Nursing Course Research Articles

The Relationship Between Learning Style and Cognitive Performance of Undergraduate Nursing Students of Medical-Surgical Nursing in North-west, Nigeria

Background: Medical-surgical nursing course is a critical component of the undergraduatenursing programme which provides foundations for clinical practice. Cognitive performance isthe foundation for nursing skills. Learning styles can affect the cognitive performances ofstudents in medical-surgical nursing. Aim: This study aimed to assess the relationship betweenlearning style and undergraduate nursing students' cognitive performances in medical surgicalnursing courses in North-west Nigeria. 4 objectives were achieved in the study. Methodology:Survey design was used in this study. The study population comprised 812 undergraduatenursing students from the Departments of Nursing Science of Bayero University, Kano andUsman Danfodio University, Sokoto. A sample size of 233 students was recruited via amultistage sampling technique. A total of 233 students' learning style questionnaires weredistributed to the students. Only 176 questionnaires were retrieved and analysed (75.5%response rate). Two (2) instruments were used for data collection. Data was analysed by usingStatistical Package for the Social Sciences (SPSS) version 23 using descriptive and inferentialstatistics. Results: The result revealed that 57.4% of the students were females with a mean ageof 24.95 years. Visual learning style was mostly used by the students (29.5%). The cognitiveperformance of the students in medical-surgical nursing was very good with a mean score of60.36. There is a significant negative correlation between learning style and students' cognitiveperformances in medical-surgical nursing (p-value < 0.05). There is a significant mediationeffect of students' mode of entry on students' cognitive performance in medical-surgical nursing(p-value < 0.05). Conclusion: The study concluded that learning style is significantly related tocognitive performance. Students’ mode of entry is a significant mediator between learning styleand cognitive performance

Design and evaluation of blended teaching in the smart classroom combined with virtual simulation training in basic nursing courses

ObjectiveThis study explored the application effect of smart classrooms combined with virtual simulation training in basic nursing courses for nursing undergraduates.MethodsIn this quasi-experimental study, a total of 135 undergraduate nursing students in the 2021 matriculating cohort were selected as the research subjects. The experimental group of Class 1 had 71 students, and a blended teaching design utilizing a smart classroom and virtual simulation training was adopted. The control group of Class 2 had 64 students, and traditional lecture-based teaching design was adopted. After the course, the independent learning ability scale, test scores and teaching effectiveness questionnaire were used to evaluate the teaching effect. All tests had a maximum score of 100.ResultsNursing undergraduates in the experimental group had scores of 86.32 ± 8.25 for virtual simulation training and 84.82 ± 9.04 for peer-assisted learning. The scores of the theoretical examination, experimental examination, and subjective questions in the experimental group were significantly higher than those in the control group (P < 0.05). The approval rate of nursing undergraduates in the experimental group was significantly higher than that of the control group for four items (Ps < 0.05). Among the 71 students, most students (91.55%) claimed that the use of instructional designs increased the fun of the classroom. In addition to the dimension of information literacy, the total score of independent learning ability and the other three dimensions of the experimental group were significantly higher than those of the control group (P < 0.05).ConclusionThe teaching design combining smart classrooms and virtual simulation training can be applied to realize online blended teaching and classroom informatization, improving the academic performance and independent learning ability of nursing undergraduates, and thus achieving good teaching effects.

Beyond Bloom's: Fink's taxonomy as a catalyst for meaningful learning in nursing education

This article explores the integration of the six dimensions of Fink's taxonomy of significant learning into a nursing course and how course learning outcomes can be effectively mapped to these dimensions as well as the American Association of Colleges of Nursing Essentials. By aligning instructional strategies and assessments with these dimensions, educators can create a more engaging and effective learning experience for students. The article provides a practical example of how Fink's taxonomy was incorporated, highlighting the benefits of using this framework to foster deeper learning.

