Journal of Nursing Education and Practice
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1762
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12
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Published By Sciedu Press

1925-4059, 1925-4040

2022 ◽  
Vol 12 (5) ◽  
pp. 55
Author(s):  
Constance McIntosh ◽  
Jayanthi Kandiah ◽  
Lesie J. Remache

This qualitative study used the nursing grounding theory to describe parents' experiences working with school nurses to elevate their child’s healthcare. Seventeen interviews were conducted with parents/primary caregivers (P/PCG) who had children with autism spectrum disorder (ASD; ages six to ten). Through centering parents’ voices, the investigators were able to identify gaps in P/CG understanding of their school nurses’ roles through thematic analyses. We found that P/CG lacked the understanding of school nurses' roles and how school nurses could aid their child’s healthcare. The oversight of school nurses contributed to miscommunication, which constrained the relationship between the parent and the school nurse. These findings provide insight into the importance of enhancing communication between the parents of children with ASD and school nurses and was the catalyst to why this article was written. When healthcare professionals provide clarity and expertise to parents as to their respective roles, incorporate perspective-taking, and tailor their approaches based on their concerns, it may enhance parents’ experiences with their school nurses. In addition, school nurses should consider various routes of engaging parents so they have a deeper understanding of their responsibilities in enhancing the healthcare of children with ASD.


2022 ◽  
Vol 12 (5) ◽  
pp. 47
Author(s):  
Shea Polancich ◽  
Connie White-Williams ◽  
Laura Steadman ◽  
Kaitrin Parris ◽  
Gwen Childs ◽  
...  

Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.


2021 ◽  
Vol 12 (5) ◽  
pp. 41
Author(s):  
Shravan Devkota ◽  
Collette Loftin ◽  
Holly Jeffreys

Background and objective: The NCLEX pass rate is considered the primary indicator of program quality. Much literature exists regarding pre-graduation efforts aimed at aiding students to prepare for the NCLEX-RN exam, while there is little available on post-graduation efforts. This project was conducted to identify the post-graduation experiences of successful NCLEX-RN test takers as they prepared to complete the exam.Methods: This was a qualitative descriptive study utilizing a phenomenological framework to determine the lived experience of new graduates preparing to complete the NCLEX-RN exam.Results: Four main themes were identified as relevant to post graduation experiences including: (a) Finding Motivation, (b) Study Tactics, (c) Taking a Break, and (d) The Testing Experience. Additionally, few of the participants took it for granted that they were going to pass the exam, they reported wishing they had spent more time preparing, and with regard to studying, several described wishing they had started earlier.Conclusions: It will be beneficial for faculty to discuss potential strategies for success to utilize after graduation, including expectations of testing day, setting a realistic timetable to test, overcoming lack of motivation to preparation for the exam, and careful scheduling of coaching and study sessions.


2021 ◽  
Vol 12 (5) ◽  
pp. 33
Author(s):  
Mudhar Al Adawi ◽  
Ibtisam Al Siyabi ◽  
Nasra Al Hashmi ◽  
Fatma Mahmood AbdulRasool ◽  
Asma Al Harrasi ◽  
...  

Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.


2021 ◽  
Vol 12 (5) ◽  
pp. 26
Author(s):  
Rodrigo Marques da Silva ◽  
Ana Lúcia Siqueira Costa ◽  
Margareth Heitkemper ◽  
Fernanda Carneiro Mussi ◽  
Karla Melo Batista ◽  
...  

Background and objective: To know the direct relationships between stress, sleep quality, depressive symptoms, resiliency, and quality of life of nursing students. Less is known about how the simultaneous relationships between these variables may explain the nursing students’ quality of life remains unclear. We assessed how the simultaneous causal relationships among stress, depressive symptoms, sleep quality, and resilience explain the nursing students’ quality of life one year after starting a nursing degree program.Methods: This was a one-year longitudinal study. Data were gathered with validated tools from first university-year nursing students enrolled in two public Brazilian universities at the beginning (n = 117) and end (n = 100) of March 2016. The latent variable analysis- a complement of the R statistical package- was used to estimate the Structural Equation Modelling.Results: The final model showed good fitness and residues quality. Stress decreased sleep quality and increased the intensity of the depressive symptoms. Both of these, directly and indirectly, reduced the quality of life. Resiliency decreased stress levels and depressive symptoms and improved sleep quality.Conclusions: The academic environment has the potential for illnesses, impacting the quality of life. On other hand, resiliency plays a protective role on nursing students by reducing stress and its negative effects. Education institutions need to rethink their curricular elements, promote resilience and create actions to promote students’ health.


