Nursing Education Practice Research Articles

Self-Leadership Practices of Nurse Educators at South African Nursing Education Institutions

Background: Self-leadership has emerged as a leadership style that could be used to achieve successful performance for individuals and organisations, including higher education institutions. It is, however, not known how nurse educators perceive their self-leadership practices. Objective: To describe the self-leadership practices of nurse educators at nursing education institutions. Methods: This article reports the quantitative phase of a broader exploratory, descriptive, sequential mixed-method design study conducted with conveniently selected nurse educators (n=265) in two provinces in South Africa. Data were collected using a self-administered questionnaire. Results: Constructs found to be valid for self-leadership practices were autonomy-supportive environment, continuing professional development, role modelling, and shared leadership. Respondents perceived themselves to be engaged in self-leadership practices. The Cronbach alpha coefficient indicated the internal consistency of the constructs. Conclusion: Educational institutions should create environments that support autonomy and role modelling to facilitate the engagement of nurse educators in self-leadership practices.

Nursing students’ risk perceptions related to medication administration error: A qualitative study

AimThe purpose of this study was to explore and describe pre-licensure nursing students’ perceptions of risk for medication administration errors in fourth-year baccalaureate student nurses from three campuses at a large central Pennsylvania university. BackgroundMedication administration errors continue to be a significant safety concern in healthcare settings. Pre-licensure nursing education is a critical time period during which to have an impact on future medication administration practices. Perception of risk influences decision making and behavior, including nursing clinical decision making. DesignThis descriptive, exploratory study involved a qualitative design. MethodsA thematic analysis of the qualitative data resulting from 60 individual, in-depth semi-structured interviews was conducted. ResultsThe participants offered rich, detailed narratives which revealed the following themes: (1) the nature of risk perceptions, (2) more opportunities to learn, (3) experiences with medication administration error, and (4) intrinsic characteristics influence errors. ConclusionsThe findings provide a broad description of the nature of student nurse risk perceptions for future medication administration errors. Recommendations for nursing education practice and pedagogy include additional clinical experiences, modified pharmacology curricula and instruction, and expanded simulations involving medication administration error.

Implementing Trauma-Informed Education Practices in Undergraduate Mental Health Nursing Education

Nursing students may have risk factors for trauma reactivation through learning activities conducted as part of their education and training. Trauma-informed education practices (TIEP) could help reduce this risk. Course policies, content, procedures, and support structures consistent with the tenets of TIEP were implemented in undergraduate mental health courses with traditional third-year nursing students at two universities. Students responded positively to the implementation of TIEP. Most (92%) qualitative feedback students provided in formal evaluations was directly related to at least one principle of TIEP, most commonly "promoting social, emotional, and academic safety." Some students (39.3%) interpreted TIEP as demonstrations of "genuine" caring for the students as individuals and their own mental health. Integrating TIEP into an undergraduate nursing mental health course is feasible and beneficial and allows faculty to role model skills and values central to nursing practice. [J Nurs Educ. 2021;60(12):707-711.].

Looking Beyond Nursing Education Practice to Include Sustainable Health-Care Systems Processes.

The education of nurses must continuously evolve for the application of best practice to occur. There are times that require a more meaningful pathway of sustainable health-care systems integration. Sustainable health-care systems processes include a series of actions to maintain sustainable health-care outcomes for both humans and the environment. Traditional practice usually conforms to a medicalized approach. However, due to changing global patterns of unsustainability, of which health-care facilities are a part, the community of nurses have been called upon to be leaders in transformation that goes beyond traditional training to encompass innovative holistic systems processes designed to address the welfare of humans, areas of mitigation, and adaptation strategies, along with the 17 United Nations Sustainable Development Goals. This article highlights why challenging and updating nursing education practice is required and provides a possible solution through an innovative program-the NurSus TOOLKIT.

THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION

Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.

General practice nurses' experiences of participation in an advanced nursing practice education programme.

