Nursing Curriculum Development Research Articles

Improve disaster literacy in nurses: a qualitative descriptive study.

The enhancement of nurses' disaster literacy is crucial for effective disaster emergency management, especially for clinical nurses with no prior experience in disaster rescue. This study aims to explore the perspectives of nurses who have been involved in disaster rescue operations on strategies to advance nurses' disaster literacy. A qualitative descriptive study, which follows unified qualitative study reporting guidelines. Thirty disaster rescue nurses were recruited to participate in this study, who came from 30 third-class hospitals in China. From October to December 2021, information was acquired by conducting semi-structured telephone interviews with participants. Qualitative content analysis was used to examine the data. Six categories and eleven subcategories were created. Strengthening disaster education and training was the main focus, and its subcategories included continuing education, nursing curriculum development, and disaster rescue experience guide. The second focus, which included scene simulation, actual combat/military simulation, and virtual reality simulation, was strengthening disaster simulation and drill. The third focus was on providing psychosocial support, which included improving self-psychological adjustment, developing resilience, and engaging in active coping. The fourth category was to strengthen nurse/hospital managers roles and leadership, which included enhancing professional identity and policies/leadership support. The fifth category was disaster preparedness, and the sixth was enhancing knowledge transformation. Government agencies or healthcare organizations should actively promote the formation of nurses' disaster literacy from multiple viewpoints. Disaster education and training, simulation exercises, and psychosocial support should be prioritized.

Risk factors to mental health challenges among the LGBTI+ community in Gaborone, Botswana.

Lesbian, Gay, Bisexual, Transgender, Intersex and other gender diverse groupings symbolised by + (LGBTI+) individuals experience adverse mental health problems, and several factors have been documented to facilitate such problems. However, in Botswana, the factors facilitating LGBTI+ individuals to experience mental health challenges have not been explored with previous studies only highlighting the poor mental health outcomes they experience. The aim of the study was to explore and describe factors that could cause mental health challenges in LGBTI+ individuals in Gaborone, Botswana. A qualitative, descriptive, phenomenological design was employed to examine the research question. In data collection, 15 unstructured in-depth telephonic interviews were conducted until data saturation. Data were analysed with a co-coder using the data analysis method by Colaizzi. Three themes emerged following data analysis and were reasons for experiencing mental health challenges, experiences of challenges in accessing healthcare services and the social challenges of everyday life. The findings indicate that a variety of factors influence the mental health problems in some LGBTI+ individuals.Contribution:The knowledge of the factors that cause LGBTI+ individuals' mental health challenges can inform mental healthcare to be rendered. The findings can apprise nursing curriculum development and policy regarding the needs of LGBTI+ individuals.

Nursing educational framework: A new nurse-driven, conceptually guided approach.

The aim of this article is to present the Nursing Educational Framework (NEF) as an opportunity to integrate core elements of a humanistic person/family-centered view and as guidance in structuring a relationship-based curriculum. Empirical and theoretical literature studies were reviewed to define the framework rationale and its components. A deductive/inductive collaborative expert-informed approach was undertaken to develop this evidence-based codesigned framework. Its mission, along with unique components, implementation strategies, and outcomes, were successively integrated into the framework to guide nursing knowledge, learning, and curriculum development. A hermeneutic collaborative process of circular reflection was used in the development process. The NEF contains central guiding principles and concepts that are intended to provide structural consistency across its included programs from a humanistic person/family-centered approach. This comprehensive theory-guided framework allows educators to suggest specific directions for nursing practice within the nursing discipline and articulate nursing's unique and specialized approach to promoting excellent patient care outcomes. It can assist students to develop critical lens from a person/family-centered relationship-based practice approach.

Assessment of Knowledge and Attitude Towards the Palliative Care Among Nurses in Sri Lanka: A Hospital-Based Study.

