scholarly journals A scoping review of admission criteria and selection methods in nursing education

BMC Nursing ◽  
2020 ◽  
Vol 19 (1) ◽  
Author(s):  
Vahid Zamanzadeh ◽  
Akram Ghahramanian ◽  
Leila Valizadeh ◽  
Farzaneh Bagheriyeh ◽  
Marita Lynagh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Standardized Tests ◽  
Scoping Review ◽  
Assessment Tools ◽  
Future Research ◽  
Admission Criteria ◽  
Selection Methods ◽  
Cognitive Characteristics ◽  
Academic Abilities

Abstract Background Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field. Methods Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved. Results Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

scholarly journals A scoping review of admission criteria and selection methods in nursing education

2020 ◽  
Author(s):  
Vahid Zamanzadeh ◽  
Akram Ghahramanian ◽  
Leila Valizadeh ◽  
farzaneh bagheriyeh ◽  
Marita Lynagh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Standardized Tests ◽  
Scoping Review ◽  
Assessment Tools ◽  
Future Research ◽  
Admission Criteria ◽  
Selection Methods ◽  
Cognitive Characteristics ◽  
Academic Abilities

Abstract Background: Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field.Methods: Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved.Results: Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions: This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

scholarly journals A scoping review of admission criteria and selection methods in nursing education

2020 ◽  
Author(s):  
Vahid Zamanzadeh ◽  
Akram Ghahramanian ◽  
Leila Valizadeh ◽  
Farzaneh Bagheriyeh ◽  
Marita Lynagh
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Standardized Tests ◽  
Scoping Review ◽  
Assessment Tools ◽  
Future Research ◽  
Admission Criteria ◽  
Selection Methods ◽  
Cognitive Characteristics ◽  
Academic Abilities

Abstract Background: Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field.Methods: Our scoping review follows the Arksey and O’Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved.Results: Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - “cognitive-academic abilities” and “non-cognitive abilities.” Cognitive-academic abilities were assessed in four main dimensions of mathematics, language and communication, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. Conclusions: This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.

Nursing student and faculty attitudes about a potential genomics-informed undergraduate curriculum

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Sarah Dewell ◽  
Carla Ginn ◽  
Karen Benzies ◽  
Cydnee Seneviratne
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Curriculum Development ◽  
Role Models ◽  
Nursing Student ◽  
Undergraduate Curriculum ◽  
Future Research ◽  
Curriculum Innovation ◽  
Or Education ◽  
Undergraduate Nursing

Abstract Objectives To explore attitudes about adding genomic content to an undergraduate nursing curriculum. Genomic knowledge is essential to nursing education, but challenges exist for curriculum innovation. Few countries have guiding documents from national nursing organizations on genomic competencies for practice or education. Information on attitudes about genomics may provide guidance for curriculum development. Methods Nineteen undergraduate nursing students and two faculty from a school of nursing with two sites in western Canada participated. Five focus groups and four interviews were conducted using a semi-structured focus group guide. Data were analysed using thematic analysis. Coding was inductive. Results Characteristics of participants, eight key themes, and four future focal areas were identified to guide future research and curriculum development. Conclusions Global development of genomics-informed curricula will require a focus on increasing knowledge, defining scope and role, increasing visibility of role models, and preparing to implement precision health.

scholarly journals An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review

2016 ◽  
Vol 13 (1) ◽  
pp. 127-138 ◽  
Author(s):  
Lisa J. Hayden ◽  
Sarah Y. Jeong ◽  
Carol A. Norton
Keyword(s):  
Nursing Education ◽  
Academic Success ◽  
Nursing Students ◽  
Literature Review ◽  
Learning Style ◽  
Mode Of Delivery ◽  
Nursing Programs ◽  
Future Research ◽  
Extrinsic Factors ◽  
Intrinsic Factors

AbstractThe population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.

scholarly journals Predicted Influences of Artificial Intelligence on Nursing Education: Scoping Review

JMIR Nursing ◽  
10.2196/23933 ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. e23933
Author(s):  
Christine Buchanan ◽  
M Lyndsay Howitt ◽  
Rita Wilson ◽  
Richard G Booth ◽  
Tracie Risling ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Nursing Education ◽  
Clinical Practice ◽  
Nursing Students ◽  
Scoping Review ◽  
Nurse Educators ◽  
Clinical Care ◽  
Grey Literature ◽  
Academic Institutions ◽  
Health Technologies

