Nursing Course Research Articles

Need Analysis on Therapeutic Communication of Palliative Nursing in English for Specific Purposes (ESP)

English for Specific Purposes (ESP) is designed to meet students' specific needs. It deals with a need analysis. It is crucial to conduct a need analysis before designing the materials and syllabus. The material learned by students in the Academic process should correlate to the student’s needs in the professional world/work world. This research is a Research and Development (R&D) which used ADDIE Model. It explored the required skills and difficulties encountered by the students in learning English, analyzed the learning materials topic that supports the profession, and the components of communicative competence need on therapeutic communication materials of palliative nursing. The data were collected through questionnaires and interviews. There were 30 nursing students and 2 nursing lecturers. The questionnaires were distributed to students to explore their needs, while the interview was used to support data from the questionnaire. The findings indicated that since it focuses on therapeutic communication of palliative nursing, speaking skills need to train more. This skill is important as well as listening, reading, and writing. It is interconnected and can not stand alone. All of them need to be mastered by students. The material content taught needs to focus on the cases of palliative nursing, and it must follow the steps of therapeutic communication techniques and strategies applied in daily nursing intervention procedures. So ESP nursing course will support the institution in producing qualified graduates who are competent and skilled in their profession, capable to communicate in both English and Indonesian, competing, and being ready to work in the international world.

Identification of critical quality factors and critical satisfaction gaps in emergency training courses for new nurses by the multi-criteria network structure model

ObjectiveTo identify critical quality factors and critical satisfaction gaps in emergency training courses for new nurses through a systematic decision-making model.MethodsFirstly, the service quality (SERVQUAL) was used in the evaluation index system of this study. Then, the decision-making trial and evaluation laboratory (DEMATEL) method was used to analyze the relationship structure and the corresponding weights between the indicators. Finally, the importance-performance analysis (IPA) method was used to identify the categories of all indicators and the corresponding strategic directions. Fifteen new nurses in Taizhou Hospital of Zhejiang Province were selected as participants in this study.ResultsThe IPA results showed that “(C13),” “(C22),” “(C52),” “(C53),” “(C54),” “(C55),” “(C56),”and “(C57)” are critical satisfaction gaps. From the results of influence network and weight, empathy (C5) was the critical quality factor of the entire training course. The influence network relationship structure and weight had a 98.1% significant confidence level, indicating good stability.ConclusionTeachers’ empathy is key to the learning outcomes of new nurses in emergency nursing training courses. Hence, teachers should be attentive to the empathetic quality of their teaching methods to help new nurses gain knowledge and experience in emergency care, especially when they come from different professions and departments.

Cultural competence of nursing educators at medical universities of 2nd regional planning in Iran

BackgroundOne of the facets of nursing care, as a holistic profession, is cultural care. Considering the role of culture in individuals’ health behaviors, nurses are recommended to be mindful of cultural care. Since nursing educators should be culturally competent to teach cultural care to students, this study aimed to determine the cultural competence of nursing educators of medical sciences universities in the 2nd regional planning in Iran.MethodsThe current research was a descriptive and survey study framed within Campinha-Bacote’s cultural competency model. All nursing educators of universities of medical sciences in the 2nd regional planning of Iran (Tabriz, Urmia, Ardabil, Khoy, Maragheh, Sarab, and Khalkhal) were considered as research units, and the cultural diversity questionnaire for nursing faculties (CDQNE-R) was sent to them. Out of 129 questionnaires sent, 84 were turned back. The data were analyzed by the SPSS 22 software.ResultsThe results of this study showed that the research participants agreed with the subscales of cultural awareness, cultural knowledge, cultural skill, and cultural desire according to Sealey and Yates’ interpretation scale. Also, the research units cast doubts on the cultural encounter subscale. The mean scores of the participants’ responses to the questions of every subscale equaled 4.11, 3.52, 3.71, 3.38, and 3.93 for the subscales of cultural awareness, cultural knowledge, cultural skill, cultural encounter, and cultural desire, respectively. Likewise, the mean scores of participants’ responses to the subscales of transcultural educational behaviors and general cultural competence equaled 3.90 and 3.73.ConclusionsThe nursing faculties participating in the present study agreed with the 4 sub-models of Campinha-Bacote cultural care and the presence of cultural competence criteria. Also, the research units had doubts about the cultural encounter subscale. This result means that the research participants were undecided about their level of participation in face-to-face interactions with people from different cultural, racial, and ethnic groups. According to the results of the study, it is important to hold transcultural nursing training workshops and courses to maintain and improve the level of cultural competence of nursing faculties at universities of medical sciences in the 2nd regional planning in Iran.

