Showing papers in "Journal of Nursing Education and Practice in 2018"
TL;DR: The results indicate that although clinical skill and professional skill are the most important categories, the most scored item is “Working systematically” in contextual category.
Abstract: Assessment of nurse performance plays an important role in guaranteeing high quality clinic care to achieve desired patient outcomes. Many tools measuring nurse performance in clinical settings have different dimensions of nurse skills. The objective of this research is to develop and test a new performance assessment tool incorporating applicable task and contextual performance items to measure clinical nurse’s performance. Thirty-eight performance items were derived from previously cited literature and some tools that were in use. A questionnaire containing all items under eight categories was designed to reveal the appropriateness levels of the items. It was distributed to 233 clinical nurses from different hospitals in one city, who were asked to score them on a seven-point scale. The results indicate that although clinical skill and professional skill are the most important categories, the most scored item is “Working systematically” (mean = 6.07, s.d. = 0.89) in contextual category.
28 citations
TL;DR: In this article, the authors explore the faculty role when nursing students experience bullying, and what teaching practices best support student confidence and learning, and suggest that faculty may contribute to bullying unknowingly, as students may perceive teaching behaviours such as giving feedback, as bullying.
Abstract: This paper will explore the faculty role when nursing students experience bullying, and what teaching practices best support student confidence and learning. Failure to address the issue of bullying in nursing education contributes to bullying in the profession, and creates an atmosphere of distrust between students and faculty. Nursing students have reported that faculty sometimes behave in bullying ways or are ill-prepared to address bullying as it occurs. Faculty may contribute to bullying unknowingly, as students may perceive teaching behaviours, such as giving feedback, as bullying. Giving feedback is a skill in itself, and faculty members should consider factors influencing a student’s perception of student/teacher interactions. Having a firm grasp on conflict resolution processes and reviewing related curriculum are responsibilities of post-secondary nurse educators. Faculty also have the responsibility to recognize and address conflict in a timely manner, and turn difficult situations into learning experiences or teachable moments. In order to prevent faculty bullying of students, faculty members should acknowledge the inherent vulnerability of learners, and also reflect on their own communication practices and their potential impact on learners.
27 citations
TL;DR: It was revealed that the majority of nurses had high scores of perceived caring behaviors, whereas the mean of their perception was 296.96 ± 18.32, a statistical significant positive relationship between nurses’ perception and their work circumstances, workload, job satisfaction, educational background and patient characteristics.
Abstract: Objective: To assess the critical care nurses’ perception of their caring behaviors and factors affecting these behaviors. Methods: Participants of this descriptive correlational exploratory study included 277 critical care nurses selected conveniently from nurses worked in all critical care units in King Khalid Hospital, Jeddah. A self-reported questionnaire namely, “Critical Care Nurses Caring Behavior Perception” developed by the researchers after reviewing related literature was used to assess caring behaviors and their affecting factors as perceived by critical care nurses. Results: Seventy percent of the nurses aged between 31 to 50 years old and more than half of nurses had ICU experience ranged from 6 to 10 years, while two thirds of nurses had no previous training about caring behaviors. The study findings revealed that the majority of nurses had high scores of perceived caring behaviors, whereas the mean of their perception was 296.96 ± 18.32. There was a statistical significant positive relationship between nurses’ perception and their work circumstances, workload, job satisfaction, educational background and patient characteristics. Conclusions: It is important to consider critical units’ circumstances, nurses’ educational background, job satisfaction, as well as the nature of critically ill patients in order to promote nurses awareness and implementation of caring behaviors. Moreover, replication of the current study using qualitative approach for in-depth analysis of the impact of factors could affecting caring behaviors on nurses’ perception in various highly specialized critical care units.
26 citations
TL;DR: There were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting and wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties is necessary.
