Nursing Education System Research Articles

The hotspots and trends of nursing master’s education in China: a bibliometric analysis from 2000 to 2022

BackgroundGraduate nursing education is the main way to train high-quality nursing personnel. Globally, the nursing education system has been gradually improved, forming a multi-level, multi-channel, and multi-specification education system including secondary, specialized, undergraduate, and postgraduate.ObjectiveTo analyze the research hotspots and trends of nursing postgraduate education in China by using bibliometric methods, and to provide reference for scholars at home and abroad to understand the current status of this field.MethodsLiterature related to graduate nursing education was searched in the Chinese full-text journal database (CNKI) from January 2000 to May 2022 and analyzed using CiteSpace software.ResultsA total of 998 kinds of literature were included, with a growing trend in the number of articles issued. The research hotspots and trends of nursing graduate education in China are clinical practice, cultivation mode, and core competence.ConclusionChinese nursing graduate education is improving. Foreign experience should be drawn upon, combined with the hotspots and trends summarized in this study, to promote the development of nursing graduate education in China.

Investigating the Possibility of Nurse Prescribing Training Development in Nursing Education System in Iran

PurposeEnough medical knowledge and skills are fundamentals for nurse prescribing authority development. This study will explore the potential for developing nurse prescribing training in Iran, where nurses currently lack prescribing authority despite their strong academic nursing education. MethodsThis is a study with two phases. At first, in a conventional qualitative content analysis method, with purposive and snowball sampling, from June 2021 to March 2023, 20 participants, including 16 nurses in different clinical, managerial, educational, and policy-making settings, three physicians, and one clinical pharmacist were interviewed. Unstructured interviews were conducted face-to-face or virtually due to COVID-19. Qualitative content analysis Elo and Kyngäs 2008 was used for data analysis. In the second comparative analysis phase, four masters of science and one doctor of nursing curricula were analyzed in the existence of the nurse prescribing prerequisite courses and these five curricula and two potential masters of science in community health and critical care nursing curricula were compared with John Hopkins University curricula. ResultsIn the qualitative phase, two themes emerged: nursing education challenges and the potential for nurse prescribing training development. These were further broken down into four subthemes: inadequate nurses' knowledge in prerequisite nurse prescribing courses, unprepared educational infrastructure, treatment sector potentials, and educational potentials, with a total of 12 concepts identified. During the comparative phase, it was found that none of the nursing curricula had adequate prerequisite courses for nurse prescribing. However, the Community Health and Critical Care nursing curricula showed potential for developing nurse prescribing training. ConclusionsIn the nursing education system, there are some challenges and potentials for prescribing training, and the community health and critical care nursing curricula have the potential capacity to prepare the graduated nurses to prescribe. It needs educational and managerial policies. More developmental research and pilot studies are recommended.

Prospective Discussion on December-Month Introduction of Voice Nursing and Health Education System.

A cross-sectional study was conducted on the 12th month of using the voice nursing and health education system. Work sampling method was used to observe for 120 hours, and 39 satisfaction questionnaires were collected. The results showed that the usage rate of voice health education system accounted for 14.3% of nursing guidance tools. Pearson analysis showed that user satisfaction and usage efficiency had the greatest impact (p < .001). When the system's ease of operation and stability meet expectations, the care guidance process can be improved.

The current state of Japan's nursing and advanced practice nursing education system

Misuzu Nakamura details the developmental history of advanced practice nursing in Japan, in relation to domestic demands and international progress. This article explores the qualifications required for a career as a clinical nurse specialist and nurse practitioner, as well as the divergence between curriculums and required duties

Policy suggestions for improving nursing education in a low- and middle-income country: A modified Delphi study