Effectiveness of a nursing board games in psychiatric nursing course for undergraduate nursing students: An experimental design

AimTo examine the effectiveness of a psychiatric nursing board game in an undergraduate psychiatric nursing course. BackgroundDidactic teaching fails to assist students in deepening their understanding of abstract concepts in psychiatric nursing. The game-based learning of professional courses can address the demands of digital-age students, which may improve their learning outcomes. DesignA parallel two-arm experimental design was adopted in a nursing college in southern Taiwan. MethodsThe participants were fourth-year students enroled in a college nursing programme in southern Taiwan. Simple random sampling was used to divide the class into intervention and control groups. The former participated in an eight-week game-based intervention course, while the latter continued to receive traditional instruction. In addition to collecting the students’ demographic data, three structural questionnaires were developed to examine the variation in students’ nursing knowledge and attitudes toward psychiatric nursing, as well as their learning satisfaction before and after the intervention. ResultsThere were a total of 106 participants, with 53 in each group. After the intervention, the two groups were significantly different in terms of their psychiatric nursing knowledge, attitudes and self-reported learning satisfaction. The intervention group’s scores were significantly higher than those of the control group across all three dimensions. This suggests the positive effects of the board game intervention on students’ learning outcomes. ConclusionThe research outcome can be applied in formative and undergraduate nursing education in teaching psychiatric nursing globally. The game-based learning materials developed can be used to train psychiatric nursing teachers. Future studies should recruit a larger sample and increase the follow-up time for assessing students’ learning outcomes, as well as examine the similarities and differences in the learning outcomes of students from different educational systems.

Evaluation of Nursing Coursework for Biased Content.

Bias-free content in nursing education prepares students to provide equitable care. The process of assessing content promotes the dismantling of systemic bias in health care, advancing social justice, diversity, equity, and inclusion. Unfortunately, there are no published studies to guide the evaluation of nursing curricula for the presence of bias. This innovative project aimed to identify bias in a course and develop a structure to guide the wider evaluation of the curriculum to identify and remove biased content. A modified version of the Upstate Bias Checklist was applied to a 15-week, three-semester hour, prelicensure, graduate-level nursing course.

Developing a core competency training curriculum system for emergency trauma nurses in China: a modified Delphi method study

ObjectivesTo develop a core competency training curriculum system for emergency trauma nurses in China.DesignA modified Delphi study design.ParticipantsThe selection criteria for participants identified in practitioner roles were to be currently...

Centering Diverse Perspectives in Women’s Health Nursing Courses

Centering Diverse Perspectives in Women’s Health Nursing Courses

A Day in the Life: A Concept-Based Experiential Learning Activity Simulating Life With a Chronic Condition.

Implementing experiential learning strategies in a concept-based curriculum offers a transformative opportunity for students to gain a patient's perspective when living with a chronic condition. This article discusses an experiential learning activity that engages learners in an immersive way as they learn the concepts of adherence and self-management in a chronic disease-focused nursing course.

