Undergraduate Nursing Education Research Articles

Core Palliative Care Competencies for Undergraduate Nursing Education: International Multisite Research Using Online Nominal Group Technique.

Background: Nurses should have appropriate education and required competencies to provide high-quality palliative care. The aim of this international multisite study was to list and evaluate core palliative care competencies that European nurses need to achieve in their education to provide palliative care. Methods: The Nominal Group Technique (NGT) was used as a data collection method. NGT meetings were organized in four European countries. Targeted groups of palliative care professionals with diverse contextual and professional backgrounds participated in the NGTs. The research question was: "What are the core competencies in palliative care that need to be achieved during undergraduate nursing education?" Data analysis was done in two stages: grouping the top 10 answers based on similarities and thematic synthesis based on all the ideas produced during the NGTs. Results: Palliative care core competencies based on the research were (1) competence in the characteristics of palliative care; (2) competence in decision-making and enabling palliative care; (3) symptom management competence in palliative care; (4) competence in holistic support in palliative care; (5) active person- and family-centered communication competence in palliative care; (6) competence in empathy in palliative care; (7) spiritual competence in palliative care; (8) competence in ethical and legal issues in palliative care; (9) teamwork competence in palliative care; and (10) self-awareness and self-reflection competence in palliative care. Conclusions: It was possible to find differences and similarities in the top 10 palliative care core competencies from different countries. Thematic synthesis of all the data showed that there were various competencies needed for nursing students to provide quality palliative care.

Shared decision-making in undergraduate nursing and medical education: An explorative dual-method study

ObjectiveThis study explores how shared decision-making (SDM) is integrated in undergraduate nursing and medical education. MethodsA dual-method design was applied. The integration of SDM in medicine and nursing education programs (i.e. SDM on paper) was explored through document analyses; the integration of SDM in curricula (i.e. SDM in class) through interviews with teachers and curriculum coordinators (N = 19). ResultsA majority of the education programs featured SDM, mostly non-explicit. In curricula SDM was generally implicitly featured in compulsory courses across all study years. SDM was often integrated into preexisting theories and models and taught through various methods and materials. Generally, teachers and supervisors were not trained in SDM themselves. They assessed students’ competence in SDM in a summative manner. ConclusionOverall, SDM was featured in undergraduate nursing and medical education, however, very implicitly.

Graduate Nursing Faculty Perceptions of LGBTQ+ Health Curriculum: A Mixed-Methods Study.

The lesbian, gay, bisexual, transgender, and queer (LGBTQ+) community experiences profound health disparities due to discrimination and lack of health care provider knowledge. Although data exist about undergraduate nursing and medical school education on LGBTQ+ topics, there is a gap in understanding graduate nursing schools' preparation of nurse practitioners. A survey measuring faculty perceptions of LGBTQ+ health curricula was sent to graduate nursing schools to collect both qualitative and quantitative data. Graduate nursing faculty spent a median of 3 hours teaching LGBTQ+ health topics. LGBTQ+ health content in their courses was limited despite their awareness of LGBTQ+ topics, their readiness to include it, and their belief in the importance of including such topics. Respondents indicated a lack of resources and knowledge about where to start and identified a need for support from their institution. The gaps identified in graduate nursing LGBTQ+ health curriculum demonstrate the need for additional institutional support. [J Nurs Educ. 2024;63(2):65-71.].

Learning Environments in Undergraduate Nursing Education During COVID-19: A Scoping Review.

The COVID-19 pandemic radically changed nursing education. To map the existing literature on learning environments (LEs) in undergraduate nursing education during COVID-19 and identify the LE elements based on the 4 domains of Gruppen's conceptual framework: personal, social, organizational, and physical and virtual spaces. Eligible articles were reviewed using the Joanna Briggs framework. The search retrieved 5003 articles, of which 80 met the inclusion criteria. Most studies were cross-sectional and conducted in the United States. Of the studies included, 68 studies focused on the personal component of students, 67 investigated physical and virtual space components, 19 examined the social domain, and 15 examined organizational aspects. The COVID-19 pandemic significantly influenced the LE of nursing students. Based on the current review of LE in nursing education, nurse educators and researchers can develop interventions to maintain the quality and accessibility of nursing education in future crises.