Correlation of Academic and Clinical Practice Performance of Nursing Students in an Obstetrics and Gynecology Nursing Course; at Woldia University, Ethiopia

Mastering clinical practice is one of the hardest tasks of nursing school. It is necessary to combine professional theoretical courses with clinical nursing practice in order to qualify competent and qualified nurses. The connection between the theoretical training and clinical nursing practice, however, has not been the subject of any research. Therefore, the aim of this study was to ascertain the connection between obstetrics and gynecology theoretical courses and obstetrics and gynecology clinical practice. To assess theoretical and Clinical Practice Correlations of Comprehensive nursing students’ performance in an Obstetrics and Gynecology Nursing Course at Woldia University, Ethiopia. A retrospective cross-sectional study employing a quantitative data collection method was carried out. The data was obtained using a data extraction checklist between September 01/2022 and September 20/2022. A total of 252 people were involved in the study, including 136 regular nursing students, 93 summer nursing students, and 23 post-basic students. Data was gathered by three nursing department academic staff members. EPI data was used to enter the obtained data, which was then exported to SPSS version 22 for analysis. Bivariate and multivariable analyses were performed, and the Spearman’s rho correlation (rs) and coefficient of determination (coef) were declared significant at a p-value of .05 and a 95% confidence interval (CI). A total of 252 study participants comprised 174 (69.1%) male and 74 (30.9%) female nursing students included in the current study Clinical success in obstetrics and gynecology was strongly and favorably correlated with academic success in obstetrics and gynecology theoretical courses (rs = 0.7–0.89), p &lt; .05. moreover, linear regression results revealed 37.45% to coefficient determination for regular students, 38.2% to 47.3% for summer nursing students and 18.1% to 33% post-basic nursing students. To sum up, a significant positive association existed between students’ achievements in theoretical and clinical practice of obstetrics and gynecology nursing courses. Improving students’ academic performance in obstetrics and gynecology can also enhance their performance in clinical obstetrics and gynecology. However, the variance in performance in obstetrics and gynecology clinical practice was explained by academic achievement in obstetrics and gynecology theoretical courses by 22.35%.

Introduction of WHO BEC course for nurses at Bugando Medical Center in Mwanza, Tanzania

IntroductionThe Basic Emergency Care (BEC) course is an open-access training designed for frontline providers in low resource settings which focuses on recognizing and managing emergent conditions. This study describes the implementation of the BEC course for nurses at Bugando Medical Center (BMC) in Mwanza, Tanzania in March 2020 as part of an educational initiative to improve nurses’ knowledge and confidence in providing emergency care. MethodsThis is a 2-week educational intervention with pre-post measurements. 12 nurses (cohort 1) received BEC training from in-country facilitators over the course of 4 days. A training-of-trainers (ToT) course followed immediately and the 5 newly trained facilitators then taught the BEC course to 12 additional nurses (cohort 2). Pre- and post-BEC knowledge was assessed with a standardized 25-question multiple choice (MCQ) exam; confidence levels were evaluated using a 4-point Likert scale survey; and qualitative feedback obtained was examined by thematic analysis. Results24 participants completed the BEC course, 5 of which completed a ToT to become BEC facilitators. For the combined group, knowledge assessment scores improved significantly from 63.8% to 85.2% with a mean difference of 21.5% (t(24)= 9.3, p<0.0001). Similar improvements were seen when cohort 1 and cohort 2 were analyzed separately. Analysis comparing the results across different demographic groups demonstrated a significant improvement in post-course score for each group. Confidence levels increased significantly across all domains. Main qualitative feedback themes were: quality of teaching; method of teaching; applicability of training to daily nursing practice; more time allotment; and the need to expand the course to other healthcare providers and to rural sites. ConclusionImplementation of the BEC course at BMC led to an improvement in nursing emergency care knowledge and self-confidence. The course was well received and the ToT model was successful, giving the nurses the ability to train additional local nurses.