2021 ◽  
Vol 12 (5) ◽  
pp. 13
Author(s):  
Badriya M. Al-Riyami ◽  
Arlene V. Pamplona ◽  
Amal J. Al-Hadabi

Background and objective: The role transition remains a barrier in the ability of nurses to adjust from the role of student to professional nurse where the interactive mentoring attributes portrayed by nurse educators and clinical preceptors that may influence the role transition of new graduate nurses has not been thoroughly assessed. This study was conducted to explore the interactive mentoring attributes of nursing educators and clinical preceptors that influence new graduate nurses’ ability to successfully adjust from the role of student to that of professional nurse.Methods: Convergent parallel mixed method of research was used in this study, where both quantitative and qualitative data were simultaneously collected, analyzed, merged, compared and interpreted. The quantitative data came from purposively sampled first batch graduates of Bachelor of Science in Nursing at Oman College of Health Sciences A.Y. 2017-2018 (N = 33;n = 27) through survey using researcher-made survey questionnaire in 5-point-Likert scale format based on the five attributes of beginning theory of Faculty Attributes for Confidence, Equilibrium, and Success (FACES) by Sparacino L. (2016). The qualitative exploration focused on the most significant influential interactive mentoring attributes of nursing educators and preceptors solicited through interview. Quantitative data were statistically treated and interpreted using percentage, weighted mean, t test and Pearson’s correlation. Qualitative data representing each participant’s point of view were analyzed using open coding, transcribed, analyzed, compared, and categorized.Results: Quantitative findings revealed that the respondents strongly agreed on the influential effect of interactive mentoring attributes portrayed by their preceptors in terms of professionalism while they agreed with their nursing educators (composite mean: 4.1; 3.9) respectively. Respondents also agreed with the influential effect of knowledge and experiences as well as in terms of care and rigor attributes. However, the t test values and correlation analysis showed no significant relationship (p > .05) between the profile of the respondents in terms of GPA and department with the interactive mentoring attributes portrayed by nursing educators and preceptors during role transition. Qualitatively, caring, rigor and professionalism were the significant interactive mentoring attributes of nursing educators and preceptors most influenced newly graduate nurses on their ability to successfully adjust from the role of student to that of professional nurse.Conclusion and recommendation: The interactive mentoring attributes portrayed by nursing educators and preceptors have a positive influential effects in transition process, although the respondents’ profile were not significantly related nor the relationship between the role portrayed by nursing educators and preceptors to role transition. Therefore, it is recommended to use these findings in curriculum revision and in the modification of clinical orientation or training policy.


2021 ◽  
Vol 11 (12) ◽  
pp. 89
Author(s):  
Hoda Mohamed Nafee ◽  
Eman Abd Elsamea Elguoshy ◽  
Omayma Mustafa Abu Samra

World Health Organization (WHO) declared COVID-19 as a pandemic in 11th of March 2020. COVID-19 that disrupts Children’s growth and development, friendships, daily routines and has a negative consequence for their well-being, development and protection. About 1 in 3 children hospitalized with COVID-19 in the United States were admitted to the intensive care unit. Aim: The aim of this study was evaluating the effect of a comic story on children’s knowledge and hand washing practices about pandemic of COVID-19. Study design: A quasi-experimental design was used. Setting: Nour Al-Huda Charitable Society that caring males and females orphaned children in separate setting Sample: A convenient sample including all children in the orphanage, there was 41 children and their age range between 3 to less than 12 years. Tools of data collection: An interview questionnaire sheet as a tool one that had two parts first one concerned with sociodemographic data of children and second one assessed children’s knowledge about pandemic of COVID-19, an observational check list sheet as a tool two and had two parts; where part one assessed facilities required for applying precautionary measures inside the home, while part two assessed children’s hand washing practice inside the home. Results: there was a statistically significant differences between the total children’s knowledge regarding COVID-19 and total observed practice score regarding correct technique of hand washing pre/post comic story implementation. Conclusion: It was concluded that the implementation of a comic story had improved children’s total mean score of knowledge and hand washing practice regarding COVID-19 with statistically significant differences of both in relation to pre and post comic story implementation. Recommendations: The study recommended that to breakdown the ring of transmission of COVID-19; the collaboration between governmental and non-governmental agencies and stakeholders are main supporters for those children via appropriate  and friendly communication tools that improve their knowledge; practice and also providing those setting by funding and resources for applying precautionary measures of COVID-19 with periodical follow up for personals, setting, services and resources.


