Nursing Education Practice Research Articles

Evaluation of multi-tasking practice in basic nursing education

Evaluation of multi-tasking practice in basic nursing education

Quality of Life among Nurses with Low Back Pain: A Review

Background and Aim: Nurses experience the highest incidence of work-related back injuries, a serious and costly problem that affects their profession. The main aim of this review was to highlight the quality of life of nurses who suffer from low back pain. Methods: A review of previous literature review about the impact of LBP on the nurses has been reviewed. The database which was be used for this review included the Cumulative Index of Nursing and Allied Health Literature (CINAHL®), Ovid MEDLINE, PuMed, Ovid OLDMEDLINE, Embase Classic + EMBASE (Ovid), The Web of Science (Thomson Reuters). Conclusion: Several studies revealed a significant decrease in the quality of life among nurses who have work-related LBP among nurses. This effect would have its significant magnitude on the nurses’ work and on the quality of healthcare as well. Recommendations: This review promoted the need to adopt an effective educational program with clinical training into basic nursing education and health care practices to maximize the quality of life among nurses in order to reduce the incidence of work-related LBP among nurses.

Learning contents of ICU visitation practicum by collaboration between basic nursing education and clinical practice：Analysis of the student’s learning assignment report using text mining

Learning contents of ICU visitation practicum by collaboration between basic nursing education and clinical practice：Analysis of the student’s learning assignment report using text mining

The Role of Emotional Intelligence in Relieving Work Pressure for Practice Nurses: A Cross-sectional Study

EI involves the ability to relate to and influence others, and may be important for practice nurses. A questionnaire survey was conducted among 96 nurses who had just completed their internship period. The main work pressures experienced by practice nurses were analyzed. To investigate and analyze the main work pressures on clinical practice nurses, and improve their emotional literacy through targeted emotional intelligence (EI) education to support good professional quality and active responses to work stress. In total, 102 new practice nurses were randomly divided into control and experimental groups. Both groups received routine professional skill training. Nurses in the experimental group also received guided EI training. Working pressure and EI level were tested in both groups before and after the internship period. The main work pressures on practice nurses were excessive nursing workloads and poor allocation of work time. The experimental group had higher EI scores and lower pressure scores than the control group. EI education for practice nurses may be particularly important in relieving work pressures.

Implementing Universal Design Instruction in Doctor of Nursing Practice Education.

Faculty in Doctor of Nursing Practice (DNP) programs identify challenges of increased enrollment and variances in previous student educational preparation and professional experiences that require innovative approaches to curriculum transformation. This article informs nurse educators about the vibrant and inclusive approach of universal design for instruction (UDI), a framework to conceptualize and implement learning strategies in the DNP curriculum. UDI is guided by 9 instructional principles that anticipate diverse learners and is intentionally inclusive of multiple ways of learning. Principles of UDI were synergized into several DNP didactic courses and the scholarly project process. Integration of UDI into the DNP curriculum included precourse assessments, multiple modalities of content delivery, options to present acquired knowledge, and supporting the adult learner through the iterative work of the scholarly project.

Factors Affecting the Postoperative Pain and Length of Hospital Stay of Liver Transplantation Donors

Purpose: This study was performed to investigate the factors affecting postoperative pain and length of hospital stay of liver transplantation donors. Methods: This is a retrospective study using the Electronic Medical Records (EMR) of 91 patients operated on at a tertiary hospital in Seoul, Korea in 2016. The collected data were analyzed using descriptive statistics, t-test, Mann-Whitney U test and Kruskal-Wallis test, Spearman's rank correlation, and multiple regression analysis. Results: The average age of the donors was $35.7{pm}12.2$ years, and all donors were family members. PCA was applied for control pain in all patients, and 40.7% of PCA-related side effects were observed. The average length of hospital stay was $9.24{pm}2.52$ days. The factors influencing the length of hospital stay were operative methods, pain control methods, and postoperative complications. The length of hospital stay was 1.29 days shorter if donors had no complication, 1.43 days shorter when only PCA was used, and 1.19 days shorter when laparoscopic resection was performed (Adjusted $R^2=0.17$, F=4.67, p<.05). Conclusion: The results of this study can be used as basic data for practical and effective postoperative nursing education and intervention of living liver donors.

