Patients’ involvement in nursing students’ clinical education: A scoping review

BackgroundActual contacts with patients are crucial in developing the skills that students need when working with patients. Patients are accustomed to the presence of students. The concept of learning from patients has emerged recently, shifting the focus from learning from professionals as role models to the relationship between the student and patient.AimWith focus on patients’ perspective in clinical practice placements, this scoping review aims to review and summarize the existing empirical literature regarding patients’ involvement in nursing students’ clinical education.Design and methodA broad search without time limitations was performed in the databases CINAHL, Medline, PsycINFO and ERIC. A manual search was also performed. Only empirical studies describing aspects of patient involvement in nursing education from the patient’s perspective were taken into account. Thirty-two studies published from 1985 to June 2016 met the selection criteria and were analysed using inductive content analysis.ResultsThe perspective of real patients focused on their role in students’ learning and assessment processes. In general, patients appreciated the opportunity to contribute to a student’s learning process and thus enhance the quality of patient care. However, the patients’ approaches varied from active to passive participants, comprising active participants contributing to students’ learning, followers of care and advice, and learning platforms with whom students practiced their skills. Some patients perceived themselves as active participants who facilitated students’ learning by sharing knowledge and experience about their own care and wellbeing as well as assessed students’ performance by providing encouraging feedback.ConclusionThe state and degrees of patient involvement in nursing students’ clinical education were made explicit by the literature reviewed. However, the number of studies examining the involvement of real patients in students’ education in clinical settings is very limited. To understand this untapped resource better and to promote its full realization, recommendations for nursing education and future research are made.     

Blended learning in undergraduate nursing education – A scoping review

ObjectivesTo provide a comprehensive scoping review of the existing literature regarding the use of blended learning in undergraduate nursing education. To align the varied educational terms and definitions with the broad definition of blended learning.DesignScoping review following established methodology.Data sourcesIn consultation with library services, the academic literature was searched. Electronic databases searched included ERIC (OVID), Medline (OVID), PubMed, Nursing and Allied Health, and CINAHL Plus.Review methodsA total of 189 potentially relevant nursing research articles published between the years of 2009 and 2019. Three reviewers independently reviewed the articles, leaving 37 relevant primary articles in the nursing field to be included in the scoping review.ResultsNursing content delivered using blended learning approaches were organized into 8 themes. Themes include Professional Nursing Skills; Mental Health Nursing; Bioscience; Pharmacology, Specialty Populations; Nursing Assessment; Acute Care Nursing; and the Art of Nursing. A variety of blended learning approaches are being utilized in Undergraduate nursing education, the majority of which are happening in the classroom.ConclusionThis scoping review presents explicit the degrees to which blended learning is referred to in the nursing education literature and expanded the definition of blended learning to encompass the terminology associated with distributed, decentralized, hybrid, and flexible learning. There is a wide, varied, and expanding number of blended learning approaches currently being utilized in nursing education to teach a wide range of nursing content and skills. An expanded scoping review focused on blended learning in psychiatric nursing, licenced practical nursing, nurse practitioners, and all graduate level nursing education programs is recommended as is additional research into the use of blended learning in the lab or clinical setting.     

Nurses’ clinical leadership in the intensive care unit: A scoping review

ObjectiveTo explore the existing knowledge in the literature about nurses' clinical leadership in the intensive care unit.MethodsA scoping review was conducted according to Arksey & O'Malley’s methodology. The search process encompassed five main online databases, PubMed (including MEDLINE), CINAHL, PsycINFO, Scopus and Cochrane, for the period January 2007-September 2022. Data abstraction, quality appraisal and narrative synthesis were conducted in line with the Preferred Reporting Items for Systematic reviews and meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines.ResultsEleven studies were included. The evidence reveals that idealised influence, motivational inspiration, intellectual stimulation and intrinsic individual consideration are the key clinical nurse leader competencies needed in the intensive care unit. The compatible leadership styles in this setting are situational and transformational. Communication skills and professional experience seem to be determinants to consider in the strategies to promote clinical leadership in intensive care units.ConclusionsThis scoping review provides broad and comprehensive knowledge, which helps to understand, in a single study, the key competencies, leadership styles, determinants and strategies needed to promote intensive care unit nurses' clinical leadership.     

