Professional Nursing Knowledge Research Articles

Development and Effect of a Simulation-Based Disaster Nursing Education Program for Nursing Students Using Standardized Patients.

Disaster nursing deploys professional nursing knowledge and skills systematically to reduce disaster-related risks to life and health. Disaster nursing education requires providing simulations using standardized patients. The purpose of this study was to develop, based on the International Council of Nurses' Framework of Disaster Nursing Competencies, a simulation-based disaster nursing education program for nursing students that employed standardized patients. A nonequivalent, control group, pretest-and-posttest design was used. Participants were senior nursing students from two universities, with 70 assigned to the experimental group, 35 assigned to the comparison group, and 35 assigned to the control group. Data were collected from January 25 to April 3, 2019. The simulation-based disaster nursing education program consisted of a 60-minute theoretical lecture on disaster management and two scenarios. The effectiveness of the simulation-based disaster nursing education program was measured using levels of disaster nursing competencies, disaster triage competency, disaster preparedness, critical thinking disposition, and confidence in disaster nursing. Significant differences were found between the experimental and comparison/control groups in terms of disaster nursing competencies ( F = 20.06, p < .001), nursing triage ( F = 17.35, p < .001), disaster preparedness ( F = 60.37, p < .001), critical thinking disposition ( F = 19.63, p < .001), and confidence in disaster nursing ( F = 20.24, p < .001). Simulation-based disaster nursing education programs using standardized patients can be useful in disaster nursing education. They can contribute to future changes in nursing education and practice by improving the disaster nursing capabilities and preparedness of students.

Assessment of Reliability and Validity of a Nursing Tool Used to Examine Knowledge, Attitude, and Practices of Professional Nurses in Writing Nursing Care Plans at a Teaching Hospital in Gauteng Province, South Africa

Background: A nursing care plan is a guideline developed for a patient's needs. A well-documented care plan provides holistic patient-centred care and includes assessing, evaluating, and administering a variety of interventions as well as teaching patients and families. There are existing tools to measure nurses' knowledge, attitude, and practices in writing nursing care plans in many countries. However, cultural differences and most of the tools do not cover region-specific aspects of diseases, making it challenging to be used between countries. Objective: Thisstudy aimed to develop and validate a tool for determining the knowledge, attitudes, and practices of nurses in writing nursing care plans at a teaching hospital in Gauteng province, South Africa. Methods: A cross-sectional study was conducted among 218 registered nurses in selected hospital wards. Reliability was examined using Cronbach alpha and item-total correlation, while validity was assessed using Exploratory Factor Analysis (EFA EFA) and convergent validity. SPSS for Windows (version 10.0; SPSS, Inc., Chicago, IL, USA) was used to analyze data. Results Cronbach's alpha was 0.75 for knowledge, 0.74 for attitude, and 0.77 for practices. The item-total correlation values ranged from -0.203 to 0.742. Kaiser-Meyer-Olkin was 0.877, 0.793, and 0.797 for the three dimensions, respectively and the Bartlett test was significant (p&lt; 0.0001). The EFA showed that all the items had loadings ≥0.5 except for item A1. Knowledge and practice had a good convergent validity. Implications for Nursing Efforts to develop, validate and implement a new instrument to assess nursing knowledge, attitudes, and practice in writing nursing care plans improve communication between nursing staff, and involve patients more in their care, resulting in fewer medical errors and improving the quality of patient care. Conclusion: This study indicates that the tool has satisfactory reliability, and the use of EFA for the investigation of validity is adequate, but one item in the attitude dimension has a lower threshold value. Further confirmatory factor analysis studies with a larger sample size are needed to support construct validity.

