Nursing Education Programs Research Articles

Operationalizing Anti-Racism Accountability with Equitable Admissions in Nursing Education Accreditation.

For decades, health professional organizations have recommended increased diversity in the workforce and education. To address persistent inequities in health care, the racial composition of the nursing workforce needs be congruent with the U.S. population. Without first addressing structural inequity in nursing education programs, the nursing profession cannot begin to address structural racism in health care. The lack of nursing student diversity is reflective of barriers in program admissions. This article is a call to nursing accreditation bodies to operationalize anti-racism to improve U.S. nursing workforce diversity by introducing accountability structures that require evidence-based holistic admission review and analysis of admission data to ensure that student cohorts are diverse across nursing programs, thereby ensuring a future workforce that reflects the diversity of the U.S. population.

Attitudes of women towards screening, prevention and treatment of cervical cancer in Namibia.

Cervical cancer is among the top causes of cancer-related deaths among women globally. The aim of the study was to assess the attitudes of women of reproductive age towards cervical cancer services in the Otjozondjupa region, Namibia. The setting of this study was the Otjozondjupa region, one of the 14 regions of Namibia. A quantitative, cross-sectional, descriptive study was used. The data were collected with a questionnaire from a stratified sample of 381 out of the 37066 study population of women of reproductive age across four districts of the region. Descriptive data analysis was performed using Statistical Package for Social Science version 25. The findings revealed that most respondents (83.1%) had an overall neutral attitude towards the screening, prevention, and treatment of cervical cancer; they were not concerned about the risk of cervical cancer and would not practice health-seeking behaviours regarding cervical cancer services. The respondents were indifferent with regard to prevention, screening, and management services for cervical cancer, implying that they would not use available cervical cancer services. Attitudes of women of reproductive age towards cervical cancer services were highlighted. Subsequently, an educational programme for nurses to enhance the utilisation of cervical cancer services among women of reproductive age in the Otjozondjupa region, Namibia, was developed. Guidelines were developed to facilitate the implementation and evaluation of the educational programme activities to enhance the utilisation of cervical cancer screening services among women of reproductive age.

Competency-Based Virtual Clinical Practicum in Response to COVID-19 Pandemic: A Quality Improvement Project.

The purpose of the quality improvement (QI) project was to provide a learner and faculty preceptor high quality virtual clinical practicum (VCP) for Wound, Ostomy, Continence (WOC) Nurse learners during the COVID-19 pandemic and disseminate findings. Project participants were registered nurses post-bachelor's degree or higher with a minimum of 1-year clinical experience who had completed and passed the didactic portion of a Wound Ostomy Continence Nursing Education Program (WOCNEP). Learners completing the WOCNEP's VCP and the faculty preceptors were the subjects for this QI report. The setting was a virtual platform allowing live time visibility and interactions between learners and faculty preceptors including the ability to share documents and procedural videos. An initial group of 62 learners were asked open-ended questions after completion of the VCP; the most frequently recurring themes were converted into 5-point Likert scale questions as the evaluation tool completed by an additional 234 learners. In total, 296 learners completing the VCP evaluated this novel 100% simulation virtual practicum. This QI project evaluated a 100% simulation-based practicum at a WOCENP based in the United States. A competency based VCP used the Competency Outcomes and Performance Assessment (COPA) model. Learners were taught competencies via a preparatory virtual lab and then had to prepare documents and videos or pictures with step-by-step instructions prior to attending a Live Competency Assessment Lab with faculty preceptors and a small group of peer learners. Appraisal of the VCP was based on course evaluations anonymously completed by each of the 296 learners. Faculty preceptors were queried regarding their VCP evaluation and certification exam pass rates were tallied. Findings indicate positive outcomes of the VCP competency-based practicum from student and faculty preceptor perspectives along with higher certification pass rates; specifically, wound care pass rates increased by 16%, ostomy care increased by 18% and continence care pass rates increased by 13%. Our reported experiences strongly suggest a VCP offers an attractive option for fulfilling practicum requirements while reducing barriers of the in-person split option practicum.

Development and Effect of a Simulation-Based Disaster Nursing Education Program for Nursing Students Using Standardized Patients.