CULTURE-SPECIFIC CAREGIVING COMPETENCE OF STUDENTS TAKING PEDIATRIC NURSING COURSE, DIFFICULTIES EXPERIENCED, AND RECOMMENDATIONS FOR SOLUTION

Amaç&#x0D; Bu araştırmada; pediatri hemşireliği dersi alan öğrencilerin&#x0D; kültüre özgü bakım verme yeterliliği, yaşadığı&#x0D; güçlükler ve çözüm önerilerinin belirlenmesi amaçlanmıştır.&#x0D; Gereç ve Yöntem&#x0D; Araştırmaya 169 öğrenci dahil edilmiştir. Araştırmanın&#x0D; verileri “Tanıtıcı Bilgi Formu” ve “Hemşire Kültürel&#x0D; Yeterlik Ölçeği” kullanılarak online olarak toplanmıştır.&#x0D; Verilerin analizinde SPSS 20.0 programı kullanılmış&#x0D; olup demografik özelliklere göre karşılaştırmalar&#x0D; t-testi ve ANOVA ile gerçekleştirilmiştir. Araştırmanın&#x0D; yürütülebilmesi için etik kurul onayı ve katılımcılardan&#x0D; bilgilendirilmiş onam alınmıştır.&#x0D; Bulgular&#x0D; Araştırmaya katılan öğrencilerin yaş ortalamaları&#x0D; 22,72±1,77 yıl ve çoğunluğu (%74) kadındır. Öğrencilerin&#x0D; Hemşire Kültürel Yeterlik Ölçeği’ne verdikleri puan&#x0D; ortalaması 72,20±11,41 olarak hesaplandı. Farklı bir&#x0D; kültürden gelen hastaya bakım verme deneyimi olmayan&#x0D; öğrencilerin kültürel yeterlik düzeyleri (75,03±10,91)&#x0D; deneyimi olan öğrencilere göre (70,73±11,44) anlamlı&#x0D; düzeyde yüksek bulunmuştur (p=0,019). Hemşirelik eğitimi&#x0D; boyunca alınan derslerin farklı kültürdeki hastalara&#x0D; bakım vermede yeterli olduğunu düşünen öğrencilerin&#x0D; kültürel yeterlik düzeyi (74,76±9,34) yeterli olduğunu düşünmeyenlere&#x0D; göre (69,15±12,88) anlamlı düzeyde yüksek&#x0D; bulunmuştur (p=0,002).&#x0D; Sonuç&#x0D; Hemşirelik eğitimi boyunca öğrencilerin yabancı dil&#x0D; eğitimi konusunda desteklenmesi, farklı kültürlere&#x0D; özgü uygulamaların ders içeriklerinde yer alması ve&#x0D; mümkün olduğunca öğrencilere değişim programları&#x0D; ile farklı ülkelerdeki hastalarla çalışma imkanı sağlanmasının&#x0D; kültürel yeterlik düzeyini artıracağı düşünülmektedir.

Development of educational programs for infection prevention techniques in basic nursing education and verification of learning effects

Bacteria, viruses, fungi and protozoa are everywhere and can lead to disease and infection if adequate hygiene practices and infection prevention techniques arenâ–™t followed as standard. Assistant Professor Mariko Tobiseâ–™s research project seeks to educate medical professionals in the ever-present need to utilise infection prevention techniques. The aim is to dramatically reduce incidence of infection by providing tangible, visible information that will improve behaviours across the medical sector. Tobise is a nursing practice and education researcher with 20 yearsâ–™ experience working in hospitals as a nurse who leads a team based within the Graduate School of Nursing at Chiba University in Japan. She and her team are developing a novel way to change behaviours. This involves enabling students to see the floating state and number of fine particle aerosols in various medical sites and university seminar rooms and incorporating analysis to allow them to identify the specific species of microorganism and get a real sense of the invisible things around us that can cause infection and disease. The researchers have conducted a comparative study of the learning effects of microparticle aerosol visualisation system intervention for the acquisition of aseptic manipulation techniques in basic nursing education courses and clarified the usefulness of the microparticle aerosol visualisation system. In the research, 81 second-year students were divided into two groups: a microparticle aerosol visualisation system intervention group and control group, and they practised aseptic techniques twice. Then, a questionnaire survey was conducted for each group on the knowledge and skills needed to fully acquire the aseptic operation technique.

