Nursing Education Institutions Research Articles

Digital textbooks for undergraduate nursing education: a scoping review protocol

IntroductionDigital textbooks (DTs), in which students read dozens of paragraph clips and systematise their level of knowledge through new questions, can be an alternative for digital natives to consider. Developing...

Assessing the Impact of Preceptorship on Nursing Education and Practice in Ghana

Objective: This analysis aimed to evaluate the impact of preceptorship programs on nursing education and practice in Ghana, considering challenges, opportunities, and outcomes. Method: A comprehensive literature review and synthesis of findings from studies and case examples from Ghana and other West African countries were conducted. Findings: Preceptorship programs have the potential to enhance student learning outcomes, clinical competence, and confidence. However, challenges such as resource limitations and inadequate support for preceptors need to be addressed. Case studies demonstrate the benefits of preceptorship, including improved patient outcomes and strengthened collaboration between academia and practice. Conclusion: Preceptorship programs can transform nursing education and practice in Ghana, but their success requires investment, support, and collaborative efforts from stakeholders. Recommendations: Nursing education institutions and healthcare facilities should prioritize preceptorship initiatives, allocate resources, provide support for preceptors, and engage students and educators in the planning, implementation, and evaluation of these programs to optimize their quality, relevance, and impact.

Competency gap among graduating nursing students: what they have achieved and what is expected of them.

Nurses' professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices. In a descriptive-comparative study, students' perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests. The results of the study showed that the highest scores for students' acquired competencies and nursing faculties' expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups' mean scores was significant in all 5 core-competencies and 17 sub-core competencies (P < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70). The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.

The development of a framework for clinical education programme of undergraduate nursing students in Ghana

IntroductionClinical education is an important aspect of the training of nursing students but it is faced with challenges in Ghana. The development of a framework will respond to the need for improvement in the quality of clinical nursing education. This study describes part of a larger study which culminated in the development of a framework for a clinical education programme for undergraduate nursing students in Ghana. The aim of the current study was to integrate findings from a scoping review and situational analysis to develop a framework for clinical education in nursing.MethodsA sequential multimethod design approach was used to conduct the study. A scoping review on the practices that facilitate clinical nursing education and situational analysis were first conducted. The lessons learnt from the scoping review and the situational analysis provided the data matrix that was triangulated to develop the framework. The framework was developed using the model for clinical education developed by South African Nursing Education Stakeholders in consultation with experts in nursing education. An implementation plan was developed from the framework and evaluated using a Delphi technique.FindingsThe resulting framework indicates the need for effective communication and collaboration between nursing education institution and the service setting to ensure that there is a well-structured clinical placement, formal supervision system and effective clinical assessment of students. The framework also proposes that to ensure quality clinical nursing education there is the need for Nursing Education Institutions to implement innovative and cost-effective clinical teaching methods.ConclusionThe framework spells out the functions of the various stakeholders in nursing education and how these can be integrated and implemented to enhance quality clinical nursing education. Effectiveness of the thematic areas of the framework will increase the quality of clinical nursing education.

Association of mode of entry to a nursing programme and student success: A two-year retrospective multi-cohort study.

The issue of the mode of entry to nursing programmes and its effect on student success is a key concern among researchers globally. Identifying the mode of entry, which has the potential to improve academic success, decrease the failure rate and lead to the successful completion of a degree, is crucial to increase the nursing workforce. The objectives of this study were to assess the association of mode of entry to a nursing programme on student success among undergraduate students. The study was conducted at a public nursing education institution (NEIs) in the northeast of Namibia. A retrospective multi-cohort study was conducted to assess the association of mode of entry on student success. Academic outcomes were analysed, observing two cohorts of nursing students. Results show that 76.2% (f = 16) of mature-age entry students and 53.7% (f = 29) of direct entry students completed their programme on time. However, 42.1% (f = 8) of access students were expected to return. Female students 56.8% (f = 25) and male students 56.0% (f = 28) completed on time. There was no significant relationship between the mode of entry and completion status with p > 0.05, respectively. A higher percentage of mature-age entry students was found to complete their studies on time than direct entry and English access entry students. These findings could be used in the revision of student recruitment strategies to select nursing students who are more likely to achieve the best academic outcomes.