Pain Management Knowledge and Attitudes for Surgical Nursing Students

BackgroundPain is considered as one of the most common factors that cause people to seek medical care. An important responsibility of health professionals is to manage pain, and nurses play a crucial role in it. Therefore, nursing students must have pain management knowledge and skills to fulfill this role. AimThe objective of the study was to examine pain management knowledge and attitudes of nursing students who had taken a surgical nursing course. MethodsThis descriptive, cross-sectional study was conducted with volunteer second-year undergraduate nursing students (n = 260) from two universities in Turkey. The Knowledge and Attitudes Survey Regarding Pain and a student demographic information form were used for data collection. Data were analyzed with descriptive statistics, t test and variance analysis. ResultsThe mean score on the Knowledge and Attitudes Survey Regarding Pain was 6.78 ± 2.23. Of all the students, 48.8% reported that they only preferred pharmacologic treatments for pain management. The mean score on the Knowledge and Attitudes Survey Regarding Pain significantly differed in terms of the type of high school (p = .044) and the unit for clinical education (p = .025). ConclusionsThe students had a moderate mean score on the Knowledge and Attitudes Survey Regarding Pain. The students who graduated from high school and those who received their clinical education in cardiovascular and thoracic surgery units had significantly higher mean scores on pain management knowledge and attitudes.

Effects of Digital Learning and Virtual Reality in Port-A Catheter Training Course for Oncology Nurses: A Mixed-Methods Study.

In-service education for oncology nurses usually adopts didactic teaching. This study investigated the effects of virtual reality (VR) and a digital learning-based Port-A-catheter educational course for oncology nurses. A mixed-methods research design was employed, with a convenience sample of 43 nurses from a regional teaching hospital in Taiwan participating. Measurements were taken at three time points: pre-test, 1st post-test, and 2nd post-test. The data was analyzed using descriptive statistics and repeated ANOVA tests. Results showed significant improvement in Port-A-catheter knowledge and skill levels (p < 0.0001) and high learning attitude and satisfaction scores of 4.29 ± 0.46 and 4.31 ± 0.58 points, respectively. Five qualitative themes emerged, highlighting the realistic VR scenarios, VR practice's usefulness, willingness to learn with VR, VR system limitations, and the potential for future courses. The study concluded that a VR-based educational course effectively enhanced nurses' knowledge, skills, learning attitude, and satisfaction, recommending the inclusion of diverse clinical scenarios for practical learning.

Collaborating With Community Partners to Address Population Health in an Online Advanced Nursing Practice Course.

Engaging in effective community partnerships is a core competency for advanced nursing practice. To describe a semester-long population health project that involved collaboration with a community partner in an online and asynchronous advanced nursing practice course and to evaluate students' perceptions of their community partner collaboration. At the beginning of the course, students selected health topics and community partners. Perceptions of the collaboration were evaluated in a survey. Data were analyzed using descriptive statistics and content analysis. Approximately 59% of the students found the community partnership was very valuable. Barriers for working with community partners included reluctancy, feeling like a burden, and challenges with scheduling. Facilitators for working with community partners included receiving support on the project, gaining new perspectives, and the collaborative relationship. Community partnership assignments on population health projects can support students in obtaining skills on effective community partnerships while they are in their education programs.

Modified Definitional Grading: A Pilot Study

Grades often are an unreliable means of determining content mastery due to poor grading systems and grade inflation. The use of a modified definitional grading system may be beneficial for assessing mastery of content in competency-based education in didactic nursing courses. This mixed-methods pilot study examined grade-related data and survey results. Purposive sampling was used to recruit prelicensure freshman nursing students (n = 84) enrolled in a didactic nursing course. The aims were to explore student content mastery in a prelicensure didactic nursing course that used a modified definitional grading system and to evaluate course design elements well-suited for use with competency-based education. Quantitative data showed improved individual and overall examination scores but did not significantly affect students' final course grade. Three themes emerged: motivation and diligence, stress, and highlighting of student weaknesses. A modified definitional grading system has the potential to add value and meaning to grades, improve study habits, and improve content mastery. [J Nurs Educ. 2023;62(4):215-223.].

