Nursing Education Practice Research Articles

State of Simulation Research in Advanced Practice Nursing Education

Simulation is used in advanced practice nursing education for both formative learning experiences and summative competency testing. However, there has been a lack of cohesive data to support the use of simulation as a replacement for direct patient care hours. This chapter presents an overview of research designs and the leveled Kirkpatrick framework used in simulation research. Research articles evaluating the effect of simulation on advanced practice learners are presented by research design and Kirkpatrick level. There is evidence that simulation has a positive impact on Kirkpatrick Level 1 (Reactions) and Kirkpatrick Level 2 (Changes in Knowledge, Skills, and Attitudes). However, there is a tremendous need for evidence that simulation can impact Kirkpatrick Level 3 (Behavior) and Level 4 (Results and Outcomes).

Using Strengths, Weaknesses, Opportunities, and Threats Analysis to Pursue a Doctor of Nursing Practice Education: A Descriptive Case Study.

Using Strengths, Weaknesses, Opportunities, and Threats Analysis to Pursue a Doctor of Nursing Practice Education: A Descriptive Case Study.

Simulated Nursing Practice Education in the Ontact Age: A Mixed Methods Case Study

본 연구의 목적은 비대면 온라인 시뮬레이션 간호실습을 탐색하는 것이다. 시뮬레이션 간호실습은 대면 교내 실습수업이나 코로나19로 인해 비대면 온라인 실습수업으로 변경되어 2020년 1학기에 15주 동안 이루어졌다. 본 연구에서는 성인간호학 교과목의 시뮬레이션 간호실습모듈을 개발하여 학생들이 인식하는 시뮬레이션 수업 설계에 대해 조사하였고, 간호학생을 대상으로 비대면 온라인 시뮬레이션 간호실습을 적용하였다. 학습에 대한 만족도와 자신감, 몰입 정도는 온라인 설문지를 사용하여 정량적 자료를 학습경험은 수업 종료 후 3명으로 구성된 4개의 포커스그룹을 대상으로 ZOOM을 활용한 온라인 면담 내용과 학생들이 기술한 디브리핑 일지 내용을 포함한 정성적 자료를 2020년 7월에 수집하였다. 본 연구는 서술적 조사연구와 포커스그룹 면담을 수행한 질적연구를 혼합한 사례연구이다. 연구대상자는 비대면 온라인 시뮬레이션 간호실습을 경험한 간호학과 4학년 학생 12명이다. 연구 결과, 성인간호학 시뮬레이션 간호실습모듈의 설계는 5점 만점에 4.78점으로 높게 나타나 학생들은 시뮬레이션 모듈에 중요한 특성이 반영되었다고 인식하고 있었다. 비대면 온라인 시뮬레이션 간호실습에 참여한 학생들의 학습에 대한 만족도는 5점 만점에 4.83점, 자신감은 4.87점, 몰입은 4.66점으로 높게 나타났다. 학습 경험은 2개의 중심주제와 5개의 하위주제가 도출되었으며 학생들은 “온라인 실습으로 실제와 유사한 환자 간호를 학습함”을 경험한 것으로 나타났다. 학생들은 비대면 온라인 시뮬레이션 간호 실습 중 실시간 화상회의 플랫폼을 통한 수업으로 임상과 유사한 환자 간호 경험을 할 수 있었고, 특히 시나리오 읽기를 통해서 간호사 역할을 체험한 점과 간호 실습 물품으로 간호 술기를 교수자의 시범에 따라 학습한 점이 비대면 간호 실습 방법 중에 가장 유용하였다고 진술하였다. 따라서 포스트 코로나 시대를 맞이하는 현재, 현실성 있는 비대면 온라인 간호실습모듈을 개발하고 그 효과를 지속적으로 평가해 나가야 할 것이다.