Applying Legitimation Code Theory to teach breastfeeding in nurse education: A case study

AimTo use Legitimation Code Theory as a framework to inform the design of nursing education and gain insights into student perspectives of this design. BackgroundInternationally, the World Health Organization’s breastfeeding recommendations are not being met. One contributing factor is that healthcare providers including registered nurses lack the knowledge to support breastfeeding women on an ongoing basis and rely on their personal experiences to inform the care they provide. Undergraduate nursing students should receive education to assist breastfeeding women in practice. DesignThe study is underpinned by case-study methodology. The Legitimation Code Theory (LCT) dimension of Semantics and the concepts of semantic gravity and semantic density were used to theoretically frame and develop an intervention module to teach undergraduate nurses about breastfeeding. MethodsThis module was part of an elective seven-week paediatric nursing course. University Human Research Ethics Committee (HREC201/203) reviewed the study. Participants (n = 9) completed semi-structured interviews and thematic analysis helped us to understand their experiences of the module. The Template for Intervention and Description and Replication (TIDeR) framework was used to report the intervention. ResultsThe breastfeeding module was positively received by participants who noted the module’s structure differed from previous courses. Three main themes were identified in the student experience. These are: a) threads and links; b) engaging structure; and c) seedlings. ConclusionLegitimation Code Theory is an effective course development framework to harness the learners’ prior informal knowledge and weave learning activities between theory and contextual practice to develop cumulative knowledge. ImpactWith an increased understanding of how undergraduate nursing students develop knowledge, the LCT dimension of Semantics can be ussed to structure content knowledge in instructional design. This approach builds explicit bridges between knowledge development in the nursing curriculum and learners' informal knowledge and contextual practice in clinical settings.

Enlightening and empowering students to take action: Embedding sustainability into nursing curriculum

Graduate nurses are set to face complex global challenges in their future careers. Yet, current pedagogical practices fall short in preparing the future workforce for what lies ahead. There is, thus, an urgent need to disrupt traditional nursing education methods in order to transform our society. Transformation includes ensuring our students are educated on their responsibility toward social, economic and environmental sustainability. The Sustainable Development Goals (SDGs), a set of global targets developed by the United Nations, offer a framework for engaging in higher education that promotes a better future; however, to date there are few examples of how the goals have been embedded into nursing curriculum. This article showcases a case study of how the SDGs can be integrated and taught in nursing higher education through the principles of critical pedagogy. Through significant course re-development in an Australian undergraduate nursing course, students engaged with the SDGs along a transformative continuum of enlightenment and empowerment to awaken critical consciousness. While this article offers some findings in relation to student development, the article's key contribution is in detailing the methodology and framework for embedding SDGs in nursing curricula and to encourage other nursing academics to take up the challenge to empower their students' to take action toward addressing global sustainability challenges.

The effect of prolonged use of surgical masks during face-to-face teaching on cognitive and physiological parameters of nursing students: A cross-sectional and descriptive study

AimsThis study was conducted to examine the effects of using surgical masks on nursing students’ cognitive and physiological parameters during full-time face-to-face teaching during the pandemic. BackgroundIt is known that the use of surgical masks has effects on health professionals’ physiological parameters. DesignA descriptive cross-sectional study with a pretest-posttest design was conducted. The study was carried out at a state university. MethodsSixty-one nursing students taking Internal Medicine Nursing course in the fall semester during the COVID-19 pandemic were included in the study. Study data were collected by using a Descriptive Information Form, the Cognitive Fatigue Scale, the One-way Dyspnea Scale and the Cognitive Reaction Time application in a theoretical course that took 310 min on 15 November 2021. Students’ physiological parameters were measured by using a thermometer and pulse oximetry. ResultsIt was found that students' cognitive fatigue levels (p < 0.001) and body temperature increased (p < 0.001) and that cognitive reaction rates (p = 0.05) and pulse rates decreased (p < 0.001). It was determined that after the lesson, there was a weak positive correlation between nursing students’ level of dyspnea and body temperature and their cognitive fatigue levels (p < 0.05). ConclusionsIt was determined that the use of surgical masks during full-time face-to-face teaching increased students’ cognitive fatigue and decreased their cognitive reaction rates. The research will have an impact on redesigning the curriculum for face-to-face teaching. Lecturers should revise their teaching by taking these findings into account.