BackgroundHealth policy critically influences a national healthcare system and nurse's roles, working conditions, and professional development opportunities, especially in low- and middle-income countries. PurposeTo explore and prioritize the major challenges and solution, and establish policy directions for improving nursing education in the Kyrgyz Republic. MethodsThe key stakeholders of nursing practice, education, policymaking, and regulation were involved in this modified Delphi study. Following two rounds of exploring priority issues and potential strategies, the participants of the final round assembled for consensual discussions on the establishment of policy directions. ResultsInnovations in nursing education systems, building educational capacity, and ensuring educational outcomes were suggested and agreed upon for the sequential improvement of nursing education. DiscussionThe policy suggestions derived from this study, including the improvement of nursing education quality and the assurance of nurses' competencies, have great potential for improving quality healthcare practice and sustaining an effective healthcare system.

Content of medicine prescription and clinical practice training for haematology advanced practice nurses in China: A modified Delphi study

AimTo explore the scope and form of prescriptions for blood and hematopoietic drugs that future advanced practice nurses (APNs) in the Department of Haematology and to establish a medicine prescription training content in China. BackgroundBecause the increasing number of doctors cannot meet the increasing demand for medical care with the population growth, many countries have begun to explore the medical team structure and practice areas, among which nurse prescribing rights have been the most effective. However, China's higher nursing education system still lacks education and training on nurse prescription. DesignOn the basis of literature research and semi-structured interviews, a set of nursing prescription content, education, training and practice system suitable for Chinese nurses was jointly created. MethodsTwo rounds of expert consultation between 23 haematology nursing experts and clinical experts determined the training content of blood system drugs and medicine prescriptions. Additionally, on the basis of the 23 experts，13 experts engaged in clinical and education, teaching and training experts were involved. Two rounds of expert consultation with 36 experts identified a general clinical practice training program for advanced practice nurses in China. ResultsRegarding contents and forms of hematopoietic drugs, the study concluded that advanced practice nurses in haematology department can prescribe anti-anemia drugs, anti-coagulant drugs and anti-thrombotic drugs in 2 categories and 16 drugs. Of these, four kinds of drugs should be prescribed in the form of protocol prescription. One kind of drug should be prescribed in the form of extended prescription and 11 drugs should be prescribed in the form of independent/extended or agreed/extended prescription. Regarding training content, the study obtained the training content of nurses' medicine prescriptions in eight clinical circumstances and the medicine prescription training content for common diseases of the blood system. The required specifications and the medicine prescription decision skills of nurses were sorted out according to different prescription types. ConclusionsThe degrees of expert authority were both higher in consultations. Moreover, the results after consultation were reliable. It was recommended that haematology APNs could prescribe anti-anaemic drugs and anti-coagulation and anti-thrombotic drugs. Furthermore, most drugs should be prescribed in the form of independent/extended or agreed/extended prescriptions. The establishment of a medicine prescription training content for haematology APNs is expected to provide a reference for clinical practice education and training for drug prescriptive authority applicants for blood and hematopoietic system nurses in China.

Embracing the future: Integrating ChatGPT into China’s nursing education system

This article delves into the role of ChatGPT within the rapidly evolving field of artificial intelligence, especially highlighting its significant potential in nursing education. Initially, the paper presents the notable advancements ChatGPT has achieved in facilitating interactive learning and providing real-time feedback, along with the academic community’s growing interest in this technology. Subsequently, summarizing the research outcomes of ChatGPT’s applications in nursing education, including various clinical disciplines and scenarios, showcases the enormous potential for multidisciplinary education and addressing clinical issues. Comparing the performance of several Large Language Models (LLMs) on China’s National Nursing Licensure Examination, we observed that ChatGPT demonstrated a higher accuracy rate than its counterparts, providing a solid theoretical foundation for its application in Chinese nursing education and clinical settings. Educational institutions should establish a targeted and effective regulatory framework to leverage ChatGPT in localized nursing education while assuming corresponding responsibilities. Through standardized training for users and adjustments to existing educational assessment methods aimed at preventing potential misuse and abuse, the full potential of ChatGPT as an innovative auxiliary tool in China’s nursing education system can be realized, aligning with the developmental needs of modern teaching methodologies.