Disaster nursing deploys professional nursing knowledge and skills systematically to reduce disaster-related risks to life and health. Disaster nursing education requires providing simulations using standardized patients. The purpose of this study was to develop, based on the International Council of Nurses' Framework of Disaster Nursing Competencies, a simulation-based disaster nursing education program for nursing students that employed standardized patients. A nonequivalent, control group, pretest-and-posttest design was used. Participants were senior nursing students from two universities, with 70 assigned to the experimental group, 35 assigned to the comparison group, and 35 assigned to the control group. Data were collected from January 25 to April 3, 2019. The simulation-based disaster nursing education program consisted of a 60-minute theoretical lecture on disaster management and two scenarios. The effectiveness of the simulation-based disaster nursing education program was measured using levels of disaster nursing competencies, disaster triage competency, disaster preparedness, critical thinking disposition, and confidence in disaster nursing. Significant differences were found between the experimental and comparison/control groups in terms of disaster nursing competencies ( F = 20.06, p < .001), nursing triage ( F = 17.35, p < .001), disaster preparedness ( F = 60.37, p < .001), critical thinking disposition ( F = 19.63, p < .001), and confidence in disaster nursing ( F = 20.24, p < .001). Simulation-based disaster nursing education programs using standardized patients can be useful in disaster nursing education. They can contribute to future changes in nursing education and practice by improving the disaster nursing capabilities and preparedness of students.

간호대학생의 문제해결능력에 대한 학업탄력성 및 간호전문직관의 영향

Objectives This study was attempted to determine the correlation between nursing students' problem-solving ability, academic resilience, and nursing professional intuition, and to determine the influence of variables on problem-solving ability. Methods Data were collected using a structured questionnaire targeting 169 nursing students in County M, and the final 160 copies were analyzed using the SPSS 25.0 program. Data analysis used frequency and percentage, mean and standard deviation, t-test, ANOVA, Pearson’s correlations, and multiple regression analysis. Results Nursing students' problem-solving ability had a statistically significant positive correlation with academic resilience (r=.675, p&lt;.001) and nursing professional intuition (r=.498, p&lt;.001). As a result of conducting a hier-archical multiple regression analysis by inputting religious status and grades, which showed significant differences in problem-solving ability among general characteristics, the influence on problem-solving ability was determined by grades (β=.25, p=.002) and academic resilience (β=.65, p&lt;.001) and nursing professional intuition (β=.33, p&lt;.001) explained 58.1% (F=41.10, p&lt;.001), and among the three variables, academic resilience was associated with problem-solving ability. was explained the most at 48.4%. Conclusions Nursing students' grades, academic resilience, and nursing professional intuition are important influ-encing factors that promote problem-solving ability, and among these, academic resilience was confirmed to be the factor that most explains problem-solving ability. Therefore, in order to improve the problem-solving ability of nursing students, a nursing education strategy that takes into account academic resilience and nursing pro-fessional intuition is needed, and nursing education programs and professional skills that improve the sub-areas of learning control ability, divergent thinking, execution, and risk-taking ability are needed. Specific strategic re-search is needed to expand social awareness of nurses.

간호대학생의 Polychronicity 성향, 명예규율서약, 학업성취도가 셀프리더십에 미치는 영향

Objectives In this study, an attempt was made to identify the influencing factors of self-leadership and prepare basic data for the development of nursing education programs. Methods An online survey was conducted using a structured questionnaire to measure variables related to self-leadership among 108 nursing students located in Chungcheongnam-do. Polychronicity tendency, honor code pledge, and GPA(grade point average) were selected as relevant variables in multiple regression analysis. The collected data were analyzed using descriptive statistics t-test, Pearson correlation coefficients, and multiple re-gression using IBM SPSS 26.0 program. Results In this study, the honor code pledge and GPA(grade point average) were found to have a significant impact on the self-leadership of nursing students, and the explanatory power R² of the self-leadership of related variables was measured at 0.14 (adjusted R²=.12). There was a positive correlation between self-leadership and the honor code pledge, and a negative correlation between polychronicity tendency and GPA(grade point average). The sub-ject's self-leadership was 3.5 points (4 points), polychronicity tendency was 2.2 points (4 points), honor code pledge was 3.7 points (4 points), and GPA(grade point average) was 3.7 points (4.5 points). Conclusions Because every nurse who deals with patients and carries out work must have self-leadership as a leader who can represent the organization, there is a need to develop self-leadership nursing education that can promote ethical and moral development and increase the level of professional knowledge for nursing students who are prospective nurses.

