative Study.

The COVID-19 pandemic has not researched inquiry methods much, other than that it has never been combined with podcast media to better refine students' abilities. The purpose of this study was to determine student satisfaction with basic nursing theory and practice courses taught using the Community of Inquiry framework using podcast media. This evaluation was done at a university using a validated Community of Inquiry survey (n = 54) and interviews (n = 20). A convenience sample of 54 graduate students enrolled in a core research field comprised the study participants. The quantitative data were analyzed descriptively and the qualitative data were thematically coded. Five major themes emerged: It was a new experience, and fun to learn; it is challenging to learn; it is an ongoing enthusiasm; it is well known, and useful to others. Overall, student satisfaction was high, especially in the cognitive presence (critical thinking) and instructor presence (mostly related to pedagogy) categories. Student perspectives on developing "social presence" vary, but the framework is generally effective for stimulating inquiry and fostering a sense of community. Students can gain thorough knowledge of the learning goals they wish to pursue. Formation of an "investigation community" through the use of the media of podcasts. This framework has significant potential for use in the teaching of nursing research subjects; satisfaction is high when students report learning not only theory and practice, but also how to "make" character changes through the formation of professional and intellectual communities.

Development and Effect of a SnowBall Teaching-Learning Model based on Flipped Learning

In order to nurture nursing talents with good interest in learning as well as adaptability to the field, it is necessary to have conditions for self-directed learning, this study aimed to the creation of an educational environment and teaching-learning methods; thus, developing a model suitable for nursing students is essential. A snowball teaching-learning model based on flipped learning was developed and applied to nursing students' basic nursing practice classes in order to understand the effect on self-directed learning ability, interpersonal ability, and personality. For the study period, from September 1, 2015 to July 31, 2016, 21 second-year students in the Department of Nursing at University D, located in B city, Busan were recruited through convenience sampling. The collected data were analyzed using SPSS WIN (Ver. 21.0). The results of the study indicated there was a significant difference in the self-directed learning ability score from 3.16±0.28 points before the teaching-learning model application to 3.99±0.49 points after the application of the teaching-learning model. There was a significant difference in from 3.67±0.49 points before application to 3.90±0.43 points after application. There was also a significant difference in the personality score, from 3.69±0.49 points before application of the teaching-learning model to 4.06±0.46 points after application. Therefore, since the flipped learning-based snowball teaching-learning model is helpful in improving job competency, repeated experimental studies are suggested to verify the effectiveness.

Implementation of Clinical Practice in Adult Nursing (Chronic Care) During the COVID-19 Pandemic: Report on the Development and Implementation of a Training Program for Clinical Shadowing

Before the outbreak of COVID-19, "Clinical Practice in Adult Nursing (Chronic Care)", a professional course to acquire basic nursing practice skills for the care of adult patients with chronic diseases, was conducted on site in the wards of internal medicine, outpatient departments, and the admissions support office for a total of three weeks. Due to the spread of the COVID-19 epidemic, however, clinical practice was carried out online from May 2020, and was resumed on site at our university hospital in October 2020. A restriction was placed on the length of time spent at the hospital for on-site training, referring to the training standards based on our university's new coronavirus response manual, and a training program was developed for hospital ward training, consisting mainly of shadowing practice performed without speaking or coming into contact with patients. In principle, two students were assigned to one patient: one in the morning and the other in the afternoon. In addition, for practicing the acquisition of patient information through conversation and the provision of nursing assistance, the perspectives used in the process of shadowing were clearly defined so that students could maintain active attitudes in clinical practice, and support was provided so that students could have the experience of engaging with patients, using nurses as mediators. In the results, the students evaluated the contents of the prepared assistance based on their own nursing plan in reference to the practice of the nurse as a mediator, and compared that with the assistance practiced by the nurse based on clinical judgment, which contributed to acquiring practical learning supported by the grounds for clinical judgment. However, the students could not experience the process of building supportive relationships and the implementation of nursing skills, which remained an issue.

