Video-based tools to enhance nurses' geriatric knowledge: A development and pilot study

BackgroundThe need for health care professionals with geriatric knowledge is expected to increase due to aging of society. Educational tools that fit the specific learning styles of nurses and nursing students might be useful for this. Serioussoap.nl (available in Dutch and English) is an educational tool that integrates video-based gaming and storytelling, and it might be an effective way to improve the geriatric knowledge of nurses or nursing students.ObjectivesTo investigate the effect of Serioussoap.nl on the geriatric knowledge of nurses and nursing students, and to evaluate its usability.DesignWe conducted a development and an explorative pilot study, using a pretest posttest quantitative design to investigate the effect of Serioussoap.nl on geriatric knowledge. A qualitative approach was used to evaluate its usability.Participants and settingThree vocational nursing schools (n = 119 second/third year students), one baccalaureate nursing university (n = 77 first year vocational nurses) and one home-care organization (n = 44 vocational nurses) in the Netherlands participated in the quantitative study, and 94 vocational students participated in the qualitative study.MethodsWe measured the effect on geriatric knowledge with the Knowledge of Older People Questionnaire (KOP-Q, score 0–30). The qualitative study included observations of 94 participants while they played Serioussoap.nl, four semi-structured focus groups and eleven individual interviews.ResultsThe study demonstrated a significant increase of geriatric knowledge of 7.8% (+2.3 score on the KOP-Q, 95% Confidence Interval (1.4–3.2, p < 0.001). The qualitative data showed that Serioussoap.nl contributed to the reflective learning-style and enhanced meaningful learning.ConclusionSerioussoap.nl increased the students' geriatric knowledge and was perceived as a suitable and effective educational tool for vocational nursing students and nurses.     

Mindfulness in nursing students: The five facet mindfulness questionnaire in samples of nursing students in China,the Philippines,and South Africa

Mindfulness as a clinical strategy for helping manage physical and psychological symptoms is gathering an impressive evidence base. It is also being embraced widely for personal and professional development. As a therapeutic intervention for nurses working across a spectrum of settings, it helps expand practice, and integrating mindfulness in nursing undergraduate and graduate curricula is imminent. In the present study, we outline the development and measurement of mindfulness as a personality trait and therapeutic intervention, and advocate the use of a questionnaire alternative to expensive and impractical laboratory measures. The aims of the present study were to examine and compare the use and reliability of the Five Facet Mindfulness Questionnaire (FFMQ) in samples of nursing students from South Africa, China, and the Philippines, and compare the findings in the nursing student samples to other student and non‐student samples. Three samples of students of nursing from China (n = 193), the Philippines (n = 243), and South Africa (n = 131) completed the 31‐item FFMQ. The internal consistency was acceptable, and the correlations were significant among all facets and the total score. Although the total mean scores between the three samples were not significantly different, there were significant and interesting differences in the facet scores, and these are discussed in the light of likely cultural influences, and comparative data from other samples of students and clinical populations. The instrument shows promise for future use in educational research as a tool for curriculum change, for personal and professional development of nurses, and as a clinical tool for determining mindfulness changes over time.     

Student nurses' experience of supervision and Mentorship in clinical practice: a cross cultural perspective

This paper reports a study, which explored student nurses experience in clinical practice. The aims of this study were to describe nurse education systems in clinical practice in eight nursing schools and compare the supervisory experiences of student nurses working in clinical settings. The nursing schools taking part in the study were members of the thematic european nursing network (TENN). A quantitative survey method was chosen for the method of this study. The sample (N = 411) was collected using a validated research instrument from eight nursing schools participating in the TENN. The schools are located in Estonia, Belgium, Finland, Lithuania, Portugal, Romania, Turkey and United Kingdom. The data were collected during 2005. Although the nursing schools involved in TENN are in different development phases, however, the organisation of clinical practice is mainly similar. The percentage of clinical practice in a complete nursing programme varies from 38 to 57. Moreover, the duration of the clinical placements varies substantially across the nursing schools; from a couple weeks to 34 weeks. Students in this study evaluated their supervision experience positively. In three schools group or team supervision is the most common model. In the clinical placements where the pedagogical activities of staff nurses are notable, is a clear tendency towards a Mentorship model. However, approximately 10% of respondents perceived some practical problems in the organisation of Mentorship. Students’ total satisfaction was observed to link with crucial variables but only connection with the variable Occurrence of supervision was statistically significant (p = 0.000).     

