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Background
Further efforts are warranted to identify innovative approaches to best implement competencies in nursing education. To bridge the gap between competency-based education, practice, and implementation of knowledge, skills, and attitudes, one emerging approach is entrustable professional activities (EPAs).Purpose
The objective of this study was to introduce the concept of EPAs as a framework for curriculum and assessment in graduate nursing education and training.Methods
Seven steps are provided to develop EPAs for nurses through the example of a quality and safety EPA. The example incorporates the Quality and Safety Education for Nurses (QSEN) patient safety competencies and evidence-based literature.Findings
EPAs provide a practical approach to integrating competencies in nursing as quality and safety are the cornerstones of nursing practice, education, and research.Discussion
Introducing the EPA concept in nursing is timely as we look to identify opportunities to enhance nurse practitioner (NP) training models and implement nurse residency programs. 相似文献3.
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Background
Collaborative learning has been used in nursing education for more than two decades. However, little is known about its relationship to quality of nursing education, its implementation process as well as what factors likely influence the effectiveness of the teaching approach.Methods
Previous relevant literature had been searched and located from three electronic databases including CINAIL, PubMed, and Google Scholar.Results
Collaborative learning had been employed in classroom teaching, clinical education and online course teaching. The strategy of instruction was found useful for improving nursing knowledge and skill performance, improving student clinical competency, as well as promote student group skills and learning behavior (e.g., Class engagement, motivation for learning, self-confidence).Conclusions
It was recommended to integrate collaborative learning into nursing education due to positive influences on student learning. 相似文献5.
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Demetrius A. Abshire Janessa M. Graves Mary Lee Roberts Janet Katz Celestina Barbosa-Leiker Cynthia F. Corbett 《Nursing outlook》2018,66(1):84-93.e3
Background
Factors that contribute to student success in accelerated degree nursing programs are poorly understood and may vary by gender.Purpose
Examine associations between satisfaction with peer and mentor support, gender, and academic outcomes among students in accelerated degree nursing programs.Methods
We used data (demographic variables, satisfaction with peer and mentor support, graduation, and attempts of National Council Licensure Examination for Registered Nurses) from the American Association of Colleges of Nursing and Robert Wood Johnson Foundation's New Career in Nursing Program. Multivariable mixed effects regression models were used to examine associations among gender, satisfaction with support, and academic outcomes.Findings
Males had an increased probability of reporting high satisfaction with peer support. Both males and females who were very dissatisfied with peer support were less likely to graduate than students who were very satisfied with peer support. Gender did not moderate the relationships between satisfaction with peer and mentor support and academic outcomes.Conclusion
Peer support is an important aspect of graduation among students in accelerated degree nursing programs. Continuous quality improvement strategies to improve student peer support may be warranted. 相似文献7.
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Christina Aggar Jacqueline G. Bloomfield Astrid Frotjold Tamsin H.T. Thomas Fung Koo 《Collegian (Royal College of Nursing, Australia)》2018,25(1):105-111
Background
Practising skills to competency level in a simulated clinical environment is thought to prepare nursing students for the real world setting. The ability to prioritise and plan nursing care is also essential for effective work performance. There is, however, limited evidence to support that simulated learning improves preparation for clinical practice.Aim
To examine the effectiveness of a time management intervention using simulation to improve nursing students' preparedness for medication administration in a clinical setting.Methods
Quasi-experimental, pre-post-test design with a non-equivalent comparison group. Participants were second year university nursing students (n = 180 total, n = 92 intervention, n = 88 comparison group). Time management activities were integrated into a low fidelity simulated environment. A self-administered validated questionnaire measured student nurse perception of preparedness for medication administration in a clinical setting.Findings
While there was no significant difference for overall perceived preparedness for medication administration, the intervention group showed significantly improved perceived ability to clarify unclear instructions (p = 0.019), monitor patients’ conditions post medication administration (p = 0.032) and assess medication effectiveness (p = 0.034).Discussion and conclusion
A time management intervention using simulation can effectively enhance students’ preparedness for, and confidence in, medication administration in a clinical setting. Adequate theoretical pharmacology knowledge is crucial in preparing nursing students for medication administration in the clinical setting. 相似文献9.
