Future Nurses Research Articles

Assessment of Differential Perceptions of Core Nursing Competencies between Nurse Managers and Nursing Graduates: A Cross-Sectional Study.

The literature review on perceptions of nursing competencies shows a critical shortage of studies addressing this topic. To examine and compare perceptions of important nursing competencies of nursing graduates, and nurse managers. A cross-sectional study was conducted among 148 students, who were recent graduates of the nursing school with RN degrees and had completed advanced training lasting 3 months at the Sheba Academic School of Nursing and the Academic School of Tel Aviv-Yafo, and 183 nurse managers with at least one year of seniority in the position in hospitals and community clinics in Israel. The recruitment and data collection of the nurse managers lasted 12 months, from July 2021 to July 2022, and for nursing graduates, two months, from June 2022 to July 2022. An online questionnaire was constructed and validated by five professional and experienced individuals in the research domains for adequate content validity. The questionnaire consisted of 47 items in total. Domains included: (1) professionalism in research; (2) skills for direct treatment; (3) support and communication; (4) professional knowledge; (5) personal abilities; and (6) critical thinking and innovation. Overall, 331 valid questionnaires were collected (85% response rate). The difference in the nurse's research professionalism index was found to be statistically significant with a higher rating given by nurse managers, p = 0.003. However, the difference in the direct treatment index of nurses was found to be statistically not significant, p = 0.610, between newly graduated nurses and nurse managers. The independent sample t-test indicated a significant difference with a higher rating among nurse managers in the nurse's support and communication index, p = 0.020; professional knowledge index, p < 0.001; personal abilities index, p < 0.001; and critical thinking index, p = 0.006, between newly graduated nurses and nurse managers. Nursing education programs aimed at training future nurses with core competences should include a curriculum designed to promote the acquisition of these six core competences leading to a congruence between the role expectations of nurse managers and those of newly graduated nurses.

Perception and attitude of nursing faculties regarding innovative teaching strategies in nursing education: A descriptive study

Nursing is a field which requiring clinical knowledge &amp; skills to care for the patients &amp; his family as we deal and handle with real life situations. Innovations depends on the teacher that how they utilizes the instructional strategies while delivering lectures or teaching in clinical.A Non experimental cross sectional descriptive research design was adopted with 73 nursing faculties from entire India. Sampling technique was Non probability convenience sampling. A self-structured socio-demographic tool consisting of 10 questions, a self-structured rating scale on consisting of 14 items and a Self- Structured Likert scale on consisting of 10 items was developed to collect the data. Data was collected by creating Google form in an online mode.Data was analyzed by using both descriptive and inferential statistics. 64.4% had highly satisfactory perception and 35.6% had satisfactory perception. 82.2% had a positive attitude. The calculated Karl Pearson’s Correlation value of r=0.235 shows a positive correlation. It was observed that exposure to any training program on simulation had statistically significant association with level of perception. Also qualification of the teacher and teaching methods whatever they have been using and place of residence had statistically significant association with level of perception. With effective knowledge regarding online teaching and learning strategies, future nurses can be trained regarding the innovative methods which will be fruitful and beneficial for the development and widespread in the field of nursing education.

Effects of simulation-based education module on delirium care in undergraduate nursing students: A quasi-experimental study