Development and Effects of Supplementary Textbook about EKG for Nursing Students

Purpose: The aim of this study was to develop teaching material of electrocardiography (ECG) education for nursing students. Teaching material was designed to increase ECG knowledge and self-confidence of nursing students.Methods: A convenience sample of 72 nursing students in a university of South Korea were recruited to an experimental group (n=36) or a control group (n=36). A non-equivalent control group pretest-posttest design was employed to test effects of teach material on ECG knowledge and self-confidence of nursing students. Teaching material was developed based on analysis learners, state objectives, select media & materials, utilize media & materials, require learner participation, and evaluate & revise (ASSURE) model. ECG knowledge and self-confidence were self-reported using scales developed by authors. Pre-test and post-test data were collected before and after a three-week intervention period.Results: The ECG knowledge of the experimental group was significantly higher than that of the control group (t=6.86, <i>p</i><.001). And the self-confidence of the experimental group was significantly higher than that of the control group (t=3.07, <i>p</i>=.003).Conclusion: Teaching material developed in this study was effective in improving ECG knowledge and self-confidence of nursing students. Thus, this teaching material could be used as supplementary textbook in diverse nursing practice education such as simulation or nursing skill training.

Developing the advanced practice nursing role in Slovakia: Perception, education, and practice.

ABSTRACTBackground:Advanced practice nursing (APN) is a modern and effective nursing role that has a positive impact on health care systems around the world. Guiding principles are advanced education, expanded scope of practice, and policies supportive of the role.Purpose:The aim of this study was to find out the perception of APNs of their own practice in the context of the current legislative conditions in Slovakia and to identify related factors.Methods:A quantitative exploratory design was selected. From 5,067 APN, 584 were conveniently selected. The adapted and modified SCAPE study questionnaire was used for data collection. Data were processed using SPSS 25.Results:There were differences between newly introduced competencies for the APN role in Slovakia and the general concept of the role that could influence practice. The level of APNs' perception of their own practice is low. Years of practice was significantly and positively related to the perception. The results in each region were significantly different. Community nurses/outpatient nurses assessed their practice at a significantly higher level. The educational curriculum lacks the subject of APN. Competencies, remuneration, and satisfaction with the status are insufficient.Implications for practice:To understand, implement, and practice the concept of APN, it is essential to change policies related to competencies, education, remuneration, and status. Creation of an educational model that includes the subject area of advanced practice nursing in the postgraduate curriculum is essential. Education and practice conditions for advanced practice nurses should be uniform in all regions of the country.

Association of Community Health Nursing Educators', 2020 evidence-based project priorities: A national blueprint for unifying research and evidence-based practice priorities.

The Association of Community Health Nursing Educators (ACHNE) Research Committee Subcommittee on Evidence-Based Practice (EBP) presents a paper on the state of translation of science into public health nursing education practice. The paper builds from the integrative research review completed by the ACHNE Research Priorities Subcommittee (McElroy et al., Public Health Nursing, 2020) offering updated research priorities and a Research in Action model. Four EBP Project Priorities were established using the Johns Hopkins EBP Model guided by Dang and Dearholt's (Johns Hopkins nursing evidence-based practice: Model and guidelines, 2018) 19-step process. The EBP Project Priorities emphasize the need for EBP projects to align ACHNE strategic plans and research priorities. The authors recommend that the Research in Action model guide deliberate unification of both the Research and EBP Project Priorities. Standards and criteria for essential effort unifying collaborative effort between PhD and Doctorate in Nursing Practice scholars, coordination of research efforts, and innovative practice partnerships is provided.

Preparing the clinicians of tomorrow: Weaving integrated care across doctor of nursing practice education

In today’s changing landscape of health care, integrated health care is essential for best patient outcomes. The number of people with psychiatric conditions in the United States today is staggering, but only half of these people will receive treatment for their condition. By effectively integrating psychiatric and primary health care patients can be connected to appropriate and necessary services that meet the Triple Aim of enhancing patient experience of care while achieving population health goals in a cost-effective manner. Incorporating integrated health care experiences in a DNP program can position future practice leaders to take on these challenges. Guided by DNP essentials and the National Organization of Nurse Practitioner Faculty competencies, integrated health care concepts were weaved across the DNP curriculum. Including robust academic experiences treating mental health conditions in primary care and integrated settings can increase the confidence and effectiveness of clinicians who identify, manage, and refer patients with mental health concerns. Increasing the number of doctorally prepared nurses who are educated in integrated health care helps improve clinical outcomes while transforming the health care landscape.