Effective Teaching Program on Knowledge and Attitude about Disaster Management: An Overview

Disaster management is a comprehensive approach to both preventing and responding to disasters. All aspects of preparedness, rescue, relief, and rehabilitation activities, as well as preventive and protective measures, are included in disaster management. India’s natural landscape is incredibly diversified, and as a result, a significant share of the reported catastrophe victims in Asia in 2015 was from India. Due to its unique geo-climatic conditions, the country is among the ones that are most susceptible to natural disasters in the world. Disaster nursing is the adaptation of professional nursing knowledge, skills, and attitude in recognizing and meeting the nursing, health, and emotional needs of disaster victims. Nurses occupy a unique role in lobbying for organized, profit-driven healthcare amid emergencies. Nurses are necessary to prevent, monitor, and react to any circumstance. Due to the small sample size of the study, the nursing students’ understanding of and attitudes regarding disaster management and emergency preparedness were lacking. Nursing students may benefit from a disaster nursing education program that will increase their preparedness for and awareness of disasters. It was discovered that the disaster nursing and management teaching program offered to nursing students improved attitudes toward overall preparedness for disasters, self-efficacy in disaster response, and psychological resilience. Disaster management teaching has a significant impact on nursing students’ degree of preparedness for emergencies and knowledge.

간호사의 전문직자율성의 개념분석

Purpose: This study sought conceptual understanding of professional autonomy in nursing science. The underlying ideas and properties of professional autonomy in nursing were analyzed and compared with definitions used in diverse individual studies. Methods: Concepts were analyzed using the conceptual method of Walker & Avant. Results: Four attributes of nurses’ professional autonomy were identified: job performance, effective communication, decision-making, and responsibility. The leading factors were ‘nursing education and clinical experience from 4 years of nursing school,’ ‘critical thinking,’ and ‘insight.’ The result factors of this study were ‘personal growth,’ ‘self-leadership,’ and ‘patient safety’. Conclusion: Professional autonomy as defined in this study is completion of education and training based on the professional knowledge and responsibility of nurses, which support rational decision-making through smooth communication in the performance of nursing tasks.

Development of a training programme for professional nurses in South Africa - An educational response to the COVID-19 pandemic.

AimThis paper describes the development of the training programme for South African professional nurses on how to manage critically ill COVID‐19 patients in intensive care units and repurposed general wards.Design and methodsThe Analysis, Design, Development, Implementation and Evaluation educational instructional design model guided the development of the training programme. A case‐based study approach and blended learning were used to deliver the six modules.ResultsThe training programme was developed, reviewed and validated by the coordinating team of facilitators involved in the initiative. Implementation of the training programme and the result thereof will not be discussed as part of this manuscript.ConclusionThe training programme aimed to enhance the knowledge of professional nurses in the management of critically ill patients with COVID‐19. As the pandemic evolves, a need for training and ongoing support was identified, which might address the need for surge capacity and hospital readiness planning.

Degree Completion Nursing Students’ Perceptions of Their Readiness to Learn Online

Raising the professional knowledge and skill of nurses through acquiring a baccalaureate degree has shown evidence of an increase in the provision of quality care, a reduction in mortality rates in hospitals, and increase in patient safety. Institutions of higher education have adopted online learning for degree-completion nursing programs in Uganda to advance more nurses to the baccalaureate level. This paper presents the findings from the qualitative phase of a mixed-method study that explored factors that contribute to students’ self-efficacy to learn online. In the quantitative phase of the study, 226 nursing students were surveyed about their personal attributes, technical competences, and institutional supports that contributed to their self-efficacy to learn online. The surveys revealed that a majority of the students (58%) reported moderate to high levels of readiness to learn online. The qualitative phase was designed to elicit the students’ perception of those factors that influenced self-efficacy to learn online. It was also conducted during the COVID pandemic and captured the students’ perceptions during the online study. Two focus group discussions were held with a representative sample from the students (n-14) who participated in the survey portion of the study. The findings provided an understanding of students’ perceptions of online learning readiness, the challenges they faced, and insights into how educators, employers, and families can support students’ online learning. The findings can be generalized to students such as those in degree-completion programs, who are employed, and who study from rural or low resource areas globally.

Needs Analysis and Strategic Study of ENP in Medical Colleges

Objective: To learn about students’ needs for English for nursing purposes (ENP) and study how to better improve the current situation of ENP teaching in medical schools. Method: A voluntary service questionnaire was used to evaluate nursing students from three medical colleges in Yunnan province, Hebei province, and Anhui province by random sampling. Results: 1. Most nursing students are willing to acquire ENP but deem that the present ENP teaching cannot meet their needs. 2. Owing to the lacking of professional medical knowledge, current ENP teachers have been considered less than perfect. 3. A large number of students pay more attention to the teaching method, which combines improving practical ability and acquiring professional knowledge. 4. Students request the teaching materials relevant to nursing majors. Conclusion: In order to increase the training of professional nursing knowledge for some ENP teachers who have graduated from normal colleges, it is suggested to design an engaging education model that blends teaching content with practical work and compile the ENP material that suits nursing characteristics and is consistent with the actual English level of nursing students.

