Professional Nursing Education Research Articles

National survey on understanding nursing academics' perspectives on digital health education.

This study explored the knowledge and confidence levels of nursing academics in teaching both the theories and practical skills of digital health in undergraduate nursing programs. A cross-sectional study. A structured online survey was distributed among nursing academics across Australian universities. The survey included two sections: (1) the participants' demographics and their nursing and digital health teaching experience; (2) likert scales asking the participants to rate their knowledge and confidence to teach the theories and practical skills of four main themes; digital health technologies, information exchange, quality and digital professionalism. One hundred and nineteen nursing academics completed part one, and 97 individuals completed part two of the survey. Only 6% (n = 5) of the participants reported having formal training in digital health. Digital health was mainly taught as a module (n = 57, 45.9%), and assessments of theory or practical application of digital health in the nursing curriculum were uncommon, with 79 (69.9%) responding that there was no digital health assessment in their entry to practice nursing programs. Among the four core digital health themes, the participants rated high on knowledge of digital professionalism (22.4% significant knowledge vs. 5.9% no knowledge) but low on information exchange (30% significant knowledge vs. 28.3% no knowledge). Statistically significant (p < .001) associations were found between different themes of digital health knowledge and the level of confidence in teaching its application. Nursing academics with more than 15 years of teaching experience had a significantly higher level of knowledge and confidence in teaching digital health content compared with those with fewer years of teaching experience. There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Nursing academics need to upskill in digital health to prepare the future workforce to be capable in digitally enabled health care settings. Nursing academics have a limited level of digital knowledge and confidence in preparing future nurses to work in increasingly technology-driven health care environments. Addressing this competency gap and providing sufficient support for nursing academics in this regard is essential. What problem did the study address? Level of knowledge and confidence among nursing academics to teach digital health in nursing practice. What were the main findings? There is a significant gap in nursing academics' knowledge and confidence to teach digital health theory and its application in nursing. Where and on whom will the research have an impact? Professional nursing education globally. The STROBE guideline was used to guide the reporting of the study. The call for participation from nursing academics across Australia provided an introductory statement about the project, its aim and scope, and the contact information of the principal researcher. A participant information sheet was shared with the call providing a detailed explanation of participation. Nursing academics across Australia participated in the survey through the link embedded in the participation invite.

The Future of Nursing: Navigating the AI Revolution Through Education and Training.

Artificial intelligence is becoming a fundamental technology in health care, nursing, and education. Understanding how to navigate this advanced technology is critically important for clinical nursing staff as well as educators. Basic professional nursing education is increasingly using artificial intelligence solutions for teaching and learning. For experienced clinical staff, new learning is required, and professional development leaders are key to leading nurses in this new future. [J Contin Educ Nurs. 2024;55(3):108-109.].

Reflective Clinical Judgment Questions to Educate the Next Generation of Nurses.

The complexity of health care requires entry-level nurses to have competent clinical judgment skills. In response, a nursing program created Reflective Clinical Judgment Questions (RCJQ) to guide students in the development of clinical judgment. The RCJQ incorporates the Clinical Judgment Measurement Model, the National Council of State Boards of Nursing's action questions, and the American Association of Colleges of Nursing's core competencies for professional nursing education. The RCJQ includes cognitive process questions and self-reflection questions aligned to the prelicensure subcompetencies to direct student thinking and build a routine for clinical decision making. The RCJQ provides faculty with a framework to teach clinical judgment and incorporates self-reflective questions to guide decision making for safe and effective client care. The RCJQ streamlines the clinical judgment process and guides students to achieve essential outcomes in classroom, clinical, and simulation settings to prepare for clinical practice. [J Nurs Educ. 2024;63(3):182-185.].

Poverty Post Pandemic, Lapsed Public Policy, and Rising Rates: A Call to Action for Nursing

Poverty is a pressing societal problem, adversely affecting the lives and livelihoods of millions of people in the United States and beyond. During this period of pandemic recovery, nurses, as the largest health workforce, are well positioned for action with the potential to improve health outcomes for many experiencing poverty. An actionable plan begins with an understanding of poverty and how poverty is experienced. It builds on nursing’s disciplinary perspective, patterns of knowing and a new model of professional nursing education advanced by the American Association of Colleges of Nursing. Finally, a feasible and sustainable plan is responsive to the challenges of a contemporary and complex health care delivery system.