360-Degree Virtual Reality Utilising Head-Mounted Devices in Undergraduate Nursing and Midwifery Education: A Scoping Review

Immersive Virtual Reality (IVR) is a promising tool for improving the teaching and learning of nursing and midwifery students. However, the preexisting literature does not comprehensively examine scenario development, theoretical underpinnings, duration, and debriefing techniques. The aim of this review was to assess the available evidence of how 360-degree Virtual Reality (VR) utilising head-mounted devices has been used in undergraduate nursing and midwifery education programmes and to explore the potential pedagogical value based on Kirkpatrick’s evaluation model. This review followed the Joanna Briggs Institute (JBI) methodology. A comprehensive electronic search was conducted across five databases. All studies published in English between 2007–2022 were included, regardless of design, if the focus was undergraduate nursing and midwifery programmes and utilised fully immersive 360-degree VR scenarios. Out of an initial pool of 1700 articles, 26 were selected for final inclusion. The findings indicated a limited diversity in scenario design, with only one study employing a participatory approach. Within the Kirkpatrick model, the most measurable outcomes were found at level 2. The main drawback observed in interventional studies was the absence of a theoretical framework and debriefing. The review concludes that the increased use of fully IVR in nursing education has improved student learning outcomes; however, published literature on midwifery education is scarce.

Determinants of the intention to work in aged care: a cross-sectional study to assess gerontological nursing competencies among undergraduate nursing students

BackgroundThere are huge demands for aged-care workers, and undergraduate gerontological nursing education plays a critical role in providing academic and professional training.PurposeTo examine relationships of characteristics, aged-care education, and gerontological nursing competencies with the intention to work in aged care.MethodsAn online survey was distributed to undergraduate nursing students between April and June 2022 to gather characteristics, relevant aged-care education, gerontological nursing competencies, and intentions to work in aged care data. Multivariate regression analyses were conducted to identify determinants of the intention to work in aged care.ResultsStudents (n = 358) who were older (p < 0.001) and who were married (p < 0.001) had higher intentions to work in aged care. “Promoting mental health and psychological well-being”, “Providing evidence-based dementia care”, and “Enabling access to technology”, were also associated with positive intentions.ConclusionsThis study provides evidence on determinants of the intention to work in aged care, particularly gerontological nursing competencies.

A comparative study of Iran's Undergraduate Nursing Education System with the School of Maryland, USA 2023

Introduction: Educational institutions as implementers of the educational system must react to the changes in their surrounding environment to be able to interact with the environment; and provide quality education based on the needs of society. This study was conducted to compare the undergraduate nursing program in Iran and the nursing school of the University of Maryland, USA.&#x0D; Methods: The present study is a descriptive-comparative study that was conducted in the 2023 year by searching the Persian and English keywords: Curriculum, Nursing, Nursing Education, and Educational Plan in databases. We used curriculums which were downloaded from the website of the Iranian Ministry of Health, Treatment, and Medical Education and the website of the University of Maryland, USA. To compare the approach of George F. Brady was carried out in four stages: Description, Interpretation, Juxtaposition, and Comparison.&#x0D; Results: The bachelor of nursing program in Iran and the university of Maryland in the United States deferred in the way of admission to the field, perspective, research-based approach, and variety of values. Also, they were similar in terms of the lack of specialized interview in entering the field, early presence in the clinical environment, diversity in teaching strategies, and the use of various basic science courses.&#x0D; Conclusion: this comparison is an opportunity to identify and eliminate the weakness of Iran's nursing curriculum and empowerment of its strengths. It is a necessit to pay more attention to research activities in the undergraduate nursing curriculum in Iran.

Spiritual Care in Undergraduate Nursing Education: An Integrative Review.

The growth of international migration and globalization has increasingly diversified patient populations, emphasizing the need for nursing students to provide competent spiritual care. To understand the teaching and learning strategies used to prepare undergraduate nursing students for spiritual care. An integrative review with deductive data analysis was used to evaluate, analyze, and synthesize diverse research methodologies. Three educational approaches were identified, including passive, reflective, and combinatory approaches. The combinatory approach appears most appropriate for diverse learning styles within a student group. No one strategy is best, but any combination of educational strategies can positively impact spiritual care competency within clinical practice.

Utilizing Classic Philosophical Allegory for Teaching Health Promotion in Undergraduate Nursing Education.

Utilizing Classic Philosophical Allegory for Teaching Health Promotion in Undergraduate Nursing Education.

Hospice and Palliative Care for Undergraduate Nursing Education: Results from a Delphi Study.