Study on Postoperative Nursing of Patients with Gastric Diseases Based on Nano Gold Biosensor.

During the interventional operation of patients with gastric disease under nano gold biosensor, the nursing staff should have professional nursing knowledge. High quality nursing is a kind of nursing intervention based on holistic nursing and patient-centered. It can make corresponding nursing measures according to the actual condition of patients, so that patients can feel high-quality nursing services. In this study, high-quality nursing measures were taken for patients with gastric diseases in the interventional treatment of nano gold biosensor. Before the operation, relevant psychological nursing measures were given to patients, and related knowledge of disease and operation were explained. The skillful movements in operation and the cordial sympathy after operation can appease the patients' bad psychological state to a certain extent, so as to effectively reduce the patients' anxiety, depression and other psychological emotions. High quality nursing intervention for patients with gastric diseases under the intervention of nano gold biosensor can effectively improve the degree of anxiety and depression of patients, the recovery of bowel sounds and the time of getting out of bed activities, improve the treatment compliance, and promote the early recovery of patients' health.

Cultural Competence Perspectives From Nurses in Four Asian Countries: A Qualitative Descriptive Study

Objective: This study aimed to describe the perception of cultural competence (CC) among nurses of four Asian countries. Material and Methods: A descriptive qualitative study was carried out, including fourteen nurses for in-depth interviews and 63 nurses for 8 focus group discussions being purposively selected from four Asian countries. Data were analyzed based on content analysis. Results: The participants defined CC as similar to cultural care, and described their CC in four main themes: (1) caring focus for patients with different cultures, (2) valuing holistic care/ patient-centered nursing, (3) preparing for living with God or Buddha, and (4) considering the social norms and patient rights. Assessment of the patient’s cultural background and myths contrary to medicine, along with having professional nursing knowledge, skills, and experience were the components of CC. Conclusion: The participants have addressed their CC in providing culturally, congruent care with a universal, holistic, and empathetic approach. Nurses should be trained to develop skills in multicultural care and language and made aware of their patients’ cultural beliefs. Further, CC scales for nurses working in the selected, four Asian countries should be developed.

The barriers to evidence-based nursing implementation in mainland China: A qualitative content analysis.

It has been widely recognized that healthcare practices should be based on up-to-date high-quality evidence; however, the implementation of evidence has been a slow process in nursing practice. It is crucial for clinical practitioners to be aware of the barriers to implementing evidence-based nursing. The aim of this study was to describe participants' experiences and thoughts on barriers to implementing evidence-based nursing in mainland China. Forty-five participants came from 45 evidence-based nursing implementation projects carried out in 16 hospitals in mainland China. Data were collected through observation and semi-structured interviews, after which qualitative content analysis was undertaken. Then, the five themes and subthemes were extracted from the data. The five themes were evidence-based, nurse-related, patient-related, setting barriers, and lack of support. In this study, a variety of barriers influencing evidence implementation in the Chinese nursing context were identified and further explored from the perspective of clarifying misunderstandings about evidence-based nursing, the profound influence of Chinese culture on patients' preferences and attitudes, and the lack of professional knowledge of nurses.

Effect of training with core competence as the theoretical framework on the critical thinking ability of operating room nurses

Objective To probe into the effect of training with core competence as the theoretical framework on the critical thinking ability of operating room nurses. Methods From October 2017 to December 2018, 40 nurses from the hospital who participated in the training of specialist nurses in the operating room were selected as research objects.The results of operating room theory and operational skills, core competence scores and critical thinking scores before and after training were compared and analyzed. Results Compared with before the training, scores of basic nursing knowledge and operating room professional nursing knowledge, scores of basic nursing operation and simulated operation environment, scores and total scores of each dimension of core competence, scores and total scores of each dimension of critical thinking were significantly improved in the theoretical assessment after the training, with statistically significant differences (P<0.05). Conclusions The training with core competence as the theoretical framework has a positive promoting effect on the improvement of core competence and critical thinking of operating room nurses and lays a good foundation for the improvement of operating room nursing quality. Key words: Core competence; Training; Critical thinking ability

