Experience Of Nursing Practice Research Articles

Exploring the relationship between pressure ulcer knowledge and self-efficiency among nursing students: A multicenter study

AimTo determine the relationship between the knowledge and self-efficiency regarding pressure ulcers of nursing students. MethodsThis descriptive and correlational study was conducted with 775 nursing students from three different universities in various regions of Turkey. The “Pressure Ulcer Knowledge Assessment Tool-Updated Version” and “Pressure Ulcer Management Self‐Efficiency Scale for Nurses” tool were used to collect data between May and September 2023. The Strengthening the Reporting of Observational Studies checklist was followed to report this study. ResultsThe mean knowledge score was 7.27±3.09, and the mean self-efficiency on pressure ulcer management score was 35.5±18.3. A statistically significant positive correlation was found between nursing students’ knowledge and self-efficiency mean scores regarding pressure ulcers (p<0.05). A significant difference was also found between the students’ academic levels and gender and their knowledge and self-efficiency scores regarding pressure ulcers. ConclusionIn this study, where the data covers these three institutions, students' pressure ulcer knowledge and self-efficiency scores were lower compared to all academic years. Accordingly, it was also determined that students with more nursing practice experience showed higher knowledge and self-efficacy scores than students with less nursing practice experience. Additionally, the students’ self-efficacy increased along with their knowledge level. Training courses may be suggested to improve students’ knowledge and self-efficiency regarding pressure ulcers.

Interprofessional collaboration among nurses and physicians in Lebanon

This cross-sectional mixed-methods study includes description of nurse-physician collaboration in Lebanon and comparison of perceptions of collaborative practice experiences of nurses and physicians. Online surveys were completed by 223 Registered Nurses (RNs) and 60 Physicians (MDs) currently practicing in in-hospital settings in Lebanon. The Nurse-Physician Collaboration scale, demographic and background items, and four open-ended questions were included in the survey. Descriptive and comparative statistical analyses, correlations, and categorical analyses were conducted. RNs reported significantly less frequency of collaboration than MDs (t = 2.62, p = 0.009). Females reported significantly less collaboration frequency than males (t = −3.44, p = 0.001). Stratifying by gender, male MDs reported the highest collaboration compared with male RNs (t = 2.25; p = 0.027). RNs with graduate degrees reported the least collaboration compared to holders of Bachelor's degrees and technical diplomas (F = 4.00, p = 0.02). Across both professions, motivation was the most frequently perceived and highest ranked facilitator for collaboration, and time pressure was the most frequently perceived and top ranked barrier. Of those who responded to an open-ended question, the majority of respondents (58.5%) shared a positive recent experience of nurse-physician collaboration, and 85% of responses to another question identified achievement of best quality patient outcomes as a perceived benefit of nurse-physician collaboration. Strategies that enhance the identified facilitators, overcome barriers, and equip nurses and physicians to collaborate should be implemented within hospitals in Lebanon.

Development of a protocol for guidance in the pediatric nursing practicum in South Korea: a methodology study.

PurposePractical training in pediatric nursing gives students the opportunity to apply nursing knowledge to children in a realistic clinical context. Clinical practice faculty (CPF) and clinical nursing instructor (CNI) have played important roles in the pediatric nursing practicum. This study was conducted to develop a protocol to guide clinical practicum in pediatric nursing.MethodsA service design methodology was employed between August 2020 and May 2021 at four universities and four hospitals in South Korea. The participants were five CPFs, five CNIs, five nursing college graduates, and 60 nursing students. The service design process had four phases: discovery, definition, development, and delivery. Data were collected through self-report questionnaires, in-depth interviews, and observations. The data were analyzed using content analysis and descriptive statistics.ResultsThe participants reported needs for providing concrete guidance and explanation, nursing practice experience, and a link between school and the clinical field. A protocol was developed to fulfill the participants' needs. The protocol comprised detailed information, teaching methodology, and partnership to guide students in the pediatric nursing practicum.ConclusionThe protocol developed in this study can be used to provide guidance for students' clinical practice in the field of pediatric nursing.

Factors Affecting Clinical Nursing Competency: A Cross Sectional Study.