AimTo examine the effects of a delirium education module on undergraduate nursing students’ knowledge of and perceived confidence and competence in delirium care. BackgroundDelirium is common in intensive care units (ICUs) and leads to poor clinical outcomes. The under recognition of delirium is a major problem in ICU medicine. Nurses, as first-line health care providers, can address this by recognizing patients who are experiencing delirium. Since undergraduate nursing students will be the future ICU nurses, it is important to deliver the knowledge regarding delirium care. However, education about assessing delirium in ICUs among undergraduate nursing students is lacking. DesignQuasi-experimental study. MethodsA total of 74 undergraduate students were divided into an intervention group (n=34) and a comparison group (n=40). A 2-hour simulation-based delirium education module integrated into a critical care curriculum was delivered to the intervention group only. The classroom-based intervention was administered at a medical university in northern Taiwan. Study outcomes were measured using a structured survey including (1) a 16-item delirium care knowledge quiz, (2) confidence in delirium care scale and (3) competence in delirium care scale. The survey was distributed to students before and after the module in December 2020. The Mann–Whitney U test, chi-square test and Fisher’s exact test were adopted to test the differences of all variables between groups. A generalized estimating equation model was used to investigate the adjusted treatment effects. ResultsThe participants had a median age of 22 years and 81% were female. The delirium education module yielded greater knowledge (B = 3.04, 95% confidence interval = 2.20–3.88), confidence (B = 4.20, 95% confidence interval = 2.67–5.73) and competence (B = 4.82, 95% confidence interval = 3.33–6.30) in delirium care when the treatment and control groups were compared. ConclusionsFor undergraduate nursing students, simulation-based education module is effective in improving the knowledge of and confidence and competence in delirium care. It is recommended that this be included in critical care nursing curricula.

Managerial Decision-Making of Nurses in Hospitals: creation and validation of a simulation scenario.

to build and validate a clinical simulation scenario on hospital nurse managerial decision-making competence for undergraduate nursing students. a descriptive and methodological study was carried out in a higher education institution, with the participation of 10 judges and five players. To do so, the conceptual simulation model proposed by Jeffries and standards of the International Nursing Association for Clinical Simulation and Learning were used to prepare the scenario and the checklist. the scenario was called "Managerial decision-making of nurses in the face of adverse events in a hospital". The scenario script and checklist were built for validation. The checklist was face- and content-validated. Afterward, judges used the checklist to validate the scenario, which, in its final version, was composed of Prebriefing (seven items), Scenario in Action (18 items) and Debriefing (seven items). the scenario proved to be a teaching strategy that anticipates the reality of future nurses, bringing them the self-confidence to perform their activities and helping them to act critically and reflectively during decision-making processes.

Motivation as a Key Determinant of Academic Achievement of Nursing Students

Background: Motivation empowers one to acquire knowledge and skills necessary for providing compassionate care. It inspires future nurses to overcome challenges, embrace continuous learning, and ultimately become dedicated healthcare professionals.&#x0D; Design: A descriptive cross-sectional survey study was conducted at the Skills Labs of the College of Health and Sport Sciences, University of Bahrain. &#x0D; Methods: A convenient sample of 126 nursing students reported their motivation towards their academic learning anonymously through electronic form. &#x0D; Results: Results indicated acceptable levels of intrinsic and extrinsic goal orientation (3.38±1.65 and 3.93±1.58), task value (3.94±1.50), control of learning beliefs (3.91±1.20), self-efficacy for learning and performance (3.68±1.63), and test anxiety (3.22±1.41).&#x0D; Conclusion: Academics can improve students’ motivation, academic achievement, and self-efficacy by implementing effective teaching strategies, encouraging goal-setting and self-monitoring techniques, reflection, providing resources and support for self-directed learning fostering collaboration, cultivating a supportive learning environment and teamwork among nursing students, and providing constructive feedback.

Decolonisation for health: A lifelong process of unlearning for Australian white nurse educators.

Indigenous nurse scholars across nations colonised by Europeans articulate the need for accomplices(as opposed to mere performative allies)to work alongside them and support their ongoing struggle for health equity andrespect and to prioritise and promote culturally safe healthcare. Although cultural safety is now being mandated in nursing codes of practice as a strategy to address racism in healthcare, it is important that white nurse educators have a comprehensive understanding about cultural safety and the pedagogical skills needed to teach it to undergraduate nurses. We open this article with stories of our journeys as two white nurses in becoming accomplices and working alongside Indigenous Peoples, as patients and colleagues. Our lived experience of the inertia of healthcare and education organisations to address systemic and institutional resistance to the practice of cultural safety underpins the intention of this article. We understand that delivering this challenging and complex topic effectively and respectfully is best achieved when Indigenous and white educators work together at the cultural interface. Doing so requires commitment from white nurses and power holders within universities and healthcare institutions. A decolonising approach to nurse education at individual and institutional levels is fundamental to support and grow the work that needs to be done to reduce health inequity and increase cultural safety. White nurse accomplices can play an important role in teaching future nurses the importance of critical reflection and aiming to reduce power imbalances and racism within healthcare environments. Reducing power imbalances in healthcare environments and decolonising nursing practice is the strength of a cultural safety framework.

