Higher Education Nursing Research Articles

Nursing students' experiences of digital learning in Chinese higher education institutions: A descriptive qualitative study

As digital learning is rapidly developing and being applied to almost all subjects in higher education nursing. Although digital learning has been shown to have a wide range of benefits, little is known about research into Chinese students' perceptions of digital learning, and there is a need to explore students' digital learning experiences. This study aimed to explore the digital learning experiences of undergraduate nursing students in Chinese higher education institutions, with the aim of informing future improvements in digital teaching and learning. A descriptive qualitative study. This study was conducted at six universities in three cities in China. Twenty-six nursing students with at least one year's experience of digital learning. Semi-structured online interviews were used to collect the data, and conventional content analysis was used to analyze the data. Nursing students' digital learning experiences were categorized into three themes: positive digital learning experience, negative digital learning experience, and barriers to digital learning perception of students. With the help of advanced digital technology, students can access rich and diversified learning resources anytime and anywhere according to their personal learning pace and interests, which greatly enhances their autonomy and interest in learning. Open online courses have effectively compensated for regional differences in teachers' qualifications, enabling students in remote areas to enjoy high-quality teaching from top educational institutions and giving a solid impetus for improving nursing education in China. However, with the popularity of digital teaching, its design and innovation shortcomings have gradually emerged: students feel lonely and alienated when learning online, and long for more of the interaction and care found in traditional teaching. At the same time, the lack of regulation and assessment standards has created inequities in learning and affected student motivation.

Exploring factors associated with hypertension self-care in primary care: The role of nurse education levels and patient-related factors.

To explore the association between nurse education levels and patient-related factors with hypertension self-care. Although self-care development is recognized as a healthcare provider-patient encounter, the attribution of nurse education level to hypertension self-care is not well addressed. A cross-sectional study. Hypertensive patients from 15 primary care facilities were sampled, and self-care was assessed using the Self-Care of Hypertension Inventory version 2.0, with standardized scores ≥70 indicating adequate self-care. Data on patient-related factors were obtained from electronic health records, self-reports and laboratory tests, while nurse education levels were categorized as standard (baccalaureate-prepared) or higher (post-baccalaureate specialty). A total of 1493 participants were included in this study, with a median age of 66 years and 77.7% being female. Approximately 10% of participants had adequate self-care, and 66% received care from higher educated nurses. The study showed the relation between nurse education levels and the self-care of the patients. Adequate hypertension self-care was significantly associated with higher educated nurse providers and patient-related factors, including intermediate to higher education, non-overweight/obese and the absence of age-related comorbidities. Hypertensive patients who had been provided care by higher educated nurses and their favourable sociodemographic, lower cardiometabolic risk and no concomitant disease were more likely to demonstrate adequate self-care.

Expanded role of nurses in Swiss nursing homes and their engagement in quality improvement: A cross-sectional study.

To report on the engagement of Swiss nursing homes and of nurses in expanded roles in quality improvement. A cross-sectional study (2018-2019). Survey data from a sample of 115 Swiss nursing homes and 104 nurses in expanded roles. Descriptive statistics were used. Most participating nursing homes reported carrying several quality improvement activities (median of eight out of 10 activities surveyed) but some were only engaged in five activities or less. Nursing homes working with nurses in expanded roles (n = 83) showed greater engagement in quality improvement than those working with none. Nurses with more advanced qualifications (Bachelor's or Master's degree) engaged more in quality improvement than nurses with standard training. Specifically, higher educated nurses were more involved in data-focused activities. Using nurses in expanded roles can be a way forward for nursing homes seeking to actively carry out quality improvement in their facilities. Although a large proportion of nurses in expanded roles surveyed were implementing quality activities, their level of engagement depended on their educational level. Our findings support the principle that higher level competencies are a key aspect of data-based quality improvement in nursing homes. However, as Advance Practice Registered Nurses will remain difficult to recruit in nursing homes, using nurses in expanded roles might contribute to quality improvement.