Delayed sleep-wake rhythm due to staying at home during the COVID-19 pandemic and sleep debt after returning to campus among Japanese nursing university students: A longitudinal study

This study aimed to investigate sleep problems during staying at home due to the coronavirus disease 2019 (COVID-19) pandemic and after returning to campus among university nursing students. We analyzed data from self-reported sleep surveys conducted during a nursing course at a university in Tokyo between 2019 and 2021. During staying at home due to COVID-19, we observed delayed sleep-wake rhythm, prolonged sleep duration on weekdays, a decreased sleep debt, improved daytime sleepiness, and worsened insomnia, especially in terms of difficulty initiating sleep (Study 1; 18 paired data). After returning to campus, we found advanced wake-up time, shortened sleep duration, increased sleep debt, worsened insomnia, and increased daytime sleepiness (Study 2; 91 paired data). The association between advanced midpoint of sleep and commute time over an hour (aOR, 3.29; 95%CI: 1.24–8.72) was confirmed. Furthermore, sleep paralysis and nightmares were more prevalent among nursing students with an advanced midpoint of sleep, whereas nursing students whose midpoint of sleep was delayed had higher daytime sleepiness after returning to campus. To maintain regular sleep-wake rhythms and sufficient sleep duration, the educational environment surrounding nursing university students (e.g., curriculum, class schedule, style of class) should be established considering their age-dependent biological rhythm in addition to sleep hygiene education for students.

Organization of training of specialists in the workplace in the format of hybrid learning

The article presents the results of the study, which indicate the real possibility of training specialists on the job. The introduction of a system of continuous professional development in the format of hybrid training creates conditions for consolidating and improving the professional knowledge of nursing staff, which in the future will significantly influence the quality of medical care for the children's population of the region. The developed model of training nurses in a medical organization using a structured program and hybrid training can be used as a tool to consolidate professional knowledge and skills, as well as to form new competencies. Purpose of the study. To increase the professional competence of nursing professionals in caring for children with epilepsy in specialized neurological departments on the basis of organizational modeling of part-time nursing staff training courses conducted in a medical organization. Results. After training during reflection, the nurses expressed the following opinions: «There was a desire to engage in repeated training cycles»; «The attitude to the performance of professional duties has changed»; «Responsibility for the result of care has increased»; «Working with cases contributed to the formation of clinical thinking and stimulated the search for additional information to improve one’s competence», 54.3 ± 4.9; 96.7 ± 1.84; 53.2 ± 6.2; 67.4 ± 4.2 per 100 respondents, respectively. All nurses (100 %) noted that the new form of final certification not only interested them, but also prompted a desire to take part in the WORLDskills. championship. сonclusion. The study is of practical importance for specialists in medical and educational organizations for organizing a hybrid form of education.

Exploration of nursing students' views on the theory-practice gap in surgical nursing education and its relationship with attitudes towards the profession and evidence-based practice

AimThe aim of this study was to explore nursing students' views on the theory-practice gap in surgical nursing education and determine its relationship with attitudes towards the profession and evidence-based practice. BackgroundIn nursing education, the discrepancy between the theoretical knowledge and clinical practices is known as the “theory-practice gap”. Although this problem was defined many years ago, scientific information on the subject is very limited in terms of surgical nursing. MethodThis descriptive-analytical and cross-sectional study was carried out in three different universities in the Black Sea Region of Türkiye. The sample consisted of 389 nursing students. The data collection was carried out in May-July 2022 through the use of the following tools: The Attitude Scale for the Nursing Profession (ASNP), the Knowledge, Attitudes and Behaviors Questionnaire for Evidence-Based Practice (KABQ-EBP) and the researchers made form to determine students’ views on the theory-practice gap. The data were analysed with Student’s t-test, multiple linear regression analysis. Results72.8% of the students stated that they thought there was a discrepancy between their theoretical surgical nursing courses and clinical practice. While the total ASNP score of students who thought that there was a discrepancy between theoretical education and clinical practice was lower than that of the other students (p = 0.002), no difference was found among the students in terms of the total KABQ-EBP score (p > 0.05). In the multiple linear regression analysis, it was determined that thinking about gap (β = -0.125, p = 0.009), gender (β = -0.134, p = 0.006), willingness to choose the profession (β = 0.150, p = 0.002) and KABQ-EBP score (β = 0.247, p < 0.001) had significant effects on nursing students’ attitudes towards the profession. In the model, %12 of the total variance was explained by the variables. ConclusionThe study shows that the gap between theory and practice for the surgical nursing course is a problem perceived by most students. Also, students who thought that there was a theory-practice gap for the surgical nursing course had a more negative attitude towards the profession, while their attitudes towards evidence-based nursing were not different from others. The results of this study encourage further research to gain a better understanding of the impact of the gap between theory and practice on nursing students.