Assessment of nurses’ knowledge of nosocomial infections transmitted through contact

Abstract Introduction. Due to frequent contact with sick people, the hands of healthcare professionals are the most popular way of transmitting pathogens from patient to patient and from hospital to patient. Hand hygiene is crucial when it comes to reducing HCAI (healthcare-associated infections). Aim. The aim is to analyze the professional knowledge of nurses about nosocomial infections transmitted through contact. Its main assumption is the evaluation of this knowledge in the context of preventing the spread of nosocomial infections. Material and method. A proprietary questionnaire consisting of questions was used to assess the knowledge of medical personnel. The survey contains 25 questions based on the principle of “true/false”. The reliability of the scale was measured and assessed with the Cronbach’s alpha test at the level of 68.4%. Results. Factors adversely affecting the general level of knowledge in the field of hand hygiene turned out to be older age (p=0.012), longer work experience (p=0.023) and the lack of higher education (p=0.048).

Effect of Shared Governance Educational Program on knowledge, perceptions and Autonomy of Professional Nurses

Background: Shared governance is a model in which staff collaborate through a decentralized decision making structure, sharing ownership and accountability and partnering to make decisions about clinical practice, professional development, patient safety and quality improvement. Aim: of this study was to investigate the effect of shared governance educational program on knowledge, perceptions and autonomy of professional nurses. Design: A quasi-experimental research was utilized. Setting: The study was carried out in five of Minia University Hospitals including the Main University Hospital; Gynecology, Obstetrics and Pediatrics Hospital; Cardio-Thoracic Hospital; Renal and Urology Hospital in addition to the Dental Hospital. Subjects: Participants of the study were a probability sample of professional nurses (no=78) drained from the total baccalaureate-prepared nurses who were working in the previously mentioned Hospitals at the study conduction period. Tools: Two tools were used; Nurses Knowledge and Perceptions of Shared Governance Questionnaire, and Professional Nursing Autonomy Scale. Results: There was a high statistically significant improvement in the level of nurses’ knowledge and perceptions of shared governance as well as in their level of perceived professional autonomy from its three perspectives at all test measures that followed implementing the educational program than what was before program implementation. Conclusion: The educational intervention carried out within the context of this study was successful at improving the knowledge, perceptions and autonomy of professional nurses. Recommendations: This study especially emphasize that continuing education is a consolidated way to ensure the implementation of shared governance and promotes professional nursing autonomy.

Early identification and referral of organ donors in five private hospitals: A survey to determine the knowledge and views of critical care professional nurses pre and post a PowerPoint training intervention.

Internationally, the declining number of organ donors does not meet the rising demand for life-saving solid organ transplant operations. Critical care professional nurses play an important role in the identification of organ donors. A deeper understanding is needed of the missed opportunities of identification and referral of potential organ donors to organ transplant co-ordinators in the critical care environment. To describe the knowledge and views of critical care professional nurses (CCPNs) in South Africa concerning the early identification and referral of organ donors, and to describe the short-term effect of implementing a PowerPoint training intervention on nurses' knowledge in this domain. A mixed method, experimental, exploratory, descriptive study design was followed. Critical care professional nurses in seven intensive care units at five private hospitals completed a data collection instrument comprising 11 quantitative and three qualitative questions, before and after completing a PowerPoint training intervention. The post test was done directly after the training intervention due to the environment of nursing shift work. A total of 173 (79%) CCPNs participated, from a population of 218. The median (interquartile range) score for all participants increased from 60% (48 - 76) prior to the PowerPoint training intervention, to 96% (88 - 96) after the intervention (p<0.0001). Three main themes emerged from the qualitative questions: stress experienced by the CCPNs during the organ donor process (62%); inadequate collaboration between doctors and nurses (34%); and the need for a policy (9%) to guide the donor referral process. CCPNs' knowledge regarding the early identification and referral of potential organ donors increased significantly following a targeted PowerPoint training intervention. The identified themes suggest that CCPNs require support in order to effectively communicate with the donor's family and medical staff. The findings of this study will contribute to the increase in organ donor referrals. Increased education of critical care professional nurses and doctors on effective communication, and the early identification and referral of organ donors, will expectedly help to resolve the critical barriers in the organ donor process.