A Graphic Medicine Reading Experience for Undergraduate Nursing Students

Health humanities, a growing field combing humanities and health sciences, aids healthcare students and providers in self-reflection, empathy, personal well-being, communication skills, and observational skills. Developing these skills is important for students as they form their professional identity. Graphic medicine (comic narratives that involve health topics) is one way to integrate health humanities into the classroom. I investigated how reading a graphic medicine novel enhances undergraduate nursing students' empathy and self-reflection skills. LGBTQIA+-focused efforts on campus informed my selection of the graphic medicine book First Year Out: A Transition Story by Sabrina Symington. With no LGBTQIA+-focused nursing course available, the community health practicum course provided a suitable setting and supportive instructors for this study.

Evaluation of Simulation Usage in Internal Medicine Nursing Course

Evaluation of Simulation Usage in Internal Medicine Nursing Course

The effect of micro-learning on trauma care knowledge and learning satisfaction in nursing students

BackgroundDespite the fact that there are few formal trauma training courses for nurses, they play an important role in the care of trauma patients. This study aims to investigate the effect of micro-learning on the knowledge of managing trauma patients and learning satisfaction in nursing students.MethodsThe convenience sampling method was used to enroll 30 final-year nursing students from Alborz University of Medical Sciences in this quasi experimental One-group pretest -posttest design. The educational content was created and repeated 4 times over the course of 36 days using a micro-learning approach through whiteboard animations, video casts, and live videos. MCQ scenario-based exam was used to assess participants’ knowledge of trauma in three phases: pretest, immediately following the intervention, and one month after the end of the educational program. An e-learning satisfaction psychometric questionnaire was used to measure satisfaction.ResultsThe mean knowledge score 1 month after the intervention did not differ significantly from the score immediately after the intervention (p = 1), but there was a significant relationship between the mean knowledge score immediately after the intervention and before that (p = 0.047). Demographic variables and knowledge of trauma management did not differ statistically significant. The majority of students were pleased with how the course was implemented (5.64).ConclusionThe use of micro-learning has a positive effect on the promotion and retention of knowledge of trauma care, as well as increasing nursing students’ satisfaction. Micro-learning is proposed as a new educational approach that can be used as a complementary or as a stand-alone method to convey important educational concepts and increase learner satisfaction.

Using AI to Evaluate a Competency-Based Online Writing Course in Nursing

Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students’ self-efficacy, task value, and writing performance. The participants were master’s nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students’ scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students’ competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students’ writing progress and instructional efficacy.

Need of Specialized Courses in Advance Nursing Education in Nepal

Introduction: Nursing specialization and certification of skill contribute nursing professionalism that improve nursing practice in an identified specific area within the entire field of professional nursing. Methods: A descriptive cross-sectional survey was used for assessing the need of specialized courses in advanced nursing. Data was collected from January to March 2022 through an online survey among 354 nurses working in Nepal. Collected data was entered into SPSS version 16 and expressed by using descriptive statistics. Results: The findings showed that more than half (54.5%) of the participants were age group of 20-29, 99.4% were females, 50.3% had bachelor’s degree, 60.7% worked in government and 70.3% had working experience less than 10 years. Almost all (98.8%) felt importance of specialized courses in higher education and the needs of advanced courses (72.9%) and especially in critical care (53.1%) Almost allrespondents (95.2 to 90.7%) perceived these courses increase self-esteem and morale, promote quality patient care, increase confidentiality and creditability, ensure competency, validate nurses’ knowledge and expertise, advancement of professional career ladder and clinical expert and increase professional accountability. Majority of them perceived (77.4%-57.6%) that specialty courses increase access to job-related power, obtain noticeable financial benefits and perform excellence services. Almost all (91.0%) of them perceived that it is beneficial to maintain professionalism. Conclusion: This study concluded that almost all graduate nurses felt specialty courses in masters degree for personal and professional development. Thus it is strongly recommended to initiate different specialized courses at the postgraduate level.

