College Of Nursing Research Articles

Nursing support worker day at the Royal College of Nursing's 2024 Congress

This overview discusses the Royal College of Nursing's 2024 Congress from the perspective of an attendee. It highlights the successes and limitations associated with the ‘nursing support worker day’ aspect of the convention and details some key takeaways for the healthcare support workforce to consider. It also provides details on the most relevant debates held at the convention for the journal's readership, and suggestions as to how the day could be improved for next year.

A Correlational Study on Professional Identity and Self-Efficacy Among Nursing Students.

Aim To conduct a correlational study on professional identity and self-efficacy among nursing students Background Professional identity, in simple terms, refers to how one perceives oneself in relation to one's profession. Self-efficacy is defined as people's self-confidence in facing challenges and breaking through difficulties. A well-developed level of self-efficacymay enhance professional identity. This study sought to assessthe professional identity and self-efficacy of student nurses enrolled at SRM College of Nursing, SRM Institute of Science and Technology, Kattankulathur, India, examine the relationship between professional identity and self-efficacy, and explore how self-efficacy and professional identity levels relate to demographic variables. Methodology A descriptive research design was utilized to assess the professional identity as well as the self-efficacy of 202 student nurses. The subjects were surveyed using the General Self-Efficacy Scale and Professional Identity Scale for Nursing Students questionnaires to analyze their levels of self-efficacy and professional identity, respectively. Result The results indicate that among the 202 students surveyed, 102 (50.5%) possess a moderate level of self-efficacy, and 71 (35.1%) possess a moderate level of professional identity. A strong positive correlation was found between professional identity and self-efficacy (r=0.489), implying that the student nurses with a prominent degree of self-efficacy have a compelling degree of professional identity and vice-versa. Conclusion In this investigation, most of the studentsdemonstrated moderate levels of self-efficacy as well as professional identity. Additionally, a robust correlation was observed between self-efficacy and professional identity.

Volunteer Providers' Experience Referring Guatemalan Patients for Acupuncture Care in a Pilot, Integrated, Health Care Clinic.

The aim of this qualitative study was to explore the experience of volunteer providers referring Guatemalan patients for acupuncture care during a 1-day, pilot, integrated, health care clinic. In a partnership among the University of Utah College of Nursing and Refuge International, the integrated, health care clinic occurred at hospital in San Raymundo. Before the clinic, nursing faculty offered providers an overview of acupuncture care. Providers referred 11 patients for acupuncture care. After the clinic, seven providers (one cardiologist, one certified nurse midwife, five student nurse midwives) were asked 10 questions in semi-structured interviews about their experience referring patients for acupuncture care. The interviews were audiotaped, transcribed, and analyzed to identify themes. Five themes emerged from analysis of the semi-structured interviews. Providers accurately recognized primarily pain, among other reasons, to refer patients for acupuncture care. Providers stated they lacked a comprehensive understanding of acupuncture care and wanted a more thorough education. Providers did not encounter barriers to referring patients for acupuncture care, and referrals did not hinder clinic flow. Providers were enthusiastically receptive to acupuncture care and endorsed expansion of integrated, health care clinics. Providers felt acupuncture care offered an important and culturally acceptable alternative to biomedicine, particularly for Guatemalan patients who are frequently marginalized and lack consistent access to health care. Results from this pilot study indicate promising potential for offering acupuncture care in an integrated, health care clinic, particularly for marginalized patients who lack consistent access to health care.

Study to Assess the Effectiveness of Live Demonstration on Knowledge Regarding Surgical Management of Inguinal Hernia Repair among Nursing Students in Selected College of Nursing, Hubli