Factors influencing the confidence and knowledge of nurses prescribing antiretroviral treatment in a rural and urban district in the Western Cape province.

BackgroundSince the introduction of nurse-initiated and managed antiretroviral treatment (NIMART) in South Africa in 2010, initiation of antiretroviral therapy (ART) in primary care has become the responsibility of nurses. The continued success of this approach is dependent on factors such as adequate training and effective support systems.ObjectivesThis study aimed to investigate factors influencing the knowledge and confidence of professional nurses in managing patients living with human immunodeficiency virus (HIV) in primary healthcare settings in a rural and urban district in the Western Cape.MethodsA cross-sectional survey was conducted amongst 77 NIMART-trained nurses from 29 healthcare facilities to measure demographic details, influencing factors, HIV management confidence and HIV management knowledge.ResultsThe majority of participants had adequate HIV management knowledge and reported being very confident or expert in the HIV management skills or competencies. Participants trained recently on local guidelines (Practical Approach to Care Kit) (3 years ago or less) had significantly higher knowledge scores. Regular feedback about clinic and personal performance was associated with higher HIV management knowledge. Participants who received NIMART mentoring over a period of 2 weeks had a higher mean confidence score compared to other periods of mentoring. A higher caseload of patients living with HIV was also associated with higher knowledge and confidence.ConclusionTraining, mentorship and clinical practice experience are associated with knowledge and confidence. Recommendations include the strengthening of current training and mentoring and ensuring that NIMART-trained nurses are provided with regular updates and sufficient opportunities for clinical practice.

What are the Experiences and Needs of Primary Care Nurses in Caring for Patients With Type 2 Diabetes in a Rural Village in South Africa? An Exploratory Study

Since 1994, the emphasis in the provision of health services in South Africa has shifted from hospital-based care to a community-based comprehensive primary health care system, especially important in the management of chronic diseases. However, primary health care professional nurses are not well trained to manage chronic conditions like type 2 diabetes. Therefore, this study aimed to explore the experiences and needs of primary care nurses as a basis for the development of a training programme for professional nurses who care for T2D patients. A qualitative descriptive approach was employed, using individual interviews with primary health care nurses caring for T2D patients in the Ga-Dikgale village clinics. Ethical considerations were observed throughout the study and quality supportive measures were employed. Three main themes emerged from the study findings which address the current practices and knowledge of professional nurses related to care provided to diabetes patients, the challenges experienced by professional nurses during the provision of care to diabetes patients on treatment and their training experiences, gaps and needs. A need for continuing education for professional nurses related to the care of patients with diabetes was identified. The results of this study will be used to develop a training programme to improve the knowledge and skills of professional nurses and to improve the quality of care of patients with type 2 diabetes.

Effect of Evidence Based Practice Training Program on Professional Nurses’ Decision Making Abilities

Effective implementing of evidence based practice has potential benefits for professional nurses, patients, healthcare systems and reduces inappropriate deviations in healthcare practices, supplies a set of standards for enhancing clinical decision making abilities. Aim of the study: This study was aimed to assess of the effect of evidence based practice training program on professional nurses` decision making abilities. Design: A quasi experimental design was used in this study. Setting: This study was conducted at intensive care unit at Benha University Hospital and Benha Teaching Hospital. Subjects: A convenient sample of 68 professional nurses recruited from the presented units and had the following inclusion criteria; had a Bachelor degree in nursing science and willing to participate in the study. Tools for data collection: The study tools divided into four tools: Evidence-Based Knowledge Questionnaire, Evidence-Based Practice Questionnaire (EBPQ), Evidence-Based Practice Attitudes Scale and Decision Making Abilities Questionnaire. The results showed that, there was statistically significant improvement among the professional nurses' knowledge, skills, and attitudes regarding evidence based practice after implementation of the training program. There was highly statistical significant improvement in the professional nurses decision making abilities thorough program phases. As 40.7 % of them were able to make decision before the program which improved to 67.4% immediate post the program and decrease to 60.3% three months follow up the program. The study concludes that, the implementation of the Evidence-Based Practice training program was significantly succeeded in enhancing total knowledge, skills, and attitudes of professional nurses that significantly improves their decision-making abilities. The study recommended that: Conduct continuous in-service training and education programs for refreshing and updating professional nurses knowledge and skills about the evidence-based practice. A brief basic educational intervention on EBP with online and face-to-face learning can produce improvements in the knowledge and skills of clinical nurses.

