Clinical Nurse Educators Research Articles

Growth Overcoming Obstacles as a Clinical Nurse Educator: A Qualitative Study.

Clinical nurse educators (CNEs), responsible for nursing education, have begun to address unresolved issues in nursing education overlooked by preceptorship. However, research on this topic is lacking in South Korea, despite the government's 2019 launch of the CNE support project. This study explored the role experience of CNE in South Korea, focusing on their role challenges and the process of overcoming them. Fifteen CNEs from tertiary or secondary general hospitals in South Korea participated in semi-structured, in-depth interviews conducted between August and December 2023. Interviews were recorded and transcribed for conventional content analysis. Four categories emerged: challenges in the role of CNE, personal strategies for growth as a CNE, external support systems for growth as a CNE, and role evolution and emerging challenges for CNEs. This study demonstrates previously unexplored CNE role experiences in South Korea and provides valuable recommendations for enhancing CNE support projects.

Implementing a Trauma-Informed Approach in Undergraduate Nursing Student Clinical Education: Strategies for Clinical Nurse Educators

AimTo discuss strategies for clinical nurse educators to integrate a trauma-informed approach while supporting undergraduate nursing students’ learning in the clinical environment. BackgroundUndergraduate nursing students’ risk of exposure to clinical related critical incidents coupled with their higher rates of personal traumas such as adverse childhood experiences, adds to the complexity of experiential learning. Clinical related critical incidents may compromise nursing students’ academic abilities and their well-being. The implications of clinical related critical incidents may extend to future nurse retention and recruitment as students question the perception of the profession’s identity. The cumulative effect from trauma may impact nursing students’ mental health making them vulnerable to trauma-related symptoms and disorders. DesignA discussion paper is used to support the application of a trauma-informed approach throughout clinical learning experiences. MethodWith relevant literature, a trauma-informed approach is emphasized for developing and maintaining safe environments that foster learning and optimize the health and well-being of nursing students. ResultsThe key assumptions and principles of a trauma-informed approach as outlined by the Substance Abuse and Mental Health Services Administration underpinned the proposed strategies that clinical nurse educators may use while preparing for clinical, during and after experiences. ConclusionA trauma-informed approach may encourage undergraduate nursing students to adopt key tenets into their future clinical practices so they can effectively support patients, families and their colleagues.

Key Role of Clinical Nurse Educators and Preceptors in Competency-Based Education.

Key Role of Clinical Nurse Educators and Preceptors in Competency-Based Education.

Experiences of Newly Graduated Nurses Trained by Clinical Nurse Educators

Experiences of Newly Graduated Nurses Trained by Clinical Nurse Educators

Experiences of Workplace Violence in Graduate Nursing Clinical Education.

Exposure to workplace violence (WPV) is common in health care, and little is known about nurse practitioner (NP) students' experiences during graduate nursing clinical education. This study described experiences of WPV among NP students during their clinical education. We conducted a cross-sectional, quantitative survey of a random sample of NPs licensed in Texas examining graduate nursing education experiences. A total of 334 NPs responded, a 12% response rate. More than a quarter (27%) experienced WPV during their graduate nursing clinical experience. Preceptors were the most reported perpetrators (44%). Most NPs remained in their clinical site after their WPV experience (55%); a majority felt they had no alternative clinical placement option. Nurse practitioner students experience WPV, and there may be implications for educational persistence and their careers. Future work should attempt to reduce the frequency of student WPV experiences and examine implications for NP careers.

The Interdisciplinary Doula Project: Innovations in Nursing Clinical Education.

People giving birth report overwhelmingly positive experiences with nursing students acting as doulas. However, no programs report on improving diversity among students, pregnant people, and curricula. This article describes the Interdisciplinary Doula Project, a program to enhance diverse perspectives and clinical skills of university students. Nursing (n = 21, 77.8%) and other health students (n = 6, 22.2%) completed doula training, diversity seminars, and 36 hours of intrapartum care. Seven nursing students were hired to work on labor and delivery upon graduation. This innovative program may increase registered nurses trained to provide culturally congruent labor support for vulnerable pregnant populations.

Effects of governmental support on clinical nurse educators in South Korea: A repeated cross-sectional study.

