Nursing Education Programs Research Articles

Enhancing nursing students' communication skills with deaf patients: Workshop impact on nursing education programs

BackgroundNursing students require education on effective communication with patients to fulfill their roles as future healthcare providers. Ensuring inclusive patient care requires addressing this educational gap. PurposeThis study assesses the impact of workshops on nursing students' communication strategies with Deaf and hard-of-hearing patients. MethodA cross-sectional survey was conducted among nursing students before and after participating in workshops conducted by Deaf instructors from the non-profit association Maagalei Shema. Data was collected from January 2023 to March 2024 and analyzed using SPSS software. FindingsResults indicate that the workshops significantly improved participants' communication strategies, with 82.48% reporting enhanced abilities post-workshop. The use of communication tools, including professional interpreters, increased following the workshops. DiscussionWorkshops offer an effective approach to enhancing healthcare workers' communication with Deaf and hard-of-hearing patients. These findings underscore the importance of incorporating experiential learning opportunities into nursing education to optimize patient interactions and improve healthcare outcomes.

The effect of nurse health literacy interventions on patient health literacy scores in specialty consultations: a quasi-experimental study

BackgroundPatient health literacy (HL) affects health and wellbeing on both individual and population levels. The ability to receive, understand, manage and act upon health information can be positively influenced by nurses’ use of HL strategies. This study examined the relationship between nurses’ use of a HL checklist (intervention) and before and after patient HL scores, and the effects of frequency and types of strategies used in specialty consultations in Spain.MethodsThis quasi-experimental, non-randomized study used the HLS19-Q12 to calculate HL scores for 149 patients. Calculations were performed both before and after a nursing intervention that consisted of using a HL checklist. Paired samples t-test assessed the difference between patient HL scores pre- and post-nurse intervention. Frequency analysis and Pearson correlation where used to examine frequencies of nursing HL strategies used and associations with HL scores.ResultsThe mean difference between the HLS19-Q12 scores before and after intervention was − 9.94, with a standard deviation of 11.50. There was a statistically significant effect of the intervention on HL score (t = -10.00, p < 0.001). No participant had HL classified as ‘inadequate’ after the nursing intervention. Verbal teach back method was the most frequent strategy used by nurses, and the use of a computer image was the most frequent visual aid.ConclusionsThe use of a standardized HL intervention by nurses was shown to have a positive effect on patient general HL scores in specialty consultations in Spain. These results not only suggest that the use of a HL checklist can be an effective HL tool, but also reinforce the potential of nurses to make a positive impact on both individual and population health. Overall, these findings provide data that can be used by health systems, hospitals management, and nurse education programs to adopt strategies to improve patient HL and health outcomes, while potentially lowering costs and ineffective resource utilization related to inadequate HL.

The relationship between cyberchondria and health literacy among first-year nursing students: the mediating effect of health anxiety

BackgroundFirst-year nursing students are at a critical juncture in their education. They are transitioning from laypersons to healthcare professionals, and students are frequently exposed to medical information in academic settings and through personal research. This exposure can sometimes lead to cyberchondria; improving health literacy and managing health anxiety are critical strategies for reducing the incidence of cyberchondria.AimInvestigate the mediating effect of health anxiety on cyberchondria and health literacy among first-year nursing students.MethodsA cross-sectional correlational research design was used in this study. The study was conducted with 475 students in October 2023 during the first semester of the academic year 2023–2024.ResultsCyberchondria and health literacy levels were both moderate. In addition, the degree of health anxiety among first-year Nursing Students was mild, too. The results showed that the association between Cyberchondria and Health Literacy was partially mediated by health anxiety.Conclusion and implicationsThis study highlights the sophisticated relationship between cyberchondria, health literacy, and anxiety among first-year nursing students. It demonstrates that lower health literacy can lead to increased health anxiety, which in turn exacerbates cyberchondria. To mitigate these issues, it is essential to enhance health literacy and provide support for managing health anxiety within nursing education programs. By doing so, we can help nursing students navigate online health information effectively and reduce unnecessary health-related anxieties, promoting better educational outcomes and overall well-being.

Assessment of ICU nurses' competency towards delirium among critically ill patients.

