The impacts of faculty caring on nursing students’ intent to graduate: A systematic literature review

ObjectivesTo examine the current studies about the impacts of faculty caring on nursing students’ intent to graduate and provide recommendations. The nursing profession continues to face nursing shortages. One of the solutions recognized to alleviate the shortage is increasing the number of students graduating from nursing schools. It lacks a literature review synthesizing the current research about the impacts of faculty caring on nursing students’ intent to graduate and indicate areas for future research.MethodsThis is a systematic literature review. The search of the literature was guided by the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA). Databases searched included MEDLINE via PubMed, CINAHL, PsycINFO, and ProQuest Search. Search terms included ‘attrition,’ ‘dropouts,’ ‘graduation rate,’ ‘faculty,’ ‘instructor,’ ‘professor,’ ‘nursing,’ and ‘caring.’ResultsTen articles met the inclusion criteria. The articles were conducted in the Associate Degree of Nursing and the Bachelor of Science in Nursing programs. Nursing faculties played a significant role in students’ intent to graduate by building students’ confidence, creating a compassionate learning environment, and promoting students’ competence. Faculties’ caring behaviors, including respecting students, showing empathy, and using caring communication skills, were essential characteristics to affect students’ learning environments.ConclusionsThe findings indicate that students’ perceptions of faculty caring can affect their perceptions of the learning environment and sense of belonging, and therefore, impact their intent to graduate. Students’ perceptions of their instructors’ caring behaviors are instrumental in motivating them to continue learning. The capacity of faculty caring plays a significant role in students’ success.     

Empathic and listening styles of first year undergraduate nursing students: A cross-sectional study

BackgroundEffective communication and empathy are fundamental to nurse-patient relationships and good nursing practice. Although the importance of listening is widely accepted in the nursing practice, little research exists regarding the empathic and listening styles of undergraduate nursing students.PurposeThis study investigated empathic and listening styles of first year nursing students. Method: A cross-sectional study of 135 first year Bachelor of Nursing (BN) students from one Australian university completed paper-based versions of the revised Listening Styles Profile (LSP) and Active-Empathic Listening Scale (AELS).ResultsParticipants reported strong preference for ‘people’ listening style and ‘responding’ empathic listening process. No statistically significant differences were found between male and female students. People-oriented LSP was strongly correlated with the three stages of AELS, Content-oriented LSP was strongly correlated with Processing and with Responding AELS and Action-oriented LSP was strongly correlated with Processing AELS.ConclusionIt is not only important that communication skills training exists in the nursing curriculum but ensuring that knowledge learnt in the classroom is transferred to the clinical setting. Nurses must consistently implement active listening techniques and effective communication skills with all patients.     

The diversity of Iranian nursing students' clinical learning styles: A qualitative study

BackgroundNumerous factors, including learning styles, affect the learning process of nursing students. Having insights about students' learning styles helps promoting the quality of education. The aim of this study was to explore the Iranian baccalaureate nursing students' learning styles in clinical settings.MethodsA qualitative design using a content analysis approach was used to collect and analyze data. Semi-structured interviews were conducted with fifteen Iranian baccalaureate nursing students selected using a purposive sample method.FindingsDuring data analysis, it was found that nursing students employed different clinical learning styles such as ‘thoughtful observation,’ ‘learning by thinking,’ and ‘learning by doing’.ConclusionStudents adopt different learning strategies in clinical practice. Designing teaching strategies based on students' learning styles can promote students' learning and maximize their academic and clinical practice success. Nursing educators, curriculum designers, and students can use the findings of this study to improve the quality of nursing education in both the classroom and clinical settings.     