In the UK, transformation of the nursing workforce, including development of the role of the advanced nurse practitioner within general practice, is essential to meet healthcare demands. This article presents the results of a small, qualitative study conducted among students at one university in Scotland, describing their experiences of participation in advanced practice education. Data were collected through semi-structured interviews to generate in-depth descriptions and to identify the facilitators and barriers to learning. The study identified that a shared responsibility for patient care creates opportunities for learning. The facilitators to learning were identified as foundation level education in history taking and clinical examination, finance, having a supportive network and mentorship. Barriers included pressure of work and a lack of clarity about roles and training needs. Given the key role that these nurses will have in future healthcare models, there is a requirement for a national education standard. It is recommended that the Nursing and Midwifery Council leads on defining advanced nurse practitioner in general practice programme learning outcomes. The overall aim of such courses is to enhance the experience for future nurses to encourage recruitment and transform the nursing workforce.

Managing DNP projects in student/faculty groups to facilitate learning with large cohorts.

Despite the initial intent of the 2004 American Association of Colleges of Nursing (AACN) position statement to move all advanced nursing practice education to the doctoral level, many schools remain at the master's degree level. Many schools successfully transitioned their programs but struggled with adequate resources for the growing number of students and the faculty, staff, and preceptor workload associated with the Doctor of Nursing Practice (DNP) project courses. The AACN 2015 taskforce made many recommendations related to quality of DNP projects, but there is little in the literature on best operational practices. The goal of this paper is to describe how one school modified the DNP project courses from a traditional chair and committee driven format to a class driven format with multiple smaller sections to successfully manage large numbers of DNP students across nine specialties. Specifically, a new model with its successes and challenges is described as well as details regarding finances, course coordination, project advisors, project team, annual offerings and grouping of students.

The Effects of Fundamental Nursing Practice Education Applying Mutual Peer-tutoring on Nursing Students' Core Basic Nursing Skills Performance, Confidence, Learning Satisfaction

목적 본 연구는 간호현장에서 요구되는 가장 필수적인 핵심역량으로써 그 중요성이 날로 강조되고 있는 핵심기본간호술 수행능력 향상을 위하여, 상호동료 교수학습법을 기본간호학실습 교육에 적용하여 핵심기본간호술 수행도, 수행자신감 및 학습만족도에 미치는 효과를 확인하였다. 방법 본 연구는 비동등성 대조군 전.후 유사실험설계로, 2020년 8월 24일부터 11월 13일까지 경북 K시에 소재한 U대학교 간호학과 2학년 재학생 중 연구목적을 이해하고 연구참여에 자발적으로 동의한 75명을 무작위로 실험군과 대조군에 배정하였다. 수집된 자료는 IBM SPSS Statistics 23.0 프로그램을 이용하여 분석하였다. 결과 수행도는 핵심기본간호술 항목 중 난이도 ‘중’ ‘상’ 수준에 해당하는 유치도뇨(t=8.727, p<.001), 기관내흡인(t=6.405, p=.008), 피내주사(t=6.595, p<.001), 피하주사(t=4.288, p=.008), 간헐적위관영양(t=4.005, p=.008) 항목에서, 수행자신감은 난이도 ‘상’ 수준에 해당하는 유치도뇨(t=5.099, p<.001), 기관내흡인(t=2.576, p=.014), 피내주사(t=3.797, p<.001) 항목에서 실험군이 대조군보다 통계적으로 유의하게 증가하였으며, 학습만족도도 실험군이 유의하게 높게 나타났다(t=6.418, p<.001). 결론 이상의 연구 결과에서 상호동료 교수학습법을 적용한 기본간호학실습 교육이 간호대학생의 핵심기본간호술 수행도, 수행자신감 및 학습만족도에 효과적임을 확인하였다. 아울러, 상호동료 교수학습법은 기본간호학실습 교육뿐만 아니라, 난이도가 높아서 어렵게 인지되는 핵심기본간호술 항목의 수행능력 향상을 위한 학습방안으로 활용될 수 있을 것으로 기대된다.