Visibility of Care Ethics in Adventist Professional Nursing Education from a Philosophical Perspective

Objective: To analyze the scientific evidence on the visibility of care ethics in the professional training of nursing from an Adventist philosophy perspective. Methodology: This study is a literature review. Information was sourced from online databases including Scopus, Web of Science, CINAHL plus, MEDLINE (PubMed), Wiley, Lilacs, and Google Scholar. Selection criteria included original and review articles from 2009 to 2020. Thirty documents related to nursing philosophy and Christian philosophy were analyzed. Of these, 21 met the inclusion criteria, which highlighted the Adventist vision and worldview, the value of human life, care ethics, patient valuation, love for one's neighbor and God, who is the Creator, sustainer, and redeemer. Results: Nursing professionals who incorporate religion into their training adhere to care ethics. Adventist nursing philosophy focuses on the individual and their worldview, encompassing knowledge, logic, epistemology, action, and ethical values. Conclusions: The literature showed that the philosophy of Adventist nurses strengthens and magnifies professional practice. Adventist nursing bears witness to the practice of Christian principles and values throughout its training and professional practice, providing holistic care that covers physical, mental, social, and spiritual aspects.&#x0D; &#x0D; Received: 5 July 2023 / Accepted: 14 December 2023 / Published: 5 January 2024

Leadership in Nursing Education for Advancing a School of Nursing-Led Center for Climate Change, Climate Justice, and Health.

This article examines innovations in the development and advancement of a school of nursing-led climate change center and innovative leadership related to climate change and health in nursing education. The integration of health consequences of climate change in curricula and continuing education is essential to prepare nursing students and nurses for clinical practice. Transformational leadership is a key concept for effective leadership in nursing education to address climate change as the looming public health challenge of the 21st century. Transformational leadership strengthened one nursing program's curricula, dissemination of relevant scholarship, and achievements with public health outreach related to climate change, climate justice, and health. Nursing education leaders can influence nursing practice and improve societal health outcomes related to the health consequences of climate change across all levels of education and continuing education for professional nurses. [J Nurs Educ. 2023;62(9):528-531.].

Factors associated with the perceptions of eHealth technology of Chinese nurses and nursing students

AimThe current study sought to assess the perceptions of eHealth technology of nurses and nursing students in China and to examine the association between these perceptions and demographic factors. BackgroundDespite the increasing use of eHealth technologies in China and across the globe, the perceptions of practicing and student nurses remain minimally explored. Findings from such an inquiry can potentially inform actions and policies to improve the uptake of eHealth technologies among Chinese nurses. DesignThis was a cross-sectional study with a real-time online survey. MethodsA convenience sample of 1338 nurses and nursing students from Mainland China participated in the study. Their perceptions of eHealth technology were collected using the Chinese version of the Perceptions of eHealth Technology Scale. The Kruskal-Wallis test and multiple linear regression analysis were used to examine the relationship between demographic variables (age group, gender, occupation, education level, position and clinical experience) and perceptions of eHealth technology. All study procedures adhered to the STROBE guidelines. ResultsMost participants were aged between 20 and 29 (55.8%). Nearly half (42.5%) were frontline clinical nursing staff, some were nursing students (36.2%), academic nursing staff (12.3%) and clinical nursing management staff (9.0%). Regardless of the differences in their demographic characteristics, the participants had higher mean scores in “Perception of eHealth applications” and lower mean scores in “Knowledge of eHealth technology”. Participants with doctoral degree had a higher mean total score and higher sub-scale scores in knowledge of eHealth technology, perception of the advantages of eHealth technology and perception of eHealth applications; and the lowest scores in perception of the disadvantages of eHealth technology and perception of eHealth applications. Occupation, position and clinical experience were found to be the demographic characteristics associated with eHealth perceptions, before adjusting for age and gender. Education level was associated with eHealth perceptions regardless of adjustment. ConclusionOverall, participants had higher scores on perceptions of eHealth applications but lower scores on knowledge of eHealth technology. Considering the association between education and all subscales and overall scores, it may be essential to implement continuing professional education for nurses to improve their knowledge of eHealth applications. Encouragement to use available eHealth digital technologies may also be helpful to improve perceptions of eHealth.