Risk factors and causes of interpersonal conflict in nursing workplaces: Understandings from neuroscience

Aims and objectivesThe purpose of this literature review is to explore the risk factors and causes of interpersonal conflict in healthcare nursing workplaces and test the applicability of the SCARF model (Status, Certainty, Autonomy, Relatedness and Fairness) in explaining, predicting and mitigating interpersonal conflict.BackgroundThe SCARF model seeks to explain how a person’s neurological responses to social stimuli influence workplace engagement, management and leadership behaviour. Interpersonal conflict in nursing workplaces is a complex and multi-faceted phenomenon. A nuanced understanding of conflict causes and risk factors will support the design of effective healthcare systems and the development of nursing-specific conflict interventions.MethodThis paper reviews existing research findings into the causes of interpersonal conflict in nursing workplaces, and the application of the SCARF model to professional settings. Themes from the healthcare conflict studies are extracted and mapped to the SCARF domains of status, certainty, autonomy, relatedness and fairness.ResultsThis paper identified twenty-nine studies reporting on the causes and risk factors of conflict in healthcare workplaces. Twenty-two conflict-causing themes were identified. Twenty of the themes could be mapped to one or more of the SCARF domains.ConclusionThe notion that the SCARF model is applicable in the explanation, prediction and mitigation of nursing workplace conflict is supported. The domain of ‘status’ is reflected in conflicts between physicians and nurses over the rights to perform specialist treatments, between physicians and other professions over control of ward rounds, and in the conflict dynamics between members of multidisciplinary team. The domain of ‘certainty’ is reflected in conflicts which arise due to the complexity, fragmentation and organisational silos of healthcare systems. The domain of ‘autonomy’ is reflected in conflicts which arise from leadership style, management practices, and decision-making processes. The domain of ‘relatedness’ is reflected in the different characteristics and outcomes of intra versus inter-professional conflict. The domain of ‘fairness’ is reflected in conflict arising from bioethical disputes, tension between personal, professional and organisational ethics, and perceived conflicting values of other professional groups. Limitations and potential directions for future research are identified.     

Undergraduate registered nursing students working as assistants in nursing within the acute care environment: Program development and discussion

BackgroundMost pre-registration nursing students require employment during their studies which may entail undertaking another qualification.This paper describes how one university developed a program whereby undergraduate nursing students complete the national vocational education – HLT33115 Assistant in Nursing qualification through recognition of prior learning, a self-directed education package and completion of an objective structured clinical examination.ObjectiveTo discuss the development of an ‘Assistant in Nursing’ in the acute care environment program for pre-registration undergraduate nursing degree students using the national vocational education framework.DesignThis program maps the national ‘Assistant in Nursing- Acute Care’ vocational qualification to the pre-registration registered nurse degree. Upon successful completion of this program students can work as Assistants in Nursing within the acute care environment.ConclusionsThis program enables student nurses to work as Assistants in Nursing within the acute care environment. This provides employment in a health facility and opportunities for students to immerse themselves in the clinical environment whilst continuing their studies. This may assist students to gain a deeper insight into their future role as a nurse, build networks within the nursing community and assimilate into the clinical environment. This program design may prove useful as a template for other nursing faculties wishing to implement a similar program.     

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.     

Staff nurses' experiences as preceptors and mentors: an integrative review

omansky g.l . (2010) Journal of Nursing Management  18, 697–703
Staff nurses' experiences as preceptors and mentors: an integrative review Aim The aim of this integrative review is to describe staff nurses’ experience when functioning as a preceptor or mentor for student nurses. Background The preceptor’s role is to guide students from the theory of nursing to the application of nursing theory, teaching clinical skills and clinical thinking. Relatively few research studies focus on the staff nurses’ experience. Evaluation Research studies and topical articles from Australia, Canada, Sweden, the United Kingdom and the United States were drawn from databases. The theoretical framework for the analysis was the Kahn et al. (1964) role episode model. Key issues Reservations over the efficacy of preceptor experiences have been identified. Along with intrinsic rewards, there is considerable stress and responsibility associated with precepting or mentoring. Nurse preceptors experience role ambiguity, conflict and overload when interacting with students. Conclusions Research indicates what might reduce the amount of stress for the nurse preceptor and increase job satisfaction and nurse retention. Implications for nursing management Defining and formalising the preceptor role can improve the standing of this function. Adjustments can be made to decrease the stress of the role. Preceptors and mentors request recognition and support for the amount of work involved in teaching students.     

