Nurse Training Research Articles

Abstract Su405: Effect Of A Visual Feedback Device On The Acquisition Of Cardiopulmonary Resuscitation Skills In Training Certified By The American Heart Association: Randomized Clinical Trial

Background: High-quality cardiopulmonary resuscitation (CPR) is fundamental for the success in the care of cardiorespiratory arrest. In CPR skills training, manequins with feedback on quality parameters have been employed and received varied evaluative results. The American Heart Association (AHA) encourages the use of feedback devices in CPR training; however, its effects have not been evaluated in courses certified by it. Research Questions: Training with visual feedback devices alters the learning of students in acquiring psychomotor skills in CPR? Goals: To evaluate the effect of a visual feedback device on CPR training, in AHA certified courses. Methods: A randomized clinical trial was conducted to estimate the intervention of a visual feedback device in practical CPR training for nurses, medical students and physicians in the Advanced Cardiovascular Life Support (ACLS) courses. For that, having as parameters the quality criteria determined by the AHA, we tried to compare the performance results of the trained students with objective feedback from the device and the trained students with subjective feedback from the instructor. Statistical analysis included chi-square test, Student's t test, Mann-Whitney u test, Spearman’s-rho correlation coefficient. Significance level considered was 0.05. A survey was registered with ClinicalTrials®, under resgistration NCT 04338490. Results: The sample consisted of 209 students; of these 119 (56.9%) were women, and 148 (70.8%) were physicians. The control group had 98 students, and the intervention group 111 students. The performance of students from both groups reached the criteria of quality in CPR. The group trained with a feedback device achieved, according to guidelines, better results in the rate of chest compressions, 78 (70.3%) versus 48 (49.0%), p <0.01, and in return of the chest 100 (91; 100) versus 99 (78.25; 100), p <0.03. As for the recommended compression fraction, 60% to 80%, both groups were above 60%; however, no student in the study reached 80%. Conclusions: The visual feedback device was effective in CPR training, improving students’ performance in the criteria of compression rates between 100 and 120/min and total return of the chest between compressions.

A neurosurgical nursing training system based on 3D printing models: practice and exploration of precision medicine

A neurosurgical nursing training system based on 3D printing models: practice and exploration of precision medicine

It's All About Empowerment and Confidence: Experience of Newly Registered Nurses in an Intensive Clinical Training Course

Background This study investigated how intensive clinical nursing training influences the confidence of newly registered nurses in speaking up about their opinions and concerns within their current work settings. Method A qualitative approach with thematic analysis was used. In-depth interviews were conducted with 64 newly graduated RNs to explore their experience in attending an undergraduate intensive clinical training course. Results Four main themes emerged from the texts: (a) facing the workplace reality with confidence, (b) being equipped with knowledge and skills, (c) merging with the health care team, and (d) being empowered with high self-esteem. Conclusion The newly graduated nurses believed that the intensive clinical nursing training course enhanced their confidence, improved their communication skills, and empowered them to speak up for their rights and those of their patients. [ J Contin Educ Nurs. 202x;5x(x):xx–xx.]

Artificial Intelligent Branching Simulations (AIBS) in Critical Care Neonatal Nursing