2021 ◽  
Vol 12 (4) ◽  
pp. 59
Author(s):  
Vera Habes ◽  
Alice Bakker ◽  
Thijs Aarts ◽  
Bianca Buurman

Background: Future clinical challenges in nursing care of geriatric patients require educational courses that provide a high level of clinical reasoning skills. Serious Soap (www.serioussoap.nl/eng) is a video-based educational tool that combines entertainment with learning and reflection; it can serve as an attractive e-learning tool for nurses, nursing students, and tutors in geriatric care.Objective: This article describes Serious Soap’s development process, the lessons learned, and the most beneficial factors for student-centredness and teacher-centredness.Conclusions: The lessons learned from the development process highlight that it is important to use the experiences from previous gamification projects, co-create with target users, conduct elaborate testing and research before launching the final version, and ensure sustainability. The most valuable features for student-centeredness were the use of humor, authentic critical situations, popular actors, and interactivity. The most favorable aspects for teacher-centeredness were free accessibility of the tool, evidence-based content, and the possibility of using different features of the tool in various manners.


2021 ◽  
Vol 12 (5) ◽  
pp. 1
Author(s):  
Serah Wanjiru Wachira ◽  
Anne Kagure Karani ◽  
Samuel Kimani ◽  
Irene Gacheri Mageto

Objective: Reflective writing is consistently linked to improved clinical decision-making. However, analyzing the journals to evaluate the reflective abilities of nursing students is scanty locally. This study aimed to assess the reflective skills of undergraduate nursing students.Methods: A qualitative thematic content analysis using the Lasater Clinical Judgment Evaluation Rubric was used to assess the reflective abilities of 33 undergraduate nursing students in 138 journal entries. Guided by Gibb's reflective model, the students documented their experiences during a clinical attachment at a National Referral Hospital in Kenya between February and August 2018. Data coding and thematic linking were done using NVIVO version 11. Results: Reflective abilities differed across gender and to some extent across years of study. Most participants were more likely to notice the deviation from the norm, whether patient-related or health care environment-related. Moreover, they demonstrated the ability to respond to the situation, self-evaluate, and develop action plans for future encounters. However, the majority struggled with interpreting findings.Conclusions: Gender differences exist in the way nursing students reflect. Most nursing students focus on describing the situation rather than developing solutions. There is, however, an indication of developing reflective abilities across the year of study.


2021 ◽  
Vol 12 (4) ◽  
pp. 51
Author(s):  
Mykell Barnacle ◽  
Allison Peltier ◽  
Heidi Saarinen ◽  
Christine Olson ◽  
Dean Gross

Background and objective: Recruitment and retention of primary care providers are projected to worsen in rural regions. Nurse practitioners (NPs) are a crucial solution to the shortage of primary care providers in rural America. Little research exists regarding factors influencing new NPs’ decisions to practice in rural settings, as well as practice readiness. The purpose of this study is to explore factors influencing new NPs’ decision to practice in rural settings.Methods: A survey of family nurse practitioner (FNP) graduates in a rural state was conducted. The survey measured rural background, current practice environment, the impact of rural clinical experiences on readiness to practice, and perceptions of rural NP practice.Results: The data collected over five years (N = 42) indicated several factors that influenced an NP’s decision to choose a position in a rural or underserved setting. A wide scope of practice, rural roots, a desirable job offer, and strong relationships were influential when choosing rural practice.Conclusions: Most respondents (69%) were not practicing in rural or underserved areas. Among those who were, the ability to practice to the full scope of education and autonomy were the most important factors. However, respondents were also apprehensive and intimidated with the broad skill set required in rural care. Implications: This study provides insight into factors and barriers for new graduate NPs in choosing a rural practice setting as well as possible solutions to the rural workforce shortage.


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