Efficacy of modified team-based learning in a flipped classroom for an acute-care nursing course: A mixed-methods study.

To test a modified team-based learning approach on undergraduate learning outcomes in an acute-care nursing course in Japan. Mixed-methods. Students worked on three simulated cases, engaged in pre-class preparation, completed a quiz and engaged in group work. We collected data on team approach, critical-thinking disposition and time spent in self-learning at four time-points: before the intervention and after each simulated case. Data were analysed using a linear mixed model, a Kruskal-Wallis test and a content analysis. We recruited nursing students attending a mandatory course in acute-care nursing at University A. Data were collected at four time-points between April and July 2018. Data from 73 of 93 respondents were analysed. Team approach, critical thinking and self-learning all increased significantly across the time-points. Four categories emerged from students' comments: 'achievement of teamwork', 'sense of learning efficacy', 'satisfaction with course approach' and 'issues related to course approach'. The modified team-based learning approach led to improvements in team approach and critical-thinking disposition across the course. Incorporating team-based learning into the curriculum not only contributes to team building but is also effective as a teaching method to improve student learning. The intervention led to improvements in team approach and critical-thinking disposition across the course. The educational intervention also led to more time for self-learning. Future studies should include participants from various universities and evaluate the outcomes over a longer period.

The lived experience of a nursing course failure

Background and objective: Nursing remains one of the fastest growing occupations according to the Bureau of Labor Statistics. Factors contributing to the ongoing nursing shortage including too few nursing faculty, limited clinical space, and sluggish growth in nursing program enrollment/capacity. Although most nursing programs are under pressure to accept as many qualified applicants as possible, as recently as 2019, U.S. nursing programs reported turning away over 91,000 qualified applicants due to insufficient faculty and classroom and clinical space. Because each spot in the program is valuable - the ability to help all students from admission through to graduation is critical. The purpose of this study was to identify the lived experience of students who had failed a nursing course. The information gathered from this group of students will enable nursing faculty to develop methods to help decrease failure for future students.Methods: This qualitative descriptive study utilized a phenomenological framework to determine the lived experience of baccalaureate nursing students who failed a nursing course. Semi-structured interviews were conducted during the summer and fall of 2021. Results: Literature reports numerous challenges of nursing school including difficulty maintaining a balance between life and studies. The findings reveal students may need additional help from faculty while navigating that balance. The findings of this study revealed four themes: student academic challenges, personal life events, testing difficulties, and coping with the aftermath of a course failure.Conclusions: Early identification of students at-risk for a nursing course failure and implementation of success strategies may decrease the incidence of nursing course failure. Recommendations are included.