Roleplaying, simulations and branching scenarios are among the most authentic, critical and effective educational experiences, though have seen limited adoption due to the expense of creating, staffing, adapting and sustaining them over time (Davies, 2013). The new generation of large language models have made possible new affordances that enable delivering scenario based roleplaying experiences more sustainably. This Pecha Kucha charts the development process, frontier technology and the positive outcomes of an artificial, intelligent branching simulation (AIBS) a in critical care neonatal nursing simulation. Critical care disciplines and nursing have a tradition of using expensive in-person simulations and labor-intensive, high-stress scenarios to prepare students for the workplace (Jefferies, 2020). After such training, nurses undergo rigorous, high pressure in-person evaluations, such as the ANSAT (Ossenberg, Mitchell & Henderson, 2020), which they must pass in order to practice. Foundational reading about nursing practices and reviewing practice manuals is a step towards passing such evaluations, but these more theoretical learning practices don’t constructively align with the situational, authentic skills that are demanded in practice. With few learning experiences that can scaffold towards critical in-person evaluation, students often report high levels of anxiety and that they feel inadequately prepared for in-person evaluation, sometimes failing and leaving their studies and aspirations entirely (Cornine, 2020). Mindful also of an industry wide shortage of critical care nurses, there is a clear need to find bridging solutions that can affordably and effectively prepare trainee nurses for demanding in-person workplace evaluations. This Pecha Kucha charts the development of AIBS that was designed to bridge a learning gap between more theoretical training methods and high stress in-person training evaluations. The increasing popularity of conversational agents powered by large language models on web-based platforms like Character.ai (Sarkar, 2024), suggests that students might find a chatbot an approachable, engaging and an increasingly familiar experience. Initial tests directly prompting ChatGPT and Claude.ai both showed promise, but also raised some issues around reliability which mandated more direct and qualified oversight of teaching staff. A technical solution was required as an intermediary between the students and the LLMs that enabled ‘human-in-the-middle’ (Mollick, 2024) oversight. After an extensive review, the educator created tool ‘Cogniti’ was selected due to it’s ability to provide a seamless, pretrained scenario chat experience, while also enabling student account integration, data governance, supervisor oversight and privacy controls. The prompts used to instruct the Cogniti AI agent were developed using the RTRI prompting framework (Lui 2023, Hardman, 2023). By separating parts of the scenario into sequential chunks, each with a series of ‘expected responses’ it became possible to create and align an improvisational prompting script that resembled a sequence from a typical hospital procedures manual and that aligned to the prescribed ANSAT placement evaluation framework (Ossenberg, Mitchell & Henderson, 2020). Allocating specific roles to the AI agent and to the trainee nurse within a framework of expected responses enabled the narrative to resemble an authentic interaction, but within a safe environment. Prompting the AI agent to progress the narrative under specific conditions and to provide structured feedback to students, enabled a cohesive educational experience that was able to address specific gaps in student knowledge of neonatal practice and procedure. Staff and student feedback demonstrated positive results in terms of engagement, satisfaction, academic performance and student well-being.

Exploring the long-term impact of a nurse-midwife mentorship intervention in Neno district, Malawi: a secondary data analysis of maternal and neonatal complications

Abstract Background There is critical need to strengthen the global nursing and midwifery workforce. This is especially true in Malawi where they are the primary providers of obstetric and neonatal care. In Neno district, Malawi, in 2017, we implemented an intensive training and longitudinal bedside mentorship intervention for nurses and midwives. From inception, there was a pre-planned project target completion after 5 years, including a staged handover to local ownership after 3 years. The objective of this study was to assess differences in reported maternal and neonatal complications following project completion and handover to local leadership. Methods The project was a partnership between an academic institution and local nongovernmental organization. In October 2020, the intervention was handed over and maintained by the local organization with limited support from the academic institution. Data from January 2019 to May 2023 were extracted from the Malawi District Health Information Software 2. Bivariate analyses explored differences in the pre- and post-handover periods for all government-collected, birth-related variables. The “pre-handover” period encompassed January 2019 to September 2020 and “post-handover” from October 2020 to May 2023. Multivariate linear regression explored outcomes while controlling for health facility. Results Data were collected from 10 health facilities in the district and included a total of 23,259 births. Overall, there were few significant changes between periods. Exceptions were in reporting of antepartum hemorrhage (p < 0.01), maternal sepsis (p = 0.01), and manual removal of the placenta (p < 0.01), where we observed decreases in reporting. There was a significant decrease in the reporting of neonatal sepsis (p = 0.01) in the bivariate analysis, which remained only borderline significant in the multivariate model (p = 0.05). Where differences occurred, they were associated with improvements in reported identification of complications and provision of associated emergency care. Conclusions Few differences in reported maternal and neonatal complications between the periods suggest positive impact of the intervention was sustained following project handover and transition of activities to local leadership. These findings strengthen support for longitudinal mentorship as a pivotal component for skill retention after training. Transparent partnerships which include pre-determined end points and time for handover of activities to local ownership are crucial components for sustainability.