Developing trends of initial nursing education in China from 2006 to 2017: A descriptive analysis based on national-level data

There is currently a global nurse shortage. Initial nursing education is the primary preparation for a robust nursing workforce that must be strengthened. To describe the developing trends of initial nursing education in China from 2006 to 2017 and to analyze related characteristics and issues. A descriptive study with secondary data analysis. The numbers, educational-level composition and regional distribution (i.e., East, Central, West, and Northeast regions) of students recruited into initial nursing education programs from 2006 to 2017 were analyzed. Changes in the numbers of the nursing workforce from 2006 to 2020 were compared with the changes in education sector to facilitate an interpretation of the development trend of initial nursing education. The number of recruits into initial nursing education programs has increased from 0.38 million in 2006 to 0.44 million in 2008, and maintained between 0.5 million and 0.54 million during 2009 to 2017. Students recruited to secondary diploma, advanced diploma, and baccalaureate degree programs accounted for 50.55% (71.46% in 2009), 39.36% and 10.09% of the total in 2017, respectively. There were 3.34 nurses per 1000 population in 2020, a substantial increase from 1.09 in 2006. The regional distribution of recruits was imbalanced, with more recruits per 1000 population in the West (0.49), Central (0.40), Northeast (0.34) and the least in the East (0.26) in 2017. The distribution of nurses was relatively balanced among the four regions. The development in initial nursing education in China is significant from 2006 to 2017. The education sector recruited and graduated about 0.5 million nursing students respectively per year in recent years. If simply considering the number of recruits, it could meet the workforce demands, however, to further upgrade nurses' educational preparation, the recruits into advanced diploma and baccalaureate degree programs need to be increased. A maldistribution of recruits among regions persists, while the distribution of nurses is relatively balanced. Multiple strategies should be adopted to achieve a balance between the supply and demand of nurses, with providing more higher-educated nurses in all regions across mainland China.

Sexuality, student mental health nurse and lecturer experience in education and practice

This article presents a critical reflection on an experience relating to sexuality from two perspectives, a mental health nursing student and a lecturer. It took place during stage 1 of a graduate entry nursing 2-year Master of Science mental health nursing programme at a UK university. Student mental health nurses in higher education who identify as lesbian, gay, bisexual or transgender can feel less safe than others, which affects performance. Lecturers can make a difference to the educational experience of student nurses who are lesbian, gay, bisexual or transgender and this can have an impact on clinical practice. The emotional impact of ‘coming out’ in the classroom can have far-reaching consequences for their mental health. The response of educational staff can have a huge impact on the ability to learn and the marks achieved. Student–lecturer relationships can have transformative consequences. Student mental health nurses make meaning from their educational experiences in the classroom and clinical practice. If they do not see themselves represented, this can affect engagement and motivation. Safe nursing practice is role modelled from lecturer to student and has implications for service user experience in clinical settings.

Individual and Social Factors Affecting Nurses’ Attitudes Toward and Quality of Care Given to Patients Who Attempted Suicide

Introduction: Nurses are the first healthcare professionals who meet patients who attempt suicide, and their attitudes toward these patients may be important. The purpose of this study was to evaluate the effect of demographic factors on nurses’ attitudes toward patients who attempt suicide and the quality of nursing care that these patients receive.Materials and Methods: This descriptive-correlational study was performed using the convenience sampling method on 182 nurses working at selected hospitals of medical universities in Tehran, Iran. Data were collected using questionnaires that gathered information about demographics, nurses’ attitudes toward patients who attempted suicide, and the quality of nursing care provided. Data were analyzed by the Statistical Package for the Social Sciences v.20 software and by the Pearson test and t-tests.Results: Regarding social and mental aspects, we found no significant statistical relationship between age and work experience with respect to nurses’ attitudes toward and the quality of care provided to patients who attempted suicide, but women provided higher-quality nursing care than men (P=0.046). Although the relationship between education and quality of nursing care was statistically significant (P=0.007), we found no significant relationship between education and attitude.Conclusion: We found no significant relationship between age and work experience with respect to nurses’ attitudes toward, and the quality of care provided to, patients who attempted suicide, but women provided higher-quality nursing care than men. Furthermore, quality of care was higher from nurses who had a bachelor-level education, suggesting that higher-educated nurses should be recruited to care for critical patients.