A Strengths, Weaknesses, Opportunities, and Threats (SWOT) Analysis of ChatGPT Integration in Nursing Education: A Narrative Review.

Amidst evolving healthcare demands, nursing education plays a pivotal role in preparing future nurses for complex challenges. Traditional approaches, however, must be revised to meet modern healthcare needs. The ChatGPT, an AI-based chatbot, has garnered significant attention due to its ability to personalize learning experiences, enhance virtual clinical simulations, and foster collaborative learning in nursing education. This review aims to thoroughly assess the potential impact of integrating ChatGPT into nursing education. The hypothesis is that valuable insights can be provided for stakeholders through a comprehensive SWOT analysis examining the strengths, weaknesses, opportunities, and threats associated with ChatGPT. This will enable informed decisions about its integration, prioritizing improved learning outcomes. A thorough narrative literature review was undertaken to provide a solid foundation for the SWOT analysis. The materials included scholarly articles and reports, which ensure the study's credibility and allow for a holistic and unbiased assessment. The analysis identified accessibility, consistency, adaptability, cost-effectiveness, and staying up-to-date as crucial factors influencing the strengths, weaknesses, opportunities, and threats associated with ChatGPT integration in nursing education. These themes provided a framework to understand the potential risks and benefits of integrating ChatGPT into nursing education. This review highlights the importance of responsible and effective use of ChatGPT in nursing education and the need for collaboration among educators, policymakers, and AI developers. Addressing the identified challenges and leveraging the strengths of ChatGPT can lead to improved learning outcomes and enriched educational experiences for students. The findings emphasize the importance of responsibly integrating ChatGPT in nursing education, balancing technological advancement with careful consideration of associated risks, to achieve optimal outcomes.

The climate crisis and human health: Survey on the knowledge of nursing students in the Comunidad de Madrid

BackgroundClimate change is an evolving phenomenon that impacts the quality of life and human health, especially of the vulnerable and marginalized, the chronically ill, children and women worldwide. International health organizations are including the mitigation of climate change in their agenda and healthcare professionals are having a progressively active role in this fight, by generating knowledge, training and advocacy. It is becoming increasingly important for healthcare students to understand how the environment influences health and the measures and precautions that the health community can implement in the fight against climate change in order to meet the future needs of populations and communities. AimThe main objective is to describe the degree of knowledge and interest of nursing students of the Comunidad de Madrid about climate change in order to explore their need for training and education on the subject, and ultimately meet the future needs of patients and healthcare institutions. Setting/participantsThe population sample selected consists of nursing students of any year of 14 different universities in the Comunidad de Madrid. Design and methodsThis descriptive cross-sectional study was carried out using the “International Health Survey” questionnaire, validated and published by the principal investigator from George Mason University, reformulated, under permission, for the study population. The data collection has been carried through direct contact with institution's directors. ResultsSurvey's results have shown participants to have lack of training and education regarding the effects of climate change, while demonstrating concern, interest and motivation in learning. Results also reveal differences between students based on gender, the year of attendance, and the type of university (public, private, or affiliated). ConclusionIncluding climate change education in the nursing school curricula of Comunidad de Madrid would benefit healthcare institutions as future nurses will be prepared to meet the needs of populations and communities and be active in reducing the effects of climate change.