ICU nurses play a critical role in managing delirium in critically ill patients, yet their competency in this area remains under-explored. To assess ICU nurses' competency including their knowledge, practice, and attitudes toward delirium among critically ill patients. A correlational descriptive study was conducted with 67 nurses in the medical intensive care unit at Suez Canal University Hospitals. Data was collected using an online survey and analyzed using descriptive statistics, ANOVA, and Pearson's correlation. Nurses showed a moderate knowledge level (M = 8.55), a low practice level (M = 6.62), and positive attitudes (M = 21.65) toward ICU delirium. ANOVA results indicated significant differences in practice scores based on educational level, F (2, 64) = 3.361, p = .041, and in knowledge scores based on ICU experience, F(3, 63) = 6.455, p < .001. Nurses with Master of Science in Nursing (MSN) degrees had higher practice scores than those with diplomas or Bachelor of Science in Nursing (BSN) degrees. There were no significant differences in knowledge and attitude scores based on educational level or age. Gender differences were minimal, with male nurses slightly outperforming female nurses. Correlation analysis showed positive relationships between age, education, ICU experience, and ICU nurses' levels of knowledge and practice. ICU nurses demonstrate a knowledge-practice gap in delirium management. Targeted educational interventions, mentorship programs, and a focus on practical skills are essential to enhance delirium care. These findings highlight the urgent need for comprehensive delirium education and training programs for ICU nurses. By improving nurses' knowledge and practice, healthcare organizations can significantly enhance the early detection, prevention, and management of delirium, ultimately leading to improved patient outcomes and reduced length of stay in the ICU.

A dementia education programme for pre-registration nurses: a protocol for process and outcomes evaluation

A dementia education programme for pre-registration nurses: a protocol for process and outcomes evaluation

Commentary: A dementia education programme for pre-registration nurses: a protocol for process and outcomes evaluation

Commentary: A dementia education programme for pre-registration nurses: a protocol for process and outcomes evaluation

The Lived Experiences of Racism Among Indigenous Nursing Students Enrolled in a Canadian Baccalaureate Nursing Education Program

The Lived Experiences of Racism Among Indigenous Nursing Students Enrolled in a Canadian Baccalaureate Nursing Education Program

Impact of an Educational Deprescribing Intervention on Provider Confidence, Knowledge and Polypharmacy in the Nursing Home Setting.

Polypharmacy is commonly encountered by providers caring for patients with medically complex and palliative care needs in many settings. The purpose of this quality improvement project was to measure the impact of an evidence-based educational deprescribing intervention on polypharmacy rate and provider confidence and knowledge in the nursing home. We invited providers working in 52 nursing homes to attend a 1-hour-long educational deprescribing session. Twenty-one nurse practitioners and 1 physician assistant across 11 states participated in the intervention. Provider confidence level related to deprescribing improved in all categories, with statistical significance demonstrated with both paired t test and Wilcoxon signed rank test (P < .001). The polypharmacy rate 3 months after the intervention decreased more in centers where a provider had attended the training. Additional open-ended data about experiences with and barriers to deprescribing were collected and analyzed. The findings from this quality improvement project demonstrate that an educational intervention focused on providers practicing in the nursing home setting can improve deprescribing confidence and reduce polypharmacy rates. These findings may be used to implement similar deprescribing education programs for palliative care nurses and providers that prioritize goals of care for patients living with serious illness.

Level of clinical competency and associated factors of nursing students in Ethiopia: systematic review and meta-analysis

BackgroundAssessing the clinical level of competency in nursing students is crucial as it represents the ultimate goal of nursing education. Poor competency result in low performance and can be affected by various factors. Thus, the aim of this study was to identify level of clinical competency and associated factors of nursing students in Ethiopia.Methodssystematic review and meta-analysis was employed. Searching strategy was conducted from January up to march 2024 from Web of Science, PubMed and Google Scholar. The quality of studies was assessed using PRISMA checklist. A meta-analysis was performed using R Studio with the meta package Version 1.4.1106.Resultsin total, 145 studies were identified through database search, and only 7 studies were included in the meta-analysis representing 1937 nursing students. The pooled effect size of clinical competency of nursing students was 28%. Three factors were found to be associated with clinical competency: a positive clinical learning environment, student confidence in performing procedures, and effective staff-student interaction. The effect sizes of these factors were 6.30, 2.23, and 7.76, respectively.Conclusion and recommendationThe clinical competency of nursing students was 28%, and it was associated with clinical learning environment, student confidence in performing procedures, and staff-student interaction. Nursing education programs should focus on enhancing students’ competency levels by addressing specific factors.(PROSPERO) International prospective register of systematic reviewsCRD42022367057.