To assess the effectiveness of the Clinical Nurse Educator Support Project and offer valuable insights for supporting nursing education. Allocating clinical nursing educators is crucial for supporting novice nurses' transition into the clinical setting and improving their performance. In 2019, the Ministry of Health and Welfare in South Korea implemented the Clinical Nurse Educator Support Project, which involves governmental financial support for the employment of clinical nurse educators. This study employed a repeated cross-sectional design to assess the project outcomes. Following the framework of the Kirkpatrick Evaluation Model, secondary data from annual self-program evaluation reports were analyzed to assess program satisfaction, clinical adaptation, and turnover rates of novice nurses. The "Strengthening the Reporting of Observational Studies in Epidemiology checklist" guided the reporting of the study. The project played a pivotal role in enhancing the quality of nursing education. Novice nurses' program satisfaction and clinical adaptation consistently remained high or exhibited an increase. The project led to a decrease in turnover rate among novice nurses, while the coronavirus 2019 pandemic resulted in increased turnover rates due to limited clinical practice opportunities for nursing students. Government support for clinical nurse educators has positively impacted the institutionalization of nursing education. The pressing need is to prioritize not only the enhancement of nursing education quality and the improvement of nurses' working conditions but also the development of healthcare policies and programs to effectively respond to unforeseen challenges and crises. Government and healthcare institutions must collaborate to strengthen clinical education, crucial for novice nurses' clinical adaptation. Prioritizing the improvement of nursing education quality and nurses' working conditions is essential. Continuous research and evaluation of the Clinical Nurse Educator Support Project is imperative to assess its impact and make necessary adjustments.

Psychometric Testing of a Tool to Assess Nurse Anesthesia Clinical Educator Skill Acquisition.

Nurse anesthesia clinical educators bridge didactic content and clinical practice. A sample of 99 nurse anesthesia clinical educators completed the Academic Clinical Nurse Educator Skill Acquisition Tool (ACNESAT) to assess their skill acquisition and ACNESAT psychometric properties. Participants reported extreme confidence ( M = 170.07, SD = 22.31) overall; highest confidence with Ensures Safe Care is Delivered by Learners in the Clinical Setting ( M = 4.55, SD = 0.627) and lowest with Applies Theory to Clinical Practice ( M = 4.01, SD = 0.942). Academic leaders can utilize the ACNESAT to support role development and excellence among clinical educators.

Development of an intentional rounding protocol for nursing undergraduates to apply in clinical practice

Purpose: This study aimed to develop an intentional rounding protocol to enhance the clinical competence of nursing students.Methods: An intentional rounding protocol for nursing students’ clinical practice was developed following the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. A convenient sampling method was used to select 23 junior year university nursing students during their clinical practice in adult nursing. The program evaluation included a quantitative assessment (communication and relationship efficacy, empathy, and patient safety competency) and focus group interviews.Results: The intentional rounding protocol focused on the 4Ps (pain, position, potty, and possessions) and encompassed aspects such as level of consciousness, pain management, personal care needs, intravenous injection, oxygen administration, nasogastric/nasoenteric tube care, maintenance of urine collection bags, and the identification of environmental fall risks. Nursing students performed intentional rounding at least twice a day. Following the implementation of this protocol, nursing students demonstrated a significant improvement in communication and interpersonal efficacy. The focus group interviews revealed four main themes: growth of human relationships, acquiring knowledge in and about the clinical field, becoming a nurse, and barriers in reality.Conclusion: The intentional rounding protocol has the potential to enhance nursing students’ communication and interpersonal skills during clinical practice and to provide them with positive experiences in nursing clinical education. Therefore, it is recommended that this protocol be incorporated into nursing clinical practice education.

Identifying best practices for virtual nursing clinical education: A scoping review.

