Nursing Education Curriculum Research Articles

Sociology in UK nurse education curricula: A review of the literature from 1919 to 2019

Student nurses are required to learn about sociology during pre-registration nurse education within the United Kingdom. This literature review explores the key developments which led to the introduction and gradually increasing presence of sociological theory and concepts within nurse education. Historically, there was an early desire to increase nurses’ social awareness as nurse education was further professionalised following the passing of the Nurses Registration Act, 1919. It was not until the radical changes of the 1970s that these early ambitions were realised, culminating in sociology becoming part of the nurse education curriculum in 1977. The landscape changed as nurse education moved into universities and, more recently, as nursing became an all graduate profession. The increasing presence of sociology has been accompanied by an impassioned debate regarding its relevance to nursing and the extent to which it should feature within curricula. These issues have parallels with the education of other professional groups, and it is incumbent upon educators to draw upon the experiences of the past to think deeply about how sociology can be meaningfully embedded within future curricula.

Transformational Leadership Style on Nursing Job Satisfaction Amongst Nurses in Hospital Settings: Findings From Systematic Review

BACKGROUND: The nursing shortage is a common problem in Saudi Arabia with multi-factorial causes. In addition to the low supply of Saudi graduate nurses from training facilities, job satisfaction remains a significant determinant of nurse turnover and intention to leave that contribute to the shortage of nursing workforce. The higher number of expatriate nurses who have a short stay compared to Saudi nurses compounds this problem. Therefore, effective strategies for making the nursing profession attractive and increasing nurse retention in Saudi Arabia are required.
 
 OBJECTIVE: The general objective was to examine the impact of transformational leadership style on job satisfaction amongst nurses in hospital settings. Specifically, the appraisal examined how transformational leadership style improves nursing job satisfaction in hospital settings, determined the mediating factors of the relationship between transformational leadership style and nurses’ job satisfaction, and investigated nurses’ perceptions of transformational leadership style compared with other leadership styles.
 
 METHODOLOGY: This study was used systematic review design with eight selected quantitative nursing research published between 2012 and 2017. A systematic search of the recent literature was conducted on PubMed, Scopus, Wiley Online, and Web of Science databases using search terms developed a priori to identify the articles that met the inclusion criteria. The quality of the included studies was evaluated by McMaster Critical Review Form for Quantitative Studies. Extracted data were summarised, explored and correlated using narrative synthesis.
 
 FINDINGS: Eight studies of cross-sectional design were appraised. Transformational leadership style was positively related to nurses’ job satisfaction. Transactional leadership also had a positive correlation while passive-avoidant or laissez-faire style had a negative relationship. Transformational leadership improved nursing job satisfaction through its dimensions (idealised influence, inspirational motivation, intellectual stimulation and individualised consideration). Nurse empowerment and workplace support mediated the relationship between transformational leadership and nurse job satisfaction. Nurses had a higher perception of transformational style compared to other leadership styles, and job satisfaction was found to improve nurse and patient outcomes.
 
 CONCLUSION: Transformational leadership appears to improve job satisfaction of nurses working in a hospital setting that leads to higher nursing retention. Hospital administrators and managers should practice transformational leadership to improve job satisfaction of staff nurses for better nursing outcomes, and leadership skills should be incorporated in the nursing education curriculum. However, further evaluation of transformational leadership in relation to its influencing factors is required.

Relationship Between Nursing Students’ Attitudes Toward Elderly Discrimination and Opinions About Home Care Services

The determination of nursing students’ attitudes toward elderly discrimination and their opinions about home care is important in that it will affect the quality of care provided to elderly individuals in their homes by the students in the future. For this reason, the aim of this study was to determine relationship between nursing students’ attitudes toward elderly discrimination and their opinions about home care services. This descriptive study was conducted with a total of 318 students from a university nursing faculty during the fall semester of the 2016-2017 academic year. Data for the study were collected using the Home Care Services Evaluation Questionnaire and the Ageism Attitude Scale. It was found that there was a positively significant but weak relationship between the students’ age discrimination scale total score and the positive discrimination subdimension score, and their opinions about home care services ( p < .001). Students’ attitudes toward elderly discrimination were found to make a statistically significant contribution to their opinions about home care services. It was ascertained that students’ attitudes toward elderly discrimination affected their opinions about home care services. It is recommended that geriatric nursing and home care nursing lectures be included in the nursing education curriculum, awareness of the importance of the concept of old age and elderly care be increased by establishing internship fields for students in institutions that provide home care for the elderly, and positive attitudes toward the elderly be promoted.