Addressing the Shortage of Academic Nurse Educators: Recommendations for Educational Institutions Based on Nominal Group Technique Research.

The purpose of this qualitative study was twofold: 1) explore factors contributing to the shortage of academic nurse educators (ANEs) and 2) identify opportunities to address these factors from the perspectives of nursing education institutions. The nurse faculty shortage is a major national concern, with inadequate recruitment and retention. Addressing the nursing faculty shortage is important to maintain a sustained nursing workforce. Using a nominal group technique (NGT), a group of 45 diverse nurse educators from across the United States formed a virtual workgroup. Findings led to an action plan formulated to guide educational institutions with ways to decrease the ANE shortage through recruitment and retention. The evidence demonstrates the need for educational institutions to concentrate efforts on recruiting and retaining ANEs to combat the nursing shortage. The analysis offers recommendations to institutions to increase the number of qualified ANEs.

'인구집단의 건강관리'에 대한 프로그램 학습성과 평가체계 개발을 위한 기초 연구

Purpose : This study aims to explore and suggest directions for the assessment system of 'PO3 Population Health Management', providing foundational data for the establishment of an evaluation system in nursing education institutions. Methods : A mixed-methods research design, utilizing the convergent design of the mixed study, was employed. Survey data related to the measurement items for 'PO3 Population Health Management' were collected from 45 nurses and nursing professors. This quantitative data was utilized to assess the needs and importance of these measurement items. Additionally, eight focus group interviews were conducted to explore and identify the exploration and improvement needs of the evaluation system for 'PO3 Population Health Management.' Results : The needs (2.25±1.32) and importance (2.94±0.87) of 'PO3 Population Health Management' were statistically significant for all 44 extracted courses. According to the findings from the focus group interviews, it was emphasized that the nursing competencies and educational direction necessary for 'PO3 Population Health Management' should focus on understanding the characteristics of population groups and exploring the necessity of health management. Conclusion : This study has concretely derived the content of the educational process for achieving program learning outcomes in 'PO3 Population Health Management'. It proposes the establishment of an evaluation system for 'PO3 Population Health Management' to enhance the quality of education and establish a self-reinforcing cycle for continuous improvement.

Guidelines to support newly qualified professional nurses for effective clinical practice.

Transitioning to a professional role is difficult for newly qualified professional nurses. Given the challenges that these nurses experience during the transition to practice, support is essential for them to become efficient, safe, confident, and competent in their professional roles. The purpose of this study was to explore the transition experiences of newly qualified professional nurses to develop a preceptorship model. This study employed a qualitative approach to purposively collect data. Concept analyses were conducted applying the steps suggested by Walker and Avant, and the related concepts were classified utilising the survey list of Dickoff, James and Wiedenbach's practice theory. A preceptorship model for the facilitation of guidance and support in the clinical area for newly qualified professional nurses was developed. The model consists of six components, namely, the clinical environment, the operational manager and preceptor, the newly qualified professional nurse, the preceptorship, the assessment of learning, and the outcome. The study revealed that newly qualified professional nurses face many transition challenges when entering clinical practice. They are thrown far in, experience a reality shock, and are not ready to start performing their professional role. The participants agreed that guidance and support are needed for their independent practice role.Contribution:The preceptorship model for newly qualified professional nurses would be necessary for the transition period within hospitals. This preceptorship model may be implemented by nursing education institutions as part of their curriculum to prepare pre-qualifying students for the professional role.