Abstract: Background and objective: Concept mapping is a powerful instructional tool in the clinical settings that improves competency of undergraduate nursing students in interprets situations, problem solving, decision making and critical thinking in different circumstances. Also enable them to provide optimal comprehensive care for clients. This study was conducted to evaluate the effect of concept mapping on problem solving skills, competence in the clinical settings and knowledge among undergraduate nursing students. Methods: Design and Setting: A quasi-experimental design was used and data were collected from Medical & Surgical Nursing Department and Community Health Nursing Department labs in the Faculty of Nursing, Tanta University. Sample: Random sample of 60 undergraduate nursing students which are selected by using simple random method who are divided into; thirty students from second year and thirty students from fourth year. Tools: Four tools were used for data collection: Tool (I): Structure questionnaire sheet to assess students’ knowledge regarding concept mapping, Tool (II): Case study rubric for assessing concept map, Tool (III): Problem solving skills assessment sheet and Tool (IV): Perception of students about using of concept map. Results: As a result of this research, there were significant improvements among students knowledge about concept map, simulation case study rubric and problem solving skills, in addition to more than three quarter from students had positive perceptions regarding application of concept mapping in the clinical settings. Conclusions and recommendation: Based on the findings of the study, there were significant improvement in the score of knowledge, simulation case study rubric and problem solving skills post application of concept mapping in the clinical setting. Therefore, it is necessary to improve wide-spreading of concept map training guidelines for large number of undergraduate nursing students at the level of the nursing faculties.
23 citations
TL;DR: In this article, the authors explored the challenges encountered by fresh nursing graduates during the transition period to provide insights to academics and clinical administrators in order to facilitate the transition and alleviate the negative impacts, thus increasing the retention rate.
Abstract: Objective: The shortage of nurses is an overwhelming problem worldwide. Numerous studies indicate that fresh nursing graduates encounter many challenges in their first year after graduation. These difficulties affect their psychological health and influence their perseverance which results in a high resignation rate. Hong Kong is not an exceptional case; therefore, the aim of this study was to explore the challenges encountered by fresh nursing graduates during the transition period in order to provide insights to academics and clinical administrators in order to facilitate the transition and alleviate the negative impacts, thus increasing the retention rate. Methods: This was a qualitative study and eight new nursing graduates (M = 4; F = 4) from the same local higher education institute were interviewed individually. Thematic coding was used to analyse the data. Results: Finally, nine themes were identified including eight areas of challenges and one common attribute. Workload, lack of knowledge, communication, expectation, change of role, working atmosphere, support and a blame/complaint culture are the common areas of challenges that they encounter in the transitional period. Furthermore, this study also found that new nursing graduates possess a common attribute, i.e. positive personal attitude which seems able to enhance their perseverance in this period. Conclusions: The identified themes are interrelated and all the stakeholders should join together and form a cycle of continuous improvement in order to improve the nursing programme and clinical supports to the fresh nursing graduates.
21 citations
TL;DR: Perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model of instruction are explored and recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges.
Abstract: Background: The clinical instructors (CI) is an integral part of a quality clinical learning experience. CIs assist nursing students to integrate theory into practice. The traditional faculty-supervised model (traditional model) is used in Canadian undergraduate nursing programs for clinical teaching of Year 1 to 3 students, i.e., one CI supervises 6 to 8 (or 10) nursing students. Some researchers have questioned the effectiveness of the model in preparing students for practice and have concluded that in its current form, it might not be “best practice” with respect to student learning and patient safety. Research is needed to evaluate the traditional model of clinical instruction. Methods: This study explored perceptions and experiences of full-time faculty and CIs who teach and supervise students using the traditional model; and to identify the strengths and challenges of the model with regard to student learning and patient safety. The sample comprised of five faculty and seven CIs. Using an exploratory descriptive approach, qualitative data were gathered through semi-structured interviews and analyzed using thematic content analysis. Results: Although both faculty and CIs described some positive experiences facilitating nursing students’ learning within the traditional model, participants indicated that their experiences depended on the size and complement of the clinical group. Overall, participants perceived more challenges than strengths with the model. Strengths included: (a) peer learning and support, (b) instructors’ familiarity with curriculum and evaluation process, (c) guidance and support for novice students, (d) instructors’ control over students’ learning, and (e) opportunity for clinical experiences in a variety of settings. Challenges included (a) managing large clinical groups, (b) missed learning opportunities, (c) limited time for teaching and supervision, (d) difficulty balancing student learning with patient safety, (e) being seen as visitors on the unit, and (f) lack of role preparation. Conclusions: These findings provide additional evidence to existing knowledge related to clinical education of nursing students. Recommendations for improving the quality of clinical experiences and support for CIs are presented as a means for mitigating some of the challenges of using the traditional model of instruction.