Nurses' perceptions about a web-based learning intervention concerning supportive family conversations in home health care.

Aims and objectivesTo describe the perceptions that municipal primary healthcare nurses and municipal registered nurses had about a web‐based learning intervention concerning supportive family health conversations in municipal home health care.BackgroundEven though family health conversations are well grounded in theory with several reported benefits for patients and families, most working nurses have little or no training in practising family systems nursing including family health conversations. Continued learning is necessary for nurses, where web‐based learning may be one answer of updating the professional skills and knowledge of nurses regarding supporting families.DesignThe study used a descriptive design and followed the “Consolidated criteria for reporting qualitative research” (COREQ) checklist.MethodsTwenty‐one nurses participated in an educational intervention that consisted of web‐based learning and two face‐to‐face seminars about family systems nursing including family health conversations. The nurses were interviewed after completion, and the audio‐recorded interviews were transcribed verbatim and analysed using qualitative content analysis.ResultsThe findings consist of nurses’ perceptions regarding the disposition of instruction, the prerequisites for learning and a changed approach when working with families. The findings are further reflected on through Illeris’ theory concerning learning triangle.ConclusionsThe findings are encouraging for educating nurses in family health conversations at their workplace, with the purpose of supporting patients and families. However, it is important to be aware of the different dimensions of learning, in addition to the appraisal of social aspects and organisational circumstances when educating nurses as they influence the utilisation of the knowledge.Relevance to clinical practiceThis web‐based learning intervention seems to be suitable for educating nurses in family health conversations and could be an appropriate step towards implementing these conversations in home health care with the purpose of supporting families.

European Union Project 'BestCARE': improving nursing care with best complementary therapy strategies.

This paper introduces the study on the European Union Project on complementary therapies and discusses project outputs and results. The goal of the European Union Project was to improve the professional knowledge and skills of women's health and oncology nurses regarding CT. The increasing and widespread use of complementary therapies in the women's health and oncology population requires nurses to be educated about their suitable and safe use. Many nurses do not have proper training in complementary therapies and therefore should not inform their patients about them. The 'Improving the Nursing Care with Best Complementary Therapy Strategies Based on European Union Standards' (BestCARE) project was a strategic partnership within Erasmus plus for vocational education and training. The BestCARE project was coordinated by the Akdeniz University Nursing Faculty and was carried out with six partners from Turkey and Europe. Fifteen nurses from Turkey and Italy were trained in complementary therapies in England. In addition, training courses and seminars were held in Turkey and Italy for women's health and oncology nurses. The BestCARE programme consisted of 14 work packages. The BestCARE programme was implemented via websites, an e-learning training programme, training videos, reference and handbook, a curriculum proposal on complementary therapies and a simulation laboratory. The BestCARE project allowed nurses to gain knowledge, experience and skills about complementary therapies and created a cultural awareness and sensitivity towards patients, caregivers and health professionals.

Concept Analysis of Tacit Nursing Knowledge

The purpose of this qualitative study is to investigate the nature of tacit nursing knowledge practiced in the clinical field in Korea using hybrid models, and to clarify the definitions and attributes of the concept. The definition and nature of tacit nursing knowledge, obtained through a review of the extensive literature at the theoretical stage of the research, and the analysis of the in-depth interview data conducted by the career nurses in the fieldwork stage, are compared and analyzed. The tacit nursing knowledge was found in three dimensions as knowledge related to the person, the clinical situation work context, the self, the others, and the task. The tacit nursing knowledge was defined as personal nursing knowledge and artistic skills that show up as unconscious behavior patterns, learned informally, and internalizedthrough repeated clinical practice experience based on professional nursing knowledge. Tacit nursing knowledge has been widely used in clinical practice and has been shown to have a great impact, directly or indirectly, on clinical nursing. Therefore, individual and organizational efforts are needed for validation and clarification using the generation, sharing, collection, and peer review of sound implicit nursing knowledge to ensure that it is properly applied.