5 Finger Hypnotic Intervention Can Reduce The Stress Of NursesProfessional Students That Will Take The Exam

The average Indonesian Nurse Competency Examination (UKNI) graduation at one of the private universities in Pekanbaru City is still around 80-95%, while UKNI graduation is a graduation requirement for professional student education. Students expressed anxiety in facing UKNI coupled with the experience of many seniors who participated in UKNI more than 2 times (re-takers). The purpose of this community service activity was to overcome the anxiety of professional nurse students in preparation for facing UKNI. This community service activity uses a consultation and counseling approach to the Nurse’s students, totaling 32 people. The intervention carried out was 5-finger hypnosis and psychological consultation with UKNI for 5 working days. Anxiety score assessment using the DASS instrument. The results of this activity obtained a decrease in the anxiety level of nursing profession students by 13.06. This shows that the 5-finger relaxation intervention can be used as an alternative to overcome the anxiety of nursing profession students facing UKNI. It is hoped that nursing education institutions will be able to make a 5-finger hypnosis intervention as a form of consultation to overcome the anxiety of nursing professional students facing UKNI.

Nursing students' experience of bullying and/or harassment during clinical placement

Problem or backgroundBullying is a recognised problem in nursing. Nursing students are particularly vulnerable. Bullying and harassment of nursing students can be detrimental to both students and recipients of care. AimThis study aims to identify the incidence and nature of bullying and/or harassment experienced by nursing students in Sri Lanka. MethodsA cross-sectional survey consisting of eight demographic questions and 15 items specific to the experience of bullying and harassment was administered to nursing students online. FindingsA total of 656 students from 26 nursing education institutions in Sri Lanka participated. The majority were female with a mean age of 24.4 years. More than a quarter of respondents reported that they had experienced bullying and/or harassment while on clinical placement, with a further 16.7 % being unsure. Most bullying or harassment (55 %) occurred in hospitals with 29 % experienced in community settings. Registered nurses, including nurse managers and clinical facilitators were the most common perpetrators. Verbal abuse was the most frequent type of behaviour reported. DiscussionThese findings support existing literature that indicates that bullying of nursing students is an international phenomenon. The context of this study provides clues as to how culture may influence the problem. There is a need to better understand bullying and harassment in the environments in which it occurs, in order to identify strategies that can bridge cultures and settings. ConclusionThe incidence of bullying and harassment of nursing students in Sri Lanka is concerning. Further research is needed to identify and evaluate targeted strategies to help prevent negative outcomes in all nursing contexts.

Adapting the Donabedian model in undergraduate nursing education: a modified Delphi study

BackgroundDonabedian conceptual and multidimensional framework has been used in several studies in an educational context. In this study, we aimed to adapt the Donabedian three-component model (structure, process, and outcome) in undergraduate nursing education. This conceptual framework provides a comprehensive image of nursing education institutions and can help to evaluate institutions by measuring different aspects of their performance. A comprehensive understanding of the various elements of an educational institution helps to develop a complete, appropriate relevant set of performance indicators.MethodsThis was a modified Delphi study. It had three rounds. The expert panel consisted of nursing faculty members and nursing Ph.D. students. In the first round, a questionnaire was designed based on interviews, focus groups, and a literature review. Experts rated their agreement with each element on a 5-point Likert scale in rounds two and three. The consensus level was set as 75%. The stability between rounds was also determined by calculating kappa coefficients. One Sample T-Test was also calculated for new items in round three.ResultsAll 55 items of the questionnaire were confirmed in the second round based on the consensus percentage of 75. Five new items were added to the third round based on comments in round two. Eventually, all elements except one were confirmed according to the consensus level, kappa values, means, and One-Sample T-Test in round three. The structure's key elements include staff (academic and non-academic); equipment; guidelines; resources and facilities; and students’ demographics and characteristics. Process key elements include communication; education; evaluation; cooperation; and consultation. Outcome key elements include knowledge development; nursing image; alumni’s outcome; students’ outcome; related medical centers’ performance; accreditation and evaluation results; and satisfaction.ConclusionsDifferent elements of a nursing education institution at the bachelor's level were determined. The results of this study can help related bodies to develop and implement a comprehensive and systematic evaluation. These results can also be a basis for making this model useful in other nursing courses or education in other fields.

Development of collaboration guidelines for nursing education and related healthcare services.