The Convergence Effect of Fundamental Nursing Practice Education Using Flipped Learning on Self Confidence in Performance, Academic Achievement and Critical Thinking

The Convergence Effect of Fundamental Nursing Practice Education Using Flipped Learning on Self Confidence in Performance, Academic Achievement and Critical Thinking

Effects of Fundamental Nursing Practice Education Applying Reciprocal Peer Tutoring on Confidence in Performance, Core Nursing Skills, and Practice Satisfaction of Nursing Students

Effects of Fundamental Nursing Practice Education Applying Reciprocal Peer Tutoring on Confidence in Performance, Core Nursing Skills, and Practice Satisfaction of Nursing Students

A partnership to develop disaster simulations for nursing students in response to climate change: description of a programme in Bluefields, Nicaragua, and Virginia, USA

BackgroundA common practice in global nursing education is short-term missions where US-based students spend a brief time in a host country with hands-on experiences with patients, but maintain a US-centric perspective. Subsequently, an exchange becomes extractive, where one group benefits. Capacity-building models are needed in global health nursing education. In 2007, Bluefields Indian and Caribbean University (BICU), Nicaragua, and the University of Virginia (UVA), USA, began a collaborative partnership. In 2018, nursing faculties in these institutions developed simulations for nursing students at both sites, focused on disaster response in the context of climate change. Bluefields, located on the Caribbean Coast of Nicaragua, is vulnerable to extreme weather events and, increasingly, communities across Virginia are also experiencing such weather events. Here, we describe the joint programme and report student responses to the pilot simulations. MethodsIn 2019, three pilot simulations were conducted with groups of BICU and UVA students in Bluefields; subsequently, simulation-based training events centred on disaster preparedness responses to climate change were integrated into curricula at both institutions. In July, 2019, faculty partnered to run the simulation with 46 UVA graduate (pre-licensure) second year students, and 36 undergraduate students at BICU. Only faculty travelled between both institutions in 2019, although student groups in both locations participated in the same simulated disaster scenarios to promote preparedness. All participants completed a pre-event and post-event survey about the simulation experience and their preparedness for a disaster scenario and also participated in group debriefing. FindingsStudents at UVA reported increased confidence related to their ability to: respond in the event of a disaster (96%); their ability to describe three important considerations for disaster response in low-resource settings (97%); and their ability to describe considerations or activities for public health nurses to support disaster preparedness before a disaster (97%). Similarly, increased confidence was reported students at BICU in these categories of 97%, 99%, and 98%, respectively. InterpretationStudents and faculty at both institutions were open to, and interested in, the focus area of disaster preparedness, and the process of learning about extreme weather events related to climate change. A focus on the simulation on the acute disaster response and the subsequent debriefing on proactive pre-disaster prevention was important for learning. This work exemplifies a process for developing best practice models in global nursing education, underpinned by nursing education research in global health and capacity building. FundingThe Jefferson Trust, an initiative of the Alumni Association of the University of Virginia.

Nightingale and Peplau Serve Again: The Cross and Camo in PMHNP Education Improvement

Background: Nursing theory should guide curriculum development at the advanced practice registered nursing level. Teaching military advanced practice nursing learners to respond in the complex, multi-domain advance combat support for our wartime mission is no exception. Defining capabilities for critical wartime specialties such as psychiatric mental health nurse practitioners (PMHNP) are of critical importance. Educating PMHNPs in fragmented and outdated curricular and education principles will not allow us to come up with the prepared warfighter we need for the mission. Methods: Florence Nightingale and Hildegard Peplau both served in the US military. The Uniformed Services University Psychiatric Mental Health Nurse Practitioner (PMHNP) program has adopted their Environmental and Interpersonal Relationship Theories to explore foundational didactic content, classroom, simulation and field environment learning outcomes for individual, group, and unit level interactions in a PMHNP program. Findings: PMHNP program outcomes for individual, group, command and unit level interactions align with the theories and practical application of these different areas will be discussed. Interpretation: Advanced nursing practice education should pay tribute to the guiding lights in nursing while applying evidence based practice to improve the future of PMHNP practice. Funding Statement: None. Declaration of Interests: None.