Comparing the Education System for Nursing in India with Other Developed Countries: Key Differences and Similarities

Abstract Nursing education is a critical component of the health care system, and the quality of nursing education has a direct impact on the quality of patient care. The nursing education system in India is distinct from that in many developed countries, and it is essential to compare and contrast the two to understand the differences and similarities between them. This article will explore the key differences and similarities between the nursing education system in India and developed countries.

Effectiveness of Jigsaw Learning Strategy on Administration of Pediatric Medications among 3rd Year BSc Nursing Students Posted in Pediatric Wards at Selected Hospital, Mysuru

Background: Patient safety and quality care are issues of major concern worldwide and are significant challenges facing healthcare systems, clinical practice and Nursing education. Administering medications to children is a unique challenge requiring specialized knowledge and skills. Each child’s age, background and level of physical and psychosocial development must be considered. Children are at increased risk of medication errors. This is due to a combination of factors including the need for calculation to be performed at all stages of the process. Reducing medication errors and increasing patient safety has recently become a really critical issue in nursing. Improving medication administration skills of nursing students takes an important place in nursing education systems too. Objectives: To evaluate the effectiveness of Jigsaw Learning strategy on knowledge regarding administration of pediatric medications among 3rd year BSc Nursing students posted in pediatric wards at selected hospital, Mysuru, Karnataka. Methodology: A pre-experimental design and evaluative approach was used in the study. The data was collected from 50 subjects through simple random sampling technique. Data was collected using structured questionnaire. Results: Findings of the study concluded that majority 31 (62%) of the subjects had moderately adequate knowledge and 19 (38%) of the subjects had inadequate knowledge regarding administration of pediatric medications in the pre-test. Where as in post-test, majority 45 (90%) of them had adequate knowledge and 5 (10%) of them had moderately adequate knowledge. Hence the study concluded that, the Jigsaw learning strategy was effective in enhancing knowledge regarding medication administration among 3rd year BSc Nursing students. Therefore, the study reinforces the need to organize health campaigns and teaching programs which sensitize the 3rd year BSc Nursing students to enhance the knowledge regarding administration of pediatric medications among 3rd year BSc Nursing students. Conclusion: Findings of the study show that there was a significant difference in pre-test and post-test level of knowledge of 3rd year BSc Nursing students posted in pediatric wards. Hence it is concluded that the Jigsaw Learning strategy is effective in improving the level of knowledge of 3rd year BSc Nursing students posted in pediatric wards. There was no significant association between level of knowledge of 3rd year BSc Nursing students posted in pediatric wards and selected demographic variables such as Age, gender, type of family, source of information and religion.

Nursing practice readiness improvement program tailored for newly graduated registered nurses: A quasi-experimental study

BackgroundHelping newly graduated registered nurses successfully adapt to clinical practice, evaluating work capabilities, identifying deficiencies, and continuously providing educational support to improve deficiencies are reported to be of paramount importance. ObjectivesTo develop a tailored nursing practice preparation improvement program for newly graduated registered nurses and assess its impact on the successful adaptation of nurses. DesignA quasi-experimental study. SettingsThe study was performed at a tertiary general hospital in South Korea. ParticipantA total of 53 newly graduated registered nurses (experimental group = 28; comparison group = 25) participated. MethodsThe newly graduated registered nurses were recruited using purposive sampling to one of two groups. The study was conducted between February and May 2022. The experimental group underwent a 4-week education program that integrated various methods, whereas the control group underwent preceptor training in their department. Data were collected through a questionnaire survey and analyzed using the chi-square test, independent t-test, and analysis of covariance with the SPSS 26.0 program. ResultsThe nursing practice readiness improvement program tailored for newly graduated registered nurses was effective in reducing the transition shock (F = 9.18, p = 0.004) of newly graduated registered nurses and improving nursing practice readiness (F = 19.90, p < 0.001), job satisfaction (F = 4.09, p = 0.049), and retention intention (F = 6.20, p = 0.016). ConclusionsThis study presented an evidence based approach on the use of a nursing practice readiness improvement program for the successful adaptation of newly graduated registered nurses and the establishment of a nurse education system.

