Reforming the Swiss nurse education system: a policy review

BACKGROUND: Western Europe has been swept in the last three decades by ongoing reforms within the nurse education systems. Within the Western European region, Switzerland is one of the last countries initiating the integration of nursing programs into higher education institutions. OBJECTIVES: This article examines the nurse education reforms recently enacted in Switzerland. The specific aims of the analysis were to: (a) examine modes of reform implementation and the current status of the Swiss nurse education system; (b) compare between two new Swiss nurse education models developed in the various linguistic regions. METHOD: A documentary search for policy documents, reports and studies related to the implementation processes of reforms was conducted through websites of various legal institutions and the Swiss university library system. FINDINGS: The analysis indicated that although a fit between environmental pressures and the reform agenda exists, the implementation of the nursing reform varied considerably between the various Swiss linguistic regions. This variation resulted in two newly created models of nurse education programs revealing a high level of variability and inconsistency. As such, the development of a unified system of nurse education, which was set as the primary goal of the reformed system, was not achieved. CONCLUSIONS: Overall, Switzerland is contributing to the widening heterogeneity rather than to the aspired homogeneity across Western European countries.     

Embedding cancer care within pre-registration nurse education programmes: Policy, practice and opportunities for change

This paper discusses policy and professional drivers which outline the need for, and inclusion of cancer education within pre-registration nursing curricula within the UK. It also evaluates arguments in favour of the development of separate and distinctive cancer modules within nurse training programmes against those advocating a more integrated or thematic approach. The authors suggest that there are advantages and disadvantages to each strategy, and argue that the most important factor irrespective of the approach taken, is that cancer learning outcomes are clearly enunciated within all pre-registration nursing curricula and constructively aligned against teaching, learning and assessment strategies which may encompass a single module or entire programme. The authors then discuss their personal experience of teaching cancer care using both approaches and posit one suggestion for an embedded pre-registration cancer-care curriculum developed as the catalyst for a broader debate on the scope and content of cancer-care education within pre-registration nursing curricula.     

Hasten slowly: a needs analysis for nurse and village health worker education in East Timor

This article reports on a needs analysis undertaken to determine the educational needs of nurses and health workers in East Timor. The needs analysis, which used a theoretical framework described by Wass (1994), was conducted in both Australia and East Timor. It addressed the current health status of the East Timorese people and the educational requirements of East Timorese nurses and village health workers. Utilizing interviews, field observations and data from the World Health Organization and the United Nations, the following four categories of needs were assessed: felt; expressed; comparative; and normative. The findings document the almost complete destruction of the health infrastructure in East Timor and demonstrate the urgent need for assistance in the re-establishment and enhancement of nursing and primary health care education programmes. A series of recommendations outlining nurse and village health care worker education programmes are proposed.     

Nursing, medication education and the new policy agenda: the evidence base

Current social and demographic trends, combined with ‘the new policy agenda’, highlight the importance of nurses’ role in educating patients about medication. In the absence of previous research investigation, this study set out to explore nurses’ current contribution to medication education and the clinical contextual factors that influence current practice. The evidence base for effective medication education was established from reviews of literature and focus groups with key informants. Nurses’ practice was investigated using a case study approach in seven clinical areas representing adult, care of the older person, mental health and community nursing contexts. Methods used to collect data were: audio-recordings (n=37) and observation (n=48) of nurse–patient interactions about medication, post-interaction interviews with nurses (n=29), post-interaction interviews with patients (n=39), analysis of relevant written documentation and researcher observation and field notes. Data sources within each case were subjected to systematic content analysis in order to identify current practice and contextual influences within each case. Cross-case analysis was also employed in order to identify explanations for any differentiation in practice. Findings indicate that nurses’ contribution to medication education is commonly limited to simple information giving about medicines, involving the name, purpose, colour, number of tablets and the time and frequency that medications should be administered. Nurses’ practice in two of the seven clinical areas was characterised by interactions that more closely demonstrated features of what is known to constitute more comprehensive and effective medication education. Analysis of contextual influences within and between cases allowed explanations to be derived for the types of medication education interactions observed. These concerned: patient characteristics, perceived and expressed preferences of patients for information, characteristics of the nurse-patient relationship, lack of time and high workload, and the philosophy of care within the clinical area. In all clinical areas, nurses were not explicitly and judiciously using available evidence to inform their medication-related interactions. The paper concludes with discussion and implications of the findings.     