COOPERATIVE LEARNING TECHNOLOGIES AS A MEANS OF IMPROVING THE PROFESSIONAL TRAINING OF NURSES IN AUSTRIA

The article examines the use of cooperative learning technologies in the professional training of nurses in Austria. It is emphasized that the nursing profession in Austrian society has a high social rating, a pronounced personal and humanistic orientation, іt is a separate profession, where a nurse is an independent specialist in the health care system. It is emphasized that in the conditions of increasing the range of functional responsibilities and of the professional activity of medical specialists, cooperative learning technologies allow not only to improve practical skills, but also to develop the clinical thinking of future nurses, to adapt them to non-standard situations, to work out all the necessary stages of their activity. It is noted that the advantages of cooperative learning are the improvement of students' academic results, development of their ability to think critically and have non-stereotypical perception of other people, positive psychological climate in the group, studentsʼ desire for cooperation and constructive socialization, the presence of an empathetic reaction, mutual support, sympathy and friendly relations in the team, and positive attitude of students to studies, teachers and educational institution, etc. Unlike traditional forms and methods of educational activity, cooperative learning helps to achieve not only cognitive, but also motivational and emotional goals, develops the ability to take responsibility for oneʼs own learning, that is, the ability to independently organize the learning process.

Understanding the Process of Acceptance Within the Nurse–Patient Therapeutic Relationship in Mental Health Care: A Grounded Theory

Background/Objective: Deepening knowledge about the meaning of acceptance in the context of the nurse–patient relationship will help us to understand the importance and value that people with mental health challenges attach to this attribute in the process of the therapeutic relationship. The objective of this study was to understand the process of acceptance as part of the therapeutic relationship between nurses and patients in the field of mental health. Methods: This study employed a qualitative research design using Strauss and Corbin’s grounded theory approach. Using theoretical sampling, data were collected through unstructured interviews with mental health nurses and with people with mental health challenges. Results: Acceptance is a complex and dynamic process that takes place when both patients and nurses feel and make the other feel like an individual human being. Acceptance is not an automatic process; rather, it requires awareness on behalf of both parties involved in the therapeutic relationship. The creation of a non-hierarchical caring environment is fundamental for fostering mutual acceptance and engagement in the therapeutic process. Conclusions: Nurses must develop self-awareness and reflect on their attitudes and biases to provide person-centered care. Nurse training and personal development are essential requirements for achieving an effective therapeutic relationship and empowering patients in their recovery process.

The role of nurses in smoking cessation interventions for patients: a scoping review

BackgroundSmoking is a significant global public health concern, presenting substantial risks to individuals' health. Smoking cessation is essential for improving patients' well-being, and nurses play a critical role in assisting patients to quit smoking. However, there is a lack of research on nurses' specialized roles in smoking cessation interventions for patients.ObjectiveTo define the specific responsibilities of nurses in facilitating smoking cessation among patients, and provide guidance for future nursing interventions in smoking cessation.MethodsThe scoping review process was conducted for Arksey and O’Malley’s framework. Based on the three-step search strategy of Joanna Briggs Institute (JBI), a comprehensive search was performed across ten databases including PubMed, CINAHL, Web of Science, Embase, Cochrane Library, OVID, PsycINFO, CNKI, Wan Fang Data Knowledge Service Platform, and VIP Database for Chinese Technical Periodicals, covering studies from the inception of the databases to February 2024. The inclusion and exclusion criteria were developed using the JBI (participants, content, and context) principle. Randomized controlled trials or quasi-experimental studies with nurse-led or involved smoking cessation interventions for patients were included. Data extraction was conducted independently by two reviewers. The findings were reported following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR).ResultsIn total, 53 studies were eligible for the final charting and synthesis. The analysis identified six key roles that nurses played in smoking cessation interventions: assessors, educators, practice facilitators, coordinating collaborators, organizers, and supervisors. Among these, the roles of assessors, educators, and practice facilitators were the most commonly reported. The motivation interview and 5A method were the predominant techniques employed for smoking cessation. Nurses primarily promoted smoking cessation through the distribution of pamphlets, face-to-face education, and the provision of smoking cessation guidance. The primary participants in these studies were patients with chronic obstructive pulmonary disease (COPD).ConclusionsNurses play an indispensable role in smoking cessation interventions, occupying multiple critical roles. However, this review identified a gap in the pre-intervention training of nurses, indicating a need for enhanced training programs to better prepare nurses for effective smoking cessation interventions.