Researching student perspectives on interprofessional online learning via asynchronous text-based conferencing in healthcare education: A literature review

Background: There is an increasing important role for asynchronous text-based computer mediated conferencing as apedagogic tool in interprofessional learning for nurses in higher education. Available research studies on asynchronoustext-based interprofessional learning at post-registration level based on either users’ perspectives or the conferencecommunication provided useful information on students’ learning experience. This paper first discusses the theoreticalassumptions of asynchronous text-based interprofessional learning. The purpose is to highlight the way student onlinelearning experience might be created. Based on this knowledge, the paper goes on to describe and discuss the researchmethodologies and methods, with less emphasis on the kind of results that have been obtained in the field of study aboutasynchronous text-based interprofessional online learning within nursing education at post-registration level. Methods: The literature search focuses on papers which investigate student perspectives on the experience oneffectiveness of asynchronous text-based interprofessional online learning. Criteria for inclusion were papers about the useof computer mediated conferencing at post-registration level for interprofessional online learning by nurses and healthcareprofessionals allied to health. Results: Reviewing the body of research about student perspectives on post-registration students’ experience withinterprofessional online learning revealed that asynchronous text-based conferencing at post-registration healthcareprogrammes which involved nurses had received insufficient research attention in nurse, health and social educationresearch literature. Only seven papers were available for review. In addition, the research methods and approachesemployed have not been consistent with the pedagogic principles and ideas associated with principles of collaborativelearning through communication based on constructivism. Conclusion: Research studies to inform strategies for asynchronous text-based interprofessional online learning in postregistrationnurse education might be limiting. There is a need for more research, especially those which commensuratewith the constructivist approach in learning. Certainly, research using discourse analysis which focuses on the discursiveaspect and communication needs to be conducted to evaluate asynchronous text-based interprofessional online learning.

Study of Abilities Required to Develop for Student in Nursing Education

Purpose: The purpose of this study was to identify key abilities needed to develop for student nurses. Methods: A methodological research design was used in this study. The abilities for student nurses were developed through literature review and educational objectives analysis of 60 nursing colleges in Korea. Results: Finally, the abilities required to develop for student nurses in higher education were 8 cluster of abilities and 19 abilities such as problem solving ability, relationship ability, professional ability, ability in information processing, globalization, voluntary service. Conclusion: To perceive and achieve abilities for student nurses in higher education has to be needed a systematic approach in setting objectives, to improve curriculum and to develop program and educational methods.

Job satisfaction and turnover intent of primary healthcare nurses in rural South Africa: a questionnaire survey

This paper is a report of a correlational study of the relationships between demographic variables, job satisfaction, and turnover intent among primary healthcare nurses in a rural area of South Africa. Health systems in Southern Africa face a nursing shortage fuelled by migration, but research on job satisfaction and turnover intent of primary healthcare nurses remains poorly described. A cross-sectional study with survey design was conducted in 2005 in all local primary healthcare clinics, including nurses on duty at the time of visit (n = 143). Scale development, anova, Spearman's rank correlation, and logistic regression were applied. Nurses reported satisfaction with work content and coworker relationships and dissatisfaction with pay and work conditions. Half of all nurses considered turnover within two years, of whom three in ten considered moving overseas. Job satisfaction was statistically significantly associated with unit tenure (P < 0·05), professional rank (P < 0·01) and turnover intent (P < 0·01). Turnover intent was statistically significantly explained by job satisfaction, age and education (P < 0·001), with younger and higher educated nurses being more likely to show turnover intent. Satisfaction with supervision was the only facet significantly explaining turnover intent when controlling for age, education, years of nursing and unit tenure (P < 0·001). Strategies aimed at improving job satisfaction and retention of primary healthcare nurses in rural South Africa should rely not only on financial rewards and improved work conditions but also on adequate human resource management.

Research capacity and output in paediatric nursing

There is general agreement that nursing-led research is under-resourced with respect to funding for academic preparation and for the conduct of clinical research. All of the previous literature, however, focuses on the nursing profession as a whole and provides little insight into the capacity and resource issues for specialty practice areas such as children's nursing. This paper provides an overview of the state of paediatric nurse-led research capability, capacity and output within the limitations of the available data. The findings reveal that paediatric nursing in the UK currently has very limited capacity to conduct and utilise research in the care of children and is in a weak position to create a future workforce that has this capacity. Nurse-led research on children's health issues is urgently needed if the UK paediatric nursing workforce is to deliver the standard of care specified in the Children's National Service Framework. However, strategies for accelerating the development of research capacity and output within paediatric nursing all require targeted financial investment to build capacity. This analysis is illustrative of the need for a more detailed investigation of nursing research capacity by specialty. Key messages and action points are suggested for nurses in higher education, professional nursing organizations, doctorally prepared nurses and their employers.

Introducing an integrated nursing research programme.

The move towards evidence-based medicine, the standards being set by purchasers and the greater involvement of nurses in higher education have all led to an increasing interest in research among nurses. This paper describes how one NHS trust sought to develop a clinical nursing research programme and integrate this within its overall research strategy.