코로나19 팬데믹 상황에서의 온라인 지역사회간호학실습 프로그램 개발 및 적용

Purpose: The purpose of this study was to present a plan to provide an effective practice education by integrating field and online practice for nursing students in the post-corona era. Methods: We conducted a satisfaction survey after developing and operating an online community nursing practice education program for 34 fourth grade students in the Department of Nursing at K University. The online practice covered topics contents such as health center project survey, skill evaluation, nursing process, and health project plan. Results: More than 92% of the students answered that online practice activities were beneficial, and all of them reported that they were generally satisfied with the practice. All students answered that it was helpful in gaining problem-solving ability, reinforcing competency as a nurse, and establishing a vision through online practice. However, 14.3% of the students said they were disappointed because they could not do field practice. Conclusion: It is necessary to provide practical training so that students can have more practical experience. This can be done by taking advantage of the online practice and including it in field practice.

Effect of stepwise nursing practice teaching mode on the success rate of first venipuncture among nursing interns

Effect of stepwise nursing practice teaching mode on the success rate of first venipuncture among nursing interns

Research on the Application of Cross-Specialty Education and Situational Simulation Teaching in Operation Nursing Practice Teaching

Objective To examine the practical effect of inter-professional education and situational simulation teaching implemented in surgical nursing practice teaching. Methods On the whole, 100 undergraduate nursing students in the operating room of the hospital of the authors from May 2019 to August 2020 were selected. These students fell to two groups with the random number table method. The control received the regular teaching, and the research group were given the interprofessional education and context. The Simulation teaching was conducted to compare the theoretical knowledge, skill level, various abilities of the two groups of students, as well as the satisfaction of the operating room doctors to the nursing cooperation of the interns. Results The research group achieved higher theoretical knowledge and a higher skill level than the control (p &lt; 0.05); the various abilities of the research group were higher than those of the control (p &lt; 0.05); the operating room doctors of the research group were more satisfied with the nursing cooperation of interns, as compared with those of the control (p &lt; 0.05). Conclusion In the surgical nursing practice teaching, the inter-professional education and the situational simulation teaching have significant effects and are worth clinical applications.

The role of the practice nurse in cancer care reviews

Recent changes to the Quality and Outcomes Framework provide an ideal opportunity to improve the quality of cancer care reviews and cancer patients' experiences. Sandra Dyer explains the important role practice nurses can play in improving care Improved outcomes for people diagnosed with cancer have led to increasing numbers of people living with and beyond the disease, and for many, cancer has transitioned to a long-term condition. There is a greater need for models of care that best meet these patients' needs, with the role of primary care becoming increasingly important. Recent changes to the Quality and Outcomes Framework (QOF) provide an ideal opportunity to improve the quality of cancer care reviews and improve cancer patients' experiences. More education and training for general practice nurses on cancer is urgently required to allow them to lead on quality improvement in this important area of care.

Effects of Action Learning-based Pediatric Nursing Practice Education Program on Problem Solving Abilities, Competency in Nursing Skills, Self-efficacy for Group Work, and Team Efficacy of Nursing College Students

Effects of Action Learning-based Pediatric Nursing Practice Education Program on Problem Solving Abilities, Competency in Nursing Skills, Self-efficacy for Group Work, and Team Efficacy of Nursing College Students

More Than Words? Embracing a Practice-Care Distinction for Nursing Practice Education.

In this paper, authors draw on distinctions between nursing practice and nursing care to inform abstraction and assignment of pre-licensure practice experience hours. Authors discuss an imperative to develop understandings of practice education and practice experience hours that reflect nursing as a basic human science, with implications for the enrichment of student scholarship and flourishing.

