Nursing Core Curriculum Research Articles

Higher Vocational Nursing Students' Clinical Core Competence in China: A Cross-Sectional Study.

Understanding the clinical core competence of nursing students in higher vocational colleges is crucial for adjusting the nursing core curriculum and training of nursing professionals. However, little is known about the level of clinical core competence of higher vocational nursing students in China. To investigate nursing students' clinical core competence in the school of nursing and health at a vocational and technical college in Guangdong, China. The Core Competency Scale for Registered Nurses in China was used to evaluate the clinical core competence of higher vocational nursing students from February to March 2022. Data were analyzed by descriptive statistics, Mann-Whitney U test and Kruskal-Wallis test. A total of 1,120 nursing students were investigated, 1,069 were valid questionnaires, and the response rate was 95.4%. The total score of core competence score of higher vocational nursing students was 176.55 ± 43.95, only 43.3% of students obtained an overall score more than 178, and 47.7% of students scored between 116 and 178 scores. The lowest score was on critical thinking and scientific research (2.72 ± 0.77) following by clinical nursing (2.85 ± 0.80), which had differences in gender, category of students, and years of study. There were differences in the total average score of core competence in terms of gender and category of students. Leadership and interpersonal relationships differ significantly by gender, while professional development, teaching, and coaching differ significantly by category of student. The findings revealed the core competence of higher vocational nursing students is at a medium level. Moreover, critical thinking and scientific research, and clinical nursing ability are significantly insufficient.

Workplace Violence Emergency Nursing Review Questions: May 2023

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Benjamin E. Marett is a Past President of ENA from South Carolina, SC State Council, SC. Dan Nadworny is a member Massachusetts State Council, MA. Kathy Robinson is an ENA Past President and Pennsylvania State Council, PA. Wendy Allen-Thompson is New York State Council, NY.

Emergency Nursing Review Questions: March 2023

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Benjamin E. Marett is an Emergency Care Consultants of the Carolinas, Rock Hill, SC.

Emergency Nursing Review Questions: November 2022

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice.

Lessons Learned from Forced ERT (Emergency Remote Teaching) Caused by Covid-19: The Experience of Heads of Nursing Education Institutions

The aim of papers is to describe and discuss the impact of the COVID-19 pandemic on the traditional approach in undergraduate nursing education in Israel. The lockdowns due to the COVID-19 pandemic forced an abrupt transformation from the face-to-face educational approach to ERT (Emergency Remote Teaching) in tertiary education in general and in undergraduate nursing education in particular. The current research was part of a mixed-method doctoral study that explored the implementation of a new nursing core curriculum mirroring social change in Israel. This particular section was based on in-depth interviews of 14 heads of nursing schools and nursing departments in colleges and universities. The content data analysis was performed on in-depth interviews. The interviews were conducted between March 2019-January 2021, after the release of the draft version of the new nursing core curriculum. Half of the interviews were completed after the outbreak of the COVID-19 pandemic, and so relevant to the current discussion. These interviews included additional questions about the transformation to ERT and adjustments for this made in nursing education institutions. The content analysis revealed the theme that exposed the different ways that nursing education programs in Israel were managed during the COVI-19 pandemic. Findings are presented and analyzed. The categories emerging from this theme related to different coping patterns with ERT, consequences, coping with clinical practice challenges and with online examinations and lessons learned. The paper discussed the impact and the perceived necessity of various online platforms. The findings demonstrate that Israeli nursing educators learned to overcome the main barriers to distance learning. This process was largely engendered by the COVID-19 pandemic that forced them to face and manage the situation. The lessons learned equipped them with valuable tools to adjust nursing education to 21st-century demands.

Need and baseline for harmonising nursing education in respiratory care: preliminary results of a global survey.