Patricia Voelpel Lori Escallier Judith Fullerton Ismael Rodriguez 《Journal of Professional Nursing》2018,34(4):273-279
Background
A commitment to increase the enrollment, retention and educational success of United States veterans admitted to a baccalaureate degree nursing program was established through the support of a grant received from HRSA in collaboration with the US Departments of Defense and Veteran Affairs.Method
Challenges encountered by the student veterans were identified and programs of mentorship, tutoring, equine therapy and interface with services offered by the University Office of Veteran Affairs were developed.Results
Thirty-two student veterans provided positive feedback about their perceptions of academic and personal support provided during their program. Sixteen faculty and staff also described positive experiences about working with the student veteran population.Conclusion
The continuous assessment of all program elements indicates that the program is meeting its intended outcomes and serves the purpose of providing the opportunity for returning veterans to choose nursing as a professional healthcare career. 相似文献10.
Nicole M. Dubosh Jonathan Fisher Jason Lewis Edward A. Ullman 《The Journal of emergency medicine》2017,52(6):850-855
Background
Clerkship directors routinely evaluate medical students using multiple modalities, including faculty assessment of clinical performance and written examinations. Both forms of evaluation often play a prominent role in final clerkship grade. The degree to which these modalities correlate in an emergency medicine (EM) clerkship is unclear.Objective
We sought to correlate faculty clinical evaluations with medical student performance on a written, standardized EM examination of medical knowledge.Methods
This is a retrospective study of fourth-year medical students in a 4-week EM elective at one academic medical center. EM faculty performed end of shift evaluations of students via a blinded online system using a 5-point Likert scale for 8 domains: data acquisition, data interpretation, medical knowledge base, professionalism, patient care and communication, initiative/reliability/dependability, procedural skills, and overall evaluation. All students completed the National EM M4 Examination in EM. Means, medians, and standard deviations for end of shift evaluation scores were calculated, and correlations with examination scores were assessed using a Spearman's rank correlation coefficient.Results
Thirty-nine medical students with 224 discrete faculty evaluations were included. The median number of evaluations completed per student was 6. The mean score (±SD) on the examination was 78.6% ± 6.1%. The examination score correlated poorly with faculty evaluations across all 8 domains (ρ 0.074–0.316).Conclusion
Faculty evaluations of medical students across multiple domains of competency correlate poorly with written examination performance during an EM clerkship. Educators need to consider the limitations of examination score in assessing students' ability to provide quality patient clinical care. 相似文献11.
Melanie Birks Nicholas Ralph Robyn Cant Ylona Chun Tie Elspeth Hillman 《Collegian (Royal College of Nursing, Australia)》2018,25(2):209-215
Background
Nursing practice is underpinned by science knowledge. While the literature is consistent in identifying limitations in teaching science content to nurses, there is a lack of consensus regarding what should be taught and to what level of detail. No studies to date have systematically surveyed registered nurses (RNs) for their perspectives about the science knowledge that should underpin nursing practice.Aim
To establish the relative importance RNs place on science content taught to nurses.Method
Practicing RNs across Australia were invited to participate in a cross-sectional survey administered online. The survey asked participants to prioritize 179 science topics according to the relative importance of each item to nursing practice.Findings
A total of 1583 RNs completed the survey. Participants indicated strong support for the inclusion of foundational science knowledge in undergraduate pre-registration nursing programs. The majority of topics (88%) were rated as a ‘high priority’ (a rating of 4 or 5), particularly anatomy, physiology and pathophysiology. No topic received a rating of less than 3 (of a possible 5).Discussion
RNs expressed different views about the prioritization of science content areas for nursing practice compared with the views of academics who teach science to nursing students. Identification of the science content areas that RNs regard as high priority for nursing practice can be used to guide improvements in nursing curriculum development.Conclusion
The results of this study demonstrate that practising RNs place high value on various science topics and the teaching of biological sciences generally. This study suggests the need for greater inclusion of key stakeholders, including practicing RNs, when integrating bioscience within nursing curricula. 相似文献12.