17 citations
TL;DR: In this article, a descriptive correlational research design was conducted using a convenience sample of nurses (N = 400) working in Damanhur educational hospital, Egypt, to explore how nurses perceive their psychological empowerment, work engagement, and job insecurity.
Abstract: Background and objective: Psychological empowerment and work engagement are vital factors to consider when managing changes in workplace and enhancing both individual and overall organizational performance and increasing nurses’ job security. This study aimed to explore how nurses perceive their psychological empowerment, work engagement, and job insecurity. Further, to investigate whether nurses’ perception of psychological empowerment is related to their work engagement and job insecurity. Methods: A descriptive correlational research design was conducted using a convenience sample of nurses (N = 400) working in Damanhur educational hospital, Egypt. Psychological Empowerment Questionnaire, Utrecht Work Engagement Scale, and Job Insecurity Inventory proved valid and reliable to measure study variables. Results: The present study revealed that nurses experienced high psychological empowerment and work engagement and perceive a lower level of job insecurity. A significant positive correlation was found between nurses’ perception of psychological empowerment and their work engagement. On the contrary, Job Insecurity was negatively correlated with each of psychological empowerment and work engagement ( p < .001). In addition, psychological empowerment and work engagement can significantly predict 6.6%, and 9.3% of job insecurity respectively where the regression model is significant ( p < .001). Conclusions: Nurses perceived their work environment as empowering and their work as challenging and stimulating, rending their competence, so they psychologically attached to and engaged in work and feel less job insecurity. Recommendations: Creating an atmosphere of trust and empowering nurses psychologically is inevitable. Hospital managers can adopt strategies that facilitate nurses’ engagement and reduce the levels of job insecurity. Positive empowering work climate, social support, and nurse managers leadership styles are factors that foster work engagement and job security.
14 citations
TL;DR: Neither of the two on-site selection methods should be used alone when predicting knowledge and skills or study success of nursing students, according to the results.
Abstract: Nursing programs aim to select students who will succeed in theoretical studies and in clinical practice, and who are suitable for the profession. Recent literature has suggested an assessment of cognitive and non-cognitive skills in nursing student selection. The aim of this study is to compare the predictive value of two on-site selection methods used in nursing student selection, namely, psychological aptitude tests and literature-based exams. A cohort study was conducted. Students admitted to four undergraduate Bachelor of Science nursing programs at one Finnish nursing school between 2002 and 2004 (N = 626) were allocated into two cohorts based on the on-site selection method. Follow-up data was collected at two measurement points (May 2004–May 2009). The multimethod data collection included the use of admission archives (entrance exam scores), study records (study success) and a structured self-report questionnaire (knowledge and skills). Statistical data analysis was undertaken. According to the results, the two on-site selection methods produced very similar results regarding their predictive value. Both of the on-site selection methods predicted knowledge and skills, and study success of nursing students to some extent, but only explained a small proportion of variance. To conclude, neither of the two on-site selection methods should be used alone when predicting knowledge and skills or study success of nursing students. Further longitudinal research is needed to investigate the predictive value of various on-site selection methods.
14 citations
TL;DR: Upright position had positive effect on progress of Labor, decreased duration of the three stages of labor, better neonatal outcomes and improving parturient women's satisfaction with assumed position.