Nursing Students’ Perceived Confidence in eHealth Concepts and Willingness to Learn: A Multi-site Cross-sectional Survey in India

Background:: With the digitalization of health care, nurses are required to possess adequate eHealth competence. Aim:: This study aimed to explore the perceived confidence in eHealth concepts and willingness for training among nursing students. Materials and Methods:: A cross-sectional survey was conducted among 572 undergraduate nursing students recruited by convenient sampling technique from two selected nursing colleges in Southern and Northern India. A structured questionnaire was used to collect data. The data was analysed using SPSS. A p-value of less than 0.05 was taken as statistically significant. Results:: A total of 572 students completed the survey. The age of the participants ranged from 18 to 28 years, with a mean of 20.7 (SD 2.0) years. Most of the students (92.5%) used smartphones as their source of internet. More than half (66.1%) of the students were confident in various eHealth concepts. Those who were not confident in a particular eHealth concept were more willing to learn the same concept than those who were confident. Conclusion:: The study recommends preparing future nurses having knowledge of various eHealth concepts using curricular and co-curricular activities to increase their confidence and enable them to work effectively in the era of digital transformation of health care.

REFORM IN THE EDUCATION OF NURSES IN SECONDARY MEDICAL SCHOOLS: ANALYSIS OF THE COMPARISON OF PLANS AND PROGRAMS FROM THE ESTABLISHMENT OF THE SCHOOL FOR NURSES TO REFORM IN THE EDUCATION OF NURSES (2015)

The Secondary Medical School "Zvezdara" was founded in 1921 with the support of the United Kingdom as the first school for the education of nurses in our region. In our educational system, since 2000, various educational reforms have been implemented, affecting the education of nurses through innovation and change of plans and programs with changes in goals and outcomes of nursing education. The aim of the paper was to make a short critical review of the education of nurses from 1921 to 2021, with a focus on the history of the school institution as the oldest school institution for the education of nurses in this region. A qualitative analysis of the plans and programs was done, and then, by comparing the analyzed plans and programs, an insight into the changes in education that influenced the change in goals and outcomes of education was shown. The paper will highlight the advantages and disadvantages of the reform of the education of nurses. Available plans and programs and school monographs were used for the preparation of the paper, which were qualitatively analyzed, and then a comparative analysis was carried out. In the paper, the authors suggest the necessary changes that should be implemented in the future so that plans and programs better meet the educational needs of students and thus enable the development of the professional competencies of future nurses.

Evaluation du niveau de la professionnalisation des étudiants finalistes en sciences infirmières formés à l’Institut Supérieur des Techniques Médicales de Kikwit (ISTM/KKT)

Summary: Introduction: This study sought to investigate the professionalization level among finalist nursing students at ISTM Kikwit. Method: This was a quantitative correlational study conducted among finalist nursing students. Based on a non-probability sampling of accidental type, ninety-five finalist students of the first cycle of university in nursing sciences were selected after their presence in the different services at the General Hospital of Reference of Kikwit North. Systemic observation was used to collect the data. Results: The main results indicate that the professionalization level rate is 36.8%. The bi-variate analysis shows that the professional attitudes acquired during nursing training have little influence on the professionalization of future nurses. The observed elements show the significant influence of the training on the professional career of the future nurses of the ISTM Kikwit. Conclusion: The low level of professionalization level among the graduating nursing students justifies the reinforcement of the alternating theoretical and practical training. Training organizers as well as nursing teachers need to implement targeted interventions to shape positive professional values of nursing students, which can foster the ability to be used upon completion of training.