Background It is predicted that artificial intelligence (AI) will transform nursing across all domains of nursing practice, including administration, clinical care, education, policy, and research. Increasingly, researchers are exploring the potential influences of AI health technologies (AIHTs) on nursing in general and on nursing education more specifically. However, little emphasis has been placed on synthesizing this body of literature. Objective A scoping review was conducted to summarize the current and predicted influences of AIHTs on nursing education over the next 10 years and beyond. Methods This scoping review followed a previously published protocol from April 2020. Using an established scoping review methodology, the databases of MEDLINE, Cumulative Index to Nursing and Allied Health Literature, Embase, PsycINFO, Cochrane Database of Systematic Reviews, Cochrane Central, Education Resources Information Centre, Scopus, Web of Science, and Proquest were searched. In addition to the use of these electronic databases, a targeted website search was performed to access relevant grey literature. Abstracts and full-text studies were independently screened by two reviewers using prespecified inclusion and exclusion criteria. Included literature focused on nursing education and digital health technologies that incorporate AI. Data were charted using a structured form and narratively summarized into categories. Results A total of 27 articles were identified (20 expository papers, six studies with quantitative or prototyping methods, and one qualitative study). The population included nurses, nurse educators, and nursing students at the entry-to-practice, undergraduate, graduate, and doctoral levels. A variety of AIHTs were discussed, including virtual avatar apps, smart homes, predictive analytics, virtual or augmented reality, and robots. The two key categories derived from the literature were (1) influences of AI on nursing education in academic institutions and (2) influences of AI on nursing education in clinical practice. Conclusions Curricular reform is urgently needed within nursing education programs in academic institutions and clinical practice settings to prepare nurses and nursing students to practice safely and efficiently in the age of AI. Additionally, nurse educators need to adopt new and evolving pedagogies that incorporate AI to better support students at all levels of education. Finally, nursing students and practicing nurses must be equipped with the requisite knowledge and skills to effectively assess AIHTs and safely integrate those deemed appropriate to support person-centered compassionate nursing care in practice settings. International Registered Report Identifier (IRRID) RR2-10.2196/17490

The development of moral sensitivity of nursing students: A scoping review

2020 ◽  
pp. 096973302097245
Author(s):  
Ankana Spekkink ◽  
Gaby Jacobs
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Scoping Review ◽  
Educational Interventions ◽  
Two Dimensions ◽  
The Other ◽  
Clear Understanding ◽  
Moral Awareness ◽  
Moral Sensitivity ◽  
Starting Point

Moral sensitivity is known to be the starting point for moral competence and even is a core concept in the curricula for bachelor’s-level nursing students in the Netherlands. While the development of moral sensitivity in nursing is commonly agreed to be important, there is no clear understanding of how to develop moral sensitivity through nursing education and what components of nursing education contribute to moral sensitivity. Studies on educational interventions could build knowledge about what works in developing moral sensitivity and how to achieve this outcome. Therefore, the aim of this study is to explore if and how educational interventions contribute to the development of moral sensitivity in nursing students. A scoping review was conducted. Four electronic databases were searched: CINAHL, PubMed, MEDLINE and SpringerLink. Articles that were not about formal or initial nursing education and that had no link to moral development or moral sensitivity were excluded. After the final selection on educational interventions, 10 articles out of the initial 964 resources were included in the review. Three different but related dimensions of moral sensitivity emerged from the literature: (1) raising moral awareness, (2) providing the ability to frame and name ethical issues and (3) improving moral reasoning ability. Half of the studies used quantitative measures to evaluate the educational intervention, in particular the Moral Sensitivity Questionnaire; the other half used diverse qualitative evaluation methods. None of the studies presented teaching methods that included all three dimensions of moral sensitivity. Moral awareness of self appears to be more loosely connected to the other two dimensions, which raises the question of whether it can be seen as a prerequisite for them. To encompass all dimensions of moral sensitivity, a mix of quantitative and qualitative measures seems most appropriate to study that topic.

scholarly journals Nursing students’ engagement and experiences with virtual reality in an undergraduate bioscience course

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
David Scott Thompson ◽  
Alison P. Thompson ◽  
Kristen McConnell
Keyword(s):  
Virtual Reality ◽  
Nursing Education ◽  
Student Engagement ◽  
Nursing Students ◽  
Health Assessment ◽  
Learning Model ◽  
Future Research ◽  
Exploratory Learning ◽  
Cross Sectional ◽  
Anatomy And Physiology