Objective: Palliative care is an intervention that improves the quality of life of patients. Nurses have a primary role in providing palliative care. Their knowledge and attitudes toward palliative care is important in care delivery. There is minimal information in Sri Lanka to document the knowledge and attitude of palliative care among nurses. Therefore, the present study was conducted to assess the knowledge and attitude of palliative care among nurses in Sri Lanka. Method: A cross-sectional, descriptive study was conducted on 200 selected nurses at Colombo North Teaching Hospital, Sri Lanka fulfilling the inclusion criteria. Socio-demographic information of the study participants was obtained through a self-administered questionnaire. The awareness and attitude levels toward the PC were assessed using the Palliative Care Knowledge Test (PCKT) and Frommelt Attitude Toward Care of the Dying, respectively. Results: More than half of the participants (55%) had an inadequate knowledge level regarding the palliative care (<50% for the PCKT score). Regarding the attitude on the palliative care, the majority stated nursing care to a dying person is a worthwhile experience (92%; n = 184). Many of them disagreed with avoiding the care of dying patients (strongly disagree: 37%; n = 74, disagree: 52.5%; n = 105). Overall, 85.5% of study participants had a positive attitude towards the palliative care. According to binary logistic regression, gender (P = .04; OR = 3.57; CI = 1.03-12.41) and working setup (P < .001) were significantly associated with having a positive attitude. The knowledge level was higher among nurses working in surgical wards (OR = 7.84). Those with >10 years of experience were statistically significant to have a positive attitude (P = .02; OR = 1.35; CI = 1.13-5.50). Conclusion: The nurses had inadequate knowledge of the PC even though they had a positive attitude toward it. Therefore, it is essential to uplift the awareness level among health workers. This warrants the need for palliative care education in the nursing curriculum and continuous professional development.

“Oh, older people, it's boring”: Nurse academics’ reflections on the challenges in teaching older person's care in Australian undergraduate nursing curricula

<h2>ABSTRACT</h2><h3>Background</h3> Nursing students encounter older people in all health care sectors; however, few choose a career primarily focused on older person's care. <h3>Aim</h3> To explore the challenges to teaching older person's care to Bachelor of Nursing students and how pre-registration nursing students are prepared to care for older people, part of a large study investigating content on care of older people in Australian nursing curricula. <h3>Methods</h3> A purposive sample of Australian nurse academics involved in Bachelor of Nursing curriculum development or delivery completed a telephone-assisted survey. Qualitative content analysis of two open-ended questions was undertaken. <h3>Results</h3> All Australian schools of nursing participated, and 45 nurse academics were interviewed. Reflecting on the challenges of teaching older person's care to nursing students, most participants felt the curriculum was too crowded and some called for a 4 year degree. In addition, students' ageist attitudes, fuelled by unrealistic portrayals of nursing in popular culture, were reinforced by curricula being acute care focused and the ageist attitudes of some nurse academics. <h3>Conclusions</h3> Teaching older person's care in Australian nursing curricula is challenged by insufficient time and ageism among students and academics. Regulatory bodies need to urgently provide direction so that nursing curricula content aligns with emerging Australian health care priorities, in particular the health care needs of older people.

Reflection on the Development and Operation of the Nursing Department Curriculum

Purpose : Purpose : This study attempted to reflect changes in nursing education, the meaning of the four-year nursing system, changes in nursing curriculum, and changes in nursing course development and operation, and to seek directions for the development of nursing courses. Method : It is a longitudinal study describing the results of each subject s review through cross-nursing interdisciplinary changes, nursing curriculum changes, curriculum changes, and literature and data search on curriculum development and operation. Results : The curriculum of the Department of Nursing changed in a developmental direction through the transition process of nursing curriculum development and operation along with the university certification evaluation and the certification evaluation system of the Korea Nursing Education Evaluation Institute. Conclusion : When designing a concept-oriented curriculum plan, training should be provided to guide the development of nursing knowledge, complex competencies, and strong and resilient job identity to focus on essential components for patient-centered nursing, nursing delivery and critical thinking.

LGBTQ+ health education for nurses: An innovative approach to improving nursing curricula

BackgroundLesbian, gay, bisexual, transgender, queer, and intersex (LGBTQI+) people experience high rates of discrimination in healthcare settings worldwide, which have been linked to poor health outcomes and delays in seeking care. In the United States (US), nurses report a lack of awareness regarding LGBTQI+ health needs and nursing faculty report a lack of knowledge and confidence to teach LGBTQI+ health content to students. On average, baccalaureate nursing programs in the US only cover 2.12 h of LGBTQI+ content over the course of an entire program. This significant nursing education deficit merits timely dissemination of a logic model to guide LGBTQI+ health content integration. ObjectivesJohns Hopkins School of Nursing (JHSON) LGBTQI+ Health Initiative (LHI) was established to develop a strategic, innovative response to the gaps in LGBTQI+ health education among faculty and nursing students. ResultsThe process resulted in a pragmatic interdisciplinary approach to nursing curriculum development focused on the integration of LGBTQI+ health. Specifically, a logic model, including product development, assessment, implementation, and evaluation, was developed to guide JHSON LHI efforts and act as a guide for LGBTQI+ health integration into nursing curricula. ConclusionsPrompt dissemination of the JHSON LHI logic model will expedite process sharing and reduce redundancies among nursing schools pursuing similar initiatives.

