Learning Environment For Nurses Research Articles

Emotional intelligence and self-esteem among Saudi Arabian and Indian nursing students: findings from two countries

IntroductionUnderstanding the emotional intelligence (EI) and self-esteem of Indian and Saudi nursing students is important because their future nurse–patient relationships may be influenced by factors related to their unique cultural contexts. Hence, this study sought to investigate the EI and self-esteem of nursing students in Saudi Arabia and India.MethodsA descriptive–comparative research design was used to compare 660 nursing students from Saudi Arabia and India who were enrolled in the study from September 2022 to January 2023. Nursing students were recruited from University A in Riyadh and University B in Abha, Saudi Arabia, and from University C in India.ResultsThe study found significant differences in EI scores based on year of study (p < .011), age (p < .024), residence (p < .005), and academic performance (p < .008). Students in later years, over 20 years old, from urban areas, and with good grades, had higher EI scores. Conversely, only age showed a significant difference in the self-esteem scores (p < .002). The year of study (p > .670), residence (p > .430), and academic performance (p > .526) did not significantly affect self-esteem. Finally, urban residence and good academic performance were significant predictors of EI (p < .005), while none of the demographics predicted self-esteem (p > .005).ConclusionHigher emotional intelligence among nursing students can be associated with several variables, such as being in the higher years of study, older age, residing in an urban area, and good academic performance, whereas self-esteem appears to be hardly affected by these indicators but probably influenced by other aspects that were not measured. This implies that educators in relation to self-esteem should know the relationship between emotional intelligence and nursing practice besides healthcare establishments; they need to enhance their teaching methods so that learners can have more resilient attitudes towards work, provide quality patient care, and promote a better learning environment for nurses who will become stronger professionally in the future.

Lived experience of nurses caring for critically ill patients sustained by healthcare technologies in Benin-City, Nigeria

BackgroundA critically ill patient is someone who has a chance of recovery, if properly managed, but is usually in a life-threatening condition, associated with a high mortality rate, with significant financial impact on households, and associated with the cost of medical care. PurposeTo explore the lived experiences of nurses caring for persons with critical illnesses sustained with healthcare technologies. Design and MethodsA hermeneutic phenomenological design was utilized. Data were collected through in-depth individual interviews with sample size of ten participants, observations, and field notes. Data were analyzed using Paul Ricoeur's Theory of Interpretation and Nvivo software for data management. ResultsThe results revealed that the Intensive Care Unit (ICU) is a complex unit, and Nurses are occupied with fear and worries associated with having to operate various health gadgets. They also experienced challenges in how to balance their attention between technology-based care and seeing patients as human beings. ConclusionBased on the outcomes of this study, it was suggested that ICU nurses require continual retraining in operating various health technologies without fear or worry. They must also improve their ability to be inclusive in their profession; balancing their focus between technology-based care and handling patients as human beings. The implication of this on practice is that ICU is a difficult learning environment for new nurses because of the numerous skills that must be learned quickly. Developing supportive social relationships was crucial for new ICU nurses to learn and adjust to this challenging clinical environment.

Teaching and learning the art of nursing through aged care work experience

To explore how working as an undergraduate Assistant in Nursing, in an aged care setting, contributed to the preparation of novice nurses for new graduate practice. The art of nursing, while not clearly defined reflects behaviors and actions that embody the values of nursing. The aged care setting is underutilized as a clinical learning environment but can potentially teach novice nurses the importance of human relationships and connectedness that underpin the art of nursing. This paper reports on the qualitative phase of a broader study. Semistructured interviews were used to collect narrative data. Narrative analysis was undertaken to construct meaning from stories shared by participants. The COREQ checklist was used as the reporting framework for the study. The aged care setting was found to be a valuable learning environment for novice nurses. Two primary narratives are presented: aged care as a learning environment, which describes barriers and supportive learning factors within the aged care setting; and learning the complexities of nursing care, which illustrates the significance of caring interactions and the practice of holistic care. The value of aged care work experience is in developing humanistic skills such as the importance of social interaction. These are paramount to providing care and building therapeutic relationships.