Expanding provision of professional education for nurses, Africa

Expanding provision of professional education for nurses, Africa

Досвід використання технології симуляційного навчання в безперервному професійному розвитку сестер/братів медичних з реабілітації

Every profession has its own professional standards that professionals develop during their activities and identify with in their professional role. The professional standard is an essential component of medical professions, as its purpose is to enable healthcare personnel to justify and reflect on their actions during practical activities. This justification and reflection allow taking responsibility for medical tasks confidently and representing the profession both internally and externally. In the medical field, the professional standard also acknowledges that contemporary knowledge is constantly evolving, requiring continuous professional self-realisation, leading to the achievement of stability in expertise and professionalism. Ultimately, the concept of a «professional standard» also signifies active participation in the education and support of future healthcare professionals, elevating the importance of one’s profession on both professional and societal levels. This outcome can be achieved through active participation in continuous professional development events for healthcare workers, including medical rehabilitation nurses. Research by domestic and foreign scholars regarding the development of continuous professional education for nurses has been analysed. A retrospective examination of the evolution of continuous professional education in nursing in Ukraine from the mid-20th century to the first half of the 21th century has been conducted, alongside an analysis of existing state regulatory legal acts and orders. The rationale for incorporating elements of simulation-based learning into the system of continuous professional education for medical rehabilitation nurses has been established, specifically in the context of reforming the rehabilitation sector amidst the armed conflict. The experience of using simulation-based learning elements in an informal format of continuous professional development (CPD) is also discussed. Keywords: nursing, continuous professional development, rehabilitation assistance, simulation-based learning.

Empowerment of Foreign Nurses to Develop Self-efficacy in Culturally Competent Care Delivery

Background: Utilizing an exploratory, sequential, mixed-method approach, data was collected for an evidence-based educational approach to empower nursing staff from diverse cultural backgrounds to acquire the knowledge, skills, and attitudes necessary for the successful provision of culturally competent care. Methods: The Transcultural Self-Efficacy Tool (TSET) and the competence and confidence model were used to measure the influence of cultural competence education on transcultural self-efficacy (TSE) perceptions (n = 92). This mixed-methods inquiry utilized focus group inquiry prior to and after utilizing the TSET for the development of education and training. Results: Qualitative and quantitative data were triangulated with the themes and care statements from the qualitative focus group data, which explored relationships between the quantitative data of the TSET domains. Empowerment is demonstrated by the ability to deliver culturally competent care and achieve positive outcomes in clinical practice effectively and confidently. Conclusion: Empowering TSE may be influenced by the planned education and training of professional nurses. Educational outcome research can demonstrate the impact of cultural education and training programs on empowerment and meeting patient needs with culturally competent nursing skills.

Research interest groups: Creating the foundation for professional nursing education, mentorship, and collaboration

BackgroundResearch Interest Groups have been used to enhance collaboration within specialty health care areas. PurposeThis article was to demonstrate the impact of an organic model created by the TriService Nursing Research Program which became a conduit for collaboration across the three branches of Military Nursing Services to answer relevant research questions and support evidence-based practice. MethodsGroups were organized around different specialty topics with a focus on education, mentorship, and collaboration. Modest funding, together with the development of an annual plan and report of scholarly activities allowed the groups to capture their impact and to strategically align efforts to support the National Defense Strategy and excellence in Military Nursing. FindingsFrom 2018 to 2021, overall publications and funded grants for these groups increased each year despite multiple competing priorities. DiscussionTriService Nursing Research Program Research Interest Groups demonstrate a successful, and easily replicable model to generate and disseminate research to inform clinical practice and health policy, both in the public and private sectors.

Incorporating climate change into Doctor of Nursing Practice curricula.