Introduction: Teaching skills are essential for learning needs of the students, the teaching is aided by the various technique of teaching. Live demonstration is a technique of educating students in actual scenario with demonstration of the content of topic, here the teacher performs the in presence of the students the topic of discussion. In the present study the technique of live demonstration practiced to improve the knowledge of nursing students in surgical management of inguinal hernia repair included pre, intra and post operative management of surgery. Objectives: the study designed to assess the effectiveness of live demonstration on knowledge regarding surgical management of inguinal hernia among nursing students. Methodology: one group pretest posttest design used for 156 nursing students selected by simple random sampling technique, a structured knowledge questionnaire was designed having content validity of 0.89 and reliability of 0.92 used to collect and assess knowledge of nursing students on surgical management of inguinal hernia repair, pretest was conducted following which a live demonstration on periopertive management of inguinal hernia repair was demonstration in class room and by live video visuals from operation theater while performing surgery following which the post operative care was demonstrated till the stabilization of the patient. The posttest was conducted to assess the gained knowledge using same questionnaire used in pretest. The collected data was analyzed using SPSS 16.0 version statistical analysis and the findings were tabulated and computed. Results: The findings of the study revealed that, the pretest knowledge of the nursing students regarding surgical management of inguinal hernia repair was inadequate, out of 156 nursing students, assessed 145 students had inadequate knowledge, and following live demonstration the knowledge, improved to adequate to almost all the students signifying that live demonstration is effective method of teaching learning activity. The t value was 69.56 for 0.05 level of significance. Conclusion: teaching is an art, which include the colors of various techniques to make classroom live and living. Live demonstration is the best method, which bring in the actual experience and spot learning of the students and the retention of the content discussed in live demonstration is high along with ability to compare, judge and reason the care and outcome of the learning. The study recommends that the nursing education should be equipped with live in demonstration, which brings students out of imagination of content and picture memorization from books and articles. Live demonstration should be included in teaching learning activity of the student’s class learning.

Exploring new frontiers in nursing education: Assessing the role of generative AI (chat GPT) in aligning family nurse practitioner coursework to AACN’s new essentials

Background and purpose: Integrating Generative Artificial Intelligence (Gen AI) in higher education, specifically within health sciences, is increasingly recognized for its potential to enhance educational outcomes and efficiency. The American Association of Colleges of Nursing (AACN) mandates the alignment of Family Nurse Practitioner (FNP) programs with its 2021 Essentials, a competency-based educational framework encompassing hundreds of specific standards. This study aims to evaluate a novel use of Gen AI: how effectively can a custom-trained gen AI tool (custom GPT from ChatGPT), align FNP course assessments with the AACN’s New Essentials, thereby potentially reducing faculty workload and improving curriculum accuracy.Methods: Through dialogue and uploading of relevant documents, a custom GPT (called Mapper) was trained from one FNP course to the subcompentencies within the 2021 Essentials. The Mapper was then used to align the assessments from one FNP course. The Mapper’s output was then compared to content expert alignments to assess accuracy.Results: Across all 10 domains of the AACN Essentials, the Mapper aligned with expert analysis with moderate to high accuracy. Initial analysis indicated correct alignment rate from 44% to 93% (average 66%), which improved to 70% (p < .05) upon further refinement of the Mapper tool by content expert. Potential novel alignments (average 26%), and misalignments (average 9%), provided by the Mapper were critically reviewed, leading to adjustments to the content expert’s original alignment, which enhanced the overall precision of the alignment. For example, misalignments were reduced to only 5% (p < .05). In post-analysis, Mapper aligned AACN subcompetencies incorrectly on average 4%, while the lead faculty was incorrect on average 6%.Conclusions: Gen AI has the potential to streamline the complex process of aligning curriculum to national standards. The GPT demonstrated a significant capacity to assist in this task with minimal error rates, but expert oversight remained crucial to ensure accuracy and relevance. This synergy between Gen AI and human expertise points to a promising avenue for enhancing curriculum development and alignment processes in nursing education and other disciplines.

Enhancing Pediatric Nursing Skills by Top Learning Strategies

Background: The efficacy of educational strategies is crucial for nursing students to competently perform pediatric procedures like nasogastric tube insertion. Specific Background: This study evaluates the effectiveness of simulation, blended, and self-directed learning strategies in enhancing these skills among nursing students. Knowledge Gap: Previous research lacks a comprehensive comparison of these strategies' impacts on skill development in pediatric nursing contexts. Aims: The study aims to assess the effectiveness of different educational strategies on nursing students' ability to perform pediatric nasogastric tube insertions. Methods: A pre-experimental design was employed at the College of Nursing, University of Baghdad, involving 60 students divided into three groups. Data were collected via an observational checklist from October to December 2023 and analyzed using SPSS. Results: Significant improvements in students' skills were observed across all groups. Simulation strategy showed highly significant differences with p-values of .001 and large effect sizes (Partial Eta Squared: .887, .902, .582). Blended strategy also demonstrated significant results with p-values of .001 and large effect sizes (Partial Eta Squared: .813, .936, .883). The self-directed strategy was similarly effective, with p-values of .001 and large effect sizes (Partial Eta Squared: .871, .739, .667). Descriptive statistics revealed a notable increase in mean scores in post-tests, indicating the effectiveness of these strategies. Novelty: This study uniquely compares the effectiveness of simulation, blended, and self-directed learning strategies, providing comprehensive insights into their impacts on pediatric nursing education. Implications: The findings underscore the importance of incorporating diverse learning strategies in nursing curricula to enhance practical skills, suggesting that a combination of these methods could be most beneficial for student learning and competence in clinical settings. Highlights: Effective Strategies: Simulation, blended, and self-directed learning enhance pediatric nursing skills. Significant Improvement: All methods showed highly significant skill development with large effect sizes. Unique Comparison: The study provides valuable insights for nursing education curricula. Keywords: Nursing education, pediatric skills, nasogastric tube insertion, simulation learning, blended learning

Nursing Education and Artificial Intelligence.