Implementation of a Standardized Process of Coude Catheter Insertion Decreases Traumatic Catheterizations

ObjectiveTo address the issue of traumatic foley catheterization we developed and implemented a coude catheter education program for operating room nurses as well as standardize the usage of a coude catheter for male patients. Traumatic catheterization leads to patient morbidity and increased healthcare costs. MethodsA retrospective review was conducted to identify all traumatic catherizations over a 6-month period for several surgical services at our institution. A nursing education program was implemented that included basic urological anatomy, coude urethral catheter insertion techniques, and catheter safety. We conducted our trial over a period of 2-months with all catheterizations tracked. Following the trial, the process and outcomes were reviewed and then implemented for all male patients >18 years old requiring indwelling catheter placement in the operating room. ResultsOn retrospective review there were 18 traumatic foley catheterizations of patients on the three surgical services out of a total 601 catheter placements (3% traumatic placement rate). The total cost of these traumatic catherizations was $27,793 when accounting for additional procedures, supplies, and additional OR time required for each traumatic catheterization. The average cost per patient was $1,544. After full implementation of the process across all operating room services in June 2021 there have been 2038 catheterizations performed using a coude catheter kit with 4 traumatic foley placements through May 2022 (0.2% traumatic catheterization rate). ConclusionImplementation of the nursing education program and utilization of the coude catheter for all male catheterizations reduces costs, decreases iatrogenic urethral injury, and improves patient safety.

New Nurse Turnover Intention and Related Factors in Japan and China: Focusing on Nursing Practice Environment and Burnout.

With rapidly declining birth rates and aging populations worldwide, the demand for nursing care has increased in recent years. High turnover, an important cause of nurse staffing shortages, directly affects the quality of nursing care. However, no comparison studies on turnover intention in East Asia have been published. The purpose of this study was to clarify the relationships among turnover intention, the work environment, and related factors among new nurses in Japan and China. A self-administered questionnaire survey was used to collect data from nurses employed for < 2 years. This questionnaire included participant characteristics, assessment of desire to become a nurse at the start of employment, current turnover intention, the Practice Environment Scale of the Nursing Work Index, and the Maslach Burnout Inventory-Human Services Survey. The relationship between current turnover intention and, respectively, number of hospital beds, strength of desire to become a nurse at the start of employment, level of participation in hospital affairs, emotional exhaustion (EE), personal achievement, and demographic variables was assessed. The number of nurses who intended to leave the hospital was higher in Japan (74.1%) than in China (42.4%). However, of those expressing intention to leave, 46.6% of the nurses in China and only 5.0% of those in Japan indicated intention to quit the nursing profession altogether. In Japan, collegial nurse-physician relations and EE were related to turnover intention, whereas in China, number of hospital beds, strength of desire to become a nurse at the start of employment, participation in hospital affairs, EE, and personal achievement were all related to turnover intention. To enhance retention and reduce turnover intention among nurses, the strength of desire to become a nurse in China and the nurse-physician relationship and EE in Japan should be taken into particular consideration when designing retention strategies and nurse education programs.

Development and validation of assessment instruments for cervical collar and spinal board placement in simulated environments for nursing students in the care of polytrauma patients

