Fundamental Nursing Research Articles

What about the fundamentals of nursing—its interventions and its continuity among older people in need of home- or facility-based care: a scoping review

AimThis scoping review investigated and descriptively summarised previous research about fundamental nursing, its focus (what care needs are described, how is it described and by whom is it described), continuity of care (is it described in relation to fundamental nursing) and possible nursing interventions or activities targeting older people’s fundamentals of care needs in home- or facility-based care.MethodsThis scoping review was carried out following the steps of Arksey and O’Malley’s methodology and PRISMA-ScR reporting guidelines. Searches were conducted in PubMed via NIH, CINAHL via EBSCO and PsycInfo via ProQuest for the time period between January 2002 and May 2023.ResultsForty-two studies were included where the majority had been conducted in a facility-based care context. Nutrition—or rather nutritional care activities targeting eating and drinking—was the most frequently described fundamental care needs addressed. After this came personal care such as cleansing, dressing, oral care, skin, and foot care. Few studies addressed more than one fundamental care need at the time. The nursing staff described fundamental nursing as complex, comprehensive, and demanding. Older people and relatives described a gap between the fundamental nursing provided and their perceived need for support. Less attention was given to older peoples relational and psychosocial needs. Identified nursing interventions mainly targeted physical care needs. Our findings also implied that interventions focusing on fundamental nursing were described as feasible in practice with favourable or moderate results, while long-term effects were difficult to detect. No studies were identified focusing on fundamental nursing in relation to outcomes such as continuity of care.ConclusionFundamental nursing was mainly described in relation to physical care needs, which were essentially conducted within facility-based care contexts. Interventions and activities primarily focused on one fundamental need at the time, mainly within the physical domain. No nursing interventions were identified focusing on relational and psychosocial needs where continuity of care can be viewed as a relevant outcome. Such limited focus are especially concerning as research has highlighted the importance of that older people with complex care needs can benefit from a holistic and person-centred approach i.e. fundamental nursing.Trial registrationOpen Science Framework https://doi.org/10.17605/OSF.IO/XJ39EProtocol: http://dx.doi.org/10.1136/bmjopen-2022-069798

Research Trends of Core Fundamental Nursing Skills Education in South Korea

Research Trends of Core Fundamental Nursing Skills Education in South Korea

Assessment of Readiness Toward Flipped Learning Among Novice Nursing Students on Fundamental Nursing Care in Puducherry, South India.

Background This study aimed to assess the readiness towardflipped learning (FL)among novice nursing students in fundamental nursing care in Puducherry, South India. Methodology A cross-sectional descriptive study was conducted among 176 first-year B.Sc. Nursing students from threeprivate nursing colleges by purposive sampling technique. In theory and practical classes, the students were taught fundamental nursing procedures such as oral medication, intramuscular injection, peripheral intravenous cannulation, and nasogastric tube feeding as FL. The study was conducted from November 2021 to March 2022. The responses were collected using the Nursing Students'Readiness for Flipped Classroom(NSR-FC) scale with four domains such as personal, technological, environmental, and pedagogical readiness. Pearson correlation and chi-square tests were used to analyze data by incorporating IBM SPSS Statistics for Windows, Version 25.0 (IBM Corp.,Armonk, NY, USA). Results Among 176 nursing students, 73.9% were aged between 17 and 19 years, the majority (76.7%) were females, and 98% of them used mobile phones to access online FL content. Of the novice nursing students, 69.88% agreed, 27.84% strongly agreed, and 2.27% were in a neutral state for readiness to adopt FL in their nursing curriculum with a mean (standard deviation, SD) value of 77.02 (6.27). Among the four domains of readiness, a positive correlation was found between personal with technological readiness (P= 0.001; r=0.446)and pedagogical with personal readiness (P= 0.003; r= 0.223).Statistically, a significant association was found between students' readiness towardFL with the occupation of the head of the family, gadgets used to access the FL materials, and Wi-Fi/internet availability in the institutions with a P-value <0.05. Conclusions The study showed highly positive readiness for FL among nursing students in nursing subjects. It can be leveraged with educational institutions' environmental and technological support by properly utilizing mobile devices, computer laboratories, and access to the internet/Wi-Fi for students from their entry level to enhance FL.