Climate change is a global crisis with major impacts on planetary health and quality of life. Nurses are well positioned to recognize the major health consequences of climate change on health. Therefore, highlighting nurses' active engagement in mitigating climate change impact and resilience efforts is essential. However, there is little evidence of climate change content in nursing curricula. Climate change/planetary health content could be integrated into existing Doctor of Nursing Practice programs so that graduates, as influential leaders, are equipped to meet the challenges ahead. The domains, competencies and sub-competencies outlined in the Essentials: Core competencies for professional nursing education (American Association of Colleges of Nursing (AACN), 2021) are proposed as a curricular scaffold to integrate climate change content in DNP curricula. Climate change content matched to the AACN domains and competencies could be included in many existing DNP courses. Climate change would become a consistent concept throughout all DNP curricular programs rather than a specified course addressing climate change. The curricular structure presented would provide a foundation for enhancing DNP students' knowledge, attitudes and skills related to climate change. These students and future graduates would be well prepared to introduce changes in practices and policies at the local, national, and global levels.

Addressing immunizations in nursing education: Immunization resources for undergraduate nursing.

Nursing faculty are challenged to integrate immunization content in prelicensure nursing curricula. Historically, most immunization content has been delivered in pediatrics courses, with less emphasis on other populations across the lifespan. Skills related to vaccine administration may be prioritized over the most current immunization science, such as pathophysiology, immunology, and epidemiology. As the most trusted profession rated by the public (Saad, 2020), nurses are ideally suited to address vaccine hesitancy and promote vaccination in the communities they serve. Nurses apply active listening, problem solving, and communication skills with patients and their families, contributing to a person's confidence in their decision to be vaccinated. The Centers for Disease Control and Prevention and the Association for Prevention Teaching and Research collaborated to develop a framework for immunization content and teaching resources, Immunization Resources for Undergraduate Nursing (IRUN), for faculty to use in designing the nursing curricula. Content includes a curriculum framework, curriculum mapping tool, multiple teaching resources, and a dedicated website (IRUNursing.org). The framework provides guidance for faculty on integrating immunization content into a curriculum. Teaching resources include case studies, simulation scenarios, and PowerPoint slide decks. Although primarily focused on prelicensure nursing education, resources are also relevant to advanced professional nursing education.

The Influence of Death Perception and Terminal Care Stress on Terminal Care Performance of Nurses Working in Long-Term Care Hospitals: A Cross-Sectional Study

Purpose: The purpose of this study was to investigate the effects of death perception and terminal care stress on terminal care performance of nurses working in long-term care hospitals.Methods: The participants included 160 nurses working in 7 long-term care hospitals with more than 150 beds in Gyeonggi Province. Data collection was conducted from July 12 to August 13, 2021. The independent t-test, Pearson correlation, and multiple linear regression were used for data analysis.Results: Of the participants, 126 (78.8%) were women, and 76 (47.5%) had a religion. The mean total clinical experience was 11.48±9.14 years; 80 (50.3%) participants had been involved in 1-18 terminal care nursing sessions, and 87 (54.4%) had been involved in terminal care nursing education. Gender (β=.17, p=.030) and positive death perception (β=.27, p=.001) affected terminal care performance.Conclusion: A professional and systematic terminal nursing care education program that can facilitate positive death perceptions of hospital nurses is needed, and it is necessary to prepare a specialized system that considers nursing hospitals’ characteristics. In addition, research on terminal care performance targeting male nurses in hospitals and the effects of the working environment and health care system of hospitals on the terminal care performance of hospital nurses is suggested.

Comparison of the effects of face-to-face and electronic peer mentoring on students' care plan preparation and motivation levels