Understanding new nurses’ learning experiences in intensive care

ObjectivesRecruitment and retention of nurses in intensive care units (ICU) has been challenging over the last few years. Rising demand is now exacerbated by the ongoing Covid-19 pandemic. Transition to ICU from other clinical areas is stressful resulting in significant nurse retention issues. This study therefore aimed to illuminate and explore new nurses’ learning experiences in one large intensive care unit in the United Kingdom. Methodology/MethodsExploratory qualitative case study utilising two data collection methods: one to one interview with six new ICU nurses and focus groups with six senior/clinical education ICU nurses. SettingA large major trauma centre in London with over ninety ICU beds. FindingsFindings indicate that ICU is a challenging learning environment for new nurses due to the large number of skills which must be developed in a short period of time. Forming supportive social relationships proved important in helping new ICU nurses learn and adapt to this complex clinical environment. The high-risk culture of ICU makes it harder to learn particularly for internationally educated nurses. Frequently changing shift patterns also impacts learning. ConclusionSenior ICU nurses should be aware of the issues affecting new nurses and where possible alleviate the stress of working in this challenging environment. They should also consider individual circumstances whilst maintaining high quality education. Social support should be facilitated where possible and new nurses need to be aware of the realities of ICU work.

Evidence-Based Competency Training Program for Blood Product Administration.

ABSTRACTBackgroundHealth care in deployed military environments requires robust clinical nursing skills to care for patients with traumatic injuries. Blood product administration is a critical skill in which nurses should be competent. However, in non‐deployed environments, blood transfusions are performed less frequently, resulting in skill competency loss.AimsOur clinical inquiry focused on maintaining competency for infrequently performed nursing skills, specifically blood product administration.MethodsA literature review and critical appraisal were executed, followed by an evidence‐based practice change. A knowledge test, objective and subjective assessment, and training satisfaction evaluation were performed to measure the practice change outcomes. Both inpatient and outpatient nurses were included.ResultsSixteen articles were identified and appraised. The evidence recommended a blended education approach, that is, lecture plus hands‐on practice. Thus, a classroom lecture and simulation scenario were put into practice with an existing computer‐based training for blood administration. The nurses met knowledge test standards (≥ 90%) before and after implementation, while skill performance improved by 13% and improved self‐competence scores by 7%. Nurses in outpatient settings improved performance scores by 18.4% compared to inpatient nurses, whose scores improved by 9.4%. The simulation scenario completion time decreased by 8.3 minutes post‐implementation, and the training program earned a 90% satisfactory rating.Linking Evidence to ActionA blended education program improves clinical skill performance and enhances confidence in performing critical interventions. Blended education provides a safe learning environment for nurses to be prepared for the management of low‐volume patient care emergencies.

Moving beyond the rhetoric of social justice in nursing education

We argue that while the discipline of nursing aligns with the ideals of social justice and anti-racism, it has been challenging for nurse educators to translate these ideals into practice. In this discussion paper, we explore these challenges. Of note, there is little guidance for nurse educators to support student knowledge development in addressing the complex issues surrounding anti-racist and anti-discriminatory practice. Accordingly, we utilized Peggy Chinn’s Peace and Power framework as a guide to develop an anti-racist practice that is underpinned by critical pedagogy. Our aim is to provide teaching and learning strategies for nurse educators to address racism, discrimination, and oppression in undergraduate nursing learning environments. Implications of this article include guidance for nurse educators who are committed to anti-racist pedagogical practice.