Application of network teaching in nursing undergraduate education during the coronavirus disease 2019 epidemic

Background and objectivesCoronavirus disease 2019 (COVID-19) is currently raging all over the world. COVID-19 can be transmitted among humans. To control the spread of the epidemic and meet the learning needs of students, Chinese universities have used a variety of multimedia forms to conduct online teaching. However, the influence of different teaching methods on the learning effects of nursing students has not been conclusive, and few studies have directly compared the differences in the effects of different teaching methods. Therefore, it is necessary to evaluate the impact of different teaching methods on students’ learning effects.MethodsA total of 119 participants from the graduating class of 2022 performed 4 validated classes (fundamental nursing, medical nursing, surgical nursing, and paediatric nursing) through network teaching. A total of 126 participants from the graduating class of 2021 used the traditional teaching method and were enrolled as a control group. All participants completed a questionnaire, which was designed by the school for teaching evaluation, and took a test after the courses.ResultsA total of 245 nursing undergraduates were ultimately enrolled. The analysis of the academic performance and the student evaluations from the four courses showed no significant difference between the network teaching group and the traditional teaching group for nursing undergraduates (all P > 0.05).ConclusionThrough the convenience of network teaching, teachers and students can choose the time and place of both their teaching and learning independently. Moreover, such use effectively prevents the spread of the epidemic. After the epidemic concludes, the continued use of the network teaching method can help improve teaching efficiency by being combined with the traditional teaching method.

The Effect of Core Fundamental Nursing Skills Program Using Team Building among Nursing Students before intro to Clinical practice

The Effect of Core Fundamental Nursing Skills Program Using Team Building among Nursing Students before intro to Clinical practice

The Experience of Frist Nursing Meaning among Fundamental Nursing Skills

The Experience of Frist Nursing Meaning among Fundamental Nursing Skills

A Study on Guidance before the Bed Bath Care in Fundamental Nursing Practice

A Study on Guidance before the Bed Bath Care in Fundamental Nursing Practice

465 - Research trends in simulated education in gerontological nursing by text mining analysis

AbstractPurposeThe present study aimed to reveal trends in simulated education in Japanese gerontological nursing by conducting a text mining analysis of the Igaku Chuo Zasshi databank.MethodsSimulated education is focused by field of Japanese nursing education in recently. Therefore, we searched for original articles containing the terms “Simulated education” and “gerontological nursing” which were published between 2014and 2019. Articles containing these terms, as well as thesaurus words in the articles, were analyzed using Trend Search. The analysis provided a conceptual map of related words, with the strength of the relationship reflected in the thickness of lines and the distance between them.Igaku Chuo ZasshiA literature search was conducted using Igaku Chuo Zasshi, the Japanese medical literature database provided by the NPO Japan Medical Abstracts Society. This database comprises approximately 5000 journal titles and 6,300,000 articles.Text mining softwareTrend Search is a commercially available software developed by FUJITSU. Articles were anonymized prior to analysis.Ethical considerationsOnly anonymous articles were selected.Results and ConclusionsThe search identified 15 articles. Mapping yielded the two wedges of [Learning] and [Simulated game]. The [Learning] wedge had three groups ( Introduce, Communications, and Aging ). Introduce refers to nursing processes via simulated patients or role play. Communications refers to practice in gerontological nursing. Aging refers to role playing with group works in fundamental nursing. The [Simulated game] wedge had two groups (Effects and On-the-job training). Effects refers to leaving bed or psychographics. On-the-job training refers to simulation of elderly because of understanding.

A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory

With the change of health concept and medical mode, the nursing personnel in the 21st century will confront day by day expanding work domain, and new opportunities and challenges put forward new requirements for the scale and quality of nursing personnel training. The core problem of nursing education reform is course reform. At present, nursing specialty teaching has such problems as the lack of learning initiative and imperfect course evaluation system which seriously affect the teaching effect. Hence, this study applied UCD theory, summarized the principles of multimedia teaching design based on UCD theory, and applied it in network course design of nursing teaching. The detailed design application method expanded in detail from three aspects: course process, course content and course experience. Meanwhile, four-in-one (blended-flipped-autonomous-collaborative) teaching model was proposed. The teaching model is based on the functional structure relation between course objective and course implementation process, and element analysis model of course quality process. The course quality evaluation index system oriented to objective-process was constructed from six dimensions (including course objective adaptation, teaching resource guarantee, teaching program execution, teaching program suitability, quality assurance effectiveness and course objective attainment) to assess the application effect of four-in-one teaching model in Fundamental Nursing. The results show that the four-in-one teaching model better improves students’ self-management ability, information acquisition ability, learning and cooperation ability, compared with traditional teaching models. Objective-process course quality evaluation index system can quantify evaluation of teaching effect from multiple dimensions and make teachers optimize course design with pertinence.