COVID-19 forced nurse educators across the world to rapidly shift clinical experiences from face-to-face to the virtual world without identification of best practices to guide this transition. The purpose of this review was to identify best practices in virtual clinical experiences for undergraduate and graduate nursing students using the Community of Inquiry model as a framework. A scoping review was conducted using the Joanna Briggs Institute Scoping Review process. Ten databases were searched systematically for literature related to virtual nursing student clinical experiences. The 36 articles retained for review were appraised using evidence-based rapid critical appraisal tools. The literature suggests virtual clinical experiences may positively impact clinical reasoning and judgement; knowledge gain, retention, and application; affective learning; communication and teamwork; competence; engagement; confidence; and satisfaction. However, increased anxiety, frustration with technology and access, difficulty asking questions, and increased cost were reported. Additional considerations included appropriate faculty training, student support, and accreditation and board certification requirements. Standards related to virtual clinical experiences and simulation for advanced practice registered nurses needs further study. Virtual clinical experiences resulted in positive student learning outcomes. Through the provision of quality virtual clinical experiences, nurse educators have the potential to maximize student learning and professional growth.

Distribution of videos demonstrating best practices in preventing hemolysis is associated with reduced hemolysis among nurse-collected specimens in hospitals

BackgroundMinimizing hemolysis during phlebotomy ensures accurate chemistry results and reduces test cancellations and specimen recollections. We developed videos demonstrating best practices to reduce hemolysis and tested whether distribution to clinical nurse educators (CNEs) for provision to nursing staff affected the degree of specimen hemolysis in hospital inpatient units and outpatient clinics. MethodsVideos of common blood collections demonstrating best practices to reduce hemolysis were filmed and then distributed via email link to all hospital-based CNEs in Calgary, Alberta, Canada. (https://vimeo.com/user18866730/review/159869683/a0cec9827f). Roche Cobas hemolysis index (H-index) results from specimens collected +/- 12 months from the date of video distribution were extracted from Roche Cobas IT middleware (cITM) and linked to collection location. An interrupted time series (ITS) analysis with collection location as the unit of anlaysis was used to quantify impact of video distribution on the trajectory of weekly mean log-H-index weighted by inverse variance. ResultsIn +/- 3 months of data flanking video distribution (n = 137 241 collections), where overall impact was strongest, H-index trajectory (change in units per week) decreased immediately following video distribution (-5.7% / week, p < 0.01). This was accompanied by a 22% drop in overall H-index from the week before to the week after video distribution (y-intercept change, or gap). There was also a small but significant overall decrease in the proportion of hemolyzed specimens (-0.3%, p < 0.01). These changes were not observed at all collection locations, and in fact increases occured at some locations. ConclusionsWe developed a novel and convenient educational aid that, when distributed, was associated with beneficial changes in specimen hemolysis at hospital inpatient units and outpatient clinics. Including it in ongoing nursing education will fill a knowledge gap that may help to reduce specimen hemolysis.

Evaluation of knowledge related to competency of nurse educators after participating in international outreach seminar for continuing nursing education in Myanmar

Background and aimsWith the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar. MethodsWe conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar. ResultsThe seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators. ConclusionsThe participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators. Tweetable abstractA two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators.

Recognizing Excellence: The Development of a Statewide Meaningful Recognition Award for Clinical Nurse Educators.

Recognizing Excellence: The Development of a Statewide Meaningful Recognition Award for Clinical Nurse Educators.

Moving forward the Italian nursing education into the post-pandemic era: findings from a national qualitative research study

BackgroundDuring the CoronaVIrus-19 (COVID-19) pandemic, nursing education has been dramatically transformed and shaped according to the restrictions imposed by national rules. Restoring educational activities as delivered in the pre-pandemic era without making a critical evaluation of the transformations implemented, may sacrifice the extraordinary learning opportunity that this event has offered. The aim of this study was to identify a set of recommendations that can guide the Italian nursing education to move forward in the post-pandemic era.MethodsA qualitative descriptive design was undertaken in 2022–2023 and reported here according to the COnsolidated criteria for REporting Qualitative research guidelines. A network was established of nine Italian universities offering a bachelor’s degree in nursing for a total of 6135 students. A purposeful sample of 37 Faculty Members, 28 Clinical Nurse Educators and 65 Students/new graduates were involved. A data collection was conducted with a form including open-ended questions concerning which transformations in nursing education had been implemented during the pandemic, which of these should be maintained and valued, and what recommendations should address the transition of nursing education in the post-pandemic era.ResultsNine main recommendations embodying 18 specific recommendations have emerged, all transversally influenced by the role of the digital transformation, as a complementary and strengthening strategy for face-to-face teaching. The findings also suggest the need to rethink clinical rotations and their supervision models, to refocus the clinical learning aims, to pay attention towards the student community and its social needs, and to define a pandemic educational plan to be ready for unexpected, but possible, future events.ConclusionsA multidimensional set of recommendations emerged, shaping a strategic map of action, where the main message is the need to rethink the whole nursing education, where digitalization is embodied. Preparing and moving nursing education forward by following the emerged recommendations may promote common standards of education and create the basis on for how to deal with future pandemic/catastrophic events by making ready and prepared the educational systems.