Crowdsourcing in Nursing Education: A Possibility of Creating a Personalized Online Learning Environment for Student Nurses in the Post-COVID Era

The widespread COVID-19 pandemic has not only posed a major health threat in Taiwan but also has challenged the nursing pedagogy. Both academia and the education industry are calling for a radical change of nursing pedagogy. Under such a call, the present study investigates an online collaborative knowledge co-construction mechanism—Crowdsourcing Collaborative Learning Strategy (CCLS)—to help student nurses acquire and practice functional knowledge on clinical operations targeted to the Objective Structured Clinical Examination (OSCE) at anytime and anywhere via the internet service. A t-test on the pre-and-post test between the control and experimental group explained the effectiveness of the CCLS online platform. Two questionnaires were used to explore students’ perception of the effectiveness and the usefulness of the CCLS online platform. The findings suggested the CCLS online platform can help students to revisit their clinical performance via the recorded videos, facilitate student nurses’ self-reflection on their performance, and help student nurses to minimize the academic-practice gap. Participants in this study scored the CCLS online platform as helpful and easy to use during the learning process.

South Korean nursing students' experiences of clinical practice in the newborn nursery and neonatal intensive care unit: A phenomenological study.

PurposeWhile clinical practice is crucial for nursing students to acquire the skills needed to provide professional, high-quality nursing care, further studies on improving undergraduate nursing programs are needed to provide a supportive clinical learning environment for student nurses. This study aimed to understand nursing students' clinical experiences in newborn nurseries and neonatal intensive care units and to provide basic data for the establishment of strategies to promote effective clinical education.MethodsInterviews were held with 15 nursing students at J University who had clinical practice experience in the newborn nursery and neonatal intensive care unit. The collected data were analyzed using the phenomenological analysis method developed by Colaizzi (1978).ResultsThe nursing students' experiences were grouped into four categories: expectations for and anxiety about clinical practice, acquisition of a wide range of knowledge regarding neonatal nursing, challenges faced in clinical practice, and experiencing interpersonal changes.ConclusionThe current neonatal practice nursing education system provides students with positive learning experiences. However, the lack of practice opportunities, insufficient instruction, and the theory-practice gap were identified as major issues hindering students' learning needs. These study results are expected to provide basic data for curriculum development to improve undergraduate nursing education.

Promoting a Culture of Civility in Nursing Learning Environments.

Incivility in nursing education imperils the well-being of both faculty and students, is damaging to professional relationships, and hinders the exchange of knowledge in nursing learning environments. Because supportive, respectful learning environments foster students' ability to flourish and reach their highest potential, it is essential that open dialogue and relationship building in nursing education are as valued as content taught. This study explored strategies for promoting a culture of civility in nursing learning environments. A 9-item survey was used to gather insights from nurses (n = 441) about how incivility could be managed or prevented in order to promote a culture of civility. The data revealed 2 major themes: personal action, and organization action. Nursing faculty, students, and schools/programs can promote civility in nursing learning environments through establishing a power balance, effective communication, self-reflection, setting clear expectations early, and instituting consequences for violating a culture of civility.

Development and Pilot Testing of a Multidimensional Learning Environment Survey

Multiple, complex factors comprise the learning environment and influence student learning outcomes, yet comprehensive evaluation of the learning environment in nursing schools is limited. The Learning Environment Survey (LES) was developed to facilitate nursing students' report of perceptions of the complex learning environment in nursing education. Systematic exploration of the literature, conceptual operationalization of the learning environment, and development of an item pool were completed. Content validity was established with expert assessment, student testing for clarity, and calculation of scale-content validity index/average (S-CVI/Ave). Pilot testing was completed at 1 school of nursing with baccalaureate-equivalent prelicensure and advanced practice master's level students, and doctor of nursing practice students. The CVI (S-CVI/Ave) was 0.92. Domain scores demonstrated Cronbach's α reliabilities of 0.67 or higher with most being > 0.85. The LES establishes a mechanism for eliciting comprehensive learning environment data for systematic assessment and national comparison of multiple nursing learning environments.