A Study on Improvement of Nursing Clinical Practice Education : Focusing on in-school practical education(fundamental nursing and health assessment)

A Study on Improvement of Nursing Clinical Practice Education : Focusing on in-school practical education(fundamental nursing and health assessment)

The Effect of Core Fundamental Nursing Skills Program among Final Year Nursing Students on Performance Confidence, Clinical Performance Capacity and Core Nursing Ability

The Effect of Core Fundamental Nursing Skills Program among Final Year Nursing Students on Performance Confidence, Clinical Performance Capacity and Core Nursing Ability

Evaluating the quality of simulation teaching in Fundamental Nursing Curriculum: AHP-Fuzzy comprehensive evaluation

BackgroundSimulation has been widely adopted in nursing education, while it is difficult to evaluate the quality of simulation. AHP-Fuzzy comprehensive evaluation could be an effective method based on one a comprehensive and scientific evaluation Index system. ObjectivesTo evaluate the quality of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ with fuzzy comprehensive method, and to provide a scientific evaluation method for the improvement of simulation teaching. DesignIt is a phenomenological research study. SettingsThe study was mainly conducted in one university in China. Participants94 second-year nursing students participated in this study. MethodsThe grade 2015 nursing undergraduate students in Peking university school of nursing as the evaluation subjects were to evaluate the simulation teaching quality on ⟨Fundamental Nursing Curriculum⟩, Fuzzy Comprehensive Evaluation method was used. ResultsThe quality score is 73.55–100 (91.71 ± 6.98) points of 94 students. According to the result of fuzzy comprehensive evaluation, the simulation teaching quality belonging to the “excellent, good, moderate, poor, very poor” of membership degree are respectively “0.6794, 0.2500, 0.00640, 0.0039, 0.0028”, and by maximum membership degree of effective inspection, calculate ɑ = 2.3965, 1 ≤ ɑ < + ∞. ConclusionsThe application of simulation teaching in ⟨Fundamental Nursing Curriculum⟩ proves high quality. The fuzzy comprehensive evaluation combining subjective evaluation and objective evaluation proves to be a scientific and feasible methodology in nursing education.

The Development and Effect of Convergence Fundamental Nursing Program with Empowering Vocational Basic Competencies

The Development and Effect of Convergence Fundamental Nursing Program with Empowering Vocational Basic Competencies

Convergence Study on the Effects of Core Fundamental Nursing Skills Education on Clinical competence

Convergence Study on the Effects of Core Fundamental Nursing Skills Education on Clinical competence

Integrating the fundamentals of care framework in baccalaureate nursing education: An example from a nursing school in Denmark.

To describe and discuss the process of integrating the Fundamentals of Care framework in a baccalaureate nursing education at a School of Nursing in Denmark. Nursing education plays an essential role in educating nurses to work within healthcare systems in which a demanding workload on nurses results in fundamental nursing care being left undone. Newly graduated nurses often lack knowledge and skills to meet the challenges of delivering fundamental care in clinical practice. To develop nursing students' understanding of fundamental nursing, the conceptual Fundamentals of Care framework has been integrated in nursing education at a School of Nursing in Denmark. Discursive paper using an adjusted descriptive case study design for describing and discussing the process of integrating the conceptual Fundamentals of Care Framework in nursing education. The process of integrating the Fundamentals of Care framework is illuminated through a description of the context, in which the process occurs including the faculty members, lectures, case-based work and simulation laboratory in nursing education. Based on this description, opportunities such as supporting a holistic approach to an evidence-based integrative patient care and challenges such as scepticism among the faculty are discussed. It is suggested how integration of Fundamentals of Care Framework in lectures, case-based work and simulation laboratory can make fundamental nursing care more explicit in nursing education, support critical thinking and underline the relevance of evidence-based practice. The process relies on a supportive context, a well-informed and engaged faculty, and continuous reflections on how the conceptual framework can be integrated. Integrating the Fundamentals of Care framework can support nursing students' critical thinking and reflection on what fundamental nursing care is and requires and eventually educate nurses in providing evidence-based fundamental nursing care.