Enhancing Nephrology Care: Comprehensive Training for Nurses in Vascular Access Management

Enhancing Nephrology Care: Comprehensive Training for Nurses in Vascular Access Management

Student nurses’ experiences of restraint − a qualitative study

Background/Aims Restraint is a complex issue that is associated with multiple legal and ethical challenges. National scandals have highlighted a lack of adequate training among healthcare staff in restraint. While education should start with nurses in training, evidence suggests that the experiences of student nurses in relation to restraint has not been addressed. This study aimed to explore the lived experiences of student nurses when encountering restraint. Methods A qualitative methodology was used to investigate student nurse experiences of restraint. Seven semi-structured interviews were undertaken with student nurses in their second (n=3) and third year (n=4) of an undergraduate nursing degree, with a specialism in mental health nursing. Data were analysed using a thematic analysis approach. Results Three overarching themes were identified from the data: a ‘clinical–theory gap’, referring to a gap in students’ theoretical learning and clinical placements; ‘learning from each other’, where students felt a need for increased shared learning surrounding restraint; ‘wellbeing’, highlighting a lack of sufficient supportive and timely interventions to appropriately aid student wellbeing after witnessing restraint. Conclusions These findings highlight the need for improved communication between higher education institutions and clinical practice in relation to restraint. Opportunities for debriefs within higher education learning environments should be considered in order to improve student nurses’ wellbeing and experiences of their nursing degree programme.

ChatGPT provides safe responses to post-operative concerns following total joint arthroplasty

Introduction: Postoperative triage is a considerable financial and time burden following total joint arthroplasty (TJA). An ideal post-operative triage method would be equally as safe as triage nurses, but more cost-effective and time-efficient. Therefore, this study aimed to see if ChatGPT could serve as a safe and effective method of postoperative triage in responding to patient concerns following TJA. Methods: A list of ten potential concerns from post-operative arthroplasty patients was compiled ranging from “How much walking can I do?” to “My leg is throbbing and red, and I’m having trouble breathing. What should I do?”. These concerns were presented to trained orthopaedic triage nurses (n=3) and ChatGPT (Version 3.5). The generated responses were rated blindly by three fellowship-trained orthopaedic surgeons specializing in adult reconstruction using Likert scales ranging from 1-5 for safety and completeness (1 being highly unsafe/incomplete; 5 being highly safe/complete). The average scores were calculated for each prompt and are presented as mean±standard deviation. Results: There was no significant difference in average safety scores between ChatGPT responses (4.2±0.5) and those of triage nurses (4.3±0.4) (P=0.68). Similarly, there was no significant difference in completeness scores between ChatGPT responses (3.9±0.8) and those of triage nurses (4.0±0.6) (P=0.67). Furthermore, there were no significant differences in safety or completeness between ChatGPT and triage nurses for any of the individual prompts (all P values >0.05). Conclusions: Postoperative triage is a critical component of perioperative care but represents a substantial time and cost burden. This preliminary study highlights the promising opportunity for future use of AI-enabled chatbots to provide instantaneous, safe, and complete responses to postoperative patient concerns.

Preparing the ground for bespoke nursing training in advanced renal cell carcinoma care (RCC4Nurses): An international prospective study

ObjectivesNurses require specialist knowledge and skills to effectively support an increasing population of people affected by advanced renal cell cancer (aRCC). RCC4Nurses was a three-phase project that aimed to develop bespoke training in aRCC for nurses in Europe. Phase 1 examined pre-existing educational programs in kidney cancer, then developed a curriculum of core education topics in aRCC care to suit generalist and specialist nurses’ education needs. MethodsPhase 1 employed a prospective design that involved two parts. Part 1 was a scoping review of educational programs developed for multidisciplinary health professionals in kidney cancer/RCC. Findings of Part 1 formed the basis for Part 2, which was a three-round Delphi study that involved experts by personal experience or profession in aRCC, who rated the importance of a range of education topics and education methods for inclusion in the developing RCC4Nurses. ResultsThe scoping review identified eight education programs via two published reports and six online resources. Existing programs had limitations in accessibility, recency and target professional groups; none of them was developed specifically for nurses. Program content was primarily focused on diagnostic, treatment and management procedures in kidney cancer. Fourteen educational topics were derived from the review and evaluated during Round 1 of the Delphi by 47 experts. By Round 3, 17 topics had iteratively reached consensus for inclusion within RCC4Nurses. Experts showed preference to problem-solving and clinical-scenario learning methods, but not reflective practice learning. ConclusionsGiven the dearth of up-to-date, evidence-based training for nurses in aRCC, we have prepared the ground to develop a bespoke training course in this area of practice. Implications for Nursing PracticeThe RCC4Nurses project will offer accessible, state-of-the-art education to registered nurses in Europe to help enhance nursing competency in aRCC and enhance the standard of care provided to people affected by aRCC.