Cross-border nursing education: questions, qualms and quality assurance

PurposeThe purpose of this paper is to share insights, research findings and discuss key issues relating to quality practices and quality assurance in cross-border nursing education program development and implementation.Design/methodology/approachThe authors used a qualitative, multiple case-study approach, by sampling local, national and international nursing education institutions, academia and nurse graduates to identify challenges and best operating practices in implementing and facilitating cross-border education.FindingsThe authors reveal that quality assurance affects cross-border nursing education program design, delivery and implementation.Research limitations/implicationsQuality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the effectiveness and capacity of the educational institution. These findings of this study can offer valuable insight to forthcoming as well as existing nursing education curriculum developers who plan to engage in national or international educational partnerships.Practical implicationsQuality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the educational institution’s effectiveness and capacity. The findings offer valuable insight into forthcoming and existing nursing education for curriculum developers who plan to engage in national or international educational partnerships.Originality/valueThis paper explores inherent challenges in cross-border nursing education and maximized data collection opportunities by sampling participants from both national and international settings.

Supporting elder persons in rural Japanese communities through preventive home visits by nursing students: A qualitative descriptive analysis of students' reports.

This article describes the evaluation of an innovative nursing education curriculum project, preventive home visiting practice, which began full implementation in 2015, in terms of students' learning outcomes. For the purpose of learning how elder persons live in community, all the 327 undergraduate nursing students, from freshmen to seniors, provided monthly or bi‐monthly visits to home‐dwelling elderly persons aged 75 or above in their home over 1 year period, in order to provide support for their independent living and to learn from them. The students' reports submitted at the end of the first academic year were qualitatively analyzed to evaluate what they learned. They acquired multiple perspectives for understanding elder persons, including a variety of individual and environmental aspects of wellness, prevention, and community life. They also acknowledged the importance of team practice through working and collaborating with different grade levels and generations. Overall, the observed learning contents were useful for future nursing education with elder persons and facilitating critical changes in nursing education systems to address the problems of aged society.

Preparing nursing professionals fit for the evolving healthcare landscape.

The revised Nursing and Midwifery Council education curriculum, which came into force in January, has the potential to revolutionise nursing, says Barry Hill, Senior Lecturer, Northumbria University ( barry.hill@northumbria.ac.uk ).

Becoming a Transformative Nurse Educator: Finding Safety and Authenticity.

The study purpose was to evaluate and strengthen this program's nursing education curriculum to better prepare and develop future nurse faculty. As the dire nursing faculty shortage increases, the transition of expert nurse clinician to novice educator is receiving more attention. In order to prepare, recruit, and retain the nursing faculty needed to meet the growing nurse shortage, understanding what nurse educators need in order to be successful is essential. Fourteen participants from four focus groups of nurse educators shared stories about their role transition. Two administrators were interviewed to determine what they identified as crucial in hiring new nurse educators. Interpretive analysis focused on identification of themes and possible paradigm cases. Themes that emerged included: a) culture of academia surprises, b) exciting "Aha!" moments, and c) Safety with a capital "S". These findings were used to strategically revise the entire nurse educator curriculum.

Cultivating compassion in nursing: A grounded theory study to explore the perceptions of individuals who have experienced nursing care as patients.

Although compassion is considered integral to nursing, the ongoing reality of this traditional philosophy has been challenged due to emerging patient reports of care experiences reflecting a lack of compassion. Political and professional guidance reaffirms compassion as an enduring philosophy of contemporary nursing practice, but provides limited insight into what compassion involves. To address this knowledge gap, a constructivist grounded theory study was undertaken with eleven participants who had experienced nursing care as patients across a range of contexts, exploring what they perceived compassion to involve. Theoretical sampling supported data collection via eleven interviews, a focus group discussion and three additional interviews. Data was analysed with initial coding, focused coding and conceptual mapping. Key findings highlighted the importance of cultivating compassion, which involved learning about compassion, role modelling for compassion, leadership for compassion, resources for compassion and systems and processes for compassion. These findings contribute to the ongoing professional dialogue surrounding compassion, specifically in relation to recruitment and selection, nurse education curricula, supervision of student nurses, compassionate organisational cultures, staffing levels and the systems and processes that underpin contemporary ways of working.