BackgroundIt is a basic requirement in professional nursing education that nursing students learn the process of caring as the entity at the center of nursing practice. Peer mentoring programs can be beneficial for the mutual growth of mentors and mentees and improve the care competencies of nursing students. ObjectiveTo compare the effects of face-to-face and electronic peer mentoring on students' nursing process-based patient care plan preparation and motivation levels for the course. DesignThe study used an experimental three-group design. Settings and participantsThis experimental study was conducted with 83 first- and 6 fourth-year nursing students. MethodThe data were collected with the information and opinion form, the Instructional Materials Motivation Survey (IMMS), and the Nursing Care Plan Rubric (NCPR). In the study, conducted with three subgroups of each group, the experimental group received electronic peer mentoring (EPM), and the experimental group 2 received face-to-face peer mentoring (FPM), while the control group did not receive any intervention. ResultsIt was statistically significant that the students in the EPM group had higher patient care plan preparation scores than the FPM and control groups, and the FPM group had higher patient care plan preparation scores than the control group (p < 0.05). Also, the students in the FPM group had statistically significantly higher confidence-satisfaction sub-dimension scores on the IMMS than those in the EPM and control groups (p < 0.05). ConclusionWhile electronic peer mentoring was effective on the patient care plan preparation levels of first-year nursing students, face-to-face peer mentoring was more effective in increasing the students' confidence and attitude levels and thus their motivation levels.

A survey on work status and competencies of Clinical Research Nurses in China.

The clinical trials industry in China has enjoyed robust growth; the demand for qualified personnel to conduct clinical trials with higher quality has increased. The Clinical Research Nurse has emerged as a new workforce in China. This study aimed to examine the current work status of Clinical Research Nurses in China and to investigate their competencies in knowledge and behavior associated with this profession. An online survey was analyzed. The current work status of Clinical Research Nurses in China was characterized. In addition, their competencies were self-assessed across nine competency categories and the "contribution to science" domain, based on the International Association of Clinical Research Nurses Scope and Standards of Practice. A total of 638 eligible questionnaires were included in the final analysis. Of whom, 98.28% (627/638) were females. The mean age was 35 years (range: 22-64 years). Over 80% of whom were working at the largest Chinese cities and the majority (78.2%) held a Bachelor's degree in nursing. The average time of clinical research experience was 5.67 years. Three quarters of the 638 had an annual income of <150,000 Yuan RMB. The average weekly working time was 45.46 h; clinical trial-related work accounted for 62.68% of their workload. There were some gaps between the Clinical Research Nurses' self-assessed competencies in knowledge and behavior, with the widest gaps along the ethical principles, leadership and professional development, protocol compliance, and document management categories. This is the first large-scale survey of Clinical Research Nurses in China. Our results profile this emerging workforce as a population of young, moderately trained/experienced, predominantly female nurses working in the largest Chinese cities. They performed well on most knowledge/behavior parameters; still, gaps exist. Therefore, there is a pressing need to enhance professional education and training for Clinical Research Nurses in China.

Impact of the COVID-19 Pandemic on the Future of Nursing Education.

Nursing is the largest health profession, with nearly 4 million providers practicing across acute, primary, and public health care settings. In response to the pandemic, nursing schools halted on-site course delivery and redesigned programs to attenuate risks to students and faculty. Key challenges faced by schools included financial cutbacks, rapid increases in online learning technology, maintaining student academic progression, disruption to clinical learning opportunities, and meeting accreditation standards, while addressing the stress and loss experienced by faculty, staff, and students. Despite challenges, nursing organizations provided guidance for decision making, new learning resources, and faculty development opportunities. Schools of nursing leveraged their resources to redesign nursing curricula, strengthen partnerships for student clinical experiences, and address needs of the community.Nursing education will look different from its prepandemic profile in the future. Lessons learned during the pandemic point to gaps in nursing education, particularly related to disaster and public health preparedness, health equity, and technology. The American Association of Colleges of Nursing’s new Essentials—standards for professional nursing education—were finalized during the pandemic and reflect these lessons. The need for nurse scientists to conduct emergency response research was made evident. The importance of strong academic–practice partnerships was highlighted for rapid communication, flexibility, and responses to dynamic environments. For the future, nursing education and practice must collaborate to ensure that students and practicing nurses are prepared to address emergencies and pandemics, as well as the needs of vulnerable populations.