Academic-Practice Partnership to Strengthen Nursing Care of Older Adults

A long-standing academic-practice partnership was leveraged to facilitate student learning opportunities pertaining to care provision for older adults living with multiple chronic conditions and complex medical problems. Students from a gerontological nursing course in an accelerated baccalaureate nursing program were partnered with gerontology-educated population health nurses in primary care settings. Students observed how population health nurses integrated the Institute for Healthcare Improvement Age-Friendly 4Ms framework into clinical practice as they performed behavioral, psychosocial, and biometric health risks assessments for older adults during their Medicare annual wellness visit. The population health nurses served as role models for professional delivery of age-friendly care including preventative health and wellness care. Student confidence and perception of their understanding of age-friendly and gerontological nursing care improved. Post clinical experience debrief sessions and clinical reflection assignments demonstrated students' admiration of the expansive role and person-centered approach that population health nurses undertake to ensure comprehensive assessment and wellness promotion. Students appreciated the fluidity of population health nurses' conversation regarding the things that matter most to older adults with complex medical conditions.

Construction and application on the training course of information literacy for clinical nurses

DesignA two-round Delphi survey was conducted to seek opinions from experts about the index system for the evaluation of training courses of clinical nursing staff’s information literacy. Besides, a non-randomized controlled experimental study was adopted to check the application effect of the training courses.AimsThis study intended to construct a training course of information literacy for clinical nurses, train nurses in order to improve their information literacy level and provide theoretical reference for the training of information literacy courses for clinical nurses.MethodsTwo rounds of Delphi study were conducted for the study among 26 clinical medical and nursing experts as well as educational experts from 5 different provinces and cities in China. From July 2022 to October 2022, a total of 84 clinical nurses from two hospitals were selected by the convenience sampling method, of which the nurses in one hospital were the control group and the nurses in the other hospital were the observation group. 42 nurses in the observation group were trained by the constructed information literacy training course. Questionnaire evaluation was used to compare the differences in the level of information literacy of nurses and the training effect between the two groups.ResultsThe results of the Delphi consultation showed that the expert’s judgment coefficient was 0.958, the expert’s familiarity was 0.946, and the expert’s authority coefficient was 0.952. Finally, a training course of information literacy for clinical nurses with 4 course categories and 45 specific course contents was formed. Among them, nursing information awareness included 7 courses, nursing information knowledge 15 courses, nursing information ability 19 courses, and nursing information ethics 4 courses. The results of the empirical study showed that the information literacy level of the nurses in the observation group after the training of the information literacy course was improved, and the scores in nursing information awareness, nursing information knowledge, nursing information ability, and information ethics were significantly higher than those in the control group after training (P < 0.05).ConclusionsThe constructed information literacy training courses for clinical nurses were clearly targeted and systematic. Empirical research showed that the course contents were scientific and reasonable, which could provide reference for the training of clinical nurses’ information literacy.