SURVEY ON EVIDENCE–BASED PRACTICE BELIEFS AND IMPLEMENTATION AMONG UNDERGRADUATE NURSING STUDENTS AT CAN THO UNIVERSITY OF MEDICINE AND PHARMACY IN 2022

Background: Evidence-based practice (EBP) is the conscientious, explicit, and judicious use of current best evidence in making decisions about the care of individual patients. Nowadays, EBP is a gold standard in caring fields and assessing the quality of nursing education in many countries around the world. Although EBP has many benefits for patients and training, there is a paucity of published research on the beliefs and implementation of EBP in Vietnam for nursing students. Objectives: This study aimed to describe the EBP beliefs and EBP implementation among 45 undergraduate nursing students at Can Tho University of Medicine and Pharmacy in February 2022. Materials and methods: A convenience sample of 45 undergraduate nursing students was surveyed in this descriptive, cross–sectional study. The EBP Beliefs Scale (EBPB-S) and the EBP Implementation for Students Scales (EBPI-S) by Fineout-Overholt et al. were employed to collect data regarding the respondents’ beliefs and implementation of EBP, respectively. Data collected include (1) undergraduate nursing students ( 3rd and 4th levels), (2) those who hadn’t joined the EBP course until the research time, and (3) answered enough questions. Descriptive statistics were used to analyze data. Results: Half of the respondents had seen their teachers and physicians using EBP, and most believed in the value of using EBP to develop professional competency. 100% of respondents had never used UpToDate databases to find evidence. Undergraduate nursing students weren’t confident applying EBP in clinical practice daily (M=62.89, SD=12.04), and implementing EBP less than once within 8 weeks before the study (M=9.28, SD=8.19). Conclusions: EBP beliefs and implementations were low in undergraduate nursing students. EBP courses should be initiated to increase EBP beliefs and implementation in undergraduate nursing students to advance nursing science, enhance practice for future nurses, and improve patient outcomes.

Are the Caring Behaviors of Future Nurses Affected by Their Gender Attitudes? A Cross-Sectional Study

The aim of the study is to determine the correlation between attitudes of Turkish nursing students toward gender roles and their perceptions of caring behaviors. The study was conducted based on cross-sectional, descriptive and relational design. First- and fourth-year nursing undergraduate students studying at four state universities located in a large city in Türkiye were included in the study (n=541). Three forms including “Descriptive Characteristics Form”, “The Gender Roles Attitude Scale” and “Caring Assessment Questionnaire” were used as data collection tools. The students' GRAS mean score was 147.12±15.47 and the highest subscale mean was detected in the egalitarian gender role subscale. The students' Care-Q total mean score was 4.99±1.34 and the highest subscale mean was observed in the “Monitors and Follows Through” subscale. As a result of the study, it was observed that there was a statistically significant positive and very weak correlation between the nursing students' caring behaviors and attitudes toward gender roles. The results indicated that the students participating in the study had an egalitarian attitude and as the egalitarian attitude increased, their caring assessment behaviors also increased.

Nursing students' knowledge and attitudes toward older adults.

Nursing students, as the future healthcare workforce, hold immense potential in providing quality care to older adults and becoming advocates for promoting aging and public health, thus contributing significantly to addressing the multifaceted challenges of our aging society. Nurses' knowledge and attitudes about aging affect health care quality. Negative and unattractive representations of the social problems associated with aging contaminate nursing students' attitudes. Nursing schools are challenged to develop new curricula to prepare future nurses for the inherent complexity of an aging society. This study aims to assess the knowledge and attitudes of nursing students toward older adults and identify the variables that can influence these attitudes. Quantitative research was carried out through the application of an online survey using a cross-sectional descriptive research design. A total of 182 nursing students completed the online survey. Progression in the nursing course was statistically significant; the more students advanced, the more positive attitudes and knowledge they revealed about aging; 39% of students have daily contact with their grandparents; however, only 14.8% would like to work with older adults. Multiple linear regression revealed that the most important factor for positive attitudes and knowledge about aging was regular contact with grandparents, followed by progression in the nursing course. The students' age was not a significant factor in improving attitudes or expanding knowledge regarding older adults. In a multidimensional logic, the deepening of knowledge about aging and the socialization of students with older adults are central factors that should reinforce curricula in nursing education.

Cyberethics in nursing education: Ethical implications of artificial intelligence.