The art of clinical supervision program: its impact on nurses attitudes towards nursing students

Background: Increasing health professional student numbers in Australia, in response to looming predicted workforce shortages, resulted in a Federal Government call for action to provide clinical supervision education to health professionals. Objectives: This research aimed to develop, implement and evaluate the programme, ‘The Art of Clinical Supervision’ (ACS), designed to support nurses facilitate a positive learning environment for student nurses. Method: The ACS programme was presented (n = 199) across Western Australia as a doctoral study, with participants from both the public and private healthcare sector working in a variety of specialties. A triangulation approach of surveys, reflective entries and interviews was utilised to determine its impact. Results: The data indicated that participants improved their understanding of supervision and attitude towards students and supervision after attending the ACS. Conclusions: Health service managers are encouraged to evaluate their staffs’ knowledge and attitude towards students with findings used to facilitate a positive learning culture.Impact Statement: The Art of Clinical SupervisionThe purpose of the research was to develop, implement and review a new education programme that could support the development of clinical supervision knowledge and attitude to support student nurse learning. This occurred in an environment of increased student numbers as a strategy to correct a predicted looming workforce shortage.The study findings determined that the programme improved both participant knowledge about how to provide effective clinical supervision (teaching) in the clinical environment, and improved staff attitudes towards students and their place as a learner in the clinical areas.The type of impact was therefore within the domain of quality by improving student learning through effective education strategy.As a result of the doctoral research, involving 200 participants, a Federal Government grant of approx. $500,000 was received to facilitate the training of additional educators to provide the programme across the state of Western Australia. This grant was a partnership between the programme author (researcher) and the Western Australian Government Department of Health. This involved four educators presenting the programme to over 3,000 health professionals in a 3-year period. Despite the cessation of funds with the closure of HWA the programme continues to be delivered through The University of Notre Dame Australia School of Nursing and Midwifery, with only a cost recovery charge.

Challenges in clinical learning: experiences of Maldivian nursing students

Clinical practice is an essential part of nursing education. It provides opportunity to apply theoretical knowledge, and develop skills. Nursing faculty need to identify ways to improve clinical learning for students. The aim of this paper was to obtain an understanding of experiences of clinical learning environment for Maldivian nursing students. A qualitative descriptive design was used and informed consent was obtained from all students. Data was collected from 20 students of Maldives National University, using four focus group discussions. Focus group interviews that lasted approximately one hour were conducted. The interviews were audio taped and transcribed verbatim. The transcripts were red multiple times to gain an understanding of students experiences. Discussions that related to students clinical experiences were extracted and coded under different themes. Mentors, clinical learning opportunities, clinical evaluation, and student feelings were found to be important components of clinical learning. Interpersonal relationships and communication with mentors were found to be important for motivation of students. Factors in the CLE enabled students to make good use of learning opportunities while other factors hindered their learning. Students felt that clinical evaluation was unfair and not reflective of their achievements. Students experienced a number of positive and negative feelings due to their experiences in the CLE. A number of factors present in the CLE could prevent it from becoming an effective learning environment for student nurses. It is important that nurse educators identify these and find ways to improve the effectiveness of the CLE.

Experiences of Student Nurses and Midwives at Selected Hospitals in the Volta Region of Ghana

Introduction : Nursing and midwifery are practice-based professions and require that student nurses and midwives learn how to become professional nurses and midwives in the clinical environment. Evidence obtained from research studies demonstrate that student nurses and midwives have various experiences during clinical placements. Though there are eighteen hospitals in the Volta Regions of Ghana that serve as clinical training environments for six nursing and midwifery schools, a search of literature identified no study on the experiences of student nurses and midwives in these clinical settings. Aim : This study sought to explore the experiences of student nurses and midwives in clinical placement in selected hospitals in the Volta Region of Ghana. Materials and Methods : This study was conducted using exploratory qualitative design. Data was analysed using qualitative content analysis. Thirty student nurses and midwives who were placed in the Volta Regional Hospital, Ho Municipal Hospital and Keta Municipal Hospital of Ghana were interviewed using a semi-structured interview guide. Recorded interviews were transcribed, reviewed several times by researcher, and analysed using content analysis. Findings : Four main thematic categories were identified; 1. Nursing and midwifery practice is honourable but a sacrifice. 2. Missed objectives and expectations during clinical placements; 3. Experiences of fears and anxieties before and during clinical placement; 4. Poor interpersonal relations between students and staff during clinical placement. Conclusion : A supportive clinical learning environment is a pre-requisite to acquisition of skills in the clinical setting by nursing and midwifery students. Provision of supportive clinical learning environment for student nurses and midwives is the responsibilities of both nursing schools and health facilities. Ghanaian nursing schools may also explore the subject of simulation in skills laboratory in areas where students do not benefit during clinical placements.