The American Association of Colleges of Nursing (AACN) is shifting the nursing education paradigm to competency-based education. Competency-based nursing education focuses on the nursing students' demonstration of knowledge. This shift in nursing education will rely on performance measures and data to determine success. Data and artificial intelligence can provide the nursing student with a targeted evaluation from the nursing faculty. Building on prior applications of "precision" and the use of data to drive precision medicine or precision nursing, nursing informatics is well-positioned for this paradigm shift to support data and artificial intelligence in nursing education. Little is understood about the concept of "precision nursing education" and its implications. We completed a concept analysis and defined the concept of "precision nursing education" as the use of data and artificial intelligence to measure student nurses' performance with competency-based nursing education.

Innovating to meet AACN essentials in a bachelor of science in nursing program

Our large, two campus (one urban and one suburban) and two track (RN-BSN and Entry-level BSN) program has revised our BSN curriculum to reflect the new Level One American Association of Colleges of Nursing (AACN) The Essentials: Core Competencies for Professional Nursing Education (AACN, 2021). This article describes the work to revise the curriculum to meet the demands of contemporary nursing education with increased elective choices for Generation Z learners, professional role courses on wellness and resiliency, a course on palliative care and symptom management, increased clinical hours to include virtual simulation and more community and public health experiences, and increased innovative student experiences with our clinical partners. A revised clinical evaluation tool (CET) was also developed to evaluate students in competency-based education and to reflect our new program outcomes.

Implementation of a Mental Health Nursing Practicum in an Urban Homeless Shelter.

People experiencing homelessness suffer from deficient access to health care and disproportionately poor health outcomes. The American Association of Colleges of Nursing (AACN) maintains learning competencies for prelicensure nursing students. Shelters are rich environments for students to garner experiences with the inequities plaguing our health care system and to fulfill AACN competencies. We established a psychiatric and mental health nursing practicum at a homeless shelter. Following a retrospective pretest methodology, we evaluated student learning with the Health Care Professional's Attitudes Toward the Homeless Inventory (HPATHI). Students, faculty, and shelter staff provided qualitative feedback postpracticum. Students' median HPATHI scores increased on 16 of 19 survey items. Qualitative feedback was largely positive and reinforced HPATHI data. The practicum provided rich learning experiences for students. Educators establishing shelter-based practica should prioritize continuity, develop referral pathways for residents with illness, maintain a flexible mindset, administer prospective student surveys, and solicit feedback from shelter residents. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Assessing Clinical Judgment and AACN Domains in Self-Reflection of Video Recorded High-Fidelity Simulation Scenarios.

Clinical judgment is the hallmark of safe patient care. Nurse educators continue to explore best practices to assist prelicensure nursing students in developing clinical judgment. The 3-part purpose of this study was to identify what students learned about themselves related to clinical judgment after viewing their video-recorded high-fidelity simulation scenarios, to assess if video recording is an effective post-debriefing teaching strategy, and to evaluate if the 2021 American Association of Colleges of Nursing (AACN) Domains can be assessed longitudinally. Qualitative interpretive description study of 37 prelicensure nursing students. Ten codes were derived from 314 excerpts: communication, body language, confidence in self, putting data together, collaboration, leadership, safety, skillfulness, areas of improvement, and growth. Longitudinal data showcased the development of clinical judgment, effectiveness of self-evaluation of video recorded simulations as a teaching strategy, and assessment of 5 AACN Domains.

Exploring Burnout among Nursing Students in Bangalore: A t-Distributed Stochastic Neighbor Embedding Analysis and Hierarchical Clustering in Cross-Sectional Data.