AbstractObjectivesThe challenges of bioscience courses such as anatomy and physiology in nursing education are well documented. Virtual reality has recently become accessible and may support student engagement. The purpose of this project was to describe students’ engagement and experiences with virtual reality in a first-year nursing course on anatomy, physiology, and health assessment.MethodsWe used a cross-sectional design and collected both quantitative and qualitative data. The Exploratory Learning Model guided our work.ResultsStudents perceived their engagement to be higher in virtual reality compared to other teaching methods. Their experiences were positive with students reporting that they found it easy to use, it helped their learning, and they recommended more of it.ConclusionsVirtual reality is an accessible tool for supporting student engagement. The Exploratory Learning Model is a useful conceptualization for integrating virtual reality into a course. Future research on the relationship between virtual reality and learning achievements is warranted.

scholarly journals Stressors and Coping Strategies among Nursing Students during the COVID-19 Pandemic: Scoping Review

2021 ◽  
Vol 11 (2) ◽  
pp. 444-459
Author(s):  
Aisha Majrashi ◽  
Asmaa Khalil ◽  
Elham Al Nagshabandi ◽  
Abdulrahman Majrashi
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Coping Strategies ◽  
Scoping Review ◽  
Psychological Health ◽  
Clinical Training ◽  
Research Question ◽  
Flow Diagram ◽  
Relevant Evidence ◽  
And Coping

COVID-19 has impacted every aspect of life around the world. Nursing education has moved classes online. Undoubtedly, the period has been stressful for nursing students. The scoping review aimed to explore the relevant evidence related to stressors and coping strategies among nursing students during the COVID-19 pandemic. The scoping review methodology was used to map the relevant evidence and synthesize the findings by framing the research question using PICOT, determining the keywords, eligibility criteria, searching the CINAHL, MEDLINE, and PubMed databases for the relevant studies. The review further involved study selection based on the PRISMA flow diagram, charting the data, collecting, and summarizing the findings. The critical analysis of findings from the 13 journal articles showed that the COVID-19 period has been stressful for nursing students with classes moving online. The nursing students feared the COVID-19 virus along with experiencing anxiety and stressful situations due to distance learning, clinical training, assignments, and educational workloads. Nursing students applied coping strategies of seeking information and consultation, staying optimistic, and transference. The pandemic affected the psychological health of learners as they adjusted to the new learning structure. Future studies should deliberate on mental issues and solutions facing nursing students during the COVID-19 pandemic.

scholarly journals Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education

2020 ◽  
Vol 14 (1) ◽  
pp. 180-189
Author(s):  
Halima Lajane ◽  
Rachid Gouifrane ◽  
Rabia Qaisar ◽  
Ghizlane Chemsi ◽  
Mohamed Radid
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Formative Assessment ◽  
Quantitative Research ◽  
Target Population ◽  
Assessment Tools ◽  
Pedagogical Practice ◽  
Assessment Practice ◽  
Research Perspective ◽  
Nursing Teachers

Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.

scholarly journals Current issues facing disaster nursing education in Saudi Arabia

2021 ◽  
Author(s):  
Duaa Brinjee ◽  
Abdulellah Al Thobaity ◽  
Waleed Al Ahmari ◽  
Mohammed Almalki
Keyword(s):  
Saudi Arabia ◽  
Nursing Education ◽  
Scoping Review ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Future Research ◽  
Exclusion Criteria ◽  
Information Center ◽  
High Level ◽  
And Training

Abstract Background: : An important aspect of disaster preparedness for nurses is that they be ready to respond with a high level of competence. This scoping review aimed to identify current issues related to the education and training of disaster nurses in Saudi Arabia.Methods: This scoping review was conducted using the Joanna Briggs Institute (JBI) methodology. The search involved several different databases in the Saudi Digital Library (SDL), including CINAHL, Science Direct, Scopus, Wiley, and the Education Resources Information Center (ERIC). The search keywords were “disaster,” “nursing,” “education,” “training,” “knowledge,” and “preparedness.” In addition, specific inclusion and exclusion criteria were applied to narrow down the search to only relevant articles. Results: Several gaps in the education of disaster nurses were found in the review, which can be summarized in five different domains: insufficient simulations and drills, inadequate education programs, a lack of formal education, difficulty following guidelines, and difficulty accessing up-to-date educational resources.Conclusion: It is imperative that the highlighted issues related to disaster nursing education in Saudi Arabia be addressed to further develop the educational system in this regard. Future research should aim to determine how to address these issues to enhance the performance of nurses during disaster situations.

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