A theory-practice gap in nursing education often occurs, and the staff from the nursing education institution and the associated healthcare services should find ways to improve their collaboration to reduce the gap during the training of nursing students. This study aimed to develop context-specific collaboration guidelines for a nursing education institution and associated healthcare services. Private hospital in the Gauteng province of South Africa. Guidelines were developed from the findings of an integrative literature review. Thereafter, it was contextualised in a qualitative study with focus group discussions (FGDs) involving 9 theoretical lecturers and 10 clinical facilitators. In the partnership between the nursing education institution and the associated healthcare services, bilateral communication, cooperation between the theoretical lecturers and the clinical facilitators in delivering evidence-based patient care, intensified innovation in teaching and learning practices and an environment conducive to theory-practice integration should be emphasised. A set of context-specific guidelines was developed to enable the theoretical lecturers and the clinical facilitators to collaborate in supporting nursing students to apply their theoretical knowledge in the development of clinical competencies. The guidelines can be adjusted to suit the context of other nursing education institutions and their associated healthcare services to improve collaboration between theoretical lecturers and clinical facilitators to the benefit students' skills development in theory-practice integration.

Description Competencies of Medical Surgical Nursing Preceptors at Naval Center Hospital Dr. Ramelan Surabaya, Indonesia

This study evaluated the competence of preceptors in surgical medical nursing. The research method uses quantitative descriptive with a cross-sectional research design. The sample number was 100 respondents doing clinical practice in medical-surgical nursing at the Navy Central Hospital. Dr. Ramelan Surabaya. The sampling technique uses Simple Random Sampling. The questionnaire used is the Preceptor Competency Questionnaire, which is a self-assessment. The results showed that all preceptors had good competence in all indicators. These indicators include knowledge competence, clinical skills, teaching ability, communication skills, personal characteristics, leadership, professional behavior, and ethics. However, a small percentage of receptors need to improve the ease of consultation. This research provides new insights into the practice of clinical guidance in surgical medical nursing. It can be applied to enhance the quality of clinical learning in hospitals and nursing education institutions.

Personnel perceptions of a positive practice environment in public nursing education institutions in South Africa: A descriptive qualitative study

BackgroundWhile much is known about aspects of the practice environment and its influence on staff outcomes and quality of education, less is known about creating positive practice environments in public nursing education institutions, especially in developing countries. AimTo describe the perceptions of the personnel of a public nursing education institution identified as having the most positive practice environment and nurse educator outcomes. DesignA qualitative descriptive research design was used. MethodsAll-inclusive voluntary sampling was applied at one public nursing education institution in the Gauteng Province with the principal, vice-principal, heads of departments (N = 11; n = 6), nurse educators (N = 93; n = 17), and administrative staff (N = 42; n = 11). Semi-structured individual and focus group interviews were conducted and inductive thematic analysis was used. Data was collected from November 2019 until March 2020. ResultsPersonnel indicated interpersonal relationships, effective communication and enhancing team dynamics as the main theme of the study, with seven specific sub-themes as raised by managers, nurse educators and administrative staff. ConclusionInterpersonal relationships, communication and enhancing team dynamics is the main drive for a positive practice environment. The most significant responsibility in creating such an environment is the managers' ability to lead and support personnel. In addition to intentionally fostering collegial and collaborative relationships, managers need to be approachable. In addition to upholding fundamental human rights values and fostering active participation in decision-making, managers should exercise sensitive leadership. and encourage staff wellness support measures. Twitter abstractInterpersonal relationships, effective communication and enhancing team dynamics are the most crucial tactics for promoting positive practice environments at public nursing education institutions in a province of South Africa.