BackgroundMultiple trauma injuries are the leading cause of death and disability in people under the age of 45 and require prompt and specialised care. However, medical and nursing education programmes do not always include specific training in emergency pre-hospital care, resulting in a lack of basic practical skills in trauma management.ObjectiveTo develop and validate two instruments for assessing nursing students’ competence in cervical collar and spinal board application in simulated pre-hospital emergency scenarios.MethodThis is an instrumental study that involves the development of two assessment instruments and the evaluation of their psychometric properties in a sample of 392 nursing students. Content validity was assessed using expert judgement, by calculating the content validity ratio (CVR) for each item and the scale level content validity index average (S-CVI/Ave) for the instruments. Exploratory factor analysis using the MINRES extraction method and Promax rotation was performed to analyse the performance of the items and structure of the rubrics. Internal consistency was analysed using the Omega coefficient and inter-rater agreement was assessed using Cohen’s Kappa coefficient.ResultsInitially, two rubrics were obtained: one with six items for cervical collar placement (S-CVI/Ave = 0.86) and one with nine items for spinal board placement (S-CVI/Ave = 0.81). Both had a single-factor structure, with all items having factor loadings greater than 0.34 for the cervical collar rubric and 0.56 for the spinal board rubric, except for item 2 of the cervical collar rubric (λ = 0.24), which was subsequently removed. The final cervical collar rubric (five items) had an overall internal consistency of 0.84 and the spinal board rubric had an overall internal consistency of 0.90, calculated using the Omega statistic. The weighted Kappa coefficient for each item ranged from acceptable (0.32) to substantial (0.79). These results show that we have successfully developed two sufficiently valid instruments to assess the immobilisation competencies proposed in the objective of the study.ConclusionWhilst further research is needed to fully establish their psychometric properties, these instruments offer a valuable starting point for evaluating nursing students' competence in cervical collar and spinal board application in simulated pre-hospital scenarios.

Qualitative Study: Nursing Managers in Managing Nurse Educators in Hospitals

Introduction: Nurse managers are responsible for managing human resources, including nurse educators in hospitals. Although nurse educators are professionals, there is limited knowledge about the competencies required for their roles within hospital programs. This study aims to analyze the experiences of nursing managers in managing nurse educators in hospitals. Methods: This research employs a qualitative design using a phenomenological approach. The study was conducted in two hospitals, utilizing purposive sampling based on predetermined inclusion criteria. The participants included nine nurse managers responsible for the nurse educator program, each having served for at least three years. In-depth interviews were conducted, and the collected data were subjected to thematic analysis.Results: The study identified six themes: 1) The suboptimal division of roles among nursing fields, the Education Coordination Committee (Komkordik), and the nursing committee in managing nurse educators; 2) Various requirements for becoming a nurse educator; 3) The competencies that nurse educators must fulfill; 4) The inadequacy of the mentoring program for nurses due to the lack of policies and existing challenges; 5) The management of student mentoring programs by higher education institutions; 6) The absence of definitions and career pathways for nurse educators. Conclusion: The findings indicate that nursing managers, as supervisors of nurse educators, possess unique experiences and require clearer definitions of the role of nurse educators along with regulations for their career advancement.

Professional socialization in nursing students: A way to develop professional nursing values

Professional socialization is a critical aspect in the field of nursing, as it encompasses the transformation of novice nurses into competent professionals who exhibit appropriate performance. This process holds immense significance in the growth and development of nursing students, commencing from their enrollment in nursing education programs and extending until their transition into the professional healthcare environment [1]. Nursing students in colleges are instructed on their roles and moral values, which they carry with them throughout their professional careers as a lifelong learning process [2]. Socialization plays a crucial role in equipping nursing students with the essential skills needed to effectively integrate into the nursing profession. It is considered a fundamental learning process that individuals undergo, facilitated by engaging in social interactions and embracing cultural norms within the nursing field [3]. Professional socialization is widely recognized as a key catalyst and significant determinant in the advancement of the nursing field. Enhancing comprehension of socialization processes and the obstacles encountered can facilitate the identification of effective educational approaches and clinical settings conducive to the growth of the nursing profession [4].

Nurses’ Experiences with the Use of Electronic Nursing Record: A Qualitative Study

Background: The electronic nursing record has contributed to improving nursing practice and ensuring nursing quality, but it is still incomplete in supporting nursing workflow. The purpose of this study is to explore the experience of using the electronic nursing record by nurses working in frontline care for trauma, emergency, and infectious disease-exposed patients.Methods: The study employed a qualitative descriptive design and qualitative content analysis. In-depth interviews were conducted with 10 nurses working in emergency, trauma, and critical care units in the tertiary hospital.Results: The nurses’ experiences with the use of the electronic nursing record emerged into three subjects (improvements to electronic nursing record implementation, benefits of electronic nursing record implementation, electronic nursing record user factors), five categories (information finding and sharing function, information input function, facilitating efficient communication, ensuring record quality, need for education), and eight subcategories.Conclusions: Electronic nursing record supports the visualization of special information such as emergency and infection, and has the advantage of facilitating communication between medical staff. Both support better clinical decision-making. However, system instability and low nursing friendliness delay nursing work in the process of inputting, confirming, and sharing information. Copy-andpaste practices, poor quality of records, and insufficient electronic nursing record education were identified as factors to be changed on the user side. Improvement of nursing-friendly interfaces, optimization of nursing workflows, and participation of nurses in the improvement process are necessary. We should also focus on developing electronic nursing record education programs.