The purpose of this study was to elucidate the factors which affect the achievement of clinical nursing competency. A survey was conducted on 717 nurses using an anonymous self-administered questionnaire. Their clinical nursing competency was assessed using the Clinical Nursing Competence Self-Assessment Scale (CNCSS). This study examined the factors affecting clinical nursing competency using regression analyses. A simple regression analysis was performed with the CNCSS as the objective variable. A multiple regression analysis was performed using the items for which the relationship was clarified as explanatory variables. The factors affecting the "basic nursing competency" were age, ease of taking time off, workplace with a clear vision, and good interpersonal relationships. The factors affecting the "competency in providing assistance commensurate with the patient's health status" were total years of experience, workplace with a clear vision, ease of taking time off, and use of acquired certifications. The factors affecting the "coordinating care environment and teamwork" were total years of experience, workplace with a clear vision, use of acquired certifications, and ease of taking time off. The factors affecting the "ability for professional growth in nursing practice" were use of acquired certifications, workplace with a clear vision, total years of experience, and ease of taking time off. For improvement of clinical nursing competency, the factors elucidated to be necessary were accumulation of experience as a nurse, a clear vision of goals, and a work environment with good interpersonal relationships and ease of getting days off. The way nurses make their nursing practice experience meaningful contributed toward their growth as nurses. It is important to train nurses through basic education and continued education with awareness of achievement and improvement of clinical nursing competency. Basic education should promote the ability to make clinical training experience meaningful and continuing education should enable nurses to continue to grow independently through reflection.

The INSÉPArable portfolio tool to sustain continued education and the professional development of nurses for a full scope of nursing practice and enhanced patient safety competencies: An ethnographic study.

BackgroundDespite widespread recognition of the undeniable impact of nurses on patient safety, important barriers relating to the organization of health systems still hinder the full expansion of the role of these professionals. In Quebec (Canada), nurses work overtime and increased adverse events are preoccupying and point to a possible lack of contemporary tools for continuous professional development. Innovative training tools should foster a more reflective practice focused on a holistic view of the patient in order to support the full scope of nursing practice and ensure continuous improvement in the quality of care. Such tools would make it possible to better understand their practice, according to their own perception, as well as its applicability in the emergence of a professional conscience which is essential to lasting safety competencies. This study's overarching goal was to propose a model and a portfolio prototype to support nurses’ training.MethodBased on a humanistic and reflective perspective on patient care and safety competencies, a design approach was used to develop a portfolio prototype. Ethnography was used to collect and analyse data using shadowing observations of 10 nurse/patient dyads, followed by interviews about their care experience. The research was conducted in acute and long-term care settings of the Quebec City area. The iteration process resulted in a first version of the prototype that was then presented to various stakeholders during a co-design workshop aimed at better understanding the clinical applicability of this prototype.FindingsThe INSÉPArable project is illustrated in two interrelated figures, which reflects a complete inductive representation supporting sustainable patient safety from nursing practice experience. First, nursing practice status has been depicted as an iceberg metaphor where the essence of care, the « art of nursing » is hidden. Second, a sphere illustrates the direction to the full emergence of nursing practice that helps to enhance the hidden “art of nursing” by leading nurses towards optimal conditions conscience.DiscussionINSÉPArable turned out to be more than an individual reflective tool as it also highlights the need for collective awareness among nurse managers regarding their responsibility in implementing and sustaining healthy work environments, in which optimal conditions are better supported. This also implies a renewed mode of governance and the implementation of more humanistic processes that redefine the contemporary professionalism of nurses, which are closely linked to patient safety.

Nursing Students' Practice Experience on Community Visiting Nursing

Purpose: The purpose of this study was to explore the experiences of nursing students’ practice on community visiting nursing. Methods: For this study, in-depth interviews were conducted with a total of 12 nursing students, and data were collected through individual in depth interviews from September to December 2018. The data were analyzed using the phenomenological analysis method suggested by Colaizzi. Results: The experience of visiting nursing practice consisted of four themes. Four themes are ‘Understanding visiting nursing work: Tight time and problems to overcome’, ‘Understanding visiting nursing object: People waiting for a visiting nurse’, ‘Visiting nursing practice experience: Sometimes to get reprimanded but rewarding practice’, and ‘Expectations for visiting nursing business: Hopes for development’. Conclusion: Findings from this study presented vivid experiences of nursing students who on community home visit nursing. Community visiting nursing practice became an opportunity for students to understand visiting nursing and target people and to think about the necessity of visiting nursing and future development direction. It is necessary to develop an institutional and policy basis with regard to the increasing number and role expansion of community visit nurses.