As the use of artificial intelligence (AI) technologies, particularly generative AI (Gen AI), becomes increasingly prevalent in nursing education, it is paramount to address the ethical implications of their implementation. This article explores the realm of cyberethics (a field of applied ethics that focuses on the ethical, legal, and social implications of cybertechnology), highlighting the ethical principles of autonomy, nonmaleficence, beneficence, justice, and explicability as a roadmap for facilitating AI integration into nursing education. Research findings suggest that ethical dilemmas that challenge these five principles can emerge within the context of nursing education; however, adherence to these very principles, which is essential to improving patient care, can offer solutions to these dilemmas. To ensure the ethical and responsible use of Gen AI in nursing education, these principles must be woven into the fabric of curricula, and appropriate guidelines must be developed. Nurse educators have a pivotal role in strategizing comprehensive approaches for ethical AI integration, establishing clear guidelines, and instilling critical thinking among students. Fostering lifelong learning and adaptability is key to ensuring that future nurses can successfully navigate the constantly evolving landscape of health care technology. Future research should investigate the long-term impacts of AI utilization on learning outcomes and ethical decision-making.

Mental health deserves better: Resisting the dilution of specialist pre-registration mental health nurse education in the United Kingdom.

This article aims to draw attention to increasing genericism in nurse education in the United Kingdom, which sees less specialist mental health education for mental health nursing students and offers opposition to such direction. In 2018, the Nursing and Midwifery Council produced the 'Future Nurse' standards which directed changes to pre-registration nurse education. This led to dissatisfaction from many mental health nurses, specifically regarding reduced mental health content for students studying mental health nursing. Concerns have been raised through public forum and evolved into a grassroots national movement 'Mental Health Deserves Better' (#MHDeservesBetter). This is a position paper which presents the perspective of many mental health nurse academics working at universities within the United Kingdom. Mental health nurse academics collaborated to develop ideas and articulate arguments and perspectives which present a strong position on the requirement for specialist pre-registration mental health nurse education. The key themes explored are; a conflict of ideologies in nursing, no parity of esteem, physical health care needs to be contextualized, the unique nature of mental health nursing, ethical tensions and values conflict, implications for practice, necessary improvements overlooked and the dangers of honesty and academic 'freedom'. The paper concludes by asserting a strong position on the need for a change of direction away from genericism and calls on mental health nurses to rise from the ashes to advocate for a quality education necessary to ensure quality care delivery. The quality of mental health care provided by mental health nurses has many influences, yet the foundation offered through pre-registration education is one of the most valuable. If the education of mental health nurses does not attend to the distinct and unique role of the mental health nurse, standards of mental health care may diminish without assertive action from mental health nurses and allies.

The evolution of professional identity in intensive care nurses during COVID-19 – An interpretive phenomenological study

ObjectivesThis study explored the meaning behind professional identity in intensive care nurses who cared for patients with COVID-19. Research methodology/designThe exploration was conducted using a qualitative interpretive phenomenological approach with guidance from hermeneutics. SettingSemi-structured audiovisual interviews were conducted with intensive care unit nurses (n = 20) throughout the United States of America, spanning nurse experiences of caring for patients with COVID-19 between 2019 and 2022. Outcome measureOutcome measures were codes and themes which emerged from data using Benner’s interpretive phenomenology method for nursing and Heidegger’s hermeneutic circle. FindingsFour critical findings of this study were the themes a) Keep Them Alive, b) We Are Survivors, c) I Am An Intensive Care Unit Nurse, and d) I Was Meant For This. ConclusionFindings suggest that professional identity is evolving for nurses as they care for patients in the intensive care and that evolution affects nursing professionals’ quality of life. Implications for clinical practiceThe findings of this study have important implications for nursing practice. These themes highlight intensive care nurses' deep commitment and strong professional identity, which can positively impact nurse retention and foster a sense of purpose and fulfillment. Understanding the meaning attached to nurses’ experiences can allow nurse leaders and mentors to enhance their roles and aid in the preparation of future intensive care nurses, helping future nurses find focus and satisfaction in their professional identities. Recognizing and nurturing nurses' strong professional identity may positively impact nurse retention and fulfillment. To achieve this, nurse leaders must comprehend and support nurses' experiences, cultivating an environment that empowers these caregivers to thrive and make a lasting impact on patient care.