A scoping review to understand “leadership” in interprofessional education and practice

This scoping study examined how “leadership” is referred to and used in interprofessional education and practice. A total of 114 refereed articles were reviewed to determine how leadership is defined, conceptualised, and theorised. The review also examined what capabilities were identified for effective interprofessional leadership. The majority of papers were empirical studies undertaken by researchers based in North America. The majority of articles did not refer to a specific leadership approach, nor did they define, describe, or theorise leadership. Moreover, “leadership” capabilities were rarely identified. Articles generally focused on health practitioners and educators or students as leaders with little exploration of leadership at higher levels (e.g. executive, accrediting bodies, government). This review indicates the need for a more critical examination of interprofessional leadership and the capabilities required to lead the changes required in both education and practice settings. The goal of this article is to stimulate discussion and more sophisticated, shared understandings of interprofessional leadership for the professions. Recommendations for future research are required in both education and practice settings.     

A broken promise? Exploring the lack of evidence for the benefits of comprehensive nursing education

Over the past approximately 25 years, Australia has undergone significant changes in the educational preparation of nurses. Australia has moved away from specialization in areas, such as mental health nursing at undergraduate level, in favour of a comprehensive model, an approach that remains controversial. The aim of this paper is to identify and critique the three main arguments advanced in support of comprehensive nursing education, which we argue are not supported by existing evidence. The purported wide skill and knowledge base does not appear to have brought about identifiable improvements in consumer outcomes. The evidence regarding stigma suggests comprehensive nursing education has not impacted favourably on nurses' attitudes towards working with people with mental health problems. There is no evidence to support the notion that graduates will be able to better deal with and meet the physiological needs of those people diagnosed with mental illness. From the arguments articulated in this paper, we conclude that comprehensive nursing education has not met its promises or expectations, and as a result, specialist entry-level preparation for nurses ought to be reintroduced as a matter of urgency in Australia.     

The Internet of Things for basic nursing care—A scoping review

BackgroundThe novel technology of the Internet of Things (IoT) connects objects to the Internet and its most advanced applications refine obtained data for the user. We propose that Internet of Things technology can be used to promote basic nursing care in the hospital environment by improving the quality of care and patient safety.ObjectivesTo introduce the concept of Internet of Things to nursing audience by exploring the state of the art of Internet of Things based technology for basic nursing care in the hospital environment.Data sources and review methodsScoping review methodology following Arksey & O’Malley’s stages from one to five were used to explore the extent, range, and nature of current literature. We searched eight databases using predefined search terms. A total of 5030 retrievals were found which were screened for duplications and relevancy to the study topic. 265 papers were chosen for closer screening of the abstracts and 93 for full text evaluation. 62 papers were selected for the review. The constructs of the papers, the Internet of Things based innovations and the themes of basic nursing care in hospital environment were identified.ResultsMost of the papers included in the review were peer-reviewed proceedings of technological conferences or articles published in technological journals. The Internet of Things based innovations were presented in methodology papers or tested in case studies and usability assessments. Innovations were identified in several topics in four basic nursing care activities: comprehensive assessment, periodical clinical reassessment, activities of daily living and care management.ConclusionsInternet of Things technology is providing innovations for the use of basic nursing care although the innovations are emerging and still in early stages. Internet of things is yet vaguely adopted in nursing. The possibilities of the Internet of Things are not yet exploited as well as they could. Nursing science might benefit from deeper involvement in engineering research in the area of health.     