Perioperative nursing of a patient with giant exophytic hepatocellular carcinoma during lactation

Objective To summarize the clinical nursing practice experience of a patient with huge exophytic hepatocellular carcinoma during lactation period. Methods In response to this patient′s perinatal tumor, the disease itself, mother-to-child separation, etc. and thus the patient was easily suffered from negative feelings such as anxiety, fear and worry. Given such conditions, the patients′ psychological status should be evaluated in a sound manner, and then make a personalized plan of stage psychological intervention. Meanwhile, preoperative preparation should be made, for example, enriching nutrition given to the patient in order to enhance her surgery tolerability. Postoperative nursing should be based on specific conditions, especially abdominal pressure should be observed in case the occurrence of complications. Results The patient was cured and discharged after 14 days of targeted treatment and nursing. Conclusions Given the patient was in lactation period, there′s great difficulty in performing surgery on her. The nurses should give accurate evaluation on the patient in time, and make personalized nursing plan, pay attention to the emotion in order to reduce the occurrence rate of complications and ensure smooth discharge of the patient. Key words: Exophytic hepatocellular carcinoma; Perioperative nursing

Adaawk: Thinking and being in our hearts--Sharing the reflections of Otsin, Gitxsan rural indigenous nursing practice

Adaawk is oral history shared through the reflections of the first offering of a Gitxsan rural nursing practice course in follow up to the publication Otsin: Sharing the spirit of an indigenous nursing practice course development. In the spirit of adaawk, the Gitxsan’s reflections of the Gitxsan nursing practice course are themed using the metaphor of a totem pole. Each concept, and partnerships are integral to the development of a totem that reflects the adaawk. The purpose of this article is to demonstrate how the co-creation of relational concepts with the community strengthens preceptor, student and community partnerships for improved preceptor support and student learning outcomes. The author’s reflections demonstrate how the rural Gitxsan nursing practice experience informs the co-creation of cultural safety knowledge. Further, the experience provides a safe forum for students to practice cultural safety and relational practice. It allows students to co-create innovative patient outcomes within rural and community nursing practice context reflecting a two-eyed seeing approach. Students give back to communities through facilitated student placements in leadership/community health nursing for a fourth year nursing practice project with Gitxsan and rural communities in follow up to their third year practice. Authentic community partnerships and co-creation are foundational to enacting relational practice to nursing practice course development, consultation, and cultural safety practice. Learning outcomes of the course are revised to strengthen the parts of the totem and ultimately the essence of adaawk.

A Narrative Analysis of Nurses' Experiences With Meaning and Joy in Nursing Practice.

Health care transformation is guided by the triple aim of improving health, enhancing the patient experience, and reducing costs. Experts have recommended the addition of a fourth aim, improving the experience of providing care. They advise that achievement of the triple aim will only be possible if we create the conditions where health care workers can find meaning and joy in their work. Nurses' experiences with meaning and joy in their practice have not been well described. In an effort to fill this knowledge gap, nurses across the nation recently participated in a qualitative study to share their experiences with meaning and joy in their nursing practice. The study utilized a narrative inquiry approach with a lens of appreciation to elicit and interpret nurses' stories. The stories, recorded and archived in StoryCorps, provided rich insight into meaning and joy in nursing practice. The study captured contemporary themes that crossed practice settings and generations across the United States. Four themes emerged from the analysis, including: fulfilling purpose-"I am a nurse"; meaningful connection; impact-the wow factor; and the practice environment. The practice environment theme included 3 subthemes: teams work, leaders model the way, and opportunities to learn and grow. The themes are described and illustrated with participant quotes. The study findings build on published evidence related to meaning in nursing practice and our conceptual understanding of joy. Results align with recommendations for defining and focusing on the fourth aim: To improve the practice experiences of nurses so they can more fully contribute to achieving both the triple aim in health care and their own well-being. Specific implications for leaders and supportive practice environments are discussed.