A Theoretical Lens Through Which to View the Facilitators and Disruptors of Nurse-Promoted Engagement With Families in the ICU.

The theory of nurse-promoted engagement with families in the intensive care unit (ICU) was developed to describe the dynamic and complex interplay between factors that support or impair nurses' efforts to promote family engagement. Theory construction involved theory derivation and theory synthesis. Concepts and relationships from ecological theory, the Resiliency Model of Family Stress, Adjustment and Adaptation, moral distress theory, and the healthy work environment framework informed the initial formation of the emerging theory. The synthesis of findings from the literature further expanded the scope of the relationships and propositions proposed in the theory. This middle-range theory can set direction for theory-informed focused nursing research that can advance the science of family nursing and guide ICU clinicians in overcoming challenges in family nursing practice. Recommendations are provided for applying this new theoretical lens to guide family nursing curriculum development, practice improvements, and policy changes to support nurses in promoting family engagement.

Disaster Knowledge, Skills, and Preparedness Among Nurses in Bengkulu, Indonesia: A Descriptive Correlational Survey Study

IntroductionRegistered nurses have to adequately prepare to respond to disasters, as they have become increasingly frequent worldwide. The aim of this study was to identify the factors influencing registered nurses’ disaster preparedness in Bengkulu, Indonesia. MethodsThis study used a descriptive correlational study design. A total of 130 registered nurses working in 2 governmental hospitals in Bengkulu, Indonesia, were recruited by using a convenience sampling technique. A self-administered questionnaire, the Disaster Preparedness Evaluation Tool, was used to determine their current levels of registered nurses’ disaster preparedness. ResultsThe registered nurses reported a moderate level of disaster knowledge, skills and preparedness. Their knowledge and skills were significantly correlated with disaster preparedness (r = 0.39-0.71, P < 0.01). Three significant factors associated with disaster preparedness were identified in this study: educational level, disaster knowledge, and disaster skills (R2 = 0.31, F = 12.60, P < 0.001). DiscussionContinuing disaster drills training and implementing a formal disaster educational program into nursing curriculum and professional development are recommended to achieve effective disaster preparedness in the hospital setting.

Stakeholder Engagement in Nursing Curriculum Development and Renewal Initiatives: A Review of the Literature

Stakeholder Engagement in Nursing Curriculum Development and Renewal Initiatives: A Review of the Literature

Current issues with the identification of threshold concepts in nursing

While there has been some growth in the body of literature on threshold concepts in health science disciplines, the nature of this discourse and which approaches have proved successful remains unclear. This paper illustrates one of the primary issues facing the development of threshold concepts in nursing education literature specifically – a lack of transparent and rigorous processes for their identification. The paper briefly examines the methods that have been utilised to identify threshold concepts in the nursing education literature, and what issues using these approaches raise. It then considers how the field might further develop in order to best engage the benefits that threshold concept analysis and identification may have for curriculum development and teaching in nursing.

통일을 대비한 군간호 교과목 개발

통일을 대비한 군간호 교과목 개발

Doctoral Degree Preferences for Nurse Educators: Findings From a National Study.

Current doctoral degree options may not meet needs of nurses desiring educator roles in academic or health care settings. The purpose of the study was to assess preferences for existing terminal degree options for nurse educators and determine the need for a new doctoral degree in nursing education. Nurses in practice, academia, and leadership nationwide (n = 826) answered a 19-item needs assessment survey regarding adequacy of and interest in terminal degree options. More than 60% reported current doctoral degrees available to nurse educators lack content in curriculum development and teaching-learning best practices in nursing. Most data supported a new terminal degree. A primary factor in nurses choosing not to enroll in a terminal degree program may be limited availability of education aligned with career goals. The doctor of nursing education, a practice degree parallel to the DNP, could prepare nurses for academic and practice educator roles.

Essential global health competencies for baccalaureate nursing students in the United States: A mixed methods Delphi study.