A comparative study of Iran's Undergraduate Nursing Education System with the School of Maryland, USA 2023

Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.&#x0D; Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.&#x0D; Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.&#x0D; Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.

NURSING EDUCATION IN CROATIA

Background: The European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. Aim: To present and explain the nursing education system in Croatia. Methods: The presented data was obtained by reviewing the literature, extracting data from key facts, interpreting them synthesizing knowledge, and presenting integrative comments on the available literature and written traces on the course of nursing education in Croatia. Discussion: Croatia is the only country that trains general care nurses at the level of five-year secondary vocational education. It is also the only secondary education in Croatia that lasts five years with a program of 4600 hours in three years of secondary vocational school for nurses and the previous two years of general education. In the Republic of Croatia, only secondary schools for nurses have a 10-year basic education: 2 years of general education + 3 years of vocational education. By finishing the first cycle of nursing study students gather 180 ECTS credits and become bachelors of nursing. The education at first cycle with a uniform curriculum is provided in four educational institutions in Croatia. Every year about 300 students enroll in nursing studies. After finishing the first cycle a nurse can continue studying nursing on master studies/nursing specializations and gather another 120 ECTS credits. There are two nursing specializations in Croatia at the moment; Management in nursing and Public health. Upon completion of the university graduate study, participants acquire 120 ECTS credits and the title of Master of Nursing, which allows them to continue their education in one of the doctoral studies. For the time being, the enrollment of the doctoral study is enabled at the medical faculties or at other faculties within the University. So, in conclusion, we can say that in Croatia we have a five-year vocational education as a basic nurse education, then we have undergraduate professional and university nursing studies, then we have graduate professional and university studies in nursing, and finally doctoral studies in biomedical sciences which bring us to14 different terminology for nurses. Conclusion: The forms of nursing education in Croatia are provided at different levels (undergraduate, graduate, professional, and university nursing studies), but on the other hand the health system does not recognize and valorize us as experts. Regardless of education, the largest number of highly educated nurses receive a bachelor’s salary. Some exceptions depend on the workplace and the institution of employment (management position, nurse educators…).

Determining the frequency of burn wound dressing for clinically competent nursing students: establishing standards based on learning curves

BackgroundThe primary objective of clinical practice in nursing education is to achieve mastery of clinical skills through repetitive practice. Therefore, there exists a correlation between the frequency of skill demonstration and clinical competency. This study aimed to address the following question: How many times should a nursing student perform burn wound dressing to attain clinical competency?MethodsThis time series study was conducted on 41 junior nursing students who were selected through a census sampling method at Neyshabur School of Nursing from spring 2015 to summer 2021. The data collection tool was a researcher-made competency evaluation checklist (CEV). The competency score of each student for each skill demonstraion episode was evaluated using the Competency Evaluation Checklist (CEV) and recorded on the learning curve until a plateau was reached. SPSS16 and repeated measures analysis of variance (ANOVA) were used.ResultsThe mean competency score of burn wound dressing was 67.5 ± 11.0 (out of 100) during the first attempt, which increased to 95.9 ± 4.3 by the ninth attempt. The learning curve for the burn wound dressing skill reached a plateau after five attempts. Additionally, by the fifth attempt of dressing the burn wound, all students could accurately identify the depth, extent, and severity of the wound.ConclusionsEstablishing a standardized frequency for clinical skill performance and ensuring ample practice opportunities can have significant benefits in nursing education systems. These benefits include long-lasting learning, reduced costs, and improved effectiveness. As a result, nurse managers and lecturers should consider the resources available in their educational systems and strive to provide students with adequate opportunities and a supportive environment to practice their skills.