Nursing students in clinical practice--developing a model for clinical supervision

The aim of this study was to develop a model for clinical supervision to promote the clinical practice of nursing students. The study was implemented in Finland and it was carried out in three phases. Firstly, data were collected by means of a literature review and focus group interviews. Secondly, the data were analysed and described in expert groups, and finally the model itself was evaluated by 23 nursing experts. The data of literature review and focus group interviews consisted of 27 studies and four groups from three organisations: nurses (n = 7), managers (n = 6), teachers (n = 8) and students (n = 6). The data were analysed by qualitative content analysis. The model devolved from the study includes the concepts describing prerequisites, content and influence of clinical supervision. The prerequisites are nursing skills, a holistic view of the nursing curriculum, pedagogical, organisational, development, cooperation and interaction competence and decision-making skills. The content of clinical supervision includes support of professional development, pedagogical competence, research and development activities and collaborative working. Clinical supervision has influence on students’ professional and personal development and conception of the future of nursing profession, students’ preparedness for career planning and the teacher’s and preceptor’s professional development. The model could unify the notions of all parties concerned of the prerequisites, content and influence of clinical supervision. Furthermore, the entire supervision process and its control could be clarified. The model may be utilised in selecting and educating preceptors and evaluating the quality of clinical supervision.     

Pre-registration nursing students' perceptions and experiences of violence in a nursing education institution in South Africa

Violence is a growing problem worldwide in the field of health care and within the nursing profession. A study comprising a survey and focus groups with nursing students, and interviews with nurse educators was conducted to examine nursing students' perceptions and experiences of violence at a nursing education institution in the Western Cape, South Africa. A self-administered questionnaire was distributed to all nursing students. Two hundred and twenty three (n = 223) respondents completed the questionnaire. Focus groups were conducted with purposively sampled student participants and semi-structured interviews with nurse educators. The findings indicated that the nature of the violent incidents experienced by students on campus, especially in the residences, ranged from verbal abuse to violation of students' property and personal space, and could be attributed primarily to substance abuse. Violence among student nurses could negatively affect learning. In a profession in which nurses are exposed to violence in the workplace, it is important that violence in the learning environment is actively prevented and respect of individual rights, tolerance and co-operation are promoted.     

Cultural desire need not improve with cultural knowledge: A cross-sectional study of student nurses

Cultural desire is considered to be a prerequisite for developing cultural competence. This study explored cultural desire among student nurses towards Aboriginal peoples and its association with participation in a one-semester unit on Aboriginal health through a cross-sectional survey. Our main outcome, cultural desire, was measured using two items level of agreement with Aboriginal health being an integral component of the nursing curriculum and an expressed interest in Aboriginal health. 220 (74.58%) student nurses completed the survey. Completing the Aboriginal Health and wellbeing unit did not influence students’ opinions on inclusion of the unit as part of the nursing curriculum (odds ratio OR 0.73, 95% CI 0.43–1.29) or their overall cultural desire (mean difference = −0.69, 95% CI −1.29 to −0.08, p = 0.026). Students who completed the unit reported a higher understanding of Aboriginal health (OR = 2.35, 95% CI = 1.35–4.08) but lower interest levels in the subject (OR = 0.45, 95% CI: 0.24–0.84). Further research is necessary to explore how and when cultural desire might develop in nurses who are trained in cultural competence particularly in the contexts of post-colonial disparities and political conflict.     

Perceptions of female Saudi undergraduate nursing students toward family-centered care