Effects of flipped-learning teaching-learning model for the competencies enhancement on fundamental nursing practice

The purpose of this study is to analyze the effect of applying a flipped-learning class designed for the purpose of strengthening major competency through basic nursing practice education for nursing students. The study was designed as a single-group pre-post-mortem study. A total of 36 subjects were studied, and online and offline hybrid-type classes were offered from October 5 through November 13, 2020, with a flipped-learning class model that applied the 'PRTER' model modified to fit the practice model to strengthen basic nursing practice competency. In order to confirm the effect of the study, self-directed learning ability, critical thinking tendency, and core nursing skills performance ability (transfusion nursing, tracheostomy tube management) were checked before and after the experiment. The collected data were analyzed using the SPSS Win version 26.0 program to analyze the general characteristics and dependent variables with descriptive statistics such as frequency and percentage and paired t-test. As a result of the study, self-directed learning ability (p&lt;.05), critical thinking dispositions (p&lt;.01), and core basic nursing skills performance (p&lt;.001) were significantly improved. The results of this study are meaningful because the flipped-learning teaching and learning model was introduced to the unstable class environment caused by COVID-19, thereby engaging learners as active participants in education, and strengthening their practical competency.

Measures of Applying Peer Education in Basic Nursing Practice Teaching for Male Nursing Students

Measures of Applying Peer Education in Basic Nursing Practice Teaching for Male Nursing Students

Studying the Reinforcement Effect of a Seminar on Ethical Practices among Pediatric Nurses

Aim: This study aimed to examine the effect of a seminar to continuously reinforce ethical nursing practices among pediatric nurses. Methods: This seminar was based on a 24-point pediatric nursing care model (PNCM) that provided specific examples of basic ethical nursing practices for children undergoing medical procedures and their families. Participants’ knowledge level and application frequencies, regarding these practices, were assessed face-to-face in the first session and via email 2 and 5 months later, using the PNCM checklist and qualitative data about ethical practices. Results: Results revealed that 8 PNCM items about frequency remained the same as the first session after 5 months; however, 16 items reported increased application. The qualitative data collected 2 months later suggested that the nurses could have adapted better to implement ethical pediatric nursing; however, the one collected 5 months later confirmed the effect of the seminar on ethical nursing practices with children and their families. The continuous effect of the seminar became more evident from the responses received 5 months later than those received 2 months later. Conclusions: The findings confirmed a reinforced effect on ethical pediatric nursing practice with child patients and their parents after 5 months.

Integrative literature review of evidence-based patient-centred care guidelines.

To summarize what facilitates patient-centred care for adult patients in acute healthcare settings from evidence-based patient-centred care guidelines. An integrative literature review. The following data sources were searched between 2002-2020: Citation databases: CINAHL, Medline, Biomed Central, Academic Search Complete, Health Source: Nursing/Academic Edition and Google Scholar. Guideline databases: US National Guideline Clearinghouse, Guidelines International Network, and National Institute for Health and Clinical Excellence (NICE). Websites of guideline developers: Scottish Intercollegiate Guidelines Network, Royal College of Nurses, Registered Nurses Association of Ontario, New Zealand Guidelines Group, National Health and Medical Research Council, and Canadian Medical Association. Whittemore and Knafl's five-step integrative literature review: (1) identification of research problem; (2) search of the literature; (3) evaluation of data; (4) analysis of data; and (5) presentation of results. Following critical appraisal, nine guidelines were included for data extraction and synthesis. The following three groups of factors were found to facilitate patient-centred care: 1) Patient care practices: embracing values foundational to patient-centred care, optimal communication in all aspects of care, rendering basic nursing care practices, and family involvement; 2) Educational factors: staff and patient education; and 3) Organizational and policy factors: organizational and managerial support, organizational champions, healthy work environment, and organizational structures promoting interdisciplinary partnership. Evidence from included guidelines can be used by nurses, with the required support and buy-in from management, to promote patient-centred care. Patient-centred care is essential for quality care. No other literature review has been conducted in the English language to summarize evidence-based patient-centred care guidelines. Patient care practices and educational, organizational, and policy factors promote patient-centred care to improve quality of care and raise levels of awareness of patient-centred care among nursing staff and patients.

CLINICAL NURSING STUDENTS’ SELF CONFIDENCE DURING E-LEARNING IMPLEMENTATION

Background: E-learning as a learning method with a flexible and interactive pedagogical approach has a positive impact on the value of self-confidence of nursing students. School of Nursing, Faculty of Medicine Public Health and Nursing Universitas Gadjah Mada (FMPHN UGM) develop e-learning for nursing students in clinical practice learning which requires an evaluation to e-learning implementation by describing the self-confidence of the nursing student after use e-learning. The purpose of this study was to describe self-confidence (SC) of the clinical nursing students based on 3 selfconfidence’s components that consist of cognitive, affective, and psychomotor.Methods: A Descriptive study with a cross-sectional design toward 95 clinical nursing students in the stage of nursing management and basic nursing practice in September 2018 period at the School of Nursing FMPHN UGM. Data analysis used the univariate analysis with descriptive statistic test to describe respondent characteristic and variable. Student Satisfaction and Self-Confidence in Learning Instrument by National League for Nursing (NLN) in 2005 was used in this study. The instrument was through cultural adaptation and modification first.Results: The self-confidence of nursing students as e-learning evaluation found that the majority of respondents (90,5%) had high levels of self-confidence. Components of self confidence, consist of cognitive, affective and psychomotor also showed that the majority of respondents were in the high category (84,2%; 88,4%; 66,3%).Conclusion: Clinical nursing students have high self-confidence after going through e-learning.