Application of service learning in practical teaching of traditional Chinese medicine nursing

Objective To Understand the learning effect of service learning mode in traditional Chinese medicine (TCM) nursing teaching. Methods By using convenience sampling method, 40 grade 2014 nursing students who volunteered to participate in TCM nursing learning and practice teaching were selected as research subjects from June 2016 to June 2017. Apply service learning mode to practice teaching in traditional TCM nursing teaching. Then, compared the examination results before and after participating practice teaching and investigated the satisfaction of the nursing students to practical courses. Results The examination results of the 40 nursing students after participating TCM nursing traditional practice teaching was (92.55±1.99) , which was higher than those (90.28±2.75) before. The difference was statistically significant (t=4.246, P<0.01) . 80.0% of the nursing undergraduates were satisfied with the content of TCM service practice teaching. The satisfaction with self-reflection was 47.5%. Conclusions Introducing the concept of service learning can enrich the TCM nursing practice teaching mode. Nursing students are willing to accept the course and it can promote their overall quality and stimulate their interest in learning. Teachers should pay attention to improving students' self-reflection and teamwork spirit in the future courses. Key words: Nursing care; Medicine, Chinese tradition; Practice teaching; Service learning

Evaluation of an Interprofessional Oral Health Assessment Activity in Advanced Practice Nursing Education.

The curriculum for nurse practitioner (NP) students often overlooks the assessment of the oral cavity. In recognition of this, the HEENT (head, eyes, ears, nose, and throat) assessment was expanded to HEENOT (head, ears, eyes, nose, oral, and throat) through integration of an interprofessional educational (IPE) activity developed for University of Colorado NP and dental students. The aim of this study was to assess NP students' perceptions of an IPE activity in which dental faculty and students taught NP students how to conduct an oral exam, recognize oral health pathology, and apply fluoride varnish. Afterwards, the NP students completed an evaluation survey focusing on their thoughts, comfort level, organization, and understanding of the activity. This IPE activity was repeated over four semesters from 2014 to 2017, and significant differences among the semesters were compared. All NP students in the four semesters participated in the activity and the survey: semester one N=25, semester two N=31, semester three N=43, and semester four N=25. In all semesters, NP students reported feeling more confident conducting oral health exams after completion of the IPE activity. Semester four students agreed more with the idea of interprofessional collaboration (OR: 0.103) and receiving educational information not learned elsewhere in the curriculum (OR: 0.134) compared to semester one students. Higher odds for the session being well organized and conducted in a suitable time were found for semester four compared to semester two (OR: 0.217). These comparisons reflect improvement in teaching methodologies over the four semesters and an overall increased confidence for NP students in performing an oral health assessment.

Application of case analysis in clinical practice teaching for cardiology nursing undergraduates

Objectives To explore the effect of case analysis method in clinical nursing practice teaching of cardiology diseases. Methods 48 nursing undergraduates in cardiology department from July 2015 to May 2017 were selected into experimental group and 50 nursing undergraduates from July 2013 to June 2015 in cardiology department were retrospectively divided into control group. The control group adopted small lectures to explain the nursing assessment, diagnosis and nursing measures to the students. In experimental group, case analysis method was applied into nursing practice teaching, which concluded guiding group students to choose common kinds of typical cases firstly, collecting the patient's information, reviewing nursing assessment, diagnosis and intervention of the selected disease, and finally comparing cases with theoretical knowledge. After that, group students should apply case analysis method to clinical nursing practice under the guidance of teachers. Finally, academic performance, overall nursing assessment, and acceptance of the case analysis method in the above two groups were compared. Results The results of experimental group in academic performance [(81.70±3.22) vs. (75.63±3.01)] and in overall nursing examination [(91.93±3.07) vs. (84.27±3.08)] were significantly superior to control group. Meanwhile, the experimental group students showed higher acceptance of case analysis method. Conclusion Case analysis method can help nursing undergraduates to combine theoretical knowledge and clinical practice better, make deeper understanding of theoretical knowledge, apply it in clinical practice neatly, and improve students' ability of critical thinking. Key words: Case analysis; Nursing undergraduates; Clinical nursing practice teaching

Critical Friendship and Inter-Faculty Collaborative Inquiry: Teacher Education and Nursing Education

This paper explores how three researchers utilize critical friendship to systematically examine the nuanced roles of Teacher Education and Nursing Education practices in a community of inquiry. An ancillary theme investigates sustainable structures for supporting the professional learning of teacher and nursing educators. Respectively from two faculties on one campus, university educators came together in September 2015 to form the Critical Friendship in Nursing and Education (CFiNe) community of inquiry. Data collection includes research notes, teaching notes, journaling, and monthly meetings. This community of inquiry has the potential to provide the foundations of critically infused professional development paradigms promoting interdisciplinary and collaborative stances in higher education.

Balancing the seen and unseen: Nurse educator as role model for critical thinking.

Critical thinking is an important indicator of student learning and is an essential outcome of baccalaureate nursing education. The role of nurse educators in the development of students' critical thinking has been overlooked despite the importance of their actions to facilitate critical thinking in nursing education. We used a constructivist grounded theory approach within a larger mixed methods triangulation study to explore how nurse educators revealed their critical thinking in practice. From the grounded theory approach, a model emerged from our research, outlining the important aspects of nurse educators' critical thinking and how it is revealed in the clinical setting. The important categories of this model include: a) fostering the student-educator relationship; b) role modeling critical thinking; c) mobilizing and operationalizing resources; as well as d) balancing factors that impact nurse educators' critical thinking. Our findings inform what is known about nurse educators' critical thinking and how it can be implemented in nurse educators' teaching practice. Given our findings, we offer recommendations for future nursing education practice and research, including the need to apply our findings in additional settings and further develop nurse educators' awareness of their own critical thinking.