PENGARUH PENGGUNAAN METODE BELAJAR BLENDED LEARNING TERHADAP MOTIVASI BELAJAR MAHASISWA DI MASA PANDEMI COVID-19

The impact of the COVID-19 pandemic that occurred in Indonesia caused the learning process in tertiary institutions to change. The learning process in tertiary institutions is required to be mastered in their respective homes. This has an impact on the learning process activities on campus which has 45.5 million students and students are one of the places prone to the spread of the COVID-19 virus. This study aims to determine the effect of using blended learning methods on student motivation in medical-surgical nursing courses during the COVID-19 pandemic. This type of research uses quantitative research with a cross-sectional design approach. The population in this study were all nursing diploma students totaling 160 people. The sample used was purposive sampling in which a sample determination technique was carried out by selecting a sample among the population according to what the researcher wanted as many as 67 people. This research was conducted in June-July 2022. Based on the results of the research conducted, it was found that there was an effect of using the blended learning method on student learning motivation in medical-surgical nursing courses during the COVID-19 pandemic with a p-value of 0.000. The use of blended learning methods can affect student learning motivation. The results of this study are expected to increase student motivation in attending lectures, especially medical-surgical nursing courses.

CONTRIBUTIONS OF ACADEMIC MONITORING IN CLINICAL PRACTICES IN ADULT HEALTH FOR THE TRAINING OF THE BEING NURSE

Introduction: The academic monitoring program is offered by higher and technical institutions, aiming to provide the student monitor the opportunity to experience the experiences of the teaching and learning process, under the supervision of the teacher, in addition to improving their technical scientific knowledge and skills. Objective To report the importance of the experience lived during the academic monitoring of the subject of Clinical Nursing Practices in Adult Health: minimal and intermediate care, to value and awaken the interest of students in this activity, and to inquire how the monitoring contributes to the formation of nurses. Method: This is a descriptive study, based on the experience report regarding the monitoring of the subject of Clinical Nursing Practices in Adult Health: minimal and intermediate care, developed during the practical activities of the baccalaureate course in Nursing of private University Center in Alto Tietê, from March to June 2022. Description of the monitoring activities: The subject of Clinical Nursing Practices in Adult Health: minimal and intermediate care is part of the mandatory curriculum of the undergraduate course in Nursing, being offered in the 4th and 5th periods, with a workload of 60 (sixty) hours, whose monitoring consisted of helped teacher in the practical activities developed according to the syllabus and class schedule of the discipline. Final Considerations: The monitoring program of this monitoring exceeded the expectations of the student monitor, generating a deepening of her knowledge as well as the essential skills to be a nurse, highlighting communication - which is essential for the establishment of exchange relationships between the student monitor, teacher and students.

Knowledge and Attitude toward End-of-Life Care of Nursing Students after Completing the Multi-Methods Teaching and Learning Palliative Care Nursing Course

Introduction: This study aims to assess the palliative care nursing (PCN) knowledge and attitude of nursing students toward end-of-life care (EoLC) after completing the multi-methods PCN courses. Methods: A quasi-experimental study with a pre-and post-palliative survey was conducted. One hundred and sixty five nursing students from a faculty of nursing in Indonesia were enrolled, and knowledge and attitude were assessed using the palliative care quiz for nurses (PCQN) and the Frommelt Attitude Toward Care of the Dying and Death (FATCOD). Paired t-test and ANOVA were applied in this study. Results: After being involved in the PCN course, the mean score of PCN knowledge of the students increased significantly (p &lt; 0.001). According to sub-domain analysis, the knowledge increased significantly in pain and symptom management (p &lt; 0.001) and not significantly in the domains of theory and principle of the palliative, psychosocial, and spiritual care (p = 0.053; p = 0.080). Moreover, students’ attitude toward EoLC also increased significantly (p &lt; 0.001), and positive attitudes increased from 75.6% to 91.5%. According to the ANOVA test, knowledge in two different groups (witnessed dying people and GPA) is not statistically meaningful (FWDP (1158) = 0.817, p = 0.367; FGPA (2.158) = 1.143, p = 0.322). Similarly, attitudes toward EoLC in two different groups are not statistically meaningful (FWD (1158) = 0.971. p = 0.326, FGPA (1157) = 1.278, p = 0.281). Conclusion: PCN courses with multi-method learning and teaching are effective to increase PCN knowledge, particularly in pain and symptom management knowledge, and also effective in increasing the positive attitudes toward EoLC.