循证护理的发展与循证护理教育的现状

循证护理在临床实践上已经逐渐开展起来,对以经验为主护理方式提出了挑战,同时部分院校也开始开展循证护理教育.本文就循证护理及循证护理教育的进展,循证护理教育的方式方法进行综述,对所面临的问题进行分析及探讨.     

Comparative efficacy of social media delivered health education on glycemic control: A meta-analysis

ObjectiveTo compare outcomes associated with patient education about glycemic control via group chat versus patient education as usual among individuals with diabetes in China.MethodsWe searched the following databases both in English and in Chinese languages: PubMed, CNKI, Wanfang database, VIP database, and CBM for articles published up to Jan 1, 2018. The studies were screened by two independent reviewers. Using criteria from the risk of bias assessment tool developed by Cochrane Collaboration to assess the risk of bias of eligible studies. A meta-analysis of studies was performed using comprehensive meta-analysis version 3.0.ResultsTwenty-five unique randomized clinical trials, including 2,838 patients, were identified. The education delivered via group chat had large overall pooled effect sizes in improving glucose control measured by hemoglobin A1c [Hedges’ g = −0.81, 95% CI: (−0.98, −0.64)], fasting blood glucose [Hedges’ g = −1.11, 95% CI: (−1.37, −0.85)], and 2 h postprandial blood glucose [Hedges’ g = −0.98, 95% CI: (−1.20, −0.76)]. Additionally, patient education delivered via group chat has shown consistently superior outcomes in glucose control in short-term (0–3 months), mid-term (3–6 months) and longer-term (6–12 months).ConclusionsEducational interventions via group chat had a superior outcome in blood glucose control compared to education as usual in China. Educational interventions via group chat had superior short-term, mid-term, and longer-term outcomes in blood glucose control compared to education as usual in China.     

Caring behaviours and stress perception among student nurses in different nursing programmes: A cross-sectional study

Caring is central to providing high-quality nursing. Little research exists concerning the relationship between caring behaviours and stress perception among student nurses. This study aimed to explore this relationship among student nurses in different nursing programmes. A sample of 792 student nurses from three nursing education programmes in one academic institution completed Chinese versions of the Caring Behaviors Scale and the Nurse Stress Checklist to assess participants' caring behaviour and psychosocial responses to work-related stress, respectively. We found a statistically significant negative correlation between caring behaviour and stress perception among participants. The three most frequently reported caring behaviours were related to ‘knowing the patient’: (a) recognising that each patient holds unique values, (b) taking a patient's chief complaints seriously, and (c) stating that the family's best interests should be respected regarding health decisions. Completion of work, time limitations, and lack of personal interactions were sources of stress. Nursing education curricula involve the fundamentals of caring and the preparation of nursing students for clinical practice. The study recommends that nursing faculty and administrators should educate students in stress management in order to foster, support, and promote caring behaviours among nursing professionals.     

Collaborative learning in practice: A systematic review and narrative synthesis of the research evidence in nurse education

Collaborative Learning in Practice is a model of placement learning for student nurses that is currently being implemented in the United Kingdom, apparently originating in Amsterdam. Potential benefits are reported to be increased placement capacity, reduced burdens on mentors as practice assessors, improvements in qualified nurses’ job satisfaction, recruitment and retention, and better-developed preparedness for registrant practice amongst student nurses. We conducted a thorough, rigorous systematic review between October and December 2018 of the literature on Collaborative Learning in Practice to discover whether there was a research evidence base for these claims. We found nothing published in English in peer reviewed journals. We found 14 related papers, although these were about the Dedicated Education Unit concept, and we have conducted a narrative synthesis of them. Key findings support the assertions related to Collaborative Learning in Practice, albeit in different models of placement learning. Further research is necessary with Collaborative Learning in Practice stakeholders including staff and students, and regarding patient care metrics, to demonstrate benefits or otherwise and until that research takes place potential gains remain unproven.     