Evaluating Nursing Readiness and Competency for Direct Patient Care after Initiation of New Pediatric CAR-T Cell Therapy Program

Topic Significance & Study Purpose/Background/Rationale In March of 2018, a pediatric cellular therapy program was introduced. Interviews with nurses revealed there was a lack of knowledge about CAR-T cell therapy. A nursing education curriculum was developed to address the basics of cellular therapy, its indications, product administration, recognition of toxicities and supportive care. A multi-disciplinary team was established to develop comprehensive clinical guidelines and an educational plan. Methods, Intervention, & Analysis 3 main goals were established: •Develop evidenced based practice guidelines for the program. •Train and ensure clinical competency and readiness of the nursing staff. •Develop educational material for staff and patients The strategies used to accomplish these goals: •All nurses completed product specific REMS training. •Pediatric specific clinical practice guidelines were developed and distributed. •Checklists were developed for thawing, preparation, delivery, and infusion of a CAR-T cells. •Flowsheets and clinician warnings within the electronic medical records (EMR) to optimize documentation. •Discharge instruction pamphlet was developed All nurses were trained to utilize the above tools prior to the treatment of the first patient. After treatment of the first two patients, an electronic survey was emailed to all nurses. The survey consisted of 10 questions assessing the nurse's perception of their competence and preparedness for CAR-T therapy based on the education and training they received. Findings & Interpretation The surveys revealed that 84% of nurses agreed that they are able to recognize side effects, as well as understand their treatment. 93% of nurses indicated they knew who to contact in the event of a complication or reaction. 71% of nurses felt they could adequately utilize the flowsheets built within the EMR to assess and grade toxicities. Overall, 90% of nurses felt prepared to care for a CAR-T cell patient. The results of this survey demonstrated the effectiveness of our comprehensive nursing education program and the strategies implemented. Discussion & Implications New treatment modalities are being developed and brought to the bedside at a rapid pace. Clinical programs must be prepared to mobilize quickly by assessing their current resources, developing evidence based clinical practice guidelines, developing documentation tools within the EMR and providing comprehensive nursing education programs.

Caregiver Leadership: The Pathway to Achieving and Sustaining National Initiatives

In 2010, the Institute of Medicine recognized the challenges facing nurses meeting the healthcare needs of the nation and issued the report The Future of Nursing: Leading Change, Advancing Health.1 The report acknowledged nurses as the largest segment of the health care delivery workforce and recommended that nurses should play a fundamental role in leading change and advancing the health of our population in the ever-changing health care reform environment. In section 7 of the report, the authors recommend that nursing education programs integrate leadership theories across the nursing education curriculum continuum and in practice settings.1 In addition, the Institute for Healthcare Improvement and the American Nurses Association has also called for greater involvement of nurses in achieving national initiatives and specifically identifying and facilitating change to improve quality (Table 1).

Teaching Basic Nursing Care: Nurse Preceptors' Perceptions about Changing the Teaching Context from the Clinical Setting to a School Simulation Lab.

Research demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors' perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes - remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.

Nursing education curriculum and learning outcomes

Nursing education curriculum and learning outcomes

Effects of LGBT Nursing Education Using Simulation.

As health care needs for Lesbian, Gay, Bisexual and Transgender (LGBT) are becoming increasingly important, it has become imperative for the nurses to be attentive towards their health problems and provide nursing care with an open-minded attitude. Due to limited opportunity to provide direct nursing care to LGBT patients, it is hypothesized that simulation would provide good opportunity for students to experience LGBT nursing care in a safe environment. This study was conducted to develop and apply simulation of LGBT nursing care to ultimately provide unbiased nursing care for LGBT population and prepare basic data for LGBT nursing education. This study was a single-group pre-post experimental design study for 57 senior nursing students based on the comparison of existing LGBT knowledge, general attitude towards LGBT, and nursing attitude towards LGBT before and after simulation. The scenario content included discussion of coming out issue, providing sexual health information, and supportive nursing care for LGBT population. Data were analyzed with descriptive statistics and Wilcoxon signed rank. Simulation education-led to a significant increase in LGBT knowledge and nursing attitude. However, there was no change in the general attitude towards LGBT. The results of this study suggest that LGBT education using simulation may be effective for nursing students and nurses from the point of concern for LGBT population. It is hypothesized that future LGBT educational programs might need more detailed information from both care recipients and nurses. Finally, LGBT education needs to be included in the nursing education curriculum.