The effects of CPBL + SBAR teaching mode among the nursing students

ObjectiveTo investigate the effect of CPBL (Problem Based Learning on Case) combined with SBAR (Situation, Background, Assessment and Recommendation) mode in clinical teaching for nursing students. BackgroundClinical internship training is the key step for the nursing education. The clinical thinking ability of Chinese nurses is mostly at the middle or low level. To improve clinical thinking ability, especially critical thinking, is of great significance to the nursing practice education. Methods102 nursing students of the Third Xiangya Hospital, Central South University were selected as the participants from June 2018 to September 2019. We applied the CPBL + SBAR mode to the participants during the practice teaching, and conducted questionnaires and semi-structured interview pre- and post-intervention. ResultsAfter intervention, the nursing students' scores of critical thinking ability (311.47 ± 22.67) were higher than those before intervention (289.75 ± 19.94); the total score (69.84 ± 6.217) and scores in four dimensions of positive problem orientation (RPO), negative problem orientation (NPO), avoidance style (AS) and impulse neglect style (ICS) were all lower than that before intervention (75.53 ± 6.09); the score of rational problem solving (RPS) (18.38 ± 2.714) was higher comparing to the that of pre-intervention (17.11 ± 2.20); the difference was statistically significant (P < 0.05). The approval rate of nursing students to the positive effect of CPBL + SBAR teaching mode was from 78.43% to 93.13%. The semi-structured interview suggested that the model was worth promoting, but the implementation duration was limited. ConclusionCPBL + SBAR teaching mode could improve the nursing students' critical thinking and problem-solving ability. The nursing students and teachers' satisfaction to the new teaching mode was high.

A chlamydia education and training program for general practice nurses: reporting the effect on chlamydia testing uptake.

The long-term health consequences of untreated chlamydia are an increased risk of pelvic inflammatory disease, ectopic pregnancies and infertility among women. To support increased chlamydia testing, and as part of a randomised controlled trial of a chlamydia intervention in general practice, a chlamydia education and training program for general practice nurses (GPN) was developed. The training aimed to increase GPNs' chlamydia knowledge and management skills. We compared the difference in chlamydia testing between general practices where GPNs received training to those who didn't and evaluated acceptability. Testing rates increased in all general practices over time. Where GPNs had training, chlamydia testing rates increased (from 8.3% to 19.9% (difference=11.6%; 95% CI 9.4-13.8)) and where GPNs did not have training (from 7.4% to 18.0% (difference=10.6%; 95% CI 7.6-13.6)). By year 2, significantly higher testing rates were seen in practices where GPNs had training (treatment effect=4.9% (1.1 - 8.7)), but this difference was not maintained in year 3 (treatment effect=1.2% (-2.5 - 4.9)). Results suggest a GPN chlamydia education and training program can increase chlamydia testing up to 2 years; however, further training is required to sustain the increase beyond that time.

A Study on Global Nursing Practice Education Experience

A Study on Global Nursing Practice Education Experience

Professionalism and role development in radiological nursing: From the activities of graduates of the advanced nursing practice education course in radiological nursing

Professionalism and role development in radiological nursing: From the activities of graduates of the advanced nursing practice education course in radiological nursing

Learning Attitude to an CONVERGENCE Evaluation Method for Fundamental Nursing Practice Education, SelfLeadership and Academic Self-Efficacy in Nursing Students

Learning Attitude to an CONVERGENCE Evaluation Method for Fundamental Nursing Practice Education, SelfLeadership and Academic Self-Efficacy in Nursing Students

Experiential Lens in Nursing Education and Thriving Lāhui (Community): A Native Hawaiian and Pacific Islander Student Experience.

The purpose of this descriptive paper is to explore examples of high impact practices in nursing education that affects the community of interest and more specifically from the perspective of a native Hawaiian and Pacific Islander student. High impact learning involving communities benefits nursing students by honing their critical thinking skills and compassionate way of knowing (Hill, 2017).