This study explores burnout among nursing students in Bangalore, India, focusing on Exhaustion and Disengagement scores. A cross-sectional design was applied using the Oldenburg Burnout Inventory modified for nursing students, collecting data using a survey that was conducted between October and December 2023. The sample consisted of 237 female nursing students from the Bachelor of Science in Nursing program at Bangalore College of Nursing, South India. The study integrated the t-distributed Stochastic Neighbor Embedding (t-SNE) procedure for data simplification into three t-SNE components, used in a hierarchical clustering analysis, which identified distinct student profiles: "High-Intensity Study Group" and "Altruistic Aspirants". While burnout scores were generally high, students with high study hours ("High-Intensity Study Group") reported greater Exhaustion, with a mean score of 26.78 (SD = 5.26), compared to those in the "Altruistic Aspirants" group, who reported a mean score of 25.00 (SD = 4.48), demonstrating significant differences (p-value = 0.005). Conversely, those motivated by altruism ("Altruistic Aspirants") showed higher Disengagement, with a mean score of 19.78 (SD = 5.08), in contrast to "High-Intensity Study Group", which reported a lower mean of 17.84 (SD = 4.74) (p-value = 0.002). This segmentation suggests that burnout manifests differently depending on the students' academic load and intrinsic motivations. This study underscores the need for targeted interventions that address specific factors characterizing the clusters and provide information for designing future research and interventions. This study was not registered.

Nursing students’ approaches to learning in selected Malawian nursing schools: a cross-sectional study

BackgroundStudents’ approaches to learning are of essence in nursing education. This is because nursing is a profession where classroom learning leads to clinical performance. Although the literature recognizes student’s approaches to learning as a significant aspect affecting the quality of students’ learning, studies suggest that quality of learning has not been highly achieved in Malawian nursing colleges. Currently, there is a scarcity of empirical data on the learning approaches that Malawian nursing and midwifery students in nursing colleges employ. This study assessed the different approaches to learning among nursing and midwifery students in selected Malawian nursing colleges.MethodsThis was a cross- sectional study that employed quantitative methods. The target population was nursing and midwifery students pursuing nursing diplomas from Nkhoma College of Nursing, Ekwendeni College of Health Sciences and Malawi College of Health Sciences. A total of 251 students were sampled randomly from the three nursing colleges. Data was collected through a self-administered questionnaire (R-SPQ-2 F) by Biggs. The data was analyzed using chi-square and binary logistic regression. In this study Cronbach’s alpha was 0.6.ResultsMost students had used a deep approach to learning (M = 3.201, SD = 0.623) than the surface approach (M = 2.757, SD = 0.732). Being in the age category of 16–20 had more likelihood of adopting a surface approach to learning compared to other age categories (X2 = 7.669, DF 2, P = .02). Students from Malawi College of Health Sciences were more likely to adopt a surface approach to learning compared to students from Nkhoma Nursing College and Ekwendeni College of Health Sciences (X2 = 12.388, df = 2, P = .002).ConclusionA deep approach to learning emerged as the most preferred approach to learning which indirectly implies that most students attain meaningful learning. Age and environment are some of the key determinants associated with different learning approaches. More attention should be given to younger students during teaching and learning to promote deep learning.

Assessment of Students’ Knowledge regarding Osteoporosis in College of Nursing/ University of Sulaimani

Assessment of Students’ Knowledge regarding Osteoporosis in College of Nursing/ University of Sulaimani

Introducing multidisciplinary ward rounds in Malawi: a best practice implementation project.

The Royal College of Physicians (RCP) and the Royal College of Nursing (RCN) in the United Kingdom advocate the use of structured multidisciplinary team (MDT) ward rounds since they can enable safe, effective, improved care and enhanced staff satisfaction. This project sought to implement best practices for MDT ward rounds in a male medical ward in a hospital in Malawi. The project was conducted in line with the JBI Evidence Implementation Framework. A baseline audit of MDT ward rounds was conducted with six staff members. Audit criteria consisted of ten best practices, as recommended by JBI, the RCP, and the RCN. Stakeholder meetings were held to review the baseline audit results and highlight areas of non-compliance. JBI's Getting Research into Practice (GRiP) tool was used to identify barriers to compliance with best practices, and a follow-up audit was conducted to determine changes in practice. The results only showed improvement for one criterion, which rose from 33% to 100% (n=6) where nurses attended the ward round. This study demonstrated some challenges in evidence implementation projects and how these can, in part, be overcome. While the results only demonstrated improvement for one criterion, this paper shows how audits can be used to promote best practice, which in this case resulted in nurses being more involved in ward rounds, improvements in MDT communication, enhanced nurse inclusion in decision-making and, consequently, patient care. http://links.lww.com/IJEBH/A233.