Predictors of individually perceived levels of team creativity for teams of nursing students in Taiwan: A cross-sectional study

BackgroundThe complexity of healthcare and concurrent advances in technology have promoted Interprofessional Education (IPE) in healthcare schools to prepare students to collaborate on interdisciplinary teams. Since 2016, healthcare curricula in Taiwan have incorporated IPE-based capstone courses to enhance creativity. To better understand the predictors of team creativity could help educators improve IPE and outcomes for nursing students and patients.PurposeTo determine whether nursing students' demographic characteristics, individual creativity, and perceived team interaction behaviors, team swift trust, team conflict, and team task interdependence may predict high perceived team creativity in IPE settings.MethodsA cross-sectional study design included nursing students (N = 99) at a science and technology university in Taiwan. Data from self-report questionnaires included variables for demographic characteristics, individual creativity, and perceived team characteristics. A hierarchical multiple regression analysis revealed predictors of high perceived team creativity.ResultsNursing students who perceived high team creativity also perceived higher interaction behaviors and lower process conflict than those who perceived less creativity. Spontaneous communication and team task conflict predicted high perceived team creativity.ConclusionsNursing educators could increase team creativity in IPE by encouraging spontaneous communication and constructive task-oriented conflict management. This may benefit patient outcomes in the future.     

Uso de la simulación clínica para entrenar equipos en el manejo de conflictos durante los cuidados en salud: una revisión sistemática exploratoria

ObjectiveTo assess and analyze the impact of clinical simulation as a training tool in healthcare teams ability to resolve and manage conflicts, through an exploratory systematic review.MethodsA structured literature review was performed with the terms clinical simulation OR patient simulation OR simulation training OR high fidelity simulation training AND conflict OR conflict resolution in the following databases: MEDLINE, LILACS, Cochrane, Scielo, PubMed, CINHAL, ScienceDirect, MEDES, IBECS and DOCUMED. Articles were considered if they involved clinical simulation oriented to training of healthcare professionals or trainees in conflict management, using clinical scenarios, and excluding those studies older than 20 years. Absence of debriefing was not considered an exclusion criterion, neither the use of simulation along with other methodologies. A quantitative analysis was performed.Results10 articles were retrieved, mostly with quasi-experimental designs, in which clinical simulation was designed as an interprofessional training and was used with multiple other methodologies like roleplay, reflexive practice and audiovisual aids, strategy that suggest an increase its effectivity. Different scenarios have been recreated, like decision-making divergences and management of medical errors, in order to apply the competences of mediation, communication, emotional skills among others, and followed by debriefing. The use of validated scales and conventional assessment methods reveal a positive impact on satisfaction, perception and learning of students, as well as transfer to clinical practice and decrease in errors.ConclusionMultiple studies describe and support the use of clinical simulation for training in management and resolution of conflicts among healthcare professionals. Simulation is accepted by participants, developing transfer of skills and competences and impact at the organizational level. Nonetheless, studies are recent and limited in number, making this area a developing field that promotes future research.     

My role as a clinical coach in veterinary practice

ABSTRACT:

I have had the role of ‘teacher’ in many forms over the years. I have seen the training scheme for veterinary nurses evolve from the days of the ‘green book’, through the editions of the Portfolio with the NVQ qualification, and now to the Nursing Progress Log (NPL) with the Level 3 Diploma in Veterinary Nursing.

Over the years, I have been a trainer, a lecturer in veterinary nursing at Berkshire College of Agriculture, D32/33 Unit assessor, A1 assessor and now a clinical coach. Although the qualifications have changed, my role as a clinical coach still involves what it always has done – to provide a high standard of practical training of nursing skills to student veterinary nurses, while delivering this in a supportive way that encourages the students to be self-directed and enjoy learning for themselves.     