Construction of "STAR" nurse training model and evaluation of its application effect

Objective To construct and implement the STAR nurse training model, and discuss its application effect and the problems that should be paid attention to, and to provide operational cases and practical basis for nursing clinical education. Methods Through literature review and expert consultation, the framework and content of STAR nurse training model were set up and implemented. The questionnaire survey and semi structured in-depth interviews were conducted among the nurses in the hospital to evaluate the effect of improving the nurses' self-directed learning ability. Results After the implementation of the project, the scores of the three dimensions of self-management, desire for study and self-control were (3.67±0.57), (4.05±0.54), (3.99±0.50) points, which were higher than (3.55±0.49), (3.71±0.52), (3.53±0.42) points before implementation. The difference was statistically significant (P < 0.05 or 0.01). The semi structured in-depth interviews showed that all the nurses believed that STAR nurse training model could promote independent learning and stimulate interest in learning. 14 nurses thought it was beneficial for the nurses to find the problems. Conclusions STAR nurse training model can create a favorable learning environment for nurses, and stimulate the learning motivation. It plays a positive role in improving nurses' ability of self-directed learning. Key words: Nurses; Ability; Training; Self-directed learning

Student nurses in critical care: benefits and challenges of critical care as a learning environment for student nurses

This article is a literature view of student nurses' experiences of critical care and the value of their experience to the nursing community. To explore the literature in relation to the value of critical care as a learning environment, the experiences and perceptions of student nurses in critical care and the impact of mentors on the experience. The shortage of critical care nurses and increasing numbers of acutely ill patients being cared for outside critical care areas has highlighted the importance of nurses being equipped with appropriate knowledge and skills to care for such patients. Student nurses have been experiencing critical care for many years and though it is accepted that it can be a stressful environment, there has been little empirical evidence of this. As anxiety has been said to interfere with learning, how much of an impact can this have and can anything be done about it? Using Medline, CINAHL and British Nursing Index (BNI) and search terms including nursing students or student nurses, critical or intensive care and perceptions, expectations or pre-conceptions, a literature search was carried out. Some articles explored registered nurses experiences, despite the titles, so this was set as an exclusion criteria. Critical care offers a wealth of learning opportunities which are only available in high acuity areas. Though students can be very anxious before commencing their placements, mentors and higher education play an important part in helping them overcome this. The challenge is how to work together to provide effective support systems for the benefit of the students.

Easing student transition to graduate nurse: A SIMulated Professional Learning Environment (SIMPLE) for final year student nurses