Online Nursing Education: Highlighting Nursing Students’ Challenges

Background: In recent years, online nursing education has experienced phenomenal growth. As a result, time and place barriers are eliminated, and institutions and educators have understood that online education may benefit students with course accessibility and affordability. Besides, this model offered an ideal channel for engagement and communication between students, as well as with instructors and the long-available program content, on the other hand, many challenges and obstacles have emerged. Objective(s): Evaluate the online nursing education system in Iraqi universities by detecting any potential challenges of nursing students with online education. Methodology: This paper is the main part of a nationwide study. A descriptive evaluative approach is conducted to evaluate the current challenges of nursing students about online nursing education through web-based courses, programs, online examinations, and quizzes, through the period from September 10, 2020, to April 15, 2021. This study is carried out at eight Colleges of Nursing in Iraqi Universities, a sample of (320) undergraduate nursing students is recruited from these colleges using the non-probability sampling approach to gather a convenient sample. A self-report questionnaire is developed from the literature, for the evaluation process. Results: The findings indicate that all Colleges of Nursing in Iraq have experienced current challenges with online nursing education, but Colleges of Nursing in the Southern Region experienced fewer challenges than colleges in other regions. Conclusion: The study concluded that most of the students have experienced fair to poor levels of current challenges of online nursing education in Iraq respectively. There are differences between Colleges of Nursing relative to current challenges of online nursing education domains, and these challenges are influenced by students’ demographic characteristics of age, gender, monthly income, and residential area. Recommendations: For the benefit of colleges, professors, and students, this study suggests that the deployment of online nursing education should be closely supervised. Furthermore, both instructors and students should be provided with logistical support.

The impact of university-based education on nursing professional identity: a qualitative examination of students' experiences.

To examine graduate students' perceptions of their nursing professional identity within the university-based educational system. A qualitative phenomenological approach was adopted involving the completion of in-depth interviews and focus groups among master's degree students in Morocco. The shift to university-based nursing education system was associated with the development of a positive self-image, sense of empowerment, and attachment to professional values in addition to role extension and involvement in research. The perceived external barriers such as negative social image, role ambiguity, and unsupportive work environments, limit the reach of the positive influence of the educational shift and may lead to doubts in integrating the clinical workspace.

Development and Application Evaluation of a Nursing Simulation Teaching Information System Based on Hospital Information Systems.

The extensive application of hospital information systems in the current information-driven era suggests that nursing education should focus on information education. The newly developed hospital information system was used and evaluated by 544 students to explore the feasibility and necessity of such applications for teaching. Overall, 97.1% of the students expressed satisfaction, and 96.0% supported simulated information education for nursing. The usability was good, with the system receiving a usability score of 72.625 ± 13.0907. The junior students had a higher score than the sophomores regarding system availability, and the difference was statistically significant. Students generally had a high degree of satisfaction with the simulated information nursing education system and highly approved of the teaching method. However, the system needs to be upgraded.

Exploring the social accountability challenges of nursing education system in Iran

BackgroundNursing education in Iran is one of the disciplines of medical sciences and it needs a design tailored to the community needs in terms of theoretical and clinical approaches. This system is currently faced with various challenges. This study aims to explore the challenges of Iranian nursing education system to address community needs.MethodsA study was carried out through an exploratory descriptive qualitative design with content analysis method. In-depth semi-structured interviews were conducted with 21 participants from the nursing society, selected through purposive sampling. The interviews were continued until data saturation. Data analysis was performed simultaneous with data collection by using Graneheim & Lundman approach.ResultsBased on the interviews and simultaneous analyses, a total of 471 codes, 14 subcategories, six main categories, and two themes were extracted. The first theme, “system structure," consisted of three categories: "the need for ongoing revision of curriculum," "the need to recruit qualified students," and "the need for a proportionate educational environment." The second theme was “the education process” with three categories "the need for purposive educational design," "the need for purposive monitoring and feedback," and "the need for appropriate and early interaction with the community." The participants emphasized the continuous revision of the educational curriculum based on the current needs of the community and community-based nursing education.ConclusionsIn general, the results showed that Iranian nursing education system is faced with many challenges in the educational system structure and processes. It is necessary to make appropriate plans to enhance the status of the educational system structure and develop educational designs to address community needs using a hospital/community-based approach.