Abstract: Objective: The aim of this study was to assess the effect of upright versus recumbent position during the active phase of first stage of labor among primipara women on labor outcomes in term of progress, duration of labor, method of delivery, neonatal outcome and maternal satisfaction with assumed position. Methods: Quasi experimental design was used. The study was conducted in the labor unit in obstetric department at Benha University Hospital. A purposive sample of 100 parturient women in 1st stage of labor were recruited in the study, they divided into two groups; upright group (50) and recumbent group (50). Data were collected through four main tools: Structured Interviewing questionnaire sheet, Structured Observational Checklist include (Partograph and Apgar score), Visual analogue pain intensity scale and maternal satisfaction with assumed position questionnaire. Results: It revealed that high statistical significant difference between the upright and recumbent groups in term of decreases interval and increases duration, frequency and intensity of uterine contraction, cervical dilatation and fetal head descent/fifth among the upright group. While the recumbent group showed less progress. Moreover, the recumbent group expressed more pain score, consume longer duration of 1st, 2nd, 3rd stage of labor than the upright group and statistical significant difference in Apgar score of the neonate during both first and fifth minute. In addition, the upright group had higher satisfaction scores compared to those assumed recumbent positions ( p < .001). Conclusions: Upright position had positive effect on progress of labor, decreased duration of the three stages of labor, better neonatal outcomes and improving parturient women's satisfaction with assumed position. The study recommended that all parturient women in low-risk labor should be informed about the benefits of assuming upright positions during first stage of labor, and be encouraged and supported to use them.
12 citations
TL;DR: In this paper, the authors explored the general internet usage of undergraduate nursing students at a selected university in South Africa and found that the internet was used for various purposes including; academic (96.5%), communication (82.6%), pleasure (71.3%), and work-related activity (53.9%). Facebook (77.4%) was the most commonly used social network.
Abstract: Background: Globally, the internet is becoming an increasingly indispensable tool in academic institutions and the workplace. Nursing students are required to use the computer and the internet to search for information and to use various software, for which computer and internet literacy are essential. Despite becoming an important tool for teaching and learning, literature reflects an under-utilization of the internet in academic and non-academic settings for a number of reasons. This article explores the general internet usage of undergraduate nursing students at a selected university in South Africa. Methods: A quantitative, non-experimental, exploratory descriptive design was used, with 115 undergraduate nursing students participating in the study. Data was collected using a questionnaire survey after obtaining ethical clearance from the university’s ethics committee and were analysed descriptively. Results: The findings revealed that the internet was used for various purposes including; academic (96.5%); communication (82.6%), pleasure (71.3%), and work-related activity (53.9%). Facebook (77.4%) was the most commonly used social network. Constraints encountered in using Barriers to the use of the internet include restriction of access to certain sites (62.6%), very slow internet connection (55.7%), little training on how to use internet facilities (38.3%), and a limited number of computers (37.4%). Conclusions: Contrary to other studies, this study shows that students do use the internet for a number of reasons, and recommend structured support on how to use if for academic purposes.
12 citations
TL;DR: The creation of a theoretical framework to guide development of patient teaching skills is described, rooted in the contemporary health care values of patient-centered care, which has applicability for skill development during pre-licensure education and skill refinement for nurses in clinical practice.
Abstract: Nurses in every setting provide patient teaching on a routine basis, often several times a day. Patient teaching skills are essential competencies to be developed during pre-licensure nursing education. While students learn what to teach for specific conditions, they often lack competence in how to teach in ways that individualize and optimize patient learning. The ultimate goal of patient teaching is to arm patients with the knowledge and skills, and the desire and confidence in their ability to reach their targeted health outcomes. We describe the creation of a theoretical framework to guide development of patient teaching skills. The framework, rooted in the contemporary health care values of patient-centered care, is a synthesis of four evidence-based approaches to patient teaching: patient engagement, motivational interviewing, adult learning theory, and teach-back method. Specific patient teaching skills, derived from each of the approaches, are applied within the context of discharge teaching, an important nursing practice linked to patient outcomes. This exemplar emphasizes the use of critical teaching process skills and targeted informational content. An online student learning module based on the theoretical framework and combined with simulation experiences provides the nurse educator with one strategy for use with nursing students. The theoretical framework has applicability for skill development during pre-licensure education and skill refinement for nurses in clinical practice.