Knowledge and Attitudes of Oncology Nurses Toward Clinical Trials — A Secondary Publication

Purpose: The purpose of this study was to identify the knowledge and attitudes of oncology nurses toward clinical trials and to provide evidence for the development of clinical trial education programs for oncology nurses. Methods: The study was conducted on 142 nurses who had more than six months of nursing experience working with cancer patients at a tertiary hospital in Seoul, Korea. A structured questionnaire was used to measure the knowledge and attitudes of oncology nurses toward clinical trials. Results: The participants scored an average of 15.03 ± 3.52 out of 19 in terms of knowledge about clinical trials. In terms of attitudes toward clinical trials, the participants scored an average of 5.91 ± 1.37 out of 8. There was a significant positive correlation between the knowledge and attitudes of the participants toward clinical trials (r = 0.23, P = 0.007). Conclusion: This study found that there was a relationship between the knowledge and attitudes of oncology nurses toward clinical trials. To improve the competency of oncology nurses and provide high-quality care to patients participating in clinical trials, more systematic and sustainable education is required.

Relationship between tutor support, caring self-efficacy and intention to leave of nursing students: the roles of self-compassion as mediator and moderator.

Analyze the mediating e moderating roles of self-compassion in the relationship between tutor support and both students' caring efficacy and intention to leave. A cross-sectional study using an online questionnaire was conducted. Self-compassion mediates the relationship between tutor support and students' caring efficacy. Tutor support play a role on all the facets of self-compassion, but only two dimensions of this variable (mindfulness vs.over-identification) are significantly associated with both the dimensions of caring self-efficacy, with inverse effects. Self-compassion moderates the relationship between tutor support and intention to leave. Tutor support can improve students' caring efficacy by helping them to be mindful of their experiences in a nonjudgmental way. Supportive tutor can mitigate intention to leave by increasing self-compassion ability. Implications for International Audience Nursing education programs should implement workshops and briefings to develop students' self-compassion ability. This can foster perceived caring efficacy instudents and reduce intention to leave.

Development and evaluation of extracorporeal membrane oxygenation nursing education program for nursing students using virtual reality

BackgroundThis study aims to improve nursing students’ ability to care for critically ill patients through education in extracorporeal membrane oxygenation (ECMO) nursing.MethodsThis study developed a virtual reality (VR) simulation program for the five-step ECMO nursing of the Analysis, Design, Development, Implement, and Evaluation (ADDIE) model and used an equivalent control group pre-test and post-test no-synchronized design to verify the effect. The participants of this study were fourth-year nursing students enrolled in nursing departments at three universities in Seoul, Gangwon, and Gyeonggi in South Korea; it included 66 participants, 33 in each of the experimental and control groups. The program consisted of pre-training, orientation, VR simulation, and debriefing.ResultsThe interaction effect of the intervention and control groups with time points using the ECMO nursing VR simulation program was rejected due to no statistically significant difference in knowledge (F = 1.41, p = .251), confidence (F = 1.97, p = .144), and clinical reasoning capacity (F = 2.85, p = .061). However, learning immersion (t = 3.97, p < .001) and learning satisfaction (t = 4.25, p < .001) were statistically significantly higher in the experimental group than in the control group.ConclusionVR simulation program for ECMO nursing developed in this study is a potential educational method that positively affects the learning immersion and learning satisfaction of nursing students.

Oral Health Nursing Education and Practice Program: Ten-Year Outcomes.

The Oral Health Nursing Education and Practice Program (OHNEP), a core partner of the National Interprofessional Initiative on Oral Health, is a national initiative focused on implementing an interprofessional oral health workforce innovation to influence change in clinical education, practice, and policy. OHNEP aims to address oral health disparities by enhancing the nursing profession's role in integrating oral health and its links to overall health in both academic and clinical settings. Leveraging the opportunity to cultivate faculty, preceptors, and clinicians as oral health champions, OHNEP aims to integrate interprofessional oral health clinical content and competencies in undergraduate and graduate nursing programs through faculty and preceptor development, curriculum integration, and establishing oral health as a standard of care in clinical settings. Outcomes include widespread dissemination of OHNEP virtual products and resources used by a significant number of undergraduate and graduate programs nationwide. OHNEP has a notable impact on policy related to integrating oral health and its links to overall health in undergraduate and graduate nursing programs, thereby increasing interprofessional oral health workforce capacity and aiming to improve oral health equity.

