Factors related to readiness for practice among undergraduate nursing students: A systematic review

AimThis systematic review identifies the factors and effective strategies related to nursing students’ readiness for practice.MethodA search was conducted from 2012 to 2022 in PubMed, CINAHL, SCOPUS, PsycInfo and EMBASE databases, using a combination of predetermined keywords. Four authors made the selection independently and the methodological quality was assessed using the RoBANS, Analytical cross-sectional studies Critical Appraisal Tool and MMAT tools. Information was extracted using a matrix and analyzed through the thematic synthesis approach.ResultStudies (14,000) were identified from the search and 11 met the predetermined inclusion criteria. The main identified themes were personal characteristics, education-related factors, cognitive factors, psychological characteristics and social factors influencing readiness to practice. Some barriers also affect readiness for practice among undergraduate nursing students.ConclusionMultiple personal, educational and community factors interact in diverse ways to influences nursing students readiness to practice.RegistrationThe protocol for the conduct of this study was registered on the International Prospective Register of Systematic Reviews (PROSPERO) with the registration number CRD42020222337     

The Dalhousie Health Mentors Program: Introducing students to collaborative patient/client-centered practice

The Dalhousie Health Mentors Program builds on a long history of interprofessional health education initiatives by introducing students in health and social care professions to chronic conditions and disabilities, patient/client-centredness, interprofessional learning, and team functioning. This large interprofessional education program (16 participating programs, 650 students) connects interprofessional student teams with Health Mentors, who are adult volunteers with chronic conditions, for a learning experience that extends over one academic year. Students explore their mentor's life story and chronic condition journey, the impact the condition has had on her/his life, and her/his experience with health care in general and interprofessional collaboration in particular. All aspects of the program planning, management, implementation, and evaluation have been interprofessional in nature. Lessons have been learned regarding     

Supporting graduate nurse transition to practice through a quality assurance feedback loop

This mixed-method study focused on new graduate nurses and their transition to practice. Transition to practice can be a time of heightened stress and anxiety, leaving many new graduates disillusioned and dissatisfied with their work. The study explored how satisfaction levels with transition may improve during their first year, using a unique approach of a continuous quality assurance feedback loop. This assurance framework is utilised in hospitality, automotive and supply chain logistics and in health, primarily to monitor patient outcomes. However, an association with graduate nurse satisfaction has not been previously reported. Graduate nurses from two health services completed a short survey questionnaire every four weeks for 12 months. De-identified aggregated data was sent to health service management, giving them an opportunity to integrate the findings with the objective of potentially increasing graduate satisfaction ratings. Quantitative findings showed no statistical significance of graduate nurse satisfaction scores between health services, however, one health service consistently outperformed the other. Qualitative findings drawn from a seminar and interviews confirmed that one health service took a more proactive stance with the monthly reports, communicating the results to ward managers. Outcomes reflected a greater commitment of support and an overall increase of satisfaction scores.     

The learning experiences of international doctoral students with particular reference to nursing students: A literature review

One of the key challenges for the advancement of nursing globally is the development of doctorally prepared educators and leaders in a context where there is a shortage of provision of doctoral nursing programmes. For the short term future, many nurses wishing to undertake a doctorate will need to complete this education in the USA, the UK or Australia. Very little is known however about the nature of their learning experiences in these countries. This paper presents a literature review on the international doctoral student experience, with specific reference to nursing. A thorough review of the literature from 1990 to 2009 was undertaken which yielded only three empirical studies related to nursing. The review was then expanded to include subjects other than nursing which yielded 16 studies in total. This paper presents key themes that appear to be generic to international doctoral students, and draws out specific implications for nursing.The review found that international doctoral students’ learning experiences were strongly influenced by the extent to which they could engage with three key elements of doctoral programmes:

1.

pedagogical paradigms (specifically, self-directed learning and an emphasis upon criticality),

2.

pedagogical practices (specifically, understanding supervision styles and relationships and learning in a second language),

3.

academic environments (including the availability and accessibility of peer support and professional development opportunities).

The first months represented a critical time of transition and most international students seemed to want and expect considerable support and structured in-put during this period. Most studies concluded that there was a need for greater institutional support and supervisor training. The three nursing-specific papers were entirely consistent with these themes.The existing evidence is extremely heterogeneous and of variable methodological quality. In order to ensure that doctoral nursing students are getting a high quality and appropriate PhD experience, there is a need for more research specifically with this group. There is also a need to investigate the different stages of the doctoral process in nursing, including, for example, writing up and examination processes and post-doctoral career outcomes.     