The COVID-19 pandemic confirmed that respiratory nurses are critical healthcare providers. Limited knowledge is available about appropriate education to prepare nurses to deliver high-quality respiratory care. A survey was developed by the International Coalition for Respiratory Nursing (ICRN) group to identify the need for a respiratory nursing core curriculum. A 39-item survey was distributed to 33 respiratory nursing experts in 27 countries. Questions asked about current roles, perception of need, expectations for a core curriculum project and respiratory content in nursing education in their countries. 30 responses from 25 countries were analysed; participants predominantly worked in academia (53.3%, 16/30) and clinical practice (40%, 12/30). In total, 97% (29/30) confirmed a need for a core respiratory nursing curriculum. Post-registration nursing programmes at bachelor (83.3%, 25/30) and masters (63.3%, 19/30) levels include internal/medical nursing care; less than half identified separate respiratory nursing content. The core educational programme developed should include knowledge (70%, 21/30), skills (60%, 18/30), and competencies (50%, 15/30), with separate paediatric and adult content. Survey results confirm a wide variation in nursing education and respiratory nursing education across the world, with many countries lacking any formal educational programmes to prepare nurses capable of providing enhanced quality respiratory care. These findings support the need for a core respiratory curriculum. To advance this significant work the ICRN group plans to conduct a Delphi study to identify core curriculum requirements for respiratory nursing education at pre-registration and advanced educational levels to flexibly meet each country's specific educational requirements for recognition of respiratory nursing speciality practice.

Emergency Nursing Review Questions: September 2022

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Benjamin E. Marett is an ENA Past President and member of South Carolina State Council, Emergency Nurses Association, Schaumburg, IL.

Perceived barriers and motivators of undergraduate nursing students in end-of-life care: A qualitative study based on lived experiences.

The aim of this study is to determine which barriers and motivators undergraduate nursing students perceived during their experience of providing end-of-life (EoL) care. Qualitative phenomenological study leans on focus groups. The study was carried out with Zoom, a Web-based mobile video-conferencing application. Students were recruited from two universities in Turkey. Semistructured focus group interviewswere conducted with 28 nursing students. The Heidegger phenomenological approach was adopted in this study. Three thematic categories and nine subcategories were determined. While the students stated that insufficient clinical experience, lack of knowledge, the inadequacy of communication techniques, and the insecurity of patients, relatives, and healthcare teams were barriers in EoL care, they stated they were motivated by witnessing the effect of nursing care on patients, integrating their theoretical knowledge into care, applying different communication techniques, and being positive role models of nurses in clinics. As students were not adequately prepared to cope with clinical practices in EoL care, the nursing core curriculum needs revision in this regard. Providing adequate theoretical and clinical training in EoL care will help nursing students manage their emotions and provide high-quality care to patients and their families.

Emergency Nursing Review Questions: September 2021

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Carrie A. McCoy, Cincinnati Area Chapter, is Professor Emerita of Nursing Northern Kentucky University, Highland Heights, KY.

Integrating Genomic Professional Skills Into Nursing Practice: Results From a Large Cohort of Israeli Nurses.

To explore the association of genomic knowledge, self-epistemic authority (SEA; i.e., subjective perception of knowledge expertise), perceived importance of genomics in nursing, and the integration of genomic skills into nursing practice. A cross-sectional study of nurses working in pediatric, obstetric, and internal wards of two medical centers in Israel between February and October 2018. Participants completed anonymous questionnaires about genomic knowledge, SEA, perceived importance of genomics, and the performance of genomic skills in nursing practice. Associations between variables were analyzed using Pearson correlations, and a hierarchical regression model was used to determine which variables explained the performance of genomic practices among participants. Altogether 423 nurses participated in the study. The mean genomic knowledge was low (55.05 ± 14.82%). Nurses reported a low integration of genomic skills in their practice (M = 1.90, SD = 0.71), although their overall perceived importance of genomics was positive (M = 2.88, SD = 0.68). Positive correlations were found between SEA and the integration of genomic skills in nursing practice. Obstetric nurses had more genomic knowledge, more positive perceptions about genomics, and performed more genomic skills in their nursing practice. Although nurses realized the importance of genomics to their practice, and genomics is part of the Israeli nursing core curriculum, we found disappointingly low levels of knowledge and performance of genomic skills in nursing practice. The results call for action to establish ongoing education programs in genomics for nurses, which would lead to the inclusion of genomic skills into routine nursing practice, and prepare nurses for providing personalized medicine.