Implementation of clinical reasoning concepts to improve clinical judgment and self-confidence of nursing students in the clinical setting

IntroductionStudies of graduate nurses demonstrate unpreparedness for practice, leaving nursing education programs to examine methods of instruction that support clinical judgment development. AimTo evaluate effectiveness of active-learning concept-based themes to improve clinical judgment and self-confidence in nursing students. MethodsA quasi-experimental, repeated-measures design was conducted using Gonzalez clinical reasoning concepts during a medical-surgical clinical. Pre-, mid- and post-clinical judgment scores were measured using the Lasater Clinical Judgment Rubric by students and faculty. Pre-and postself-confidence student scores were measured using White's Nursing Anxiety & Self Confidence with Clinical Decision-Making scale. ResultsImproved overall clinical judgment scores were noted by students (t27 = 10.12, p <. 001) and instructors (t27 = 12.58, p < .001). Overall confidence scores increased (t22 = 3.72, p < .001) while anxiety scores decreased (t22 = -3.28, p < .001). DiscussionClinical nurse educators should assess and support the development of clinical reasoning skills in nursing students with active learning concepts.

Understanding the relationship of academic motivation and social support in graduate nursing education in Egypt.

Obtaining a postgraduate nursing education in Egypt requires substantial resources, including a robust academic drive and supportive relationships. These resources help students overcome challenges and navigate their educational journey. This study examines the relationship between academic motivation and social support among nursing graduate students. A cross-sectional survey was conducted at two nursing colleges in Egypt, involving 410 randomly selected graduate students. The Academic Motivation Scale-College Version (AMS-C 28) and the Multidimensional Scale of Perceived Social Support (MSPSS) were used. Findings revealed a statistically significant positive relationship between academic motivation and perceived social support (r = 0.515, p < 0.001). Hierarchical regression analysis revealed that 12.9% (Adjusted R² = 0.129) of the variance in academic motivation could be explained by perceived social support and level of education. This study pinpointed intrinsic motivation as the primary impetus for graduate nursing students. Robust social support and active participation in social and recreational activities were also significant motivators. Nursing education programs can enhance intrinsic motivation by integrating authentic learning experiences, providing empowering mentorship, offering condensed doctoral programs, and ensuring substantial peer support. The exploration of the role of novelty in graduate nursing education, facilitated by innovative teaching methods such as collaborative virtual reality simulations, gamification, and team-based research projects, can be advantageous. Building robust social networks is vital for establishing a supportive and motivating learning environment for nursing graduates in Egypt.

Nurses' and Midwives' Awareness of the Recommended Breastfeeding Practices During the Pandemic of COVID-19 and the Associated Factors in Jordan.

The COVID-19-related restrictions imposed to reduce viral transmission have highlighted the need to support the importance of maternal breastfeeding. Clear guidelines for consistent practices across settings have been drawn up on the basis of the best available data. Emerging recommendations call to increase nurses' and midwives' awareness of these guidelines. This study aimed to explore nurses' and midwives' awareness of the recommended breastfeeding practices and associated factors in Jordan during the COVID-19 pandemic. An online descriptive cross-sectional design was adopted. This study was conducted in clinical settings representing Jordan's North, Middle, and Southern regions. One hundred seventy nurses and midwives were selected through a convenient sampling technique. The mean total score of the awareness was 7.78 (SD = 1.60); 62.9% of participants were highly aware of the recommended breastfeeding practices. Nurses and midwives who were aware of the recommended breastfeeding practices during the pandemic of COVID-19 (90.7%) were more likely to perceive COVID-19 preventive measures as effective than those who were not aware of breastfeeding practices (74.6%) (χ2 = 7.886, p = .005), while work experience in years (χ2 = 8.966, p < .01) was significantly associated with awareness of the breastfeeding recommended practices. Most Jordanain nurses and midwives were highly aware of the recommended breastfeeding practices during COVID-19 pandemic. This awareness was positively associated with working experience and perceiving that the preventive measures of COVID-19 are effective. Educational programs for nurses and midwives about breastfeeding practice recommendations are necessary to help mothers obtain appropriate care and education.

Developing digital competencies of nursing professionals in continuing education and training - a scoping review.