护生基础护理实习现状及对策

综述了护生的职业态度、对基础护理的认知及能力现状,提示应重视护生专业思想和职业道德教育、培养护生服务意识及加强护生临床带教管理等对策,以提高和完善护生对基础护理的认知,规范其临床基础护理实践,促进个人发展,利于其牢固专业思想。     

Undergraduate paramedicine students' experiences of feedback during clinical placement on-road: A scoping review

Feedback on performance enhances student confidence and clinical skills and promotes safe clinical practice. Experiences of feedback are well documented across many health disciplines; however, less is known about paramedicine students' experiences of feedback on-road in an emergency ambulance. The aim of this scoping review was to identify what is known about paramedicine students' experiences of feedback during clinical placement on-road in an emergency ambulance. A review of studies between 2000 and 2021 was undertaken, guided by the Joanna Briggs Institute Methodology for JBI Scoping Reviews and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews. Databases included CINAHL, EMBASE, EBSCO, MEDLINE, Web of Science, Cochrane, ERIC (ProQuest), ProQuest (Nursing and Allied Health), Trove, and Open Accessd Theses and Dissertations. Three studies were identified. Feedback is valued by paramedicine students; however, it can be personal and destructive in nature. Paramedics are enthusiastic and supportive and provide clear feedback. Paramedics face challenges supervising students and may lack preparation to provide feedback. There is limited evidence on paramedicine students’ experiences of feedback during clinical placement. Further exploration is needed to gain further understanding.     

护理本科生临床实习模式的研究

依据护理本科生培养目标 ,从临床护理、护理教育、护理管理、护理科研方面 ,对护理本科生临床实习模式进行综述     

临床实习后期本科护生心理体验的质性研究

目的了解护生临床实习后期的心理体验,为临床护理教学管理提供理论依据。方法采用质性研究中的现象学研究法,在护理临床实习第30周,对12名实习护生进行深入访谈,并将收集的资料进行处理和分析。结果共提炼出5个主题,即工作压力持续存在;工作热情与懈怠情绪并存;人际沟通逐渐顺畅;职业发展前景迷茫;难以寻求有效支持。结论护生临床实习后期仍存在特定的心理体验,管理者及教育者应采取针对性的干预措施,改善护生心理状态,提高临床护理实习质量。     

Aromatherapy practice in nursing: literature review

BACKGROUND: The use of aromatherapy in nursing care continues to be popular in many settings. Most of the nursing literature relates to the use of essential oils in low doses for massage or use of the oils as environmental fragrances. Information from the wider literature may add to the evidence base for use of this therapy in nursing. AIM: This paper reports a literature relating to the use of aromatherapy by nurses and critically evaluates the evidence to support this practice. METHOD: Medline, CINAHL, MANTIS and EBSCO Host databases were searched for papers related to use of essential oils and/or aromatherapy. Papers were also obtained through cross-checking of reference lists. A total of 165 articles have been included in this review. Nursing papers were published since 1990 were included, but some references from 1971 onwards relating to scientific research conducted on essential oils were also included. These remain valuable as they are probably the only reference available for a specific oil or property, or show the development of knowledge in this area. Papers were excluded if they consisted only of brief case studies presented in abstract form. The review covers key professional issues and the principal areas of clinical practice where aromatherapy is used. FINDINGS: Despite calls for more research in the 1980s and 1990s, there is still little empirical evidence to support the use of aromatherapy in nursing practice beyond enhancing relaxation. Its popularity needs to be balanced against the potential risks related to allergies, safety and inappropriate use by inexperienced users. CONCLUSIONS: There is great potential for more collaborative research by nurses to explore the clinical applications in greater detail and to move beyond the low dose paradigm of application of essential oils.     

Competence in nursing practice: A controversial concept--A focused review of literature

The competency-based approach to education, training and assessment has surfaced as a key policy in industrialised nations. Following the transition of nurse preparation to the higher education sector the need to attenuate the tension of interests between employer and educator arose. While the competency-based approach has the potential to fulfil this, the application of competence to nursing is controversial and little consensus exists on definition. This paper synthesises a significant volume of literature relating to the acceptability and definition of the concept of competence with regard to nursing practice. Subsequent to a focused review of literature, problems inherent to the definition and utilisation of the concept of nursing competence are discussed. Because nursing requires complex combinations of knowledge, performance, skills and attitudes, a holistic definition of competence needs to be agreed upon and operationalised. This could facilitate greater acceptance of the concept and also underpin the development of competency standards and the tools required for the assessment of such.     