BackgroundWhile family-centered care is considered a vital part of nursing care, nursing students seem to struggle in incorporating family-centered care in the clinical setting. Several factors such as minimal exposure in family interactions throughout their clinical practice, lack of experience in organizing family-centered clinical experiences, access to restricted clinical areas, and inadequate supervision from clinical instructors present as challenges among nursing students in practicing family-centered care.ObjectivesThis study explored the perceptions of nursing students toward family-centered care in Saudi Arabia.DesignThis study used the quantitative approach through the cross-sectional survey method.SettingsThe study was conducted in the Faculty of Nursing of a government university in Saudi Arabia.ParticipantsA total population sample comprising 232 female junior and student nurses participated in the study.MethodsAfter the approval of the Ethical Board Committee had been secured, a survey containing a demographic information sheet and the Family-Centered Care Questionnaire was distributed to the students from June 2018 to February 2019.ResultsThe overall mean of the students' responses in the questionnaire was 3.76 (SD = 0.67, range = 3.40–4.08), indicating a modest perception toward family-centered care. The dimension “family is the constant” received the most positive response from the students (M = 3.90, SD = 0.77), whereas the dimension “parent-to-parent support” was rated the lowest with a mean of 3.64 (SD = 0.89). Junior nursing students had more positive perception toward family-centered care than the seniors. Weak negative correlations were observed between students' age and family-centered care perception.ConclusionsThis study provides insights into family-centered care, which could be used in crafting policies and interventions in various health care settings and nursing education in Saudi Arabia. Such insights could foster positive perceptions toward family-centered care among student nurses and guarantee excellent family-centered care nursing practice.     

Preparing master‐level mental health nurses to work within a wellness paradigm: Findings from the eMenthe project

Mental health promotion remains an important component of mental health nursing practice. Supporting wellness at both the individual and societal levels has been identified as one of the key tenets of mental health promotion. However, the prevailing biomedical paradigm of mental health education and practice has meant that many nurses have not been equipped to incorporate a wellness perspective into their mental health practice. In the present study, we report on an exploratory study which details the knowledge, skills, and attitudes required by master‐level mental health nurses to practice within a wellness paradigm from the perspective of three groups of key stakeholders: (i) service users and family members (n = 23); (ii) experienced mental health nurses (n = 49); and (iii) master‐level mental health nursing students (n = 37). The findings, which were reported from individual and focus group interviews across five European countries, suggested a need to reorientate mental health nursing education to include a focus on wellness and resilience to equip mental health nurses with the skills to work within a strengths‐based, rather than a deficits‐based, model of mental health practice. Key challenges to working within a wellness paradigm were identified as the prevailing dominance of the biomedical model of cause and treatment of mental health problems, which focusses on symptoms, rather than the holistic functioning of the individual, and positions the person as passive in the nurse–service user relationship.     

Creating walking tracks to success: A narrative analysis of Australian Aboriginal and Torres Strait Islander nursing students’ stories of success

Australian Aboriginal and Torres Strait Islander people have higher rates of morbidity and mortality than other Australians. One proposed strategy to improve this situation is to increase the participation of Aboriginal and Torres Strait Islander people, including Aboriginal and Torres Strait Islander nurses, in the health workforce. Although the numbers of Aboriginal and Torres Strait Islander students undertaking tertiary nursing courses have increased, completion rates have not kept pace. The study aimed to describe Aboriginal and Torres Strait Islander nursing students’ experiences of enablers for successful course completion and to develop a narrative of student experience. A qualitative study using a strengths-based approach with a narrative analysis of semi-structured interview data was conducted across four schools of Nursing in Queensland, Australia. Eight final-year Aboriginal and Torres Strait Islander nursing students volunteered to participate in the study. A collective story with the overarching plotline Creating walking tracks to success was developed. Six threads of experience emerged: Making a difference, Valuing Indigeneity, Healing strength of connections, Resisting racism, Embracing support, and persevering towards completion. Key success factors included resilient attributes, building supportive connections and having positive expectations of the future, along with sustained institutional support from Aboriginal and Torres Strait Islander nurse academics and clinicians. Development of tailored resilience-building training for Aboriginal and Torres Strait Islander nursing students and appointment of Aboriginal and Torres Strait Islander academics in Schools of Nursing that include such students may facilitate future successful completions in other programs.     

Quality of clinical education – Comparison of experiences of undergraduate student nurses in Finland and Sweden

The purpose of this study was to compare the experiences of three groups of undergraduate student nurses on the quality of clinical education over time. The study is part of a longitudinal research and development project in Finland and Sweden.The sample (n = 109) consisted of three subgroups of student nurses: the first in a Swedish faculty (SWE) (n = 53), the second in a Finnish faculty (FIN1, n = 42), and the third in another Finnish faculty (FIN2, n = 14). In the comparison of the subgroups, FIN1 and FIN2 were put together, because of the small sample size. The first data was collected in 2009 after the students' first clinical education period in acute and elderly care. The second data was collected in 2010 after the students' second clinical education period on different wards in central hospitals, in primary care units and in elderly care.The data was collected using a self-administered questionnaire and analysed using statistical methods. On the basis of an explorative factor analysis conducted on the first data four sum variables were produced, named as follows: Clinical Preception, Learning in Clinical Education, Learning Objectives in Clinical Education, and Reflection in Clinical Education.In the comparison of the years 2009 and 2010 (n = 109), the factors Clinical Preception and Learning Objectives in Clinical Education had lower evaluations in year 2010 than in year 2009. In year 2009 Swedish students (n = 53) evaluated Clinical Preception and Learning in Clinical Education lower than Finnish students (n = 56). In year 2010 Finnish students evaluated Clinical Preception lower than Swedish students.It is evident that the clinical education practices should be developed in cooperation with the faculties and the staff of the clinical education placements.     