To reach consensus among experts on global health competencies for baccalaureate nursing students in the USA. A three-round modified Delphi study using a mixed methods research approach. In the first round, the original list of competencies (Wilson et al., 2012, Journal of Professional Nursing, 28, 213-222) was revised based on prior research, a review of literature and the Nursing Global Health Competencies Framework developed by the fist author. Nine global health domains and 52 competencies were identified in Round One. In Round Two, two surveys were conducted for validation of the revised list of global health competencies using a group of six nurses with expertise in global health and baccalaureate nursing education, which produced modifications in the competencies used for the third phase of the study. In Round Three, 41 participants completed a survey to rate the extent to which they thought the competencies obtained in Round Two were essential for baccalaureate nursing education in the United States. Data collection took place from May 2017 - January 2018. A group of experts in global health and baccalaureate nursing education from the United States achieved consensus that 40 global health competencies were essential for baccalaureate nursing education in the United States. The domains and competencies derived in this study can be used to guide undergraduate nursing curriculum development in global health and provide a framework for both clinical instruction and evaluation of global health student experiences.

Analysis of the Impact of Hours of Simulation on HESI Scores

Statement of problem: Undergraduate nursing programs are challenged to develop high cognitive skills in students and prepare them for practice readiness. Limited clinical placements that offer a narrow exposure to clinical experiences to prepare nursing students adequately to apply their knowledge are a growing concern. Simulation experiences allow students the opportunity to acquire competencies necessary to apply knowledge to practice. Is there a direct relationship between increased hours of simulation to students’ readiness for practice? Purpose: To determine if there is a relationship between hours of simulation received and student performance on HESI exam to better explain the relationship of simulation to student knowledge acquisition and application. Goals: Provide evidence of impact of simulation on nursing student knowledge. This study will provide information that may guide undergraduate nursing curriculum development specifically surrounding clinical hours. Objectives: To determine if there is a relationship between the number of hours of simulation received and student performance on a standardized exam. Plan: Challenges for clinical placements required innovative strategies to meet the clinical requirements within this organization. The use of simulation in place of clinical hours was being done, but cohorts were receiving different numbers of hours. A retrospective look at each of the cohorts was done to determine simulation hours received. Data was collected from each cohort’s HESI exam results and compared. Outcomes and Results: The analysis of data revealed that 6 hours of simulation is a minimum number of hours that will have a positive impact on student learning, and 12 hours showed the greatest impact on students within this study. The data does not appear to reach saturation one cannot prove that only 6 or 12 hours of simulation should be considered as all levels are statistically significant. One cannot prove that additional hours is a waste of time or that student learning has reached a plateau.

Exploring Nursing Students' Experiences of Learning Using Phenomenography: A Literature Review.

The purpose of this extensive international and national literature review was to explore how phenomenography identifies nursing students' experiences of learning within preregistration (or prelicensure) nursing education. Data were collected utilizing a comprehensive search of electronic databases. Full text, peer-reviewed, and scholarly articles published in English using the search terms phenomengraph*, nurs*, student, education, and learning were reviewed. Two discreet themes emerged exploring students' experiences of learning within preregistration nursing education: (a) Phenomenography was a beneficial method to expose variation in students' understandings of a challenging concept or topic and (b) phenomenography was beneficial to evaluate teaching methods in attempt to improve student learning of challenging and complex concepts. On the basis of these findings, future research utilizing phenomenography within nursing education has potential to uncover variation in students' understandings of mental health, with future consideration of implications to nursing curriculum design and development. [J Nurs Educ. 2017;56(10):591-598.].

Science knowledge needed for nursing practice: A cross-sectional survey of Australian Registered Nurses

BackgroundNursing practice is underpinned by science knowledge. While the literature is consistent in identifying limitations in teaching science content to nurses, there is a lack of consensus regarding what should be taught and to what level of detail. No studies to date have systematically surveyed registered nurses (RNs) for their perspectives about the science knowledge that should underpin nursing practice. AimTo establish the relative importance RNs place on science content taught to nurses. MethodPracticing RNs across Australia were invited to participate in a cross-sectional survey administered online. The survey asked participants to prioritize 179 science topics according to the relative importance of each item to nursing practice. FindingsA total of 1583 RNs completed the survey. Participants indicated strong support for the inclusion of foundational science knowledge in undergraduate pre-registration nursing programs. The majority of topics (88%) were rated as a ‘high priority’ (a rating of 4 or 5), particularly anatomy, physiology and pathophysiology. No topic received a rating of less than 3 (of a possible 5). DiscussionRNs expressed different views about the prioritization of science content areas for nursing practice compared with the views of academics who teach science to nursing students. Identification of the science content areas that RNs regard as high priority for nursing practice can be used to guide improvements in nursing curriculum development. ConclusionThe results of this study demonstrate that practising RNs place high value on various science topics and the teaching of biological sciences generally. This study suggests the need for greater inclusion of key stakeholders, including practicing RNs, when integrating bioscience within nursing curricula.