Application of online tests through two-dimensional code in the course of Fundamental Nursing

Objective To explore the application effects of online tests through two-dimensional code in the course of Fundamental Nursing. Methods A total of 79 nursing students in 2016 were included in the study. Compared with traditional method in the first term, online tests through two-dimensional code were implemented in the second term. The students′ appraisal on online tests through two-dimensional code was investigated with a self-designed questionnaire. Results The students showed a positive attitude to online tests through two-dimensional code. 97.3%(71/73) of the students thought online tests through two-dimensional code was easy to implement, and 93.2%(68/73) of them agreed that online tests help them to know how they learned and improved the efficiency and quality of class. Conclusions Online tests through two-dimensional code, which are novel, energy-saving and environmental friendly, can improve students′ learning interest and enhance learning effect. Therefore, it is worthy to be applied and recommended. Key words: Two-dimensional code; Fundamental nursing; Test

Registros de enfermagem: reflexões sobre o cotidiano do cuidar

O presente ensaio teve por objetivo refletir sobre as considerações conceituais dos registros de enfermagem em sua dimensão assistencial. Trata-se de uma revisão narrativa que discutiu os registros de enfermagem sob o ponto de vista teórico e contextual. A síntese crítica foi produzida a partir das dissertações e teses vinculadas à Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) com aderência à área de Enfermagem Fundamental; artigos atuais com mais de cem citações pesquisados no Google Acadêmico, sobretudo os que discorrem sobre o núcleo significativo para a construção das reflexões; e registros de enfermagem. O material produzido foi submetido à análise de conteúdo de Bardin e agrupado em uma unidade descritiva intitulada “mensagens científicas dos registros de enfermagem para o cotidiano do cuidar”. Nessa pesquisa estão contidas as análises reflexivas sobre as formas e os conteúdos dos registros provenientes das situações de cuidar ocorridas a partir do encontro estabelecido entre a enfermagem e o paciente nos diversos cenários do cuidado. As (in)conclusões dos materiais analisados apontaram para registros de enfermagem cifrados, ilegíveis, presença de rasuras, erros ortográficos, espaço em branco entre as anotações, conteúdos que privilegiam o saber biomédico e uso indiscriminado de abreviaturas e siglas.

Application of web-based model of Just-in-Time-Teaching in nursing courses in higher vocational education

Objective To explore the application effect of web-based model of Just-in-Time-Teaching (JiTT) in nursing courses in higher vocational education. Methods A total of 362 nursing students enrolled in 2014 to Nanyang Medical College were selected as the observation group, and the 397 nursing students enrolled in 2013 as the control group. In the course of Fundamental Nursing, offered in the first semester in the second year, students in the control group were taught with traditional teaching method, while those in the experimental group with model JiTT. Performance of the students between the two groups was compared in terms of theoretical exam and skill evaluation, and their autonomous learning ability. Results In the course Fundamental Nursing, scores of theoretical exam (85.66±3.23) , skill evaluation (88.43±3.92) , and total scores of autonomous learning (101.47±9.33) in the observation group were all higher than those in the control group (t=5.574, 5.626, 5.427; P<0.01) . Conclusions The model JiTT can improve autonomous learning ability and teaching efficiency, which makes it a positive reference for use of modern information technology in nursing courses in higher vocational education. Key words: Education, nursing; Higher vocational education; Web; Just-in-Time-Teaching

Application of formative assessment in basic skill courses of fundamental nursing among nursing undergraduate students

Objective To explore the nursing undergraduates' learning experience on the application of formative assessment in 'Basic Nursing Skills of Fundamental Nursing'. Methods A total of 362 nursing undergraduates for the class of 2014 from School of Nursing in University of South China were selected as study subjects by the method of purposive sampling. The formative assessment was used in the course 'Basic Nursing Skills of Fundamental Nursing'. The satisfaction of student nurses with learning this course and learning self-assessment were investigated with the self-designed learning experience questionnaire in the term end. Results The degree of satisfaction of student nurses with course teaching was high. A total 83.7% of them were satisfied with formative assessment. However, 49.7% of them were satisfied with personal learning management. The highest degree of learning self-assessment was finding their own shortcomings (84.3%) . The second was consolidating what they had learned (83.5%) , and the lowest was promoting autonomic learning (71.5%) . Conclusions Most of the student nurses recognise the formative assessment of this course with high satisfaction with the course learning and a good learning self-assessment. Teachers should pay attention to improving the independent learning ability of students in teaching. Key words: Students, nursing; Educational measurement; Undergraduate; Formative assessment; Basic skills of fundamental nursing

Effects of Self-Management Strategies on Core Fundamental Nursing Skills Education among Nursing Students

Effects of Self-Management Strategies on Core Fundamental Nursing Skills Education among Nursing Students