Cirurgia de transplante pulmonar intervivos: atuação da enfermagem no período transoperatório

Objective: To report the nursing practice experience during the transoperative care in donor-related lung transplant surgeries. Method: Experience report of the practice of a nurse team in donor-related lung transplant surgeries occurred at the Surgical Center in a hospital in Porto Alegre, RS, Brazil. Results: Between 1999 and November 2014, 33 donor-related lung transplants were done. The report is presented in four stages: ethical and legal aspects of donor-related transplants; preparation of the Surgical Center; nursing assistance during the intraoperative period; and forwarding of patients to ICU. Conclusion: A transplant is a complex procedure, which involves many professionals and requires knowledge, integration, organization, dedication and a real commitment from nurses. The donor-related lung transplant becomes an even bigger challenge since it involves, in addition to the recipient, two healthy donors, resulting in a huge expectation for the surgery and recovery of three patients to be successful.

Fostering Future Leadership in Quality and Safety in Health Care through Systems Thinking.

There is a critical need for leadership in quality and safety to reform today's disparate spectrum of health services to serve patients in complex health care environments. Nurse graduates of degree completion programs (registered nurse-bachelor of science in nursing [RN-BSN]) are poised for leadership due to their recent education and nursing practice experience. The authors propose that integration of systems thinking into RN-BSN curricula is essential for developing these much needed leadership skills. The purpose of this article is to introduce progressive teaching strategies to help nurse educators achieve the student competencies described in the second essential of the BSN Essentials document (American Association of Colleges of Nursing, 2009), linking them with the competencies in Quality and Safety Education for Nurses (QSEN; L. Cronenwett et al., 2007) using an author-created model for curricular design, the Systems-level Awareness Model. The Systems Thinking Tool (M. A. Dolansky & S. M. Moore, 2013) can be used to evaluate systems thinking in the RN-BSN curriculum.

Nursing care in the run-up to Swiss DRG – Nurses' experiences with interprofessional collaboration, leadership, work load and job satisfaction

The literature reports critically on the consequences of the introduction of case-based hospital reimbursement systems, which hamper the delivery of professional nursing care. For this reason, we examined the characteristics of nursing service context factors (work environment factors) in acute care hospitals with regards to the introduction of the new reimbursement system in Switzerland. This qualitative study describes practice experiences of nurses in the context of the characteristics of the nursing service context factors interprofessional collaboration, leadership, workload and job satisfaction. Twenty focus group interviews were conducted with a total of 146 nurses in five acute care hospitals. The results indicated that for quite some time the participants had observed an increase in complexity of nursing care and a growing invasiveness of clinical diagnostics and treatment. At the same time they noticed a decrease in patient length of stay. They strived to offer high quality nursing care even in situations where demands outweighed resources. Good interprofessional collaboration and supportive leadership contributed substantially to nurses' ability to overcome daily challenges. Job satisfaction was bolstered by interactions with patients. Also, the role played by the nursing team itself is not to be underestimated. From the participants' point of view, context factors harbor great potential for attaining positive patient outcomes and higher job satisfaction and have to be monitored repeatedly.

Interprofessional global service learning: A pharmacy and nursing practice experience in Botswana

ObjectivesTo develop, implement, and assess an interprofessional global service-learning experience in rural government-run clinics and a community hospital for pharmacy and nursing students. DesignAn interprofessional educational experience was developed for volunteer pharmacy students to collaborate with nursing students in an established study-abroad elective course. Students participated in interprofessional activities for 27 days in Kanye, Botswana, where they engaged in clinical practice in community clinics and hospital units for 15 days between June 18 and July 15. AssessmentFive pharmacy students and 11 nursing students participated in the program. A qualitative survey assessed student perceptions of the interprofessional clinical experience while reflection papers assessed service learning. ConclusionsGlobal service learning is a valuable opportunity to prepare collaborative teamwork among pharmacy and nursing students. In addition, partnerships with other health care programs’ established educational experiences can facilitate pharmacy program expansion into global interprofessional practice experiences. Though validated assessments of global service learning impact on cultural competency and compassion were not performed here, preliminary evidence from reflective papers and student debriefing sessions suggest an interprofessional global service-learning experience develops both. More research is needed to measure the degree to which interprofessional global service learning can impact cultural competency and the expression of compassion.