There is an urgent need to strengthen the nursing workforce through hospice and palliative care education to support patients living with serious illness. The aim of this study was to identify skills/topics in hospice and palliative care for undergraduate nursing education. We conducted a two-round online Delphi Survey of hospice and palliative care leaders and clinicians in New York State between June and August 2022. Participants were asked to list and rate the importance of clinical skills and topics in hospice and palliative care for undergraduate nursing education. Twenty-eight participants completed Round One and 21 participants completed Round Two. Topics ranked as extremely important were goals of care, patient/family education, communication skills, advance directives, medication management, pain management, and symptom management. Our findings highlight the importance of including the perspective of healthcare systems leaders and clinicians in discussions about training of future nurses to meet the needs of patients with serious illness and their families.

Academic-Clinical Collaborations to Build Undergraduate Nursing Education in Hospice and Palliative Care.

With the current shortage of hospice/palliative care (HPC) workforce, there is an urgent need to train a generation of nurses with clinical competency in HPC to ensure equitable access and optimal care for patients living with serious illness or at the end of life. The recent demand for HPC teaching in nursing education calls for innovation in establishing clinical placements. Palliative care nursing experts in New York State were surveyed between June and August 2022 about facilitators of academic-clinical partnerships between nursing schools and clinical settings. Inductive content analysis of open-ended responses revealed six major interconnected themes: (a) Increase Awareness of HPC in the Nursing Program, (b) Build a Relationship With Administrators, (c) Look Beyond Acute Care Partnerships, (d) Offer Incentives, (e) Develop Direct Care Experiential Opportunities, and (f) Develop Non-Direct Care Experiential Opportunities. Findings provide rich insights into key considerations for successful collaboration between nursing schools and clinical sites. [Journal of Gerontological Nursing, 49(6), 13-18.].

Ethical Considerations of Replacing Clinical Hours With Simulation in Undergraduate Nursing Education: Means to an End, or an End in Itself?

In the current health-care environment, undergraduate nursing programs are expected to provide high-quality clinical experiences for students despite increasing difficulty accessing clinical placements. Expectations for newly graduated nurses have increased in the last few years, with an emphasis on "work-ready" graduates. At the same time, the availability of a variety of clinical practicum placements has decreased in some areas, increasing the difficulty of meeting the increasing numbers of nursing students required for future workforce planning, a situation exacerbated by the ongoing COVID-19 global pandemic. Nursing educators are caught between industry requirements for clinically prepared students and the regulatory requirements of their educational institutions. One solution being espoused internationally is substituting simulation for clinical practicum hours. Simulation offers many advantages, especially for patient safety, providing students with opportunities to link theory to practice in a controlled environment. This article discusses the ethical considerations of substituting simulation for clinical hours in undergraduate nursing education. Is this substitution justified as a means to an end or an end in itself?

The Use of Educational Technology in Undergraduate and Postgraduate Nursing and Midwifery Education: A Scoping Review.

Technology has become integral to our personal and professional lives. Its use is increasing in healthcare, both in clinical and educational settings, with healthcare institutions and regulatory bodies recognizing that technology is ever-present. The aim of this scoping review was to examine and quantify the current evidence concerning the use of educational technologies in undergraduate and postgraduate nursing and midwifery education. This review was guided by the JBI methodology for scoping reviews. A tailored search strategy was developed with a research librarian and a number of databases were searched. A total of 19 638 literature sources were screened by three reviewers. Literature published from January 2016 to December 2020 was included and limited to the English language. The reporting of the review process is guided by the Preferred Reporting Items for Systematic Reviews and Meta-analyses for Scoping Reviews checklist. This review provides an overview of the current use of educational technologies within nursing and midwifery education; it provides a list of the technologies used, the research methodologies and designs undertaken, and the educational theories, models or frameworks considered. The review highlights the wide range of technologies in use and the paucity of studies that are guided by an educational theory, model or framework.