Factors in the clinical learning environment that influence caring behaviors of undergraduate nursing students: An integrative review

AimThe aim is to explore literature on the influence of the clinical learning environment on caring behaviors of undergraduate nursing students.BackgroundCaring is a fundamental aspect of nursing practice. However, factors of and in clinical learning environment that help shape the caring behaviors of nursing students as part of their education journey remain understudied.DesignA modified version of Cooper’s five-stage integrative review method was used.MethodsFour databases (Cumulative Index of Nursing and Allied Health, PubMed, Scopus and Embase) were searched for research studies published from 2011 to 2021 in peer reviewed journals, written in English and addressing caring behaviors among nursing students in the clinical learning environment. A combination of keywords with Boolean operators was used including: “nursing students OR nursing undergraduates OR student nurses” and “clinical learning environment” AND “caring behaviors”. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines.ResultsEmpirical evidence was drawn from 11 studies including seven qualitative designs, three quantitative designs and one mixed method design. The results of this review suggest that factors in the clinical learning environment influence nursing students’ ability to develop caring behaviors. Specifically, the five themes of: [1] role modeling of clinical faculty and professional nurses, [2] creating a conducive clinical learning environment, [3] effective communication skills, [4] positive effect of simulation and [5] alternative clinical placements may facilitate the development of caring behaviors among nursing students.ConclusionThe findings highlight the factors in the clinical learning environment that influence nursing students’ caring behaviors. Improving students’ clinical learning experiences and implementing more effective role modeling and teaching strategies may advance their caring abilities. The information generated from this review provides evidence on how to enhance the clinical learning environment to develop students’ caring behaviors, subsequently leading to more optimal patient outcomes.     

Nursing students’ attitudes toward mobile learning: An integrative review

PurposeThis study aimed to explore whether the attitudes of nursing students toward the use of mobile learning are positive or negative and to identify the factors influencing their attitudes by reviewing the literature.MethodsElectronic search of six databases, including PubMed, the Cumulative Index of Nursing and Allied Health Literature, ProQuest, Web of Science, EMBASE, and Cochrane Library, was conducted, and relevant references within articles were manually searched. Retrieval time was from inception to October 21, 2020. The literature review was conducted in accordance with the PRISMA guidelines and the integrative review method. The Mixed Method Appraisal Tool (MMAT) was used for quality assessment.ResultsA total of 316 articles were identified, and 18 English-language studies were finally included by reviewing titles, abstracts, and full text. Six quantitative, five qualitative, and seven mixed-method articles related to nursing students’ attitudes toward the use of mobile learning were identified. The results showed that most nursing students had positive attitudes toward mobile learning. Although students expressed strong intentions for mobile learning, the actual usage rate in practical settings was low. Several advantageous factors included usefulness, convenience, and ease of use, whereas disadvantageous factors included hardware facility, updated content, and software stability.ConclusionMost nursing students have positive attitudes and willingness to mobile learning, but the actual use rate remains low. Advantageous and disadvantageous factors coexist. Further studies are needed to assess how mobile learning improves nursing students’ clinical knowledge and improves patient care.     

Effects of peer-mentoring on stress and anxiety levels of undergraduate nursing students: An integrative review

BackgroundNursing students, whether undergraduate or graduate, are at a higher risk for stress and anxiety due to competitiveness and complexities of nursing school. There is evidence in the literature on the effects of peer mentoring among nursing students. Peer mentoring has been associated with increased retention, student engagement, and skills competence among nursing students. There is, however, paucity in the literature about peer mentoring's effect on stress and anxiety levels of undergraduate nursing students.PurposeTo examine the literature on the effect of peer mentoring on stress and anxiety levels among undergraduate nursing students.Theoretical frameworkBandura's Self-Efficacy Theory was used to guide this review.MethodAn integrative review of the literature was conducted. Electronic databases searched included PubMed, CINAHL, PsychINFO, and ERIC using keywords: nurse*, student*, undergrad*, stress and nursing students, anxiety and nursing students, and mentor*. Review was limited to peer reviewed articles published in the English language from January 2000 to August 2018. Articles were independently reviewed by three authors, and the quality of data was evaluated using established criteria.ResultsEight articles were included in the review. Review suggested that peer mentoring decreases stress, and situation or short-term anxiety levels of undergraduate nursing students. However, results should be interpreted with caution based on limited studies identified.     