A Study on the Development of Disaster Nursing Education Program for Nursing Students : Expert Interviews and Qualitative Content Analysis

A Study on the Development of Disaster Nursing Education Program for Nursing Students : Expert Interviews and Qualitative Content Analysis

Clinical learning of nursing students during the COVID-19 pandemic in Limpopo province, South Africa.

The Nursing Education Programme was affected during the coronavirus disease 2019 (COVID-19) pandemic, resulting in nursing students being unable to participate in the clinical experiential learning required by the South African Nursing Council. The study seeks to explore and describe nursing students' experiences of clinical experiential learning during the COVID-19 pandemic. A qualitative, explorative and descriptive, research design was used in the study. A non-probability purposive sampling method was used, and 55 nursing students participated in the study. Data were collected through six focus group discussions, consisting of 8-12 nursing students in each group. Data were analysed following Tesch's open coding method. Three themes emerged from the study's findings: The impact of COVID-19 on the clinical experiential learning of nursing students, the effects of COVID-19 on the mental well-being of nursing students, and nursing students' experiences of support during the COVID-19 pandemic. Notably, 11 sub-themes emerged. The findings of this study reveal that the COVID-19 pandemic severely disrupted the Nursing Education Programme, highlighting the challenges of inadequate clinical hours, restricted clinical access and the significant psychological impact on students.Contribution:This study adds to the literature on students' experiences during clinical experiential learning in South Africa during the COVID-19 pandemic.

The impact of positive psychological capital, problem solving ability and clinical competence on career adaptability in nursing students

The purpose of this study is to identify the factors affecting career adaptability in nursing students, focusing on positive psychological capital, problem-solving ability, and clinical competence. The study participants were fourth-year nursing students from one university in Chungbuk and one university in Gyeongbuk, with 151 questionnaires analyzed. The results indicated that positive psychological capital (β=.87, p&lt;.001) was the significant factor affecting career adaptability (F=197.050, p&lt;.001), explaining 78.6% of the variance. Based on these findings, it is recommended to use this study as foundational data for developing nursing education programs to enhance career adaptability in nursing students.

Norwegian nursing students' experience of international clinical placement abroad: A qualitative study

BackgroundFor several years, the Norwegian government's goal has been that half of those who complete a degree in Norwegian higher education, should have had a study period abroad. This also applies to undergraduate nursing students. Nurse education programs in Norway often offer clinical practice abroad in order for their students to gain experience from another country's health care system. There is a knowledge gap in the literature on how Norwegian nursing students' experience their study period and internships abroad. ObjectiveThe aim of the study was to explore Norwegian undergraduate nursing students' experiences of their clinical practice abroad. DesignA descriptive and exploratory qualitative study. Setting and participantsNursing students were recruited from one specialized university in Norway.Nine students were interviewed. MethodThree focus groups were conducted via the online platform Zoom with nursing students who had their clinical practice abroad during their bachelor's degree. The interviews were conducted in June 2020. The collected data were analyzed using thematic reflective analysis inspired by Braun and Clarke. ResultsFour themes were developed from the analysis: 1) Motivation for studying abroad, 2) Professional and personal development, 3) Different nursing role and 4) Different supervisor role. ConclusionStudents provided valuable insight from their experiences of studying abroad. The study highlights that there were other learning opportunities abroad than in Norway, but that the learning approach was somehow different and that it made the students take more initiative thus becoming more independent. The nursing role was different from what they were used to in Norway. In general, the Norwegian students experienced the nurse role abroad as more medical oriented. In addition, in countries like India, Spain and Cuba the family was taking a greater part of the care of people's basic needs.

Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic

BackgroundDuring the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable. AimTo explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic. DesignDescriptive qualitative study with thematic analysis. ParticipantsNewly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students. MethodsTwenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1. ResultsThe analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences. ConclusionThe identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.