Evidenced-Based Teaching Strategies that Facilitate Transfer of Knowledge Between Theory and Practice: What are Nursing Faculty Using?

The purpose of this mixed-method descriptive study was to explore prelicensure nursing faculty knowledge, beliefs in effectiveness, and use of evidence-based teaching strategies that facilitate transfer of knowledge between theory and practice and facilitators and obstacles to their use. Findings revealed that the top 5 strategies used were (a) reflection, (b) simulation, (c) small groups, (d) case-based learning, and (e) problem-based learning. Implications for nursing education practice are discussed.

Students' approaches to learning in a clinical practicum: A psychometric evaluation based on item response theory

BackgroundThe investigation of learning approaches in the clinical workplace context has remained an under-researched area. Despite the validation of learning approach instruments and their applications in various clinical contexts, little is known about the extent to which an individual item, that reflects a specific learning strategy and motive, effectively contributes to characterizing students' learning approaches. ObjectivesThis study aimed to measure nursing students' approaches to learning in a clinical practicum using the Approaches to Learning at Work Questionnaire (ALWQ). DesignSurvey research design was used in the study. Settings and ParticipantsA sample of year 3 nursing students (n = 208) who undertook a 6-week clinical practicum course participated in the study. MethodsFactor analyses were conducted, followed by an item response theory analysis, including model assumption evaluation (unidimensionality and local independence), item calibration and goodness-of-fit assessment. ResultsTwo subscales, deep and surface, were derived. Findings suggested that: (a) items measuring the deep motive from intrinsic interest and deep strategies of relating new ideas to similar situations, and that of concept mapping served as the strongest discriminating indicators; (b) the surface strategy of memorizing facts and details without an overall picture exhibited the highest discriminating power among all surface items; and, (c) both subscales appeared to be informative in assessing a broad range of the corresponding latent trait. The 21-item ALWQ derived from this study presented an efficient, internally consistent and precise measure. ConclusionsFindings provided a useful psychometric evaluation of the ALWQ in the clinical practicum context, added evidence to the utility of the ALWQ for nursing education practice and research, and echoed the discussions from previous studies on the role of the contextual factors in influencing student choices of different learning strategies. They provided insights for clinical educators to measure nursing students' approaches to learning and facilitate their learning in the clinical practicum setting.

Application of elaborate and staged teaching in the teaching of emergency nursing practice

Objective To explore the application effect of elaborate and staged teaching in the teaching of emergency nursing practice. Methods 65 cases of intern nursing students in emergency department from June 2015 to July 2015 were selected as the control group, and the traditional clinical teaching mode was adopted for this group. 68 cases of intern nursing students in emergency department from August 2015 to September 2015 were selected as the experimental group, and elaborate and staged teach-ing was adopted to make teaching requirements in order to carry out the clinical practice teaching. The re-sults of two groups of intern nursing students in theoretical score and practice score undergoing different kinds of teaching modes were contrasted and analyzed, and the teaching satisfaction degree for the intern nursing students were recorded. All the data were analyzed by t test with independent sample. Results The theoretical knowledge score [(82.0±1.7) vs. (77.5±2.0)], practice performance score [(80.5±1.3) vs. 75.5±2.5)] and teaching satisfaction degree [(93.3±1.3) vs. (75.5±2.5)] of the experimental group were significantly better than those of the control group, and the differences were all statistically significant (P<0.05). Conclusion Elaborate and staged teaching is helpful for nursing students to master the knowledge and clinical practice skills in emergency nursing, and can improve the teaching satisfaction of the nursing students. There is certain kind of value for promotion for this mode. Key words: Elaborate and staged teaching; Emergency nursing; Practice teaching; Application effect