Development and Application of the Core Basic Nursing Practice Module: A Mixed-methods Approach

Purpose : This study was conducted to develop the core basic nursing practice module using the three-dimensional nursing simulation framework, to investigate the influence of satisfaction and self confidence on the flow, and to explore and describe nursing students’ learning experiences. Methods : A mixed-method design using surveys and four focus group interviews was used. Quantitative data were analyzed employing descriptive statistics, independent t-test, one-way ANOVA, Pearson’s correlation analysis, and multiple liner regression analysis of participants (N＝59). Qualitative data were analyzed using qualitative thematic analysis. Results : The mean score of satisfaction with current learning was 4.44 out of 5, self-confidence 4.33, and flow 4.10. Flow was positively correlated with satisfaction (r＝.73) and self-confidence (r＝.68), whereas positive correlation was found between satisfaction and self-confidence (r＝.69). The significant predictors of the flow in learning were the satisfaction (β＝.50) and self-confidence (β＝.33). The student stated that learning through core basic nursing practice module felt like a real-world experience and that they were satisfied with the nursing practice module for core basic nursing skills. Conclusion : The core basic nursing practice modules should be developed reflecting the complexity of the nursing situation, while the student’s competency should be continually evaluated.

New Innovative Peripheral Insertion Method of I.V. Cannula

AbstractObjective: Effective practice is increasingly seen as a critical dimension of the professional development of healthcare professionals. Reducing the number of punctures when placing an intravenous (I.V.) cannula reduces pain and further suffering for the patient. At the same time, the proper technique of I.V. cannulas save time for healthcare providers. Background: The method of securing venous access by intravenous cannula is part of the teaching of medical and nursing study programs. Critical thinking is the basic skill necessary to assess any information, explain the causes and the ability to solve problems. University education develops this skill through strategic teaching of simulation methods. Methods: In connection with new information of the method of I.V. cannulas by “magic movement”, we decided to use the Core model for critical reflection designed by Cottrell (2010), to evaluate new techniques in preclinical education of students from general medicine and nursing on I.V. cannulation in simulation laboratories. Results: The results have shown that student performance levels will be increased by applying critical thinking and simulation as an option for integrated pre-clinical training for future healthcare professionals. Conclusion: Innovative method of introducing peripheral I.V. cannula provides a framework to guide curriculum development and teaching strategies as well as to support the advance of cognitive and empirical skills of healthcare professionals. A new technique for applying “magic movement” of I.V. cannula we innovate the curriculum of basic nursing practices while contributing to the development of evidence-based practice.Key words: Intravenous catheter, Innovative method “magic movement”, Critical thinking, Simulation laboratories.

A Research on the Alternative Standards and Operational Adequacy Status of On-Campus Simulation training in Maternal and Child Nursing Clinical Practice

This research is a study to identify the current situation and problems of the maternal-child nursing clinical practice and also to find the alternative standards and operational adequacy status in nursing curriculum of on-campus simulation training. Methods : Self-administered 58 questionnaires out of 86 ones distributed were collected during September 7∼December 30, 2019. The general characteristics and simulation data of the sample were analyzed using frequency analysis including mean and standard deviation, etc. And also the frequency analysis was employed to analyze current status of the maternal and child in college, program outcomes of practice course, core basic nursing skills, practice credits, semester assignment, and practice institution. Results : It was known that the maternal-child nursing curriculum is ‘desirable and proper’ to be run with 2 credits respectively for the clinical practice. 48% of the respondents answered they have been running the clinical practice as on-campus simulation practice course and 46% of the respondents were found to be proper for the operation of the simulation practice with 1 credit. The education vehicles were found to have difficulties as with ‘lack of facilities’,‘shortage of faculty’, and in ‘scenario development based on clinical cases’. Conclusion : To replace the ‘clinical practice’ with ‘on-campus’ simulation training, the multilateral review and research should come with priority such as development of simulation scenario based on clinical case, education training for nursing professors, the suitability of clinical practice hours, and lowering accreditation standards for on-campus practice.