Collaborative Learning Opportunities in Undergraduate Nursing Education: Bridging the Theory to Practice Divide Through Community Connections

Collaborative Learning Opportunities in Undergraduate Nursing Education: Bridging the Theory to Practice Divide Through Community Connections

Examination of student opinions on the use of the my mind notes application created using QR code technology in nursing education in clinical practice

AimThe aim of this study is to examine the effectiveness of using the “My Mind Notes” application, which was developed to utilize QR code technology, in undergraduate nursing clinical education. MethodThis design-based research was conducted with medical-surgical nursing students from a university located in Istanbul (n = 78) between February and July 2021. The information that the student would need in clinical practice was included in the educational material of the QR code. QR codes were utilized throughout the 10-day clinical practice, and students’ views were obtained at the end of the practice. The data were collected using the “Student Views on the Effectiveness of My Mind Notes Application” form, which was prepared to align with the literature and expert opinion. The data were analyzed using descriptive statistical methods such as number, percentage, and mean. ResultsIn their education lives, 78.2 % of the students had never used a QR code application. The students’ mean scores of psycho-motor skills, cognitive/theoretical information, and anxiety reduction in clinical practice concerning the My Mind Notes application were 7.76 ± 1.74, 8.34 ± 1.71, and 6.46 ± 2.36, respectively. ConclusionIt is shown that the “My Mind Notes” application prepared using QR code technology helps nursing students become lifelong learners by enriching their learning experiences regardless of time and place.

The Effectiveness of Augmented Reality Technology Versus Traditional Teaching Methods for Undergraduate Nursing Education

The Effectiveness of Augmented Reality Technology Versus Traditional Teaching Methods for Undergraduate Nursing Education

Integrating Artificial Intelligence (AI) Simulations Into Undergraduate Nursing Education: An Evolving AI Patient.

Utilizing an evolving artificial intelligence (AI) virtual patient that will age with students as they progress throughout the nursing program is an innovative use of simulation. The students are introduced to the AI patient as sophomores where they begin with basic patient interviewing and assessment skills. They revisit the AI patient as juniors and seniors in their medical-surgical courses, where they see the patient aging and developing complex medical conditions. As the AI patient and the student grow together, student competence increases. Students complete an evaluation at the conclusion of each simulation experience.

Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study

BackgroundSimulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice.MethodsThis study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool – Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS).ResultsThe results of the study highlight final year nursing and midwifery students’ perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person’s health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning.ConclusionSimulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional.

Perception of mobbing among nurses in the on-call sector

Introduction: Mobbing or workplace harassment is a set of unacceptable behaviors and practices, aimed at, causing or likely to cause physical, psychological, sexual or economic harm, and includes gender-based violence and harassment. Objective: To describe the perception of the nursing staff regarding mobbing or harassment at work in the on-call sector of the Hospital General de Agudos Bernardino Rivadavia of the Autonomous City of Buenos Aires from June to August 2019. Methods: An observational, descriptive, cross-sectional, descriptive study was conducted in the on-call sector of the Bernardino Rivadavia General Acute Hospital of the Autonomous City of Buenos Aires from June to August 2019, the sample consisted of 40 nurses. Results: In the present study, the female sex predominated with 70%, and nurses between 20 and 29 years of age with 37%. Of the total number of respondents, 50% had undergraduate nursing education, either at university and/or tertiary level. Forty percent acquired knowledge about the characteristics of mobbing through secondary and tertiary sources. 65% of the respondents reported that they felt that they had suffered some form of mobbing in their place of study or work. Of the total respondents 60% have regular knowledge about the characteristics of mobbing. Conclusions: After the analysis of the results described above, it is concluded that although nurses have knowledge of mobbing, it is still insufficient.  By virtue of this study, it is imperative in the construction of fair, inclusive, democratic and equitable social systems, mobbing should be made visible as a problem, identified and actions should be taken to eliminate it.

Legal Regulations and the Anticipation of Moral Distress of Prospective Nurses: A Comparison of Selected Undergraduate Nursing Education Programmes.

Moral distress is commonly experienced by nurses in all settings. This bears the risk of a reduced quality of care, burnout and withdrawal from the profession. One approach to the prevention and management of moral distress is ethical competence development in undergraduate nursing education. Profession-specific legal regulations function as a foundation for the decision on the educational content within these programmes. This theoretical article presents the extent to which legal regulations may open framework conditions that allow for the comprehensive preparation of prospective nurses to manage moral distress. The legal frameworks and the immediate responsibilities regarding their realisation in the context of undergraduate nursing education vary slightly for the three chosen examples of Switzerland, Austria and Germany. While an increased awareness of ethics’ education is represented within the nursing laws, no definite presumption can be made regarding whether undergraduate nursing students will be taught the ethical competencies required to manage moral distress. It remains up to the curriculum design, the schools of nursing and instructors to create an environment that allows for the realisation of corresponding learning content. For the future, the establishment of professional nursing associations may help to emphasise acutely relevant topics, including moral distress, in undergraduate nursing education.