新疆临床护理教学中影响微课应用的原因分析和对策研究

目的：探讨影响微课在新疆临床护理实践教学中应用的相关因素，为微课在临床护理实践教学中推广应用提供依据。方法：对参加新疆省级年度培训的217名临床带教教师进行调查，对结果进行现状分析。结果：通过问卷的结果分析，80.0%以上的临床护理教师认为合适的网络微课资源缺乏，且网络资源杂乱无章导致用户难以找到合适的资源。90.0%以上的临床护理教师认为教学基地缺乏微课应用氛围和对应的微课应用培训及其激励措施。90.0%以上的临床护理教师认为可供参考的微课教学应用模式缺乏。60.0%以上的临床护理教师对微课教学认识不足，设计制作微课的水平和在教学实践中恰当应用微课的教学能力有待提高。结论：健全网络资源和微课平台、优化教学基地使用微课的环境、创新微课应用模式、提升临床护理教师灵活应用微课的能力才是针对问题的相应解决措施。 Objective: To explore the related factors of micro class in Xinjiang clinical nursing practice teaching, so as to provide basis for popularization and application of micro class in clinical nursing practice teaching. Methods: A total of 217 clinical teachers participated in Xinjiang provincial training were investigated, and the results were analyzed. Results: Through the analysis of the questionnaire, more than 80.0% of clinical nursing teachers believe that the appropriate micro class network resources are scarce, and the network resources are chaotic, which makes it difficult for users to find the appropriate resources. More than 90.0% of clinical nursing teachers believe that teaching base should be lack of micro class application atmosphere and corresponding micro class application training and incentive measures. More than 90.0% of clinical nursing teachers think that the micro teaching model which is available for reference is not enough. More than 60.0% of clinical nursing teachers do not have a good understanding of micro class teaching, the level of designing and making micro courses and the appropriate application of micro teaching ability in teaching practice need to be improved. Conclusion: The sound cyber source and micro lesson platform, optimizing teaching environment, innovation ability to use micro base class application mode, enhance clinical nursing teachers’ flexible application of micro class, which is the corresponding measures to solve the problem.

A Convergence Study about the Effects of Pre-learning and Role Learning Using Video on Self-regulated Learning of Nursing Students in Fundamental Nursing Practice Education

A Convergence Study about the Effects of Pre-learning and Role Learning Using Video on Self-regulated Learning of Nursing Students in Fundamental Nursing Practice Education

Implementing the “Humanistic Care Model” in the Undergraduate Nursing Education

In order to instill the nursing students with the value and ethics of humanistic care, our college has implemented a curriculum based on a humanistic care model after a review of both the International and Chinese literature. We implemented “three early stage education models” the introduction of humanistic care education by incorporating in the beginning nursing courses three strategies which are the teaching of humanistic nursing practice, the use of reflective thinking and the implementation of humanistic care in the clinical practicum. In this fashion the nursing students can incorporate the concept of humanistic care, improve the quality of care given, and help students to develop a holistic view of human beings through “knowledge, ability, and quality of care”.

Practice nurses' knowledge and competence in relation to perinatal mental health care

Given practice nurses' close contact with women in the perinatal period, the authors of this study sought to explore their knowledge and competence of dealing with perinatal mental health problems Aims: The study aimed to explore the extent of practice nurses' involvement with women experiencing perinatal mental health problems and to explore their knowledge, confidence and skills in identifying and responding effectively to these women. Methods: Data were collected from 185 practice nurses over a 6-month period in 2016 using an anonymous, self-completed online survey. Results: Just under half of practice nurses reported dealing with women with perinatal mental health problems. This cohort reported deficits in knowledge, skill, confidence and training to perform the role, and the majority did not inquire about sensitive and complex topics, such as intimate partner violence and psychosis. A lack of access to and support for the education of practice nurses in perinatal mental health care was found. Conclusion: Practice nurses require education and other supports, such as care pathways, to provide psychological support to women experiencing perinatal mental health problems.

The Effects of Fundamental Nursing Practice Education Applying Reciprocal Peer Tutoring on Self-Efficacy, Confidence in Performance, Satisfaction

The Effects of Fundamental Nursing Practice Education Applying Reciprocal Peer Tutoring on Self-Efficacy, Confidence in Performance, Satisfaction

Developing a positive patient experience with nurses in general practice: An integrated model of patient satisfaction and enablement.

To develop a conceptual model that provides a comprehensive understanding of the structures and processes underpinning patient enablement and satisfaction in general practice nurse consultations. Current evidence regarding patient satisfaction and enablement arising from general practice nursing care is either quantitative or qualitative. To date, no studies have integrated the results of mixed methods research to provide a deeper understanding of processes that facilitate their achievement. A concurrent mixed methods study. Our 2013-2014 concurrent mixed methods study comprised a quantitative study that analysed variables identified in interviews with general practice nurses, patients and practice managers with data from a cross-sectional survey of 678 patients receiving nursing care in 21 general practices; and a qualitative study that used a grounded theory approach to in-depth interviews with nurses and patients from these same practices. Using joint displays, we compared and integrated the results of the multilevel analyses and the grounded theory model derived from these studies. We conceptualized a model-'developing a positive patient experience with nurses in general practice'-in which time, continuity of care, nursing scope of practice and autonomy, and patients' health conditions provide platforms for the processes of triggering healthcare partnerships and tailoring care in nurse consultations. This model builds on previous evidence describing processes and characteristics that optimize the quality of care in general practice nurse consultations. It provides a practical tool to inform education and training for general practice nurses and other clinicians.