Emergency Nursing Review Questions: July 2021

These review questions are based on the Emergency Nursing Core Curriculum and other resources pertinent to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice.

Emergency Nursing Review Questions: March 2021

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Carrie A. McCoy, Member, Cincinnati Area Chapter, is a Professor of Nursing, Northern Kentucky University, Highland Heights, KY.

NURSING CORE CURRICULUM REVISION IN ISRAEL: HISTORICAL REVIEW

The Nursing Core Curriculum has been continually developed and revised in many countries over recent decades. These revisions are shaped mainly by social changes and challenges: for example, the forecast that the elderly will become a significant percentage of populations in developed countries, global migration processes, computerization of medical services, and new complex medical devices have all necessitated changes in the education of 21st century nurses. In Israel, nursing education has developed simultaneously under the influences of both the British versus the American core curricula through the last century. The latest Core Curriculum was published in 2012, and for the last three years, the Ministry of Health Nursing Administration have been working on the development of a new core. Meanwhile, all nursing education institutions are expected to implement de-facto changes which are supervised by the Ministry of Health’s audit tool development and inspection process.

Emergency Nursing Review Questions: November 2019

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Carrie A. McCoy, Cincinnati Area Chapter, is Professor of Nursing Northern Kentucky University, Highland Heights, KY.

Emergency Nursing Review Questions: March 2019

These review questions are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice. They offer emergency nurses an opportunity to test their knowledge about their practice. Carrie A. McCoy, Member, Cincinnati Area Chapter, is Professor of Nursing, Northern Kentucky University, Highland Heights, KY.

Emergency Nursing Review Questions: November 2018

The review questions that are featured in each of the issues of JEN are based upon the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice: pediatric and adult. These questions offer emergency nurses an opportunity to test their knowledge about their practice. Benny Marett is Chief Nurse Executive, Emergency Care Consultants of the Carolinas, Rock Hill, SC.

Emergency Nursing Review Questions: July 2017

The review questions that are featured in each of issue of JEN are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice, pediatric and adult. These questions offer emergency nurses an opportunity to test their knowledge about their practice.

Participatory action inquiry using baccalaureate nursing students: The inclusion of integrative health care modalities in nursing core curriculum.

Nurses, nursing educators and students support the inclusion of integrative health care (IHC) into nursing core curriculum as a way to create nurses who deliver nursing care to the full extent of their scope of practice and advance evidenced based IHC. Because of the holistic nature of IHC modalities, research to investigate appropriate teaching strategies and potential efficacy of learning IHC in the baccalaureate core curriculum requires a holistic approach. Therefore a phenomenological exploration using participatory action inquiry was conducted at a large Midwestern university. Eighteen first year nursing students were selected as co-researchers. Their experiences in learning and delivering three 15min IHC interventions (foot reflexology, lavender aromatherapy and mindful breathing) in an acute care setting were captured using reflexive journaling and participation in structured and organic communicative spaces. Of the patients approached, 67% accepted to receive one or more IHC modalities (147/219). Using van Manen's model for holistic data reduction three themes emerged: The experience of presence, competency and unexpected results. Learning IHC modalities is best supported by a self-reflective process that is constructed and modeled by a nurse faculty member with experience in delivering IHC modalities.

Emergency Nursing Review Questions: November 2016

The review questions that are featured in each of issue of JEN are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice, pediatric and adult. These questions offer emergency nurses an opportunity to test their knowledge about their practice.

Emergency Nursing Review Questions: May 2016

The review questions that are featured in each of issue of JEN are based on the Emergency Nursing Core Curriculum and other pertinent resources to emergency nursing practice, pediatric and adult. These questions offer emergency nurses an opportunity to test their knowledge about their practice. Tracy Shaw is Trauma Coordinator, Iowa Health–Des Moines, Des Moines, IA, and owner of Working Noodle Enterprises, a nursing educational consulting company.