The benefits and challenges of the use of digital technology on clinical learning of undergraduate nursing students during the COVID-19 pandemic: An integrative literature review

The purpose of this study was to compile research on the advantages and challenges of using digital technology in clinical education for undergraduate nursing students during the COVID-19 pandemic. The study employed an integrative literature review with the use of the five steps as per Cooper’s framework. Data were collected from four electronic databases to access research articles published from 2019 to 2023. Out of 440 potential candidates, eighteen satisfied the inclusion criteria. Three themes emerged from the analysis namely: 1) the benefits 2) the challenges of digital technology and 3) attitudes towards the use of technology in clinical learning. The use of digital technology helps nursing students become more competent and confident in their ability to practice in a friendly environment. It is imperative that there should be opportunities for workshops to create awareness regarding the importance of digital technology. The practical implications of the study are that nursing education institutions should invest in the purchase of digital technology equipment as a means of advancing the implementation of new educational advancements. The stakeholders in clinical teaching and learning should be better equipped by health facilities and nursing education institutions to make better use of digital technologies.

Perception of the utilization of teaching methods by student nurses in South-east Nigeria: A Cross-sectional study

Aim: The study aims to ascertain the student’s perception of the utilization of teaching methods by nurse educators in nursing education institutions in southeast Nigeria. Design: A cross-sectional study design was used. Method: Multistage sampling was employed to randomly select 11 nursing education institutions in south east Nigeria. Data was collected from 328 students using a self-administered questionnaire and analyzed using SPSS version 21. Hypotheses were tested using the Mann-Whitney and Kruskal-Wallis test at the 0.05 significance level. Result: All 328 student nurses completely filled out and returned the distributed questionnaire. Of the respondents, 83.2% were female, and 16.8% were male. Most nurse educators were perceived to use all the enumerated teaching methods optimally, except for the introduction of games during teaching. However, 97.2% of the students preferred all the identified teaching methods for various reasons. The demographic profile of students (gender, year of study, except age) significantly influenced their perception of the teaching methods utilized by the educators. Conclusion: Students acquire nursing skills through formal instruction and practical experiences, as seen in the Dreyfus model of skill acquisition (2004) and student preferred teaching methods that enhance exchange of ideas and interactive Ness. Hence, nurse educators should consider student nurses age and preferred teaching styles to ensure well imparted knowledge.

Incorporation of Nurse Initiated Management of Antiretroviral Treatment course within the undergraduate nursing programme North West province.

According to the 90-90-90 strategy, the focus is on 90% of people living with HIV and/or AIDS knowing their HIV status, initiated on antiretroviral treatment and achieving viral suppression. The challenge is that only 74% of people living with HIV and/or AIDS are on antiretroviral treatment, and HIV mortality still occurs. Literature recommends the incorporation of a Nurse Initiated Management of Antiretroviral Treatment (NIMART) course within the undergraduate nursing programme to capacitate new nurses to manage people living with HIV and/or AIDS immediately after completion of their training. However, the NIMART course is still not incorporated, and there is dearth of information on this topic in North West Province (NWP). To explore and describe nurse educators' perceptions regarding the incorporation of NIMART course within the undergraduate nursing programme in NWP. The setting of this research study was nursing education institutions of the NWP. Phenomenography qualitative research design was followed. Twelve nurse educators underwent purposive selection and unstructured individual interviews were conducted. The research co-coder verified the findings. There were ethical considerations and trustworthiness maintained throughout the study. Main themes that emerged in this study depicted benefits and challenges associated with NIMART course incorporation within the undergraduate nursing programme as stated in Table 1. This study concluded that NIMART course incorporation within the undergraduate nursing programme is a good and relevant idea, which requires human and non-human resources. The study contributed new knowledge on how nurse educators perceive the NIMART course incorporation within the undergraduate nursing programme in NWP.