Developing a curriculum model of English teaching for master’s degree nursing education in a Chinese medicine university

ObjectiveEnglish for Specific Purpose (ESP) is the essence for developing scientific research capacity, which is a core component for postgraduate education. The objective of this article is to develop a curriculum model for ESP of Master’s level nursing education in a Chinese medicine university.MethodA three-year action research approach with continuous reflection and modification was used to develop an ESP curriculum based on the RICH model. A total of 78 students of Master’s Science in Nursing enrolled in 2016–2018 and three course teachers in Nanjing University of Chinese Medicine participated in the study. The ESP curriculum based on the RICH model involved research-based learning topics (R), integrated curriculum(I), cooperative learning methods(C), and humanistic outcome (H).ResultsThe passing rate of the students was 100%, the excellent rate was 79.5%, with an average score of 83.16 ± 3.43. All students were satisfied with the ESP course design and acknowledged the process of “growing up under the pressure”. Four students have published five articles in the journals included by Science Citation Index (SCI).ConclusionsThe study exerted a positive effect on the ESP teaching and learning and provided new ideas for the ESP curriculum integration of Master’s Science in Nursing in China.     

Exploring the impact of the implementation of a nursing clinical development unit program: What outcomes are evident?

Nursing Clinical Development Units have become popular as a framework for the facilitation of the professional development of nursing and to contribute to improved outcomes for consumers of health care services. An exploratory evaluation of the Nursing Clinical Development Unit program implemented by the Centre for Psychiatric Nursing Research and Practice was undertaken using a qualitative approach. This paper focuses on the findings relating to outcomes. A number of positive outcomes were identified including: changes within nursing practices; the development of more positive attitudes by nurses, a greater focus on research utilization and evidence-based practice; and an increase in professional development activities, including conference presentations. Despite these positive findings, the need for more structured evaluation and an increased emphasis on dissemination of findings was identified.     

A review of the literature – The use of interactive puppet simulation in nursing education and children's healthcare

The use of puppets in health care is emerging as a mode of simulation that combines elements of engaging with the child through play whilst at the same time providing education. This review examines the impact when nurses use play therapy or puppets as a simulation modality in nursing education and in the clinical paediatric nursing environment. Electronic search was conducted using CINAHL, PubMed, Scopus, Web of Science and PsycINFO data bases, between 1980 and January 2015 with the combinations of play therapy; puppetry; nursing education; nursing; simulation; health professionals and puppets. Twelve articles were identified that highlight the use of puppet simulation in the education of nursing students and children in the healthcare environment. Puppet modelling and puppet simulation is predominantly adopted in the areas of health education and specifically diabetes education. Identified gaps in the use of puppet simulation in nursing, nurse education and puppet simulation as a three-way communication process; thus identifying the need for further research on puppet simulation and its application and benefits in nursing and nurse education.     

Antecedents and outcomes of nurses’ rest break organization: A scoping review

ObjectivesTo prevent an accumulation of strain during work and to reduce error risk, many countries have made rest breaks mandatory. In the nursing literature, insufficient rest break organization is often reported. However, the outcomes of nurses’ rest break organization and its anteceding factors are less clear.Data sourcesWe searched for academic literature on nurses’ rest break organization in electronic databases (PubMed, Medline, PsycArticles, PsycINFO, CINAHL).Review methodsOur search yielded 93 potentially relevant articles published between 01/1990 and 04/2016. The final sample in our scoping review consisted of 36 publications and included data from 35 independent and international study samples and two reviews.ResultsSeveral studies reported a high prevalence of missed, interrupted, or delayed rest breaks in nursing. Nurses’ rest breaks often related to better physical and mental well-being but did not affect motivational outcomes and performance systematically. Results on the effects of napping breaks were inconsistent. Rest break activities and high quality rest break areas are further factors that relieve nurses from job demands and can be helpful in coping with them. Several study results indicated that temporal and quantitative work demands, job resources, and individual characteristics influence rest break organization. However, most of these findings stem from studies that do not allow causal conclusions to be drawn.ConclusionsWell-designed rest breaks influence nurses’ occupational well-being and behavior positively. However, the mechanisms and moderating break-, work-, and person-related factors involved in producing these effects are not well understood today. Thus, further theory building and stronger empirical data are needed.     

Exploring the development of Australian general practice nursing: where we have come from and where to from here?