Association between Stress in Clinical Training and Resilience among Nursing Students

Background: Previous literature illustrated that nursing students encounter different types of stress during their academic program. However, clinical education stress is the most important one. Few studies have addressed the association between clinical stress and resilience strategies. Purpose: The purpose of this literature review is to analyze previous research on stress degrees and types of clinical stressors that might be encountered by nursing students. Methods: The authors used the following databases: CINAHL, MEDLINE, PsycINFO and Google scholar. The forthcoming keywords were utilized: stress, nursing students and clinical practice. Results: It has been indicated that nursing students encountered the following clinical stressors: phobia of interactions with other healthcare providers and fear of committing mistakes. Nursing students utilize resilience for handling stressors successfully. Conclusion: The impact of using resilience on clinical education stress has received little attention in previous literature. This review highlights the relationship between clinical education stress and resilience. Implications for Nursing: The findings of this study give directions for practitioners, teachers and researchers in the nursing clinical education field so as to develop effective teaching programs. Keywords: Clinical education, Jordan, Perceived stress, Resilience, Undergraduate nursing students

Effects of the Clinical Nurse Education Program Led by Clinical Nurse Educator on Nursing Performance and Education Satisfaction for New Graduated Nurse

Purpose: This study examained the effects of a clinical nurse education program led by clinical nurse educators on nursing performance and education satisfaction for newly graduated nurses. Methods: This study used a non-equivalent control group pre-test_post-test design. The clinical nurse education program was conducted for the experimental group. The experimental and control groups were measured using self-reported questionnaires as pre and post-surveys. The preliminary homogeneity test of general characteristics and dependent variables between the experimental group and the control group was analyzed using a X2 test, Fisher's exact test, independent t-test, Mann-Whitney U test and ANCOVA. Results: The experimental group showed higher nursing performance than the control group (F=4.50, p=.039). The experimental group showed higher educational satisfaction than the control group (F=4.91, p=.031). Conclusion: The clinical nurse education program led by clinical nurse educators improved the nursing performance of new nurses and increased the education satisfaction.

Psychometric Testing of a Tool to Assess Midwifery Clinical Educator Skill Acquisition.

Midwifery clinical educators balance expertise in clinical practice and academia. The purpose of this cross-sectional study was to assess midwifery clinical educator skill acquisition and psychometric properties of the Academic Clinical Nurse Educator Skill Acquisition Tool (ACNESAT) with midwifery clinical educators. A convenience sample of 143 educators completed the 40-item ACNESAT aligned with the National League for Nursing academic clinical nurse educator competencies. Participants reported extreme confidence overall with ACNESAT items ( M = 168.99, SD = 23.61), highest confidence with Ensures Safe Care is Delivered by Learners in the Clinical Setting ( M = 4.51, SD = 0.659), and lowest with Applies Theory to Clinical Practice During Clinical Nursing Education Experiences ( M = 4.01, SD = 0.934). Academic leaders are empowered to utilize the ACNESAT to personalize clinical educator orientation programs with targeted professional development activities.