University financial crisis puts nursing courses at risk, warns Royal College of Nursing

University financial crisis puts nursing courses at risk, warns Royal College of Nursing

The Prevalence and Effects of Psychoactive Substance Use among Students in College of Nursing and Midwifery Yola, North-eastern Nigeria

The Prevalence and Effects of Psychoactive Substance Use among Students in College of Nursing and Midwifery Yola, North-eastern Nigeria

Pretest-post-test evaluation with lay midwives in remote Guatemala after educational activities about COVID-19.

Guatemalan lay midwives are well-respected community leaders in a country that lacks the institutional capacity to meet healthcare needs related to pregnancy, newborns, and COVID-19. Thus, Guatemalan lay midwives, who attend the majority of births in their country and who attend most births at home, are in an optimal position to offer frontline support to pregnant women and newborns regarding the global pandemic. The primary objective of this program of study was to dispel myths about COVID-19 and to provide culturally relevant educational activities to low-literacy Guatemalan lay midwives about issues related to the virus, such as signs and symptoms, risks to the mother and fetus, which patients are most vulnerable, appropriate responses, benefits and side-effects of the vaccine, timing of the vaccine, how the virus interacts with breastfeeding, and breastfeeding recommendations. In a partnership among the Guatemalan Ministry of Health, expert faculty at the University of Utah College of Nursing, and Madre y Ni&ntilde;o, a non-profit organization from the US, evidence-based educational activities about COVID-19 were offered orally in the native language of participants. Two hundred and ten lay midwives attended educational sessions at 11 locations throughout the remote Peten department. Educational activities included repetition, storytelling, and role plays. A pretest-post-test evaluation of 10 questions with 24 correct answers was used to determine if the educational activities changed lay midwife knowledge about COVID-19. Participants were given essential birth supplies and laminated COVID Reminder Cards, which were designed to increase visual literacy, to encourage knowledge retention after the educational sessions. Participants showed a significant increase in knowledge scores (possible 0-24) from prescores 7.09 (standard deviation (SD)=3.06) to 15.20 (SD=4.61), Student's t-test p<0.001. In addition, a significantly higher proportion of participants mistakenly thought COVID-19 passed through breast milk on the pretest (70.1%) compared to post-test (8.4%) (McNemar test, p<0.001). Regarding breastfeeding, 12.6% of participants knew on the pretest that women with COVID-19 who breastfeed should wear a mask and wash their hands compared to 74.3% of participants who knew these recommendations on the post-test (Wilcoxon signed-rank test, p<0.001). Finally, 2% of participants knew on the pretest that pregnant women with COVID-19 should take a low-dose aspirin compared to 67% of participants on the post-test (χ&sup2; (1)=194.7, p<0.001). These essential primary care providers misunderstood many critical issues related to COVID-19, pregnancy, and newborns. Culturally relevant educational activities provided orally in the native language of participants dispelled myths about the virus and significantly improved lay midwife knowledge. Providing evidence-based educational activities in a culturally relevant format is critical to protecting remote, vulnerable populations, such as pregnant Guatemalan women and newborns, during a global pandemic.

Implementing diversity, equity, and inclusion modules into a nursing trends and issues course: A quality improvement project

BackgroundThe American Association of Colleges of Nursing (AACN) supports integrating diversity, equity, and inclusivity (DEI) into nursing curricula to aid in preparing students to administer competent care for diverse patient populations. AACN highlights equitable healthcare as the overarching goal and catalyst for improving patient health, reducing health disparities, and addressing social determinants of health. AimThe aim is to plan, implement, and evaluate diversity, equity, and inclusion modules in a nursing trends and issues course. DesignThe design is a quality improvement project using the PDSA cycle as a framework. ResultsStudents strongly agree that incorporating DEI modules into the course promotes learning. Nursing faculty acknowledge that more revisions are needed to the course modules to address and compare learning gaps in DEI between nursing cohorts for next semester. ConclusionIncorporating DEI in nursing curricula may demand the application of strategies and structure for students learning. With a lack of faculty experience on DEI topics, this process may require effective interventions to address the learning needs of students.

A study to assess the effectiveness of educational interventional programme on knowledge regarding neurological assessment among 2nd year BSC nursing students in selected nursing colleges, Hubli-Dharwad

A study to assess the effectiveness of educational interventional programme on knowledge regarding neurological assessment among 2nd year BSC nursing students in selected nursing colleges, Hubli-Dharwad

A quasi experimental study to assess the effectiveness of assertive training on self-esteem and assertiveness among female nursing students studying in selected nursing colleges of district Mohali, Punjab

A quasi experimental study to assess the effectiveness of assertive training on self-esteem and assertiveness among female nursing students studying in selected nursing colleges of district Mohali, Punjab