Learning from Nursing Practice Experience of the Beginner Nurse Who Receives Instruction under Beginner Nursing-Personnel Training : In 9 Beginner Nurses Interviews

Learning from Nursing Practice Experience of the Beginner Nurse Who Receives Instruction under Beginner Nursing-Personnel Training : In 9 Beginner Nurses Interviews

Students’ Opinions About and Expectations of Effective Nursing Clinical Mentors

Nursing practice is an integral part of nursing education in which clinical mentors play an important role. Mentors' attitudes, experience, and knowledge influence nursing students and help them to complete their nursing practice with success. The purpose of this qualitative study was to determine nursing students' opinions about and expectations of effective nursing clinical mentors. Focus group interviews were used to obtain data from 24 students after completion of their third year of nursing school. The students, who had nursing practice experience in internal diseases, surgery, gynecology, pediatrics, psychiatry, and public health, were divided into three groups of 8 students. The students noted that effective clinical mentors should be able to communicate without prejudice, give positive feedback, have empathy, require students to do their own research, and offer the students information.

The elderly patient's dignity. The core value of health

This study shows how care providers in hospital practice perceive the elderly patient's dignity as a core value in health promoting care towards the elderly. Fifteen focus group interviews were conducted with care providers who told about their nursing practice experience. The interviews were analysed using a phenomenological hermeneutical approach. The results disclose that when caring for the elderly patient's health potential, care providers saw dignity as the core value of health. Dignity was found to capture three themes: autonomy, identity, and worthiness. These themes reflect the principles of nursing practice, protecting, enhancing and promoting the elderly patient's health potential. It is suggested that these themes of dignity provide a frame of reference in elder care; they shape the understanding of when health issues become a concern for health-promoting care for the elderly patient and what goals should be defined.

Evidence for practice, epistemology, and critical reflection

Evidence-based practice (EBP) has become a critical concept for ethical, accountable professional nursing practice. However, critical analysis of the concept suggests that EBP overemphasizes the value of scientific evidence while underplaying the role of clinical judgement and individual nursing expertise. This paper explores the empiricist position that valid evidence is the basis for all knowledge claims. We argue against the positivist idea that science should be regarded as the only credible means for generating evidence on which to base knowledge claims. We propose that the process of critically reflecting on evidence is a fundamental feature of empirical epistemology. We suggest that critical reflection on evidence derived from science, arts and humanities and, in particular, nursing practice experience can provide a sound basis for knowledge claims. While we do not attempt to define what counts as evidence, it is argued that there is much to be gained by making the processes of critical reflection explicit, and that it can make a valid contribution to expert nursing practice, without recourse to irreducible concepts such as intuition.

The older men's health program and screening inventory

Men experience greater health risks, poorer health, and shorter life expectancy than women.(1) However, a systematic literature review revealed no measure to assess the health practices and beliefs of elderly men. In response, the Older Men's Health Program and Screening Inventory (OMHPSI) was developed. Nursing practice experience and a review of literature informed instrument development. Subsequent to an expert panel survey and pilot-testing, the OMHPSI was completed by 135 community-dwelling older men and found to be an informative baseline assessment tool congruent with the Healthy People 2010 goal of increasing elders' participation in organized health promotion activities.(2) Furthermore, several statistically significant correlations were found between items on the OMHPSI and demographic variables. Of particular note, the younger participants in this study experienced more barriers to health-promoting behaviors (P < or =.01), had less healthy lifestyles (P < or =.05), and were less satisfied with their health behaviors (P < or =.001) compared with their older counterparts.

Burnout among nursing staff in two Finnish hospitals

Aim To describe burnout and factors affecting it in nursing staff. Background Burnout is a common phenomenon in nursing staff. We need knowledge of phenomena related to burnout in order to be able to properly direct measures decreasing burnout. Methods A questionnaire measuring burnout was answered by 723 nurses. The data were analysed by means of descriptive statistics and anova. Results Half of the staff had scores which indicated they were frustrated or burnt out. Personal resource variables having an influence on staff burnout were age, vocational education and years of practice. Burnout increases with age, and staff with short work experience in nursing practice experience lower levels of burnout. Staff with a secondary level education working on psychiatric wards experience especially high levels of burnout. Continuous professional education is related to lower levels of burnout if it lasts for more than 10 days over a period of 2 years. Conclusions The results of the study can be generalized only to these two Finnish hospitals. The results indicate that education, both vocational basic education and professional further education, are key factors in preventing burnout among nursing staff.

Evaluation of Nursing Practice Experience as an Early Clinical Exposure for First-yar Medical Students.

Evaluation of Nursing Practice Experience as an Early Clinical Exposure for First-yar Medical Students.