Nursing Students' Experiences with Patient Deaths during Clinical Practice

Purpose: The purpose of this study was to explore nursing students' experiences with patient deaths during clinical practice. Methods: The participants were ten nursing students who had experienced patient deaths during clinical nursing practice at a university hospital in Korea. Individual in-depth interviews were conducted, and the data were analyzed using the content analysis method suggested by Graneheim and Lundman (2004). Results: The participants' experience was structured into six categories: experiencing various emotions in facing patient deaths, viewing oneself as a nursing student at the scene of a patient's death, thinking about death again, finding a pathway of understanding and support for patient death experiences, impressions and regret felt while actually observing terminal care, and picturing oneself as a future nurse dealing with a patient's death. Conclusion: Based on this study, stress management and self-reflection programs are suggested for nursing students who have experienced patient deaths. Practical nursing education for patient death and end of life care is also needed.

Incivility in nursing practice education in the operating room

BackgroundIncivility toward nursing students has been identified as a contributor to negative experiences in clinical education and may cause a weakened learning environment, anxiety, depression and workplace violence. However, few data with regard to uncivilized behavior toward nursing students in the operating room are available. The operation room is a special place where the tempo is fast and the risk is high. Nursing students may have to face pressure from different people, such as anesthesiologists, surgeons, clinical instructors, and staff nurses. ObjectivesTo explore uncivilized behavior toward nursing students in the operating room and to discuss the source of uncivilized behavior and the attitude of clinical instructors when it occurs. MethodA total of 215 nursing students in the operating room of the Second XiangYa Hospital from January to December 2018 were investigated. The uncivilized behavior in clinical nursing education tool and self-designed questionnaire were used. ResultsThe incivility mean score was (4.6 ± 6.7). In all, 122 (56.7%) participants had experienced various degrees of uncivilized behavior in the operating room. There were significant differences in incivility toward students according to degree of education and age. The most frequent uncivilized behavior toward students was raising of the voice when speaking to students (41.9%), followed by inappropriate tone (36.7%), being embarrassed in front of others (36.3%), and snide remarks (34.4%). Surgeons (59%) were considered as the most important source of uncivil behaviors, followed by staff nurses (46.7%). When students experienced uncivilized behavior, 61.5% clinical instructors defended and comforted them, 23% comforted them privately, 13.1% ignored them, and 2.5% even criticized them together with the uncivil behavior actor. ConclusionNursing managers and instructors should pay more attention to the incivility toward students and take actions to foster a healthy, civilized and respectful work environment in the operating room for students.

Application research of self-rating scale of self-directed learning in nursing training

Objective To analyze the reform of improving the teaching effects of nursing college students' practical training. Methods Cluster sampling method was used to select 396 nursing college students in a higher nursing school as the research objects, with 197 in experimental group and 199 in control group. Self-directed learning was adopted in practical teaching of surgical nursing in the students in experimental group, and traditional surgery teaching was adopted in control group. Self-rating scale of self-directed learning (SRSSDL) was used every 3 months during the period. The students' self-directed learning ability was measured dynamically, and the scores of practical examination and course satisfaction were compared between the two groups. The data were statistically analyzed by repeated measures analysis of variance and independent sample t-test using SPSS 17.0. Results The scores of repeated measurement of SRSSDL in the experimental group were higher than those in the control group (F=16.237, P=0.016). Except for the common surgical instruments module (P=0.056), the scores of practical training examination in the experimental group were higher than those in the control group, and the differences were statistically significant (P<0.01 for the operating room nursing module, P=0.005 for the wound nursing module, P<0.01 for the enterostomy nursing module). The students' satisfaction with the overall curriculum in the experimental group was higher than that in the control group. Conclusion Self-directed learning in the teaching of nursing practice can effectively enhance comprehensive ability and quality of students based on self-directed learning ability, and improve the teaching effect of practical training courses. Key words: Self-rating scale of self-directed learning; Nursing training; Educational reform