Background
As facing the rapid growth of the elderly population, the demands for geriatric and long-term care are drastically increasing. Since one of the important strategies in preparation for long-term care system is to focus on the engagement of health care professionals, this paper applies a systematic approach to review the current geriatric and long term care courses in Bachelor of Science in Nursing (BSN) programs. This review assessed the impact of Geriatric Nursing (GN) and/or Long Term Care (LTC) courses on nursing students' knowledge, care intention and competence of Geriatric Long Term Care (GLTC) care to enable their nursing competence before graduation.Method
Data related to the purpose of the study, research design, sample, curriculum content, teaching strategies, evaluation measurements and results were extracted. The methodological quality of all publications was included in the review.Results
Eighteen articles were eligible for analysis, including 16 quantitative and 2 qualitative studies. The review revealed that including geriatric and long term care content in undergraduate nursing curriculum could effectively enhance students' nursing competence.Conclusion
GN and LTC curriculum development should offer established content on geriatric and long term care as a foundation to implement early learning experiences in the curriculum. Both theory and clinical practice of GLTC course can be developed to increase the nursing students' knowing on the elders and the disabled through the clinical placement. 相似文献13.
Background
Poor sleep quality and depressive symptoms are common among college nursing students, and may be associated with each other. However, the mechanism for this association has not been well understood.Purpose
The study is to examine the potential mediating role of coping styles in the association between sleep quality and depressive symptoms among college nursing students.Methods
242 undergraduate nursing students at a public university in the northeast United States completed an online survey delivered through SurveyMonkey® with self-reports of sleep quality, coping styles, and depressive symptoms from October to November 2015.Results
Multivariate linear regression models suggested that poor sleep quality was significantly associated with depressive symptoms (β = 1.00, p < 0.01) in nursing students. The four coping styles (problem engagement, emotion engagement, problem disengagement, and emotion disengagement) together reduced the strength of the association between sleep quality and depressive symptoms by 41%. Specifically, emotion disengagement coping plays an important mediating role in this association.Conclusions
In addition to sleep promotion, effective interventions to facilitate the development of appropriate coping strategies among nursing students are needed to enhance their mental health and well-being. 相似文献14.
Background
It is recognised worldwide that the skills of nursing students concerning patient safety is still not optimal. The role of clinical instructors is to instil in students the importance of patient safety. Therefore, it is important to have competent clinical instructors. Their experience can be enhanced through the application of quality circles. This study identifies the effect of quality circles on improving the safety of patients of nursing students. Patient safety is inseparable from the quality of nursing education. Existing research shows that patient safety should be emphasised at all levels of the healthcare education system. In hospitals, the ratio between nursing students and clinical instructors is disproportionately low. In Indonesia, incident data relating to patient safety involving students is not well documented, and the incidents often occur in the absence of a clinical instructor.Methods
This study used a quasi-experimental research design with pre-test and post-test non-equivalent control groups. The aim of the project was to explore the implications of the quality circle on clinical instructors by comparing the students’ knowledge, attitudes, and practices of control and intervention groups. A questionnaire will be conducted to evaluate the implementation of patient safety and the impact of the intervention. The data were statistically analysed using independent t tests. The intervention was the implementation of quality circles that focused on patient safety issues for the use of clinical instructors to assess and guide student nurse behaviour in regard to patient safety. The authors of this study trained the clinical instructors on how to use quality circle methods to solve nursing problems especially with relevance to the patient safety issues of students.Results
The results showed a significant increase in the behaviour of nursing students towards patient safety issues (p?<?0.001; α?=?0.05).Conclusions
The implementation of quality circles has a significant effect on patient safety. Therefore, it is recommended to implement quality circles as a problem-solving technique to optimize patient safety.15.
Background
The aged care sector is increasingly dominated by a less-qualified workforce at a time of increasing prevalence of complex health concerns, such as dementia. An Australian program to develop teaching aged care facilities is being undertaken to build the sector’s capacity and provide nursing students with positive experiences of engaging with vulnerable clients. This research aimed to examine care staff potential to facilitate nursing student engagement with clinically relevant knowledge in the performance of hygiene care in a residential aged care facility.Methods
This study was designed as an action research study. A cycle of reflection, planning, action, and evaluation is described to illustrate the carer mentor capacity to engage with and contribute to the learning of nursing students. Participants were second year student nurses (n = 10) on a four-week placement in a Tasmanian aged care facility in 2013 and their nurse/carer mentors (n = 17). Mentors participated in six action research meetings, and nursing students engaged in a parallel series of four feedback meetings during the placement.Results
At the beginning of the placement, nursing students exhibited a disregard for the clinical value of care provision. Students considered provision of hygiene care, in particular, the preserve of care workers and an inappropriate training exercise in the context of an undergraduate nursing qualification. To assist students to make links between core nursing competencies and hygiene care as well as to engender respect for their role within the aged care facility, carer mentors developed the Carer Assessment and Reporting Guide. Once implemented during the final weeks of the placement, the Guide improved student perceptions of resident hygiene care (reframed as assessment) and the role of facility care workers, as well as reinforcing carer self-esteem.Conclusion
Hygiene care is replete with nursing competencies that are valuable for undergraduate learners, including assessments of skin integrity, mobility, cognitive function, bowels and urine, and basic hygiene. Nurse education programs should strive to address student misconceptions about care work in facilities to account for population level increases in care needs.16.