Knowledge, Attitudes and Confidence in Providing Dementia Care to Older Adults Among Nurses Practicing in Hanoi, Vietnam: A Cross‐Sectional Study

ABSTRACTBackgroundNurses' competencies are crucial in providing effective dementia care in healthcare settings for older people. Understanding nurses' current knowledge, attitudes and confidence in this area is essential for developing education programmes for healthcare professionals to improve patient care. The purpose of this study was to assess the knowledge, attitudes and confidence related to providing dementia care among nurses practicing in geriatric hospital wards and nursing homes in Hanoi, Vietnam.MethodsA total of 269 out of 313 (response rate was 86%) full‐time nurses working at six geriatric wards in hospitals and nursing homes in Hanoi were surveyed using three self‐administered questionnaires: the Dementia Knowledge Assessment Scale (DKAS), Dementia Attitude Scale (DAS) and the Confidence in Dementia Scale (CODE). Multiple regression models were constructed to identify factors associated with dementia care knowledge, attitudes and confidence.ResultsThe overall mean scores of nurse's knowledge, attitudes and confidence were 28.1 ± 8.0, 102.1 ± 13.4 and 28.3 ± 6.4, respectively. A positive correlation was reported between the knowledge and attitude scores and between the attitudes and confidence scores. Greater seniority (β: 0.29; 95% CI: 0.03–0.56) and having learned information through colleagues or experts (β: 3.02; 95% CI: 0.88–5.16) were associated with better dementia knowledge. A higher level of dementia training desirability was associated with increased knowledge (β: 0.74; 95% CI: 0.28–1.20) and favourable attitudes (β: 0.94; 95% CI: 0.15–1.74), whereas frequent exposure to dementia cases was associated with higher confidence (β: 3.56; 95% CI: 1.39–5.73) and more favourable attitudes (β: 3.96; 95% CI: 0.27–7.66).ConclusionOur study highlights deficits in knowledge, low levels of social comfort in nurses' attitudes towards people with dementia and a lack of confidence in providing effective care among nurses practicing in healthcare settings for older adults in Hanoi, Vietnam. With the ageing of the population and with increasing numbers of persons living with dementia, our findings suggest the importance of improving the training of nurses to specifically address these deficits.Implications for PracticeMultidisciplinary consultation meetings need to be encouraged in the healthcare workplace setting as well as ensuring the presence of qualified counsellors for care teams working with older adults in non‐hospital settings.Training about non‐cognitive symptoms of dementia and demonstrating effective verbal and non‐verbal communication skills is critical and should be integrated into nurse's educational training.

PP455 Topic: AS16–Medical, Nursing and AHP Workforce & Education: Staff Education and Development/Equity, Diversity, Inclusion/Other: OPERATIONALIZATION OF A PEDIATRIC NURSE TRAINING MODULE

PP455 Topic: AS16–Medical, Nursing and AHP Workforce & Education: Staff Education and Development/Equity, Diversity, Inclusion/Other: OPERATIONALIZATION OF A PEDIATRIC NURSE TRAINING MODULE

ATUAÇÃO DO ENFERMEIRO NA ASSISTÊNCIA AO PRÉ-NATAL DE ALTO RISCO NAS UNIDADES DE SAÚDE

The assistance provided by nurses to pregnant women, especially those at high risk, is crucial to guarantee maternal health and good fetal development. Prenatal care is an essential tool in the identification, treatment and control of possible pathologies during pregnancy and postpartum, aiming to reduce morbidity and mortality rates. Recent studies show that, in 2020, approximately 60% of pregnancy-related deaths could have been avoided with adequate prenatal care, especially in high-risk pregnancies. In the state of Acre, between 2016 and 2021, 89 deaths related to pregnancy, childbirth and the postpartum period were recorded, reinforcing the need for prevention policies and specialized care. This study focuses on the role of nurses in basic health units, addressing the complexities of monitoring high-risk pregnancies and presenting the role of this professional in interpreting events and managing frailties. The method applied was a literature review, based on articles and journals from databases such as Scielo, Google Scholar and LILACS. The results demonstrated the importance of prenatal care in UBS and highlighted the protocols followed by nurses to humanize care and improve the quality of care. It is concluded that the continuous training of nurses is vital to guarantee satisfactory results in prenatal care, promoting and preventing complications in the mother-baby binomial.