Baccalaureate nursing education institutions’ key performance indicators: a review of the existing indicators and qualitative analysis of expert interviews

BackgroundImprovements in nurses’ and midwives’ education will increase workforce quantity and quality. Continual improvement of organization performance is based on continual measuring; Appropriate indicators must be selected to measure and appraise the performances. This study aimed to recognize and categorize key performance indicators (KPIs) for baccalaureate nursing education institutions’ performance measurement.MethodsThis study had two phases: (1) Interview: Seven semi-structured interviews were conducted with faculty members and nurses. (2) Narrative Literature review: schools’ and universities’ reports and web pages were assessed to recognize KPIs. The data analysis method was directed content analysis. The Donabedian Model components were used to guide the data analysis.ResultsThe total number of indicators retrieved was 468; 75 were from interviews with faculty members and nurses and 393 were from the literature review. Indicators were categorized into: Structure (staff; equipment, resources, and facilities; guidelines), Process (education; communication and collaboration; evaluation), and Outcome (survey and accreditation; national and international recognition; satisfaction; sustainability and financial efficiency; students; alumni; knowledge related to the field).ConclusionsA number of indicators were identified that were categorized into various groups related to the performance of nursing schools. Further investigations are needed with different groups of stakeholders including students, professional associations, healthcare institutions, alumni, and clients. As well in some areas, new or composite indicators may need to be developed. Also, each institution needs to select appropriate indicators based on its context, policy goals, and infrastructure.

Nursing Education in Some European Higher Education Area (EHEA) Member Countries: A Comparative Analysis.

The European Higher Education Area (EHEA) has aimed at unifying, harmonizing, and ensuring consistency of higher education systems in Europe for over two decades. The objective of this study was to investigate the similarities and differences in the training programs of nurses in selected EHEA member countries. Comparative analysis was used. Based on three sources: research articles, internet databases, and emails sent to nursing education institutions. Three databases, namely Science Direct, PubMed, and ERIC, were utilized. Regarding educational institutions, the majority of countries' nurses graduated with a Bachelor's degree, except for Estonia, Russia, and North Macedonia. Russia had the shortest education duration (2 years and 10 months), while other member countries had programs lasting between 3-4 years. In countries where colleges were still active, diploma or certificate programs were offered, such as in Estonia and Russia. Only North Macedonia did not offer any continuing education for nurses, and Estonia, Latvia, and France did not have PhD programs in nursing. Nurses constitute the largest occupational group in healthcare, and the quality of medical care relies on their theoretical and practical training. Despite efforts to unify nursing curricula through the Bologna Process, significant differences still exist.

Mentorship needs in an intrapartum setting – mentor-centred approach: A qualitative descriptive study

AimThe study aimed to explore and describe the needs of registered midwives in labour rooms in the North-West Province of South Africa with regard to clinical mentorship of student midwives to identify the strengths and gaps in the clinical mentorship programme and make recommendations to optimise clinical mentorship for student midwives in this setting. BackgroundThe South African healthcare system is overburdened by numerous problems, particularly in maternity services. It has been reported that nurses are not skilled enough to provide quality care to pregnant women. The onus is on nursing education institutions to produce competent midwives to improve the quality of care. Mentorship has been proven to improve competence among mentees and this strategy can be used to address this health problem in South Africa. DesignThe study employed a qualitative descriptive design and purposive sampling was used to select the participants from the level 2 hospitals in the North-West province in South Africa. MethodsData were collected using individual telephonic interviews and 14 participants from three level 2 hospitals in the North-West province participated in the data collection process. ResultsThree main themes emerged from interviews conducted with the participants. Their needs to successfully mentor student midwives in an intrapartum setting are a positive environment for learning, teaching and mentorship; a collaborative relationship between the nursing education institutions and the health facilities where they are employed as well as positive student conduct. The sub-themes under theme 1, a positive environment for teaching, learning and mentorship, are patience, teamwork, mutual respect and human and material resources. Theme 2, a collaborative relationship between the nursing education institutions and the health facilities, had three sub-themes, namely, presence, effective communication on students' objectives, activities and progress and opportunities for self-development and empowerment. Commitment to learning (presence, patience and pre-knowledge) is the sub-theme that emerged from the theme of positive student conduct. ConclusionsFor successful mentorship in the clinical setting, the focus should not just be on the mentees themselves and creating an environment where they can learn. There is a need to look into how the mentors, who provide learning opportunities and teach, guide and support mentees in order for them to be competent, can be assisted to enjoy mentorship.