Вклад православия в становление социального института здравоохранения в России

The article attempts to build a general picture of the influence of Orthodoxy on the formation of Russian medicine. The influence of Christianity on medicine has already become a subject of research for philosophers, historians and ethicists; therefore, the methodological basis of the research was the idea of the Dilthey hermeneutic circle, which requires going back from consideration of specific aspects to a general panoramic vision of the phenomenon. Based on the analysis of published works and sources on the history of the Church and medicine, a conclusion is made about the institutional and value influence of Orthodoxy on Russian medicine. Institutional influence manifested itself in certain aspects of the formation of the state medical system. First of all, thanks to the transmission of the traditions of ancient medicine by the Church, the foundations of hospital medical care were laid: monastery hospitals became the first organized places of medical care in Russia, from which hospital services for the population in Russia emerged. Another aspect of the institutional influence of Orthodoxy is the creation of the level of nursing staff in hospitals, which began as a community of sisters of mercy. The Church was the inspirer and, in some cases, the direct organizer of the training of nurses and the introduction of their work in hospitals, thus forming the branch of professional nursing education, which later went outside the Church and was adopted by state medicine. Speaking about the influence of the Church on medical science in Russia, we can say that the Church did not initiate any scientific research in the field of medicine and did not provide targeted support for medical research. Monasteries stood at the origins of the emerging medical science in Russia, contributing to the penetration and accumulation of scientific knowledge in the country. The value influence of Christianity on medicine in Russia is determined by the emergence and formation of special ethical views, which became an integral feature of the Russian doctor. In fact, domestic medical ethics originates in monastic hospitals. The main moral principles of Russian medicine are service and love for a person, sacrifice, altruism and selflessness. The ideal of a doctor, faithful to their duty of caring for their patient - a holy doctor - also came to Russian medicine from Orthodoxy. Thus, Orthodoxy played a key role in the formation of organized medical care for the population (the creation of hospitals, the introduction of nurses in medical institutions) and the medical ethics of medicine in Russia.

Application of empathy map on educational actions carried out by nursing professionals.

to apply an empathy map to assess nursing professionals' needs, desires, frustrations and aspirations regarding educational actions. a cross-sectional study, carried out in a hospital institution with 164 nursing professionals, who responded to the empathy map, which clarified their participation in institutional educational actions, which were collected from 2019 to 2020, and analyzed using descriptive statistics. when using the empathy map, educational actions focused on routines predominated, with the sharing of knowledge; promotion of improvements in care; agreement of commitment with proposed actions; insufficient compliance; little incentive to participate; dispersed guidelines among professionals; increased labor demand; and educational activity during the working day. the empathy map, applied as an instrument for assessing the institutional educational process, qualified as appropriate educational actions or opportunities to improve significant learning for professional nursing education.

The effect of mLearning on motivation in the Continuing Professional Development of nursing professionals: A Self-Determination Theory perspective

Mobile learning (mLearning) has gained popularity in recent years, particularly in the clinical setting. mLearning reduces the theory-practice gap by providing relevant information to nurses and boosting clinical skills. Despite the vast majority of work in this area, few studies in nursing have investigated the correlation between motivation and mLearning for continuing practice development (CPD). Motivation is an essential theoretical concept used to explain human motive that is not new in nursing. Understanding the notion of motivation directed towards learning may clarify the role of technology within pedagogy. Additionally, associating motivation and self-determination may be crucial in understanding motivation in professional nursing practice and education. This study determines the effect of mLearning on motivation to enhance CPD in nursing professionals (NP) analysed critically through a Self-Determination Theory lens. Twenty-three qualified nurses working within the clinical area participated by using a specific mobile application on their smartphone to learn nursing related skills. Over three weeks, participants logged in their learning experience, providing an overview of the relationship between motivation and mLearning. The nurses participating in the study found mLearning motivational in the clinical setting and indicated ownership of their learning, suggesting perceived autonomy. Furthermore, the mobile application enhanced nursing practices through gaining competency and fostered team building through interactions with other health professionals in the clinical area, demonstrating relatedness. This work suggests that having ownership of the learning experience fosters motivation through intrinsic and external needs, supporting learning and gaining competency in the clinical area. Also, the need to become competent and share with others further nurtures motivation to learn in the clinical area. Additionally, these findings suggest mLearning features that motivate NP towards clinical development. This study concludes with implications for the scholarship on mLearning for the continual practice development of nurses.