The German health and care system is transforming due to advancing digitalization. New technological applications in nursing, such as social and assistance robotics, artificial intelligence and legal framework conditions are increasingly focused in numerous research projects. However, the approaches to digitalization in nursing are very different. When integrating technologies such as robotics and artificial intelligence into nursing, it is particularly important to ensure that ethical and human aspects are taken into account. A structured classification of the development of digitalization in nursing care is currently hardly possible. In order to be able to adequately deal with this digital transformation, the acquisition of digital competences in nursing education programs is pivotal. These include the confident, critical and creative use of information and communication technologies in a private and professional context. This paper focuses on the question which specific training offers already exist at national and international level for nursing professions to acquire digital competences. A scoping review according to the PRISMA scheme was conducted in the PubMed and CINAHL databases. The search period for the scoping review extended from 2017 to 2024. The selection of the studies took place by inclusion and exclusion criteria and the content-related orientation of the publications. After reviewing the titles and abstracts, eight studies were included. Of these, four were published in German-speaking countries and another four in international English-language journals. The topic of digitization of the nursing professions and the question of how nurses can acquire digital competences is gaining international attention. Nevertheless, the research on explicit continuing education programs for nursing professions is still undifferentiated. No specific continuing education offer for the development of digital competences of nursing professionals was identified. Many authors remained at the meta-level when developing methodological concepts for the acquisition of digital competences. The systematic integration of digitalization into higher education and continuing vocational training is mentioned in the publications. The development of theory- and research-based educational frameworks, which can be used as a basis for curricula in nursing studies and continuing education, is highly recommendable.

Enriching nursing knowledge and practice in Jordanian government hospitals through basic life support simulation training: A randomized controlled trial.

Healthcare providers must possess the necessary knowledge and skills to perform effective cardiopulmonary resuscitation (CPR). In the event of cardiopulmonary arrest, basic life support (BLS) is the initial step in the life-saving process before the advanced CPR team arrives. BLS simulation training using manikins has become an essential teaching methodology in nursing education, enhancing newly employed nurses' knowledge and skills and empowering them to provide adequate resuscitation. This study aimed to evaluate the potential effect of BLS simulation training on knowledge and practice scores among newly employed nurses in Jordanian government hospitals. A total of 102 newly employed nurses were randomly assigned to two groups: the control group (n = 51) received standard training, and the experimental group (n = 51) received one full day of BLS simulation training. The training program used the American Heart Association (AHA)-BLS-2020 guidelines and integrated theoretical models such as Miller's Pyramid and Kolb's Cycle. Both groups were homogeneous in inclusion characteristics and pretest results. Knowledge and practice scores were assessed using 23 multiple-choice questions (MCQs). Data were analyzed using one-way repeated measures ANOVA. The results indicated significant differences in knowledge scores, F(2, 182) = 58.514, p <0.001, and practice scores, F(2, 182) = 20.134, p <0.001, between the control and experimental groups at all measurement times: pretest, posttest 1, and posttest 2. Moreover, Cohen's d reflected the effectiveness of BLS simulation training as an educational module, showing a large effect (Cohen's d = 1.568) on participants' knowledge levels and a medium effect (Cohen's d = 0.749) on participants' practice levels. The study concludes that BLS simulation training using the AHA-BLS-2020 guidelines and integrating theoretical models such as Miller's Pyramid and Kolb's Cycle significantly improves knowledge and practice scores among newly employed nurses, proving highly effective in enhancing their competencies in performing CPR. Implementing BLS simulation training in nursing education programs can significantly elevate the proficiency of newly employed nurses, ultimately improving patient outcomes during cardiopulmonary arrest situations. This training approach should be integrated into standard nursing curricula to ensure nurses are well-prepared for real-life emergencies. NCT06001879.

Effect of Mentoring Educational Program for Head Nurses on Nurses’ Work Engagement

Effect of Mentoring Educational Program for Head Nurses on Nurses’ Work Engagement