간호대학생의 전공만족도와 대학생활 적응의 관계에서 사회적 지지의 매개효과

The study was conducted to identify the effect of social support in the relations between major satisfaction and college adjustment among nursing students.&#x0D; The subjects of this study were 100 sophomore nursing students from two universities located in D and G cities. The data collection period is from March 10, 2022 to March 30, 2022, and was conducted through a self-administered questionnaire.&#x0D; The research model was designed on the basis of PROCESS Macro Model 4 proposed by Hayes (2013). The collected data was analyzed using SPSS 24.0, PROCESS Macro ver. 3.5 program.&#x0D; The mean score for major satisfaction, college adjustment and social support perceived by nursing students were 3.98, 3.45, and 4.00 points out of 5, respectively. Major satisfaction, college adjustment and social support had strong correlations with each other (p&lt;.001). The difference in adaptation to college life is when the major is chosen by oneself (t=3.41, p=.001), when the motive for selecting a major matches one's aptitude (F=5.73, p=.004), and when satisfaction with college life (F=14.01, p&lt;.001) was significantly high. To confirm the effects on social support, the covariate was adjusted for major selector, aptitude in major selection motive, and college life satisfaction. Major satisfaction had a direct effect on college adjustment (β = .574) and social support (β = .625). Social support had a direct effect on college adjustment (β = .241). There was a mediation effect of social support between major satisfaction and college adjustment (β = .619).&#x0D; Based on the results of this study, it was confirmed that nursing students' major satisfaction affects their adaptation to college life using social support as a mediating variable. Therefore, by identifying the sub-factors of social support that can increase the satisfaction of nursing students who will become future nurses, we propose the development of specific emotional, evaluative, informational, and physical intervention programs in nursing education and research to verify their effectiveness.

ChatGPT and OpenAI: A Comprehensive Bibliometric Review

The introduction of OpenAI ChatGPT has sparked a lively discussion among researchers in academia, investors in business sector, and governments in policymaking circles. Numerous concerns have been expressed by Commentators from various scientific domains. Therefore, this study is an attempt to review the existing research pertaining to OpenAI's ChatGPT using bibliometric analysis. The study reviewed 210 research collected from Web of Sciences covering all disciplines. The analysis was based on (i) co-occurrence (keywords), (ii) citations and (iii) co-authorship. We found, keywords such as “ChatGPT, artificial intelligence, OpenAI, AI, education, chatbots, natural language processing, medicine, and management” are the most frequently used in OpenAI ChatGPT. Moreover, we identified that areas including cryptocurrencies, healthcare, future nursing, information value, non-human authors, algorithmic bias, clinical otolaryngology, clinical decision-making, large language models, generative pre-trained transfer are not covered deeply investigated using OpenAI ChatGPT. Finally, we found around 155 authors from 109 institutions located in 28 countries led by United Sated and Germany are actively engaged in producing research using OpenAI ChatGPT.

Implications of understanding the undergraduate nursing students' learning styles: A discussion paper

The article aims to present and critique the literature exploring nursing students' learning styles and to discuss the implications of understanding nursing students' learning styles for nurse educators, nursing students, and nursing academic programs. Learning style refers to the way an individual prefers to learn. Learning styles are shaped by several factors and change with different contexts. The learning styles vary among students in nursing programs and other health professions, with no one dominant style. Despite inconsistent evidence, educators believe that matching their teaching methods with students' learning styles can promote academic performance. The authors share a teaching experience that incorporates offering several teaching methods for the same content to meet the different learning styles of nursing students. The teaching experience resulted in students' satisfaction and improvement in their performance. The paper proposes assisting nursing students to develop their learning styles to enable them to master the skillset required by nursing as a profession. These nursing students are future nurses who would have developed the necessary learning style and skills to provide safe and competent nursing care.