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Lisa M. Klein Daniel Young Du Feng Annette Lavezza Stephanie Hiser Kelly N. Daley Erik H. Hoyer 《Nursing outlook》2018,66(3):254-262
Background
Hospital-acquired functional decline due to decreased mobility has negative impacts on patient outcomes. Current nurse-directed mobility programs lack a standardized approach to set achievable mobility goals.Purpose
We aimed to describe implementation and outcomes from a nurse-directed patient mobility program.Method
The quality improvement mobility program on the project unit was compared to a similar control unit providing usual care. The Johns Hopkins Mobility Goal Calculator was created to guide a daily patient mobility goal based on the level of mobility impairment.Findings
On the project unit, patient mobility increased from 5.2 to 5.8 on the Johns Hopkins Highest Level of Mobility score, mobility goal attainment went from 54.2% to 64.2%, and patients exceeding the goal went from 23.3% to 33.5%. All results were significantly higher than the control unit.Discussion
An individualized, nurse-directed, patient mobility program using daily mobility goals is a successful strategy to improve daily patient mobility in the hospital. 相似文献18.
Predicting student attrition using social determinants: Implications for a diverse nursing workforce
Tammy Barbé Laura P. Kimble Lanell M. Bellury Cynthia Rubenstein 《Journal of Professional Nursing》2018,34(5):352-356
Background
Attrition of academically qualified nursing students affects the size of the nursing workforce. A better understanding of the multifaceted predictive factors of attrition is needed to inform targeted interventions to promote program progression and maintain an adequate nursing workforce.Purpose
The purpose of this study was to identify demographic, academic, and social determinant factors associated with attrition at the end of the first semester in an upper-division baccalaureate nursing program.Method
Students' demographic and academic data from an administrative database were combined with social determinants data collected via a web-based survey.Results
Among this cohort (n = 164), social determinants were significantly associated with attrition. A significantly greater percentage of students who failed were born outside the United States (U.S.), had one or both parents born outside the U.S., reported English was not the primary language spoken in the home, and were racially/ethnically diverse.Conclusions
Attrition was primarily among students with diverse racial, ethnic, and/or cultural backgrounds, which has implications for achieving a diverse nursing workforce. Proactive strategies to support success should be especially targeted on diverse students. 相似文献19.
Marilyn H. Oermann Leslie H. Nicoll Peggy L. Chinn Kathleen S. Ashton Jamie L. Conklin Alison H. Edie Sathya Amarasekara Brittany L. Williams 《Nursing outlook》2018,66(1):4-10
Background
Predatory journals exist in nursing and lack the safeguards of traditional publishing practices.Purpose
To examine the quality of articles published in predatory nursing journals.Method
Randomly selected articles (n = 358) were reviewed for structural content and eight quality indicators.Findings
Two-thirds (67.4%) of the articles were published between 2014 and 2016, demonstrating the acceleration of publications in predatory nursing journals. The majority (75.9%) of the articles were research reports. Most followed the IMRAD presentation of a research report but contained errors, or the study was not pertinent to the nursing discipline.Conclusions
Nursing research published in predatory journals may appear legitimate by conforming to an expected structure. However, a lack of quality is apparent, representing inadequate peer review and editorial processes. Poor quality research erodes the scholarly nursing literature. 相似文献20.
Lorna Jane Moxham Ritin Fernandez Bora Kim Samuel Lapkin Wilma ten Ham-Baloyi Abbas Al Mutair 《Journal of Professional Nursing》2018,34(6):502-506