The status of professional identity and professional self-efficacy of nursing students in China and how the medical documentaries affect them: A quasi-randomized controlled trial

ObjectivesProfessional identity and self-efficacy are important for the education and career development of students. However, how to improve these factors among Chinese nursing students needs further study. This quasi-randomized control trial was designed to explore the effect of medical documentaries on professional self-efficacy and identity among nursing students in Chinese technical schools.MethodsA total of 277 nursing students were enrolled in this study and divided into an experimental group (n = 135) and a control group (n = 142). The experimental group was invited to watch Chinese medical documentaries, whereas the control group remained on a waiting list. A self-designed general questionnaire, along with professional identity and professional self-efficacy questionnaires, was completed by the nursing students.ResultsNo significant change in professional self-efficacy was observed (−3.55 ± 14.23, P = 0.173) in the experimental group, while professional identity significantly declined (−6.24 ± 12.85, P = 0.002) after the intervention. No significant change was found in the two aspects in the control group.ConclusionMedical documentaries negatively affect professional identity but do not affect professional self-efficacy. Further researches should be conducted to explore the real reasons.     

The relationship of social status and social image with the choice of nursing career among the next generation of Turkish youth: A cross-sectional study

AimTo evaluate the nursing image and social status characteristics on young people’s decision to choose nursing as a career.BackgroundLow social status and social image threaten the nursing workforce.DesignA cross-sectional study.MethodsThe study was conducted with 745 high school students and 349 nursing students between 24 March and 10 May 2022. The data were collected through the Nursing Image Scale, Job Satisfaction Scale and Personal Form and analyzed using multiple regression and decision tree analysis.ResultsHigh school (43.1 %) and 73.6 % of nursing students expressed their intention to become a nurse. While the likelihood of choosing nursing as a career decreases among man high school students (p = 0.018) with a high occupation (p = 0.003) and income index (p = 0.003), it increases among low-income female students (p = 0.012), perceiving occupational status more positively (p = 0.002). The possibility of continuing in the profession increases among nursing students who have a higher opinion of the profession's status (p = 0.010) and job satisfaction increases as the image perception improves (r = 0.385, p < 0.01).Conclusion and recommendationsPerception of professional image guides career choice in nursing. The choice of nursing as a future profession differs according to gender and is influenced by social status. The glass ceiling effect should be evaluated in nurses coming from low status.     

Future nurses’ cultural competencies: what are their learning experiences during exchange and studies abroad? A systematic literature review

kokko r. (2011) Journal of Nursing Management 19, 673–682
Future nurses’ cultural competencies: what are their learning experiences during exchange and studies abroad? A systematic literature review Aim This article describes the development of cultural competence among nursing students. The focus is on illuminating the learning experiences of nursing students during their exchange. Background As the world gets smaller, the demand for culturally competent nurses increases. Future nurses need to be open-minded towards international cooperation and willing to develop the quality of care from a cultural point of view. Nursing education in many countries provides an option for students to learn nursing in different cultures while taking part of their studies abroad. Methods A systematic literature search was conducted. Inductive content analysis was applied to the data consisting of empirical studies (n = 7) describing nursing students’ studies abroad. Results The process of developing cultural competence among nursing students on exchange was found to consist of three main themes, namely: (1) an increased cultural knowledge base, (2) personal growth and (3) the impact of exchange experiences on the nursing student’s own practice. Conclusions Studies abroad are a beneficial strategy for the development of future nurses’ cultural competence. Implications for nursing management Nursing is facing a crucial challenge to recruit culturally competent nurses, because an increasing number of patients are from different cultures. Nurses with experiences of studying abroad can offer employers a resource through their preparedness for culturally competent nursing.