Using simulation to improve the capability of undergraduate nursing students in mental health care

IntroductionMental health care is an increasing component of acute patient care and yet mental health care education can be limited in undergraduate nursing programs. The aim of this study was to establish if simulation learning can be an effective method of improving undergraduate nurses' capability in mental health care in an acute care environment. InterventionUndergraduate nursing students at an Australian university were exposed to several high-fidelity high-technology simulation activities that incorporated elements of acute emergency nursing practice and acute mental health intervention, scaffolded by theories of learning. This approach provided a safe environment for students to experience clinical practice, and develop their skills for dealing with complex clinical challenges. MethodsUsing a mixed method approach, the primary domains of interest in this study were student confidence, knowledge and ability. These were self-reported and assessed before and after the simulation activities (intervention) using a pre-validated survey, to gauge the self-rated capacity of students to initiate and complete effective care episodes. Focus group interviews were subsequently held with students who attended placement in the emergency department to explore the impact of the intervention on student performance in this clinical setting. ResultsStudents who participated in the simulation activity identified and reported significantly increased confidence, knowledge and ability in mental health care post-intervention. They identified key features of the intervention included the impact of its realism on the quality of learning. There is some evidence to suggest that the intervention had an impact on the performance and reflection of students in the clinical setting. DiscussionThis study provides evidence to support the use of simulation to enhance student nurses' clinical capabilities in providing mental health care in acute care environments. Nursing curriculum development should be based on best-evidence to ensure that future nursing graduates have the skills and capability to provide high-quality, holistic care.

Qualitative Description of Global Health Nursing Competencies by Nursing Faculty in Africa and the Americas.

Objective: to analyze qualitative comments from four surveys asking nursing faculty to rate the importance of 30 global health competencies for undergraduate nursing programs. Method: qualitative descriptive study that included 591 individuals who responded to the survey in English (49 from Africa and 542 from the Americas), 163 who responded to the survey in Spanish (all from Latin America), and 222 Brazilian faculty who responded to the survey in Portuguese. Qualitative comments were recorded at the end of the surveys by 175 respondents to the English survey, 75 to the Spanish survey, and 70 to the Portuguese survey. Qualitative description and a committee approach guided data analysis. Results: ten new categories of global health competencies emerged from the analysis. Faculty also demonstrated concern about how and when these competencies could be integrated into nursing curricula. Conclusion: the additional categories should be considered for addition to the previously identified global health competencies. These, in addition to the guidance about integration into existing curricula, can be used to guide refinement of the original list of global health competencies. Further research is needed to seek consensus about these competencies and to develop recommendations and standards to guide nursing curriculum development.

Nursing curriculum development in remote southwest Uganda.

To describe an intercollaborative outreach between the USA and a school of nursing in Uganda. Ugandan nurses are essential providers of health care in remote regions. High vacancy rates in health centers impacts care in rural areas. A 112-bed health center in southwest Uganda supports village health teams that visit remote villages and provides medical, surgical, and maternal-child services to a population of 250,000. A new Ugandan school of nursing has aligned with the hospital to prepare graduates to provide primary care in remote villages. A team from the USA visited the school and hospital to assess the curriculum and offer educational strategies and support to the school's leadership. Provision of primary health care in the developing world is a longstanding global priority. Nurses are at the center of primary care in remote regions. Educational support for advanced nursing and strategic international relationships can positively impact nursing education in both high and low-income countries. The USA team took part in assessments, teaching, simulation, and remote village outreach. Educational strategies and modalities were shared. The Ugandan nursing school is established and affiliated with another Ugandan university. Standardized curriculum is in place, however continued collaboration is needed for program adaptation to accommodate the unique border region environment. Intercollaborative sharing of information and resources between schools of nursing can have a direct impact on global health initiatives in both high-income and low-income countries.