院校一体化临床护理实践教学体系的构建与实践

院校一体化临床护理实践教学体系的构建与实践

Depictions of the human person: a multidisciplinary approach to teaching ethics for advanced practice nursing

Advanced practice nursing (APN) is an expanding field within many healthcare environments around the world. The scope and particular focus of an advanced practice nurse’s role is highly variable and thus the ethical challenges they face are equally diverse. Yet, the dominant existing ethics pedagogies used in the nursing context have been described as not fit-for-purpose. Existing pedagogies do not adequately prepare APN candidates to meet the ethical challenges they will encounter in practice. Applying an arts-based pedagogy (ABP) in ethics education for advanced practice nurses has the capacity to provide effective ethics learning. This article reports on the value of a multidisciplinary pedagogy used in a graduate course in nursing leadership, law and ethics for advanced practice at an Australian university. Written in a multidisciplinary mode that allies with the pedagogy it presents, it addresses the key pedagogical challenges and opportunities of teaching ethics through an innovative arts-based pedagogy centred upon the changing depictions of the human person in works of art housed in a major state-funded art gallery.

Research progress on training of clinical communication ability among nursing interns

On account of the influence of theory education in schools, clinical communication skill of nursing interns cannot keep up with nursing practice and its clinical application is limited. At the current stage, how to improve the clinical communication ability of nursing interns has been one of the clinical teaching goals, and correlational researches also have been the focus of the clinical nursing practice teaching. This paper reviewed four aspects including the current situation, influencing factors, intervention and assessment tools of clinical communication skill of nursing interns, so as to provide a reference for improving the communication skill of nursing interns in clinical teaching. Key words: Review; Students, nursing; Interns; Communication ability

Research advances in high-fidelity simulation teaching in undergraduate nursing practice teaching

By performing a literature review, this article summarizes the origin and development of high-fidelity simulation teaching, the current status of its development in China and foreign countries, and the application of high-fidelity simulation teaching, as well as the latest application achievements of high-fidelity simulation teaching in undergraduate nursing practice teaching, in order to gain a better understanding of the advantages and disadvantages of high-fidelity simulation teaching and make full use of such method to improve the quality of undergraduate nursing practice teaching in the future. Key words: High-fidelity simulation teaching; Nursing education; Practice teaching

Application of Case-Based Learning teaching mode based on WeChat public platform in nursing teaching practice in operation room

Objective To explore the application effect of Case-Based Learning(CBL) teaching mode based on WeChat public platform in nursing practice teaching in operating room. Methods From July 2016 to June 2018, 132 nursing students in the operating room of Shengjing Hospital of China Medical University were selected as experimental subjects. They were randomly divided into the traditional teaching group (control group, from July 2016 to June 2017) and WeChat public platform combined with CBL group (experimental group, from July 2017 to June 2018 ). On the basis of traditional teaching and based on the WeChat public platform, the experimental group were sent the content of the CBL case based on the syllabus of the courses to students one week before the internship. At the end of the teaching, a theoretical written examination and skill operative quiz were performed to assess the effects of teaching and satisfaction of the subjective learning experience. Results The scores of the theoretical and basic skills of the experimental group were (42.33±8.26) and (45.17±6.79) points, respectively. The control group was (37.28 ± 7.70) and (39.23 ± 5.43) points, respectively. The difference between the two groups was statistically significant (t =2.289 , 2.150, P < 0.05). The overall satisfaction of the experimental group was 90.90% (60/66), and the overall satisfaction of the control group was 57.58% (38/66). The difference between the two groups was statistically significant (χ2=6.339, P <0.05). Conclusions The WeChat public platform assisted CBL teaching model in the operating room nursing practice improved the learning efficiency, helped to deepen understanding, and can be adopted gradually in large teaching hospitals for clinical practical teaching of operation room for nursing students. Key words: WeChat public platform; Case-based learning; Teaching mode; Nursing clinical practice in operation room

Examination of anatomical observation practice in basic nursing education

Examination of anatomical observation practice in basic nursing education