Supporting the development of information literacy skills and knowledge in undergraduate nursing students: An integrative review

BackgroundUndergraduate nursing students have the opportunity to develop information literacy skills while at university so they can work effectively in an increasingly information-intensive clinical environment. This can be achieved through learning how to effectively search for required information, critically evaluate it, apply and reference it. Librarians working in academic libraries can assist with this essential skill development through library instruction, delivery and support.ObjectivesThe aim of this integrative review was to undertake an analysis of the peer-reviewed research in the context of library instruction programs delivered in undergraduate nursing courses. A synthesis of the key themes was also undertaken.MethodsThis paper takes the form of an integrative review. Four library databases were systematically searched for research articles investigating ‘library instruction’ within ‘undergraduate nursing’ courses. The search strategy was based on synonyms for these two concepts.ResultsA total of 26 articles based on 25 studies were identified for review. Research was undertaken in a number of different countries with the most being in the United States of America (8). Total participants were 2820 nursing students. Sixteen of the studies were a quantitative approach, three were qualitative and six were mixed methods. A range of data collection methods were used that included surveys, interviews, focus groups and an observational study. One study was a randomised controlled trial and one used a mixed methods final year thesis analysis. The year level of participants varied with most being in the first year of their course (12 studies). Six studies were a mix of year levels. The four key inter-related themes identified were: collaboration, course-integration, linking to assessments, and confidence.ConclusionThere is evidence to suggest a positive relationship between library instruction and information literacy skill development. Sustained training and support across year levels provides the opportunity for positive student outcomes.     

Simulation-based learning for patient safety: The development of the Tag Team Patient Safety Simulation methodology for nursing education

BackgroundSince the ground-breaking report ‘To Err is Human: Building a Safer Health Care System’ was published nearly two decades ago, patient safety has become an international healthcare priority. Universities are charged with the responsibility of preparing the future nursing workforce to practise in accordance with relevant patient safety standards. Consequently, simulation-based learning is increasingly used for developing the technical and non-technical skills graduates require to provide safe patient care.AimTag Team Patient Safety Simulation is a pragmatic group-based approach that enhances nursing students’ knowledge and skills in the provision of safe patient care. The aim of this paper is to describe the Tag Team Patient Safety Simulation methodology and illustrate its key features with reference to a medication safety scenario.MethodsInformed by the National Safety and Quality Health Service Standards and the Patient Safety Competency Framework for Nursing Students, Tag Team Patient Safety Simulation methodology actively engage large numbers of nursing students in critical conversations around every day clinical encounters which can compromise patient safety.ConclusionTag Team Patient Safety Simulation is a novel simulation methodology that enhances nursing students’ skills and knowledge, fosters critical conversations, and has the potential to enhance students’ resilience and capacity to speak up for safe patient care.     

The value of social media use in improving nursing students’ engagement: A systematic review

AimThis systematic review was undertaken to investigate the impact of social media use in relation to student engagement in nursing education.BackgroundThe availability of social media has transformed global connectivity within education systems. Social media has been used in various educational contexts. The widespread use of social media has prompted a demand for a better understanding of how it might be used in nursing education. While research has previously explored the positive effects of using social media on a range of learning outcomes in nursing education, studies have not specifically focused on how these positive features have an impact on students’ engagement as a vital component of successful learning.DesignThis review uses the Joanna Briggs Institute approach to conducting systematic reviews and follows Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines for reporting a systematic review.MethodsFollowing predefined inclusion criteria, a search of electronic databases was performed using a three-step strategy to identify relevant studies. The following databases were searched: Cumulative Index of Nursing and Allied Health Literature (CINAHL), Education Resources Information Centre (ERIC), MEDLINE and PubMed. A further manual search was performed to identify potentially relevant articles. The included studies were assessed for methodological quality by all reviewers using the Mixed Methods Appraisal Tool. NVivo software was used for organising data and developing themes.ResultsData from sixteen studies with different designs were extracted and thematically synthesised. The synthesised findings yielded five themes: 1) interaction and communication; 2) managing stress; 3) positive online community; 4) time spent; and 5) digital literacy and e-professionalism.ConclusionsThis review reveals that using social media to support nursing students’ learning has positive benefits in terms of promoting several aspects of their engagement, such as rapid interaction and communication. Further empirical studies, however, should aim to measure social media’s effects on nursing students’ engagement with their courses and their academic attainment.