Domiciliary Care Service at a Tertiary Centre

Background: The domiciliary service comprises of medical and rehabilitation services done at the home of patients to ensure uninterrupted care upon early discharge, render support to the family members in training the caregiver and to reduce readmission by providing quality care. Objective: To explore the facilitators and barriers of domiciliary services at Hospital Seberang Jaya (HSJ), Penang. Methods: A total of 53 respondents (34 trained nurses, 8 sisters, 5 matrons, 4 occupational therapists and 2 physiotherapists) involved in domiciliary care from the medical, surgical, orthopedics and pediatrics wards were interviewed using a semi-structured questionnaire as homogenous focus groups or as individuals, audio recorded, transcribed and thematically analyzed. Results: 3 domains were identified as facilitators and barriers; Health System factors, Health professional and Patient and Caregiver factors. In facilitators, health system factors (ongoing measures in domiciliary updates, having a reference file in ward, cluster hospital concept and a dedicated person in charge). Health professional factors (teamwork, synchronized explanation and pre planned discharge), patient and caregiver factors (suitable caregiver, locale convenience of health facility) and finally the proactiveness, motivating and supportive factors that encompasses all 3. The Health System barriers were (inadequacy in; man power, public information and ineffective domiciliary team). Health Professionals Barriers were (bias selection of cases and default in responsibilities). Patient and Caregiver Barriers (unsuitable caregiver, misconception on nursing role, lacking confidence to learn and financial issues). Encompassing all were lack in continual monitoring, communication and supervision. Conclusions: For a successful domiciliary care, health system factor, health professional factors, patient and caregiver factors need to be addressed. Its Implementation will involve all stakeholders to work for a common goal for an effective delivery of domiciliary services at HSJ.

Construction of a Competency Evaluation Indicator System for Specialist Nurses in Liver Transplantation: A Delphi Study.

Liver transplantation specialist nurses provide comprehensive and safe care for liver transplant patients, which requires them to have a wide range of competencies. However, at present, there is no comprehensive understanding of the competency of liver transplantation specialist nurses in China, and there is a lack of comprehensive evaluation indicators. The purpose of this study was to construct a competency evaluation indicator system for specialist nurses in liver transplantation. Utilizing the "Iceberg model" of competency, the indicator system for evaluating the competency of liver transplant specialist nurses was developed through literature review, semi-structured interviews, and two rounds of Delphi expert consultation. Twenty nursing and medical experts in liver transplantation were consulted over two rounds. The effective response rates for the expert consultation questionnaires were 90.91% and 100.00% for the first and second rounds, respectively. The coefficient of expert judgment was 0.920, the coefficient of familiarity was 0.880, and the authority coefficient was 0.900. The value range of the coefficient of variation in the second round was 0.00-0.16, both <0.25, indicating that the degree of coordination of expert opinions was high. The final competency evaluation index system for liver transplant specialist nurses encompassed 6 primary indicators, 17 secondary indicators, and 59 tertiary indicators, including professional knowledge, professional skills, social role, self-concept, personality quality, and motivation. The developed competency evaluation indicator system for liver transplant specialist nurses possesses scientific validity and reliability, offering a reference for the training and assessment of liver transplant specialist nurses.

Enhancing training transfer among stroke specialist nurses: Insights from latent profile analysis