实习护生职业成熟度与实习影响因素相关性研究

目的探讨实习护生职业成熟度与临床实习影响因素的相关性。方法采用护生职业成熟度量表和自行设计临床实习影响因素测评表,对中医院校165名本科临床实习护生进行护生职业成熟度和临床实习影响因素测评,并运用双变量Spearman进行相关分析。结果实习影响因素与护生职业成熟度有相关性(P≤0.01),且实习过程管理与职业成熟度各因子相关性最显著。结论了解护生职业成熟度与临床实习过程各影响因素之间关系,有助于改进和完善临床实习管理,提高护生的职业成熟度。     

Nursing students learning transfer from classroom to clinical practice: An integrative review

AimThe aim of this integrative review was to examine the theoretical, qualitative, quantitative and mixed-methods literature focused on how nursing students transfer learning from theory courses into clinical practice.BackgroundAs nursing curriculum aligns with the growing body of nursing knowledge, nursing students continue to develop their knowledge base and skill sets to prepare for future nursing practice. The bulk of this preparation involves developing connections between classroom/lab knowledge and further demonstrating those connections in clinical practice. However, the extant state of evidence on undergraduate nursing students’ learning transfer has not yet been synthesized.DesignThis integrative review was conducted using the Whittemore and Knafl framework.Review methodsEight databases were searched in June 2022: MEDLINE, APA PsycInfo, EMBASE, Web of Science, CINAHL, ERIC, Academic Search Complete and Education Research Complete. Literature was included if it focused on undergraduate nursing students who have participated in at least one clinical practicum and reported on learning transfer in clinical settings. Only English-language, peer-reviewed literature was included. Two researchers independently assessed the eligibility of articles at the title-and-abstract level and at the full-text level, followed by an assessment of methodological quality. The Joanna Briggs Institute’s critical appraisal checklists were used to assess theoretical papers and literature reviews and the mixed-methods appraisal tool (MMAT) was used to appraise all studies. Reference lists of included articles were searched for additional relevant literature. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines.ResultsTwenty-eight articles met our inclusion criteria and were included in this review, including 20 qualitative studies, one quantitative study, three mixed-methods studies, three theoretical articles and one integrative review. The results of this review highlighted that numerous facilitators and barriers influence nursing students’ ability to transfer learning within clinical learning environments. Facilitators included having knowledgeable and supportive educators and nursing staff, using strategies to promote connections, fostering reflection and aligning theory and practice. Barriers included unclear connections between course content, incongruencies between classroom and practice, lack of nurse role models, lack of real-world applicability and unsupportive nurse educators.ConclusionsThe information generated from this integrative review provides evidence about barriers that can be mitigated and facilitators that can be leveraged to facilitate undergraduate nursing students’ learning transfer into clinical practice. The findings also highlighted gaps in evidence surrounding the need to understand how nursing students transfer learning from classroom settings to clinical practice settings.     

Examination of final-year medical students in general practice

With general practice recognized as one of three major subjects in the Tromsø medical school curriculum, a matching examination counterpart was needed. The aim was to develop and implement an examination in an authentic general practice setting for final-year medical students. In a general practice surgery, observed by two examiners and one fellow student, the student performs a consultation with a consenting patient who would otherwise have consulted his/her general practitioner (GP). An oral examination follows. It deals with the consultation process, the observed communication between “doctor” and patient, and with clinical problem-solving, taking today''s patient as a starting point. The session is closed by discussion of a public-health-related question. Since 2004 the model has been evaluated through questionnaires to students, examiners, and patients, and through a series of review meetings among examiners and students. Examination in general practice using unselected, consenting patients mimics real life to a high degree. It constitutes one important element in a comprehensive assessment process. This is considered to be an acceptable and appropriate way of testing the students before graduation.     

实习男护生职业生涯规划状况调查分析

目的调查实习男护生职业生涯规划现状,为其职业规划指导提供依据。方法采用一般资料调查表和护理专业大学生个人职业生涯规划问卷对67名临床实习的男护生进行调查。结果 67名实习男护生职业生涯规划总均分为(89.37±13.62)分处于中等偏下水平,其中就业信心因子得分最低为(11.62±1.52)分。学历、学生干部经历、是否第一志愿报考护理专业、职业生涯指导课程经历等因素是实习男护生职业生涯规划的影响因素。结论护理专业学生工作中应该制订针对男护生的职业指导体系,从而帮助男护生科学规划、合理就业和个人在职业生涯中的全面、可持续发展。