Activation of the nursing education through atilizing the Model Core Curriculum for Nursing Education in Japan

In 2018, the number of nursing universities increased to 263 schools in Japan. One out of three universities have a nursing school, and nursing universities continue to increase.

The Effect of Disaster Knowledge, Disaster Awareness and Disaster Preparedness on Disaster Response Ability among Nursing Students

The Purpose of this study was to investigate the effects of disaster knowledge, awareness, preparedness on disaster response ability among nursing students, and to identify their correlation as well as the factors affecting their ability to cope with disasters. The questionnaires were collected from 209 nursing students in Korea from March to April, 2018. The data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation coefficient and hierarchical regression analysis. The results showed that the average scores of disaster awareness, disaster preparedness, disaster response ability and disaster knowledge were 3.58 ± 0.65 (out of 5), 3.06 ± 0.70 (out of 5), 3.01 ± .57 (out of 5). and 5.12 ± 1.71 (out of 10) respectively. The factors affecting the ability of nursing students to cope with disasters included grade (β = .165, p = .012), disaster preparedness (β = .385, p = <.001), disaster education experience (β = 212, p=.001) and the total explanatory power was 24.0% (F = 11.924, p = <.001). The findings suggested that a disaster education program should be developed with various contents and implemented in the nursing education curriculum.

Improving the curriculum for a community nursing training program in Guangzhou City, China.

In China, community nurses do not have systematic training, and the nursing education curriculum focuses on clinical nursing both in vocational school and high school. Most nurses work at a hospital, and almost all community nurses lack systematic knowledge about community nursing. A training program for community nurses in Guangzhou City has been conducted since 2003. The training curriculum has evolved over the years, but is not standardized. This article describes research on improving community nurses’ basic knowledge and practice skills. We modified the curriculum with a questionnaire and a modified Delphi method. First, 318 participating nurses and instructors were queried in December 2012. Then 22 experts modified the training program based on the results of the questionnaire and implementation since 2013. After 4 years, we followed up with the new participating nurses to evaluate the curriculum.

Experience of nursing students about the barriers to patient education: a qualitative study in Iran

PurposePatient education is a dynamic and continuous process that should be implemented during the entire time of hospital stay and even afterward. Studies have shown the typically poor quality of patient education in Iran and its failure to convey the required knowledge and skills to patients. The purpose of this study was to survey the experience of nursing students in regard to the challenges of patient education in hospitals.MethodsThis qualitative study was conducted using the conventional qualitative content analysis approach on a sample of 21 undergraduate nursing students (4th semester and beyond), which was drawn from the Qom Nursing and Midwifery School through purposive sampling with maximum variation. Data were collected through semi-structured interviews conducted over a period of 45 to 75 minutes, and were analyzed using the conventional qualitative content analysis.ResultsResults were derived from the experiences of 21 nursing students (nine males, 12 females) about the research subject. The primary themes identified in the study were the student-related, patient-related, instructor-related, education environment-related, and curriculum-related barriers to patient educations.ConclusionParticipants believed that patient education in Iranian hospitals is faced with many challenges. Nursing instructors and curriculum planners should ensure more emphasis on patient education at the initial semesters of nursing education curriculum and make sure that it is included in the evaluation of students. Hospital officials should provide a dedicated education environment with suitable facilities, tools, and atmosphere for patient education. Also, special education programs need to be developed for less educated patients.

The Relationship between Premature Rupture of Membranes and Maternal and Neonatal Outcomes