Therapeutic communication skills level among students undertaking the pediatric nursing course and the associated influencing factors

AimThe present study to determine the level of therapeutic communication skills among the students undertaking the pediatric nursing course and explore the associated influencing factors. MethodsThis descriptive cross-sectional study was conducted with 140 nursing students who took the pediatric nursing course. Data were collected using a Nursing Student Information Form and the Therapeutic Communication Skills Scale for Nursing Students. The mean and percentage calculations, t-test, ANOVA test, and regression analysis were conducted to analyze the correlations between the participants' descriptive characteristics and their mean scores on the scales. ResultsThe participants' mean scores obtained on the total Therapeutic Communication Skills Scale for Nursing Students and all of its subdimensions were observed to have a statistically significant correlation with variables such as gender, grade point average, willingness to select the nursing department, satisfaction with the nursing department, difficulty in establishing communication, perceived ability to establish social relations, difficulty in communicating with a child, perception of childhood life, experience with child care, fondness for children, interest in playing therapeutic games with children, and perceived ability to communicate with children. In Model 1, certain descriptive characteristics (satisfaction with the nursing department, difficulty in communicating with a child, experience with child care, interest in playing therapeutic games with children, and perceived ability to communicate with children) explained 52.4% of the therapeutic communication skills scores of the pediatric nursing students and were statistically significantly. ConclusionsIn this study, it was determined that some of the descriptive characteristics of the students who took the pediatric nursing course had a significant effect on their therapeutic communication skills. Implications for practiceIn order to develop the therapeutic communication skills of students undertaking a pediatric nursing course, it is necessary to support these students with a standard curriculum that includes student-centered, innovative, and interactive educational methods, such as role play, case analysis, and video-based learning. It is also recommended to conduct comparative studies on different educational approaches for nursing students undertaking pediatric nursing courses or meta-analyses to evaluate the effectiveness of such approaches.

‘I realised it when we played with the doll!’: nursing students’ learning from participation in an action research project that included manikins

ABSTRACT This qualitative educational action research study aimed to gain knowledge about nursing students’ learning from participating in a developmental project that included human-like manikins. 23 second-year Bachelor of Nursing students, one teacher, and one researcher participated in the study conducted at a Norwegian university. In collaboration, they planned and executed a developmental project with manikins in a nursing course. The project put manikins’ reflective, explorative, and experiential potentials into play. Two Action Research cycles were carried out. Data were collected using audio recordings, observations, and written responses. The concepts of sayings, doings, and relatings guided the analysis to identify how the modified learning conditions influenced and changed the students’ learning. The following four themes illustrate the students’ learning in the project: ownership of the learning process, collaborative learning, understanding theory’s significance for practice, and taking the patient’s perspective. The student’s participation in the project, including their independent use and exploration of the manikins, provided freedom and responsibility in decision-making, helped them experience problems, fostered creativity, and stimulated inner motivation. This moved their learning in a more practice-relevant direction.

The relationship between patient safety culture and adverse events in Iranian hospitals: a survey among 360 nurses

BackgroundAdverse events have become a global problem and are an important indicator of patient safety. Patient safety culture is essential in efforts to reduce adverse events in the hospital. This study aimed to investigate the status of the patient safety culture, the frequency of adverse events, and the relationship between them in Qazvin's hospitals in Iran.MethodsThe present study is a descriptive-analytical study conducted in six hospitals in Qazvin, Iran, in 2020. The study population was nurses working in Qazvin hospitals. We collected data via a patient safety culture questionnaire and an adverse event checklist. Three hundred sixty nurses completed questionnaires. Multiple logistic regression was used to investigate the relationship between variables.ResultsThe highest mean of patient safety culture was related to the organizational learning dimension (3.5, SD = .074) and feedback and communication about errors (3.4, SD = 0.82). The participants gave the lowest score to dimensions of exchanges and transfer of information (2.45,=0.86) and management support for patient safety (2.62,Sd = 0.65). Management's support for patient safety, general understanding of patient safety culture, teamwork within organizational units, communication and feedback on errors, staff issues, and information exchange and transfer were significant predictors of adverse events.ConclusionThis study confirms patient safety culture as a predictor of adverse events. Healthcare managers should provide the basis for improving the patient safety culture and reducing adverse events through methods such as encouraging the reporting of adverse events and also holding training courses for nurses.