AimUsing Latent Profile Analysis (LPA) to identify distinct categories within stroke specialist nurses training transfer and to explore the factors influencing these categories. BackgroundStroke represents a significant worldwide health challenge. During the treatment and rehabilitation of stroke, stroke specialist nurses play an essential role. However, despite significant resources devoted in the training of stroke specialist nurses, the effectiveness of training transfer is still at a moderate or low level. Therefore, there is an urgent need to identify the factors affecting the training transfer of stroke specialist nurses and to formulate effective strategies for improvement based on these findings. DesignThis is a cross-sectional study. MethodFrom August to September 2023, demographic questionnaires, stroke specialist nurses training transfer scales, nursing work environment scales, and job crafting questionnaire were used to survey 413 stroke specialist nurses in 5 tertiary hospitals in Henan Province, China. LPA was used to analyze the latent characteristics of nurse training transfer and to explore the predictive factors of different categories using univariate analysis and logistic regression. ResultsA total of 397 stroke specialist nurses were included, identifying three categories of training transfer: "low training transfer group" (20.40 %), "medium training transfer group" (31.74 %), and "high training transfer group" (47.86 %). Work experience, employment type, training duration, nursing work environment, and job crafting significantly influence the training transfer categories. ConclusionThe majority of stroke specialist nurses fall into medium and low training transfer group. Contract employment and less work experience are the main reasons for medium and low levels of training transfer. Enhancing work experience, designing effective training courses, ensuring equal pay, improving the nursing environment, and implementing job crafting strategies could effectively improve training transfer for various types of stroke specialist nurses.

Knowledge and perspectives about medicinal cannabis in nurses and nursing students in Portugal

Abstract Background The opening up of legislation on medicinal cannabis in recent years has been a determining factor in the growth of this therapy. In Europe, regulation of medicinal use is a reality in several countries. Nurses can play a leading role in its administration, helping to ensure that it is carried out more effectively and assuming a fundamental role in the success of the therapy. It is therefore pertinent to analyze the knowledge of nurses and nursing students in Portugal about medicinal cannabis. Methods Quantitative descriptive study. A self-completion questionnaire was drawn up and made available on the google forms platform. It was face-validated, content-validated and approved by the Ethics Committee. The instrument included sociodemographic data, questions about cannabis knowledge and perspectives. Descriptive statistics were analyzed. Results Out of a total of 610 responses, 318 were nurses and 292 nursing students. Medical cannabis is considered legitimate by 79.6% of nurses and 84.3% of students. When asked about the functions of the endocannabinoid system, 71.7% of nurses and 79.5% of students said they had no knowledge. 88.7% of nurses and 79.5% of students disagreed that they had sufficient knowledge to advise users on the use of medicinal cannabis. Also, 38.4% believe that their patients use cannabis illegally to manage the symptoms of illnesses. Conclusions There is a need for continuing training for nurses and for the undergraduate and postgraduate nursing curricula to include this emerging area. Key messages • The results show that this issue is a public health problem. It reinforces the need to formulate public policies in this area and to implement training for nurses and nursing students. • These measures will be fundamental in preventing the use of illegal cannabis and promoting the safe use of medicinal cannabis.

Future proof competencies for nurses working in primary care; a mixed methods study

Abstract Background Healthcare services, also those provided by nurses, are challenged by the increasing care demands of an ageing population and people with chronic conditions. To improve care efficiency and quality, now and in the future, nurses must have competencies regarding self-management support of patients, electronic communication, preventive care, and engaging relatives in care. This study aimed to assess primary care registered nurses’ (RNs) time allocation to these competencies and their perceived needs for further development of these competencies. Methods A mixed methods design was used, involving a nationwide survey (n = 303) and focus groups (12 participants), both with RNs working in community care services or general practitioners (GPs) practices. Survey data were analysed descriptively, and focus group transcripts underwent qualitative thematic analysis. Results The majority of RNs invest significant time in client self-management support (90%), preventive care (82%), and involving relatives in care (74%). RNs also recognized an increasing demand for these competencies in the future and the need to motivate patients and relatives to self-manage their health. Furthermore, RNs reported that competencies regarding electronic communication skills will become extra important in the future, yet currently only 37% dedicate substantial time to this. RNs face challenges in effectively utilizing electronic communication with patients and thus need opportunities to improve digital skills. Additionally, RNs desire enhanced collaboration with other healthcare professionals, such as GPs and medical specialists. Conclusions RNs’ limited time allocation and perceived inadequacy in electronic patient communication, underscore the importance of targeted training in this area, and prioritizing this by healthcare organizations. In addition, fostering collaboration between nursing staff and other healthcare professionals could support future proof nursing in primary care. Key messages • Nurses demonstrate resilience in addressing healthcare challenges, emphasizing client care, prevention and family engagement. • Training nurses in competencies for electronic communication with patients is essential to meet the anticipated increase in demand for this aspect in their practice.