Premature rupture of membranes is an obstetric problem with an obscure etiology, difficult to diagnose and is associated with significant maternal and neonatal morbidity and mortality. Its management strategies are diverse and controversial. The aim of this study: was to identify the relationship between premature rupture of membranes and maternal and neonatal outcomes. Subjects and method: The study was conducted at obstetric departments' labor units of two settings; Tanta University hospital and El-Menshawy hospital. A convenient sample of 120 parturient women who fulfilled the inclusive criteria were included in the study. Three tools were used for data collection; Tool (I): A structured interview schedule that included (a). Socio demographic characteristics, (b), Reproductive history, and (c). History of present pregnancy. Tool (II): Maternal outcome assessment observational checklist that included two parts. Part I: assessment of general condition of the women, and Part II: obstetrical and local abdominal examination. Tool (III): Neonatal outcome assessment observational checklist. Results: The results of the present study revealed that there was a significant relation between premature rupture of membranes and the occurrence of maternal and neonatal outcomes. Socio-demographic factors include residence, income; age, educational level, and occupation were risk factors predictors of premature rupture of membranes. History of abortion, and exposure to infection, anemia, strenuous effort/activity, and number of follow up visits were also significant risk factors predictors of premature rupture of membranes. Conclusion: The gestational age in weeks and latent period of premature rupture of membranes were the main determinants of maternal and neonatal outcomes. Prematurity is the principal risk to the fetus with its associated morbidity. On the other hand, infectious morbidity is the primary maternal risk among women. Recommendations: Premature rupture of membranes is one of the most importance obstetric complications that should be focused in the curriculum of basic nursing education as well as continuing education. Additionally, antenatal classes should be planned and developed in order to increase pregnant women's awareness to seek obstetrical care regarding premature rupture of membranes at proper time.

The Relationship between Premature Rupture of Membranes and Maternal and Neonatal Outcomes

Premature rupture of membranes is an obstetric problem with an obscure etiology, difficult to diagnose and is associated with significant maternal and neonatal morbidity and mortality. Its management strategies are diverse and controversial. The aim of this study: was to identify the relationship between premature rupture of membranes and maternal and neonatal outcomes. Subjects and method: The study was conducted at obstetric departments' labor units of two settings; Tanta University hospital and El-Menshawy hospital. A convenient sample of 120 parturient women who fulfilled the inclusive criteria were included in the study. Three tools were used for data collection; Tool (I): A structured interview schedule that included (a). Socio demographic characteristics, (b), Reproductive history, and (c). History of present pregnancy. Tool (II): Maternal outcome assessment observational checklist that included two parts. Part I: assessment of general condition of the women, and Part II: obstetrical and local abdominal examination. Tool (III): Neonatal outcome assessment observational checklist. Results: The results of the present study revealed that there was a significant relation between premature rupture of membranes and the occurrence of maternal and neonatal outcomes. Socio-demographic factors include residence, income; age, educational level, and occupation were risk factors predictors of premature rupture of membranes. History of abortion, and exposure to infection, anemia, strenuous effort/activity, and number of follow up visits were also significant risk factors predictors of premature rupture of membranes. Conclusion: The gestational age in weeks and latent period of premature rupture of membranes were the main determinants of maternal and neonatal outcomes. Prematurity is the principal risk to the fetus with its associated morbidity. On the other hand, infectious morbidity is the primary maternal risk among women. Recommendations: Premature rupture of membranes is one of the most importance obstetric complications that should be focused in the curriculum of basic nursing education as well as continuing education. Additionally, antenatal classes should be planned and developed in order to increase pregnant women's awareness to seek obstetrical care regarding premature rupture of membranes at proper time.

Ethical Reasoning Debriefing in Disaster Simulations.

With disasters occurring often, nurses must understand and ethically implement disaster management and patient care coordination. Yet these topics are often not discussed in nursing education curricula. Simulations are a potential solution to this ethical educational deficit, allowing students to act as professional nurses in a realistic scenario with minimal threat of harm to themselves or others. This study investigates the effect of a high fidelity, multiple-casualty disaster simulation followed by a structured faculty-led debriefing session on perceived ethical reasoning confidence on senior Bachelor of Science in Nursing (BSN) students. Additionally, the effect of the intervention on students' perceived importance of ethical reasoning and perceptions of such skills was explored. Students were provided with preparatory materials on the START (Simple Triage and Rapid Treatment) System and The Madison Collaborative's Ethical Reasoning in Action Eight Key Questions (8KQ) frameworks one week before the simulation exercise. In total, 90 students worked in pairs during the 15-minute disaster simulation. Participants' ethical reasoning attitudes were measured before and after the exercise, employing the Survey of Ethical Reasoning (SER) to indicate the importance of each of the 8KQ in students' ethical reasoning process using a five-point Likert scale. The SER was administered electronically using Qualtrics and statistical analysis was completed using SPSS. The 8KQ was also used in the debriefing led by faculty. Comparative assessment of pre and post-results demonstrate significant growth in students' ethical reasoning confidence scores (t(89) = -6.609, p < 0.001). Simulations are shown to be effective educational approaches in developing ethical reasoning confidence and promoting the development of students' ethical preparedness.