Nurses Knowledge Concerning Radiotherapy Complications: A Descriptive Study

Background: Radiation therapy is a type of cancer treatment that uses intense beams of energy to kill cancer cells. Radiation therapy often uses X-rays, but protons or other types of energy can also be used. It may be used as the primary treatment for cancer or combined with surgery, chemotherapy and/or hormonal therapy. Most types of cancer can be treated with radiation in some way. Objectives: Assess the knowledge of nurses concerning radiotherapy complications Methodology: A descriptive-analytic study was conducted in the Middle Euphrates Oncology center, In order to obtain accurate data and a representative sample. The study sample is a non-probability (purposive) sample was selected. The sample consisted of (30) nurses those who working in the Middle Euphrates Oncology center. Content validity of the study questionnaire, which was distributed among (12) experts who have not less than (5) years of experience in the field, instrument stability of (test-retest) was determined after done by the pilot study on (10) patients, with the reliability of (r = 0. 96), which is statistically acceptable. Results: the result showed the level of education of the nursing faculty was (46.7%). Regarding, the majority of the study sample was age group within the (23 - 30) years (83.3%), with mean and standard deviation equal to mean ± SD 27.63 ± 5.84. The gender majority of the study sample was male and female (50.0%). Concerning (53.3%) of them, have you participated in training courses about radiotherapy. Moreover, don’t training; the majority of the study sample was single (56.7%). Also don’t training; the results showed that most of the study samples were (56.7%) somewhat sufficient. Conclusion: The overall assessment of the nurse's knowledge of radiotherapy complications in the Middle Euphrates Oncology center has a highly significant association with their age. They should be oriented to educational programs (especially oncology hospitals) for all new nurses, and they should implement activities to update their knowledge and design training programs outside the country.

Knowledge, Attitudes, and Practices Toward Retinopathy of Prematurity Among Neonatal Intensive Care Nurses: A Cross-sectional Study.

It is important to study the awareness of retinopathy of prematurity (ROP) among neonatal care nurses in hospitals. Unfortunately, there is a lack of studies conducted among nurses on this subject in Palestine. Thus, this study purposed to assess the knowledge, attitudes, and practices toward ROP among neonatal intensive care nurses in Palestine. A cross-sectional was used to conduct this study. A convenience sampling method was utilized to recruit 289 neonate intensive care nurses working in private and governmental hospitals. The findings showed that around 48.0% of the nurses had low knowledge about preventing ROP. Most of the nurses (78%) reported a neutral attitude toward preventing ROP. Moreover, overall nurses' practices regarding ROP were fair (57.1%). There was a difference in practices regarding ROP according to the health sector (P < .05), in which the private sector had better practices compared to the governmental sector. Additionally, there was a significant difference in knowledge regarding ROP according to educational level (P < .05). Also, a significant difference was found in knowledge and practices regarding ROP according to nurses' experience. Attitudes and practices were the main significant predictors of knowledge (B = 0.153, P < .05; B = 0.172, P < .05, respectively). Knowledge and practices were the main predictors of attitudes (B = 0.126, P < .05; B = 469, P < .001), respectively. Knowledge, attitudes, and experience in neonate intensive care nurses were the main significant predictors of practices (B = 0.135, P < .05; B = 0.449, P < .001; B = 0.224, P < .05, respectively). It is necessary to develop an educational program and competency-based training programs for neonate intensive care nurses about ROP and implement preventive strategies.

Effectiveness of patients’ involvement in a medical and nursing pain education programme: a protocol for an open-label randomised controlled trial including qualitative data

IntroductionPain is a multidimensional experience that varies among individuals and has a significant impact on their health. A biopsychosocial approach is recommended for effective pain management; however, health professionals’ education...

Development of a Heart Failure Palliative Care Educational Program for Nurses: A Multi-Method Approach.

Comprehensive palliative care for patients with heart failure can be developed by educating cardiac nurses. The current study aimed to design a heart failure palliative care educational program for nurses. This study was carried out using the multi-method approach based on two out of four steps of Uys educational program development at Dr. Chamran Hospital, Isfahan, in 2020-2021. In step 1, educational needs were collected through literature review, interviews with 15 patients and 10 nurses, examination of patients' documents and medical records, and observation. Then, in step 2, the importance and necessity of teaching the proposed topics and the teaching and evaluation method of the items were assessed through two rounds of delphi technique (15 expert panel members). Eventually, the educational program was finalized. In step 1, the educational needs of nurses were identified in 6 general fields and 26 general learning topics. In step 2, educational needs [specialized knowledge (55% necessity and 55% importance) and social support (33% necessity and 33% importance)], teaching methods (role-playing, experiential learning, and journal club), and evaluation method (the information analysis method) were removed due to a lack of consensus (11%). Finally, the main parts of the program, including the program mission and vision, general learning topics, general goals, objectives, teaching strategies, and evaluation strategies, were compiled. This program provides nurses with up-to-date information on various aspects of the physical, psychological, social, spiritual, and educational needs of heart failure patients and ensures the provision of better services to them.