Significant development has occurred in the role and scope of Australian general practice nursing in the last decade. Although there has been a nursing presence in Australian general practice for many years (Linn 1977), current workforce shortages and the growing need for chronic and complex disease management and provision of preventive health care in the community have fuelled role development (Halcomb, Patterson & Davidson 2006). In an effort to explore and document the evolution of scholarship and professional development in Australian general practice nursing a content analysis of the proceedings of the four Australian practice nursing conferences was undertaken.This framework allows the mapping of the trajectory related to professional development issues, policy, research and scholarship. Content analysis revealed that the papers presented at each of the four conferences could be broadly divided into six major themes, namely: (1) role of the practice nurse, (2) education and training, (3) research, (4) legal, ethical and risk issues, (5) innovation in clinical practice, and (6) operational and management issues in general practice. Documenting the evolution of this emerging specialty is important in planning initiatives to maximise practice nurses' important contribution to primary health care.     

Healthcare professionals’ perceptions of the value and impact of the arts in healthcare settings: A critical review of the literature

BackgroundInternationally there is growing interest in the use of the arts in the healthcare context evidenced by the number of research studies reported in the nursing and medical literature. Establishing successful projects in healthcare environments will to some extent be reliant on the cooperation of staff working in these settings: healthcare professionals and their cultural values will be the lynchpin in the relationship between the artists organising the activities and the patients. This review appraises healthcare professionals’ perceptions of the value of the arts in healthcare settings, and the impact of the arts on healthcare professionals.MethodsA critical review of the literature between 2004 and 2014 was undertaken. The following databases were searched: MedLine, CINAHL, AMED, Web of Science and ASSIA. Searches included words from three categories: arts activities; healthcare settings, and healthcare providers. Studies were included if they were written in English, explored the attitudes of healthcare professionals on the use of the arts in healthcare settings or the impact of arts activities on healthcare staff. Studies conducted in community venues and/or reporting on arts therapies (art, drama or music) were excluded. An initial 52 studies were identified and following screening for relevance and quality 27 articles were reviewed. Arts interventions were diverse and included music listening, visual arts, reading and creative writing, and dance.ResultsDespite some methodological limitations of the reviewed studies it was found that the majority of staff believed that engaging in arts interventions has a positive impact on patients’ health and well-being. The findings suggest that arts interventions are perceived to have an impact on patients’ stress, mood, pain levels, and sleep. Furthermore, staff believed that the arts can enhance communication between staff and patients, helping to build rapport and strengthen interactions. The majority of reported staff outcomes were positive, with arts activities in healthcare settings found to: decrease stress, improve mood, improve job performance, reduce burnout, improve patient/staff relationships, improve the working environment and improve well-being.ConclusionsThis review fills a gap in the literature, providing the first review of healthcare professional's views of the arts in healthcare settings and the impact of arts activities on healthcare staff. The largely positive perceptions of staff will aid in the implementation of arts activities in healthcare settings, which will enhance care and benefit both patients and healthcare staff.     

What are the most common domains of the core competencies of disaster nursing? A scoping review

AimScoping review was conducted to identify the most common domains of the core competencies of disaster nursing.BackgroundNurses play an essential role in all phases of disaster management. For nurses to respond competently, they must be equipped with the skills to provide comprehensive and holistic care to the populations affected by or at risk of disasters.MethodsA scoping review was conducted using the Joanna Briggs Institute methodology. The review used information from six databases: the Cumulative Index to Nursing and Allied Health Literature, Ovid MEDLINE, ScienceDirect, ProQuest, Scopus and the Education Resources Information Center. Keywords and inclusion and exclusion criteria were identified as strategies to use in this review.ResultsTwelve studies were eligible for result extraction, as they listed domains of the core competencies. These domains varied among studies. However, the most common domains were related to communication, planning, decontamination and safety, the Incident Command System and ethics.ConclusionKnowledge of the domains of the core competencies, such as understanding the content and location of the disaster plan, communication during disaster and ethical issues is fundamental for nurses. Including these domains in the planning and provision of training for nurses, such as disaster drills, will strengthen their preparedness to respond competently to disaster cases. Nurses must be involved in future research in this area to explore and describe their fundamental competencies in each domain.