Preparing nursing students for making the transition to graduate nurse is crucial for entry into practice. Final year student nurses at the National University of Singapore (NUS) are required to undergo a consolidated clinical practice to prepare them for their transition to graduate nurse. To describe the development, implementation and evaluation of a simulation program known as SIMulated Professional Learning Environment (SIMPLE) in preparing the final year student nurses for their clinical practicum in transition to graduate nurse practice. A set of simulation features and best practices were used as conceptual framework to develop and implement the simulation program. 94 final year student nurses participated in the 15-hour SIMPLE program that incorporated multiple simulation scenarios based on actual ward clinical practices. Pre and post-tests were conducted to assess the students' preparedness for their clinical practice in transition to graduate nurse practice. The students also completed a satisfaction questionnaire and open questions to evaluate their simulation experiences. The student nurses demonstrated a significant improvement (t=12.06, p<0.01) on post-test score (mean=117.21, SD=15.17) from pre-test score (mean=97.86, SD=15.08) for their perceived preparedness towards their clinical practicum in transition to graduate nurse practice. They were highly satisfied with their simulation learning. Themes emerged from the comments on the most valuable aspects of the SIMPLE program and ways to improve the program. The study provided evidences on the effectiveness of the SIMPLE program in enhancing the students' preparedness for their transition to graduate nurse practice. A key success of the SIMPLE program was the used of simulation strategy and the involvement of practicing nurses that closely linked the students with the realities of current nursing practice to prepare them for the role of staff nurses.

Simulation to the Rescue! Caring for a Pediatric Patient in the Rural Setting

Rural nurses are expected to be competent and confident caregivers for patients of all ages and disease states. Rural nurse educators are challenged with creating appropriate learning environments to assess and maintain nursing competencies in resource-limited areas. This project describes and evaluates the utilization of a simulation manikin from a local community college to provide a hands-on learning environment for rural nurses working with pediatric patients in respiratory distress.

Learning opportunities for nurses working within home care

PurposeThe purpose of this study is to explore home care nurses' experience of learning in a multicultural environment.Design/methodology/approachThe study was based on qualitative research design. Data were collected through repeated interviews with registered home care nurses working in a multicultural area. The data were analyzed through a qualitative content analysis with a direct approach.FindingsSix categories describing nurses' experiences of learning were developed in order to define which components were determinative in facilitating or constraining home care in a multicultural environment. The findings show that home care demands high individual nursing skills and also offers many opportunities for further learning. The most important sources of learning were the challenges presented in the daily experience of encountering diversity of patients and families, by informal social interactions and exchange of knowledge with colleagues.Research limitations/implicationsThe strength of this study is that data are collected by two different methods with time for reflection in between. Limitations are that only female nurses participate in the study and from one team of nurses.Practical implicationsThe findings can be used by nurses to create an awareness of the opportunities that exist in everyday work. For managers, this study highlights learning and constraints that exist on the organisation level.Originality/valueThis article adds to existing research by describing the learning environment for home care nurses in relation to the theoretical framework that examines the factors which either facilitate or constrain learning at work.

Embracing Multiculturalism in Nursing Learning Environments

This article outlines the disparities that exist in educational opportunities for ethnic minorities in both higher education and nursing programs. Barriers exist for ethnic minorities that are directly related to students' circumstances and factors related to faculty and universities. There are multiple strategies that can be implemented by faculty and universities to ameliorate inequities in education, but they are most meaningful when institutions use self-reflection and plan for long-term sustainable changes.

Leadership for learning: a literature study of leadership for learning in clinical practice

To report a literature study of leadership for learning in clinical practice in the United Kingdom. Background Previous research in the United Kingdom showed that the ward sister was central to creating a positive learning environment for student nurses. Since the 1990s, the ward mentor has emerged as the key to student nurses' learning in the United Kingdom. A literature study of new leadership roles and their influence on student nurse learning (restricted to the United Kingdom) which includes an analysis of ten qualitative interviews with stakeholders in higher education in the United Kingdom undertaken as part of the literature study. Learning in clinical placements is led by practice teaching roles such as mentors, clinical practice facilitators and practice educators rather than new leadership roles. However, workforce changes in clinical placements has restricted the opportunities for trained nurses to role model caring activities for student nurses and university based lecturers are increasingly distant from clinical practice. Leadership for learning in clinical practice poses three unresolved questions for nurse managers, practitioners and educators - what is nursing, what should student nurses learn and from whom? Leadership for student nurse learning has passed to new learning and teaching roles with Trusts and away from nursing managers. This has implications for workforce planning and role modelling within the profession.