Factors contributing to the shortage of nurse faculty: a review of the literature

There is an abundance of literature documenting the shortage of nurse faculty, both in Australia and internationally. This shortage has repercussions for the next generation of nurses, contributes to the overall nursing workforce shortage, and holds implications for the development of nursing research and continued practice development. The literature suggests a multitude of factors contributing to the shortage, including the ageing of current nurse faculty, and an undersupply of doctorally prepared nurses to take their place. To date, most nurse academics come from a clinical background with little preparation for the complex faculty role; despite this there is little exploration of their experiences transitioning to academia. The limited available evidence suggests that this new role may be accompanied by feelings of uncertainty, anxiety and isolation associated with changed responsibilities, an emphasis on scholarly activities and teaching, and the unique culture of the academic environment. The aim of this paper is to provide a critical review of the literature, identify issues relevant to the nurse faculty shortage and provide direction for further research.     

健康教育实践对提高护生职业能力的效果评价

目的：探讨实施新型的以护生为主体、将健康教育实践作为护生实习的核心内容的横纵联合教学模式,对护生职业能力的效果。方法：将110名护生随机分成实验组和对照组各55名。实验组实施新型的以护生为主体、将健康教育实践作为护生实习的核心内容的横纵联合教学模式．对照组实施传统的以带教老师为主体的垂直单向教学模式。结果：两组护生的“三基”考核、护士职业能力考评的比较有显著性的统计学意义（P〈0．01）,实验组病人满意度高于对照组。结论：将健康教育实践作为护生实习的核心内容的教学模式可大大提高护生的职业能力。为社会、医疗机构培养高素质的护理人才。     

Education of nurse practitioners in academic nurse-managed centers: student perspectives

Clinical experiences for advanced practice nurses are increasingly a challenge. Finding settings that demonstrate primary care nursing practice in its finest form can be difficult. This article reports on nurse practitioner (NP) student feedback on clinical placements in the academic nurse-managed centers (ANMCs) associated with four Michigan schools or colleges of nursing. Student feedback was solicited over three years through site and preceptor evaluation tools and focus groups. Students were overwhelmingly satisfied with their experience in ANMCs. Being mentored by an NP preceptor in an ANMC was a valuable experience for students. They valued the role modeling of the NP and the quality of their preceptors' instruction. Students stated that the nursing model of care to which they were exposed was congruent with classroom learning. They reported learning to apply an understanding of their patients' economic, social, and cultural situations to treatment decisions and patient-education efforts and learning to understand the role of community-based care. One limitation of ANMCs from the students' perspective was a relatively low volume of patients, particularly in the initial years. However, the benefit of having time to spend with clients and to reflect on clinical practice was also articulated.     

对护患慢性阻塞性肺疾病康复认知及教育需求的调查

目的 探讨呼吸科护士和慢性阻塞性肺疾病（COPD）患者对慢性阻塞性肺疾病康复认知和教育的需求程度,以及对健康教育形式的需求,进而制定更有效的康复教育方案.方法 采用自设问卷对共32名呼吸科护士和50例慢性阻塞性肺疾病患者进行慢性阻塞性肺疾病肺康复认知和康复教育需求的问卷调查.结果 护患对疾病康复认知差异性较大,对肺康复的健康教育需求非常强烈 两者在疾病康复认知与康复教育需求无相关性 康复教育形式中医护人员讲解、示范,录像光盘、宣传资料最受患者欢迎 影响护士宣教的因素主要是工作忙没时间.结论 COPD患者肺康复健康教育势在必行,而且形式应多样化,最好实行个性化教育.     

To Twitter to Woo: Harnessing the power of social media (SoMe) in nurse education to enhance the student's experience

This paper explores some of the difficulties, challenges and rewards for student nurses and nurse academics when harnessing social media (SoMe) as part of the overall learning experience. The paper draws upon data in the form of student voices, captured through an online planned Twitter chat. This data analysis provides the basis of a case study on the student experience in practice placements. A planned 1 h Twitter chat took place in June 2013, specifically aimed at student nurses. What transpired was an illuminating debate, eliciting responses from around the globe about learning in practice, mentors, and student support that lasted over 3 h. More importantly, the Twitter chat also included qualified nurses and mentors, listening and responding in real time, offering thoughts and solutions to how support and mentoring could be improved. This was in contrast to how students, locally, currently use a paper based questionnaire to give feedback in isolation. The authenticity of this feedback is often compromised by university link lecturers' who often provide a more sanitised version of this feedback to clinical placement. This paper explores whether it is possible to facilitate a realignment and capture the zeitgeist in order to provide the opportunity for enhancing learning in practice.