Men’s s Health in Nursing Practice: A Survey of Senior Nurses

Background: Australian men are likelier to die younger than women, often from preventable diseases or conditions. Gendered health promotion has improved men’s engagement with health services, with nurses playing a central role in information and healthcare design. The primary aim of this research was to survey senior clinical and executive nurses on their understanding and perception of men’s health. Methods: A cross-sectional quantitative online survey was attended by senior nurses within a single hospital setting in metropolitan Sydney between June 2022 and July 2022. Sampling selection was conducted of nurses who currently hold senior clinical or management roles within the health district (Nurse Manager, Nurse Unit Manager, Director of Nursing, Nurse Practitioner, Transitional Nurse Practitioner, Clinical Nurse Consultant, Clinical Nurse Specialist, Nurse Educator, Clinical Nurse Educator) with descriptive analysis applied to interpret the data sets. Results: A total of 84 responses were received, representing a 33% survey participation rate. A key finding was that 89.1% of senior nurses believed that traditional masculine traits affected health-seeking behaviour. However, 60.2% had not discussed men’s-specific agencies with male patients, and 33.7% of senior nurses believed that gender was not a determinant of health. There was strong endorsement (74.6%) for a men’s health education program to be developed specifically for nurses. Conclusion: The results of this single-site online survey of senior nurses illustrate that while foundational understandings of gender as a determinant of health were divided, there remained strong endorsement for targeted men’s health promotion to patients and the development of men’s health educational programs to support nurses in providing holistic care for their male patients.

Examination of student opinions on the use of the my mind notes application created using QR code technology in nursing education in clinical practice

AimThe aim of this study is to examine the effectiveness of using the “My Mind Notes” application, which was developed to utilize QR code technology, in undergraduate nursing clinical education. MethodThis design-based research was conducted with medical-surgical nursing students from a university located in Istanbul (n = 78) between February and July 2021. The information that the student would need in clinical practice was included in the educational material of the QR code. QR codes were utilized throughout the 10-day clinical practice, and students’ views were obtained at the end of the practice. The data were collected using the “Student Views on the Effectiveness of My Mind Notes Application” form, which was prepared to align with the literature and expert opinion. The data were analyzed using descriptive statistical methods such as number, percentage, and mean. ResultsIn their education lives, 78.2 % of the students had never used a QR code application. The students’ mean scores of psycho-motor skills, cognitive/theoretical information, and anxiety reduction in clinical practice concerning the My Mind Notes application were 7.76 ± 1.74, 8.34 ± 1.71, and 6.46 ± 2.36, respectively. ConclusionIt is shown that the “My Mind Notes” application prepared using QR code technology helps nursing students become lifelong learners by enriching their learning experiences regardless of time and place.

Written reflective practice abilities of SLT students across the degree programme.

Written reflective practice (WRP) is a teaching tool used across speech-language therapy (SLT) clinical education programmes. The process aims to support the development of reflective skills required for the workplace (e.g., problem-solving and self-evaluation). This cross-sectional and repeated-measures study design investigated students' demonstration of breadth of WRP across the clinical education programme. The participants were 77 undergraduate SLT students in their first, second or final professional year of the clinical programme. Participants wrote critical reflections following an interaction with a client/s as part of their clinical education experiences. Formative feedback was provided after each written reflection (WR). In total four WRs per participant were coded for breadth of WRP using a modification of Plack etal.'s coding schema from 2005. This was completed for each of the four time points across the academic year for each professional year. There was a statistically significant association between time (i.e., professional year of the programme) and likelihood of demonstration of breadth of reflection for the lower level reflective element of 'attend' and higher level reflective element of 're-evaluate'. A positive trend between time and likelihood of demonstration of breadth of reflection was seen for the lower level element of 'reflection-for-action'. Final-professional-year students exhibited significant enhancements in the higher level elements (e.g., 'premise') compared with first- and second-professional-year students. This group of SLT students exhibited significant change in breadth of WRP across the degree programme. This finding has positive implications for facilitating WRP with students and using the current coding framework in clinical programmes. What is already known on this subject WRP is one form of reflective practice (RP) used in SLT, allied health, medical and nursing clinical education programmes. Researchers have suggested that RP skills develop over time for students. Previously, studies examining WRP have focused on one off assessment of skill or over a timeframe of 6-10 weeks. Here, we examine SLT students' WRP skills across the degree programme. What this paper adds to existing knowledge SLT students exhibited significant positive change in breadth of WRP across the degree programme as their clinical experience increased. Our results provide quantitative information in support of using RP as a learning tool throughout clinical education programmes for SLT. What are the potential or actual clinical implications of this work? This study offers support for educators of SLT students; for example, how educators can assess WRP, and how educators can foster SLT student skill development with formative feedback and reflective questioning. This study also offers support for student SLT, for example, describing how WRP can be part of their individualized learning approach and provide a purposeful examination of self and clinical skill development.