Effect of in-service training courses in neonatal cardiopulmonary resuscitation on the rate of successful resuscitation in nurses working in the neonatal department: A quasi-experimental study

The present study aims to determine the effect of in-service training courses in neonatal cardiopulmonary resuscitation on the rate of successful resuscitation in nurses working in the neonatal department. This quasi-experimental study was conducted among nurses employed in the neonatal department at the Sayad Shirazi Hospital in Gorgan, Golestan province, Iran. The in-service training course for neonatal cardiopulmonary resuscitation was conducted in two separate groups across consecutive days, following the latest Heart Association guidelines. Subsequently, an evaluation was conducted across four levels: knowledge, learning, behavior, and performance. After calculating the coefficients for each level, the resulting figures were compared with the successful rehabilitation index. A total of 30 nurses were participants in the research. In the initial level, nurses' satisfaction with the course conditions significantly increased from 56.26 to 93.76 out of 100 points post-intervention (P&lt;0.01) as per the paired t-test. Moving to the second level, there was a substantial improvement in learning scores, rising from 13.12 (SD=2.82) before the intervention to 16.32 (SD=2.21) after (P&lt;0.01). At the third level, behavior scores increased from 32.19 to 47.80 after accounting for a factor of 3, showing significant improvement (P&lt;0.01). For the fourth level, the successful resuscitation rate increased from 50% to a calculated score of 200.2 after applying a coefficient of 4 (P&lt;0.01). Combining these levels and considering coefficients, the overall effectiveness of the course was calculated at 69.86%. In sum, the study revealed suboptimal effectiveness in the newborn cardiopulmonary resuscitation training course. Consequently, nursing education system managers and practitioners should delve into the impediments and factors influencing this course.

Results of the seminars on HIV prevention in Tashkent city educational institutions

The article is devoted to the role of nurses in the prevention of immunodeficiency virus. Since nurses, by virtue of their activities, are closest to the sick and their families, they are able to create the most favorable atmosphere for them, which is very important for the success of treatment and control. Today's nurse is the foremost force of modern medicine. It plays an important role in the implementation of health reforms. Based on international requirements, the nursing education system is being improved.

The Creation of a Novel Undergraduate Nursing Employee/Student Hybrid Role in the COVID-19 Response: An Alberta Experience.

The COVID-19 pandemic impacted nursing education and health care systems alike. Increases in staff absenteeism along with increased hospitalizations have strained health systems across the globe. Postsecondary institutions (PSIs) were required to remove students from clinical placements, thus delaying nursing students' ability to complete their programs, and in turn, contributing to the nursing workforce challenges. Health care organizations and PSIs had to collaborate innovatively to support the health care response to the pandemic while continuing to educate and graduate students to expand the nursing workforce. In Alberta, the collaboration between the health system and PSIs led to the creation of an undergraduate nursing employee/student hybrid (UNE/Hybrid) role. This role was not only a response to the nursing workforce challenges created by the pandemic, but it provided nursing students with positive learning clinical placements ensuring that they completed their program in a timely manner. This role was designed to assist with the fourth wave of the pandemic (omicron variant), which was expected to be the most severe wave in terms of hospitalizations and increased staff absences. The UNE/Hybrid role allowed nursing students to complete the required learning for their final preceptorships and/or complete leadership placements in a paid role while being integrated into the unit culture and becoming part of the team. The initiative's results, including its successes, challenges, and lessons, are discussed.