TL;DR: This scoping review summarizes the existing research on how health literacy principles are incorporated into breast cancer chemotherapy education materials and indicated that limited research exists regarding the use of health Literacy principles in chemotherapy education Materials.
Abstract: Background: Chemotherapy is commonly used in combination with other treatments for breast cancer. However, low adherence to chemotherapy is a growing concern, particularly among breast cancer patients. Side effects such as nausea and vomiting, fatigue, and arthralgia can contribute to reduced adherence. Other factors such as provider communication and limited insurance coverage can affect adherence. Studies have shown that as much as 28% of patients with breast cancer did not continue with their prescribed dose of chemotherapy. Research suggests that chemotherapy education materials can be critical to addressing problems with non-adherence, and may include written materials, verbal instruction, and multimedia programs. Despite this wide variety, the effectiveness and benefit of chemotherapy education hinges on the patients’ health literacy. Breast cancer patients with low health literacy may be unclear about chemotherapy or face difficulty adhering to treatment if they do not understand the information provided to them. Thus, this scoping review summarizes the existing research on how health literacy principles are incorporated into breast cancer chemotherapy education materials. Methods: Using a combination of keywords (e.g. chemotherapy, education) and Medical subject headings (MeSH) terms (e.g., drug therapy, antineoplastic agents), we searched five databases (1977-2017): CINAHL, PubMed, PsycINFO, Cochrane Library, and Web of Science. Results: Eight of 4,624 articles met the inclusion criteria. Five articles incorporated health literacy principles (e.g., plain language, maintaining an active voice, using white space) into the development of written materials. Few articles used a theoretical framework to guide education material development (n = 3). Of the three articles that described pilot-testing of educational materials, two used post-tests only and one used a pre/post-test design. Conclusions: Findings indicated that limited research exists regarding the use of health literacy principles in chemotherapy education materials. Much of the development of chemotherapy education is not grounded in theory and the application of health literacy principles is limited. Implementing health literacy principles may improve overall comprehension of education thereby increasing adherence.
TL;DR: In this article, the effects of excessive internet use in Saudi and Egyptian teenagers' health were recognized by using a descriptive correlation design, a convenient sample of 668 teenagers who were recruited from intermediate and secondary school from both countries, 331 teenagers from King Saudi Arabia (KSA) and 337 from Arab Republic of Egypt (ARE).
Abstract: Using of the internet today is a growing part of any society. Teenagers are the most users of the internet at their home and/or school. Therefore, it changes their daily lives in terms of physical, social, and psychological status that may exaggerated to be an internet addiction disorder or a physical problem. The aim of the study was to recognize the effects of excessive internet use in Saudi and Egyptian teenagers’ health. The design used to conduct the present study was a descriptive correlation design, a convenient sample of 668 teenagers who were recruited from intermediate and secondary school from both countries, 331 teenagers from King Saudi Arabia (KSA) and 337 from Arab Republic of Egypt (ARE). Three tools were used for data collection: the first one was a questionnaire including demographic background of the participants and their families. The second was Internet Addiction Test (IAT) Young (1998) and the third pain rating scale to assess the intensity of musculoskeletal pain that encountered by the students. Results show that 86.6% of KSA teenagers used the internet daily compared to 69.6% in ARE. Regarding internet addiction, in teenagers, 0.9% were severe, 45.3% moderate and 47.7% mild compared to 0.3%, 46.3% and 44.2% in ARE one, 67.3% of KSA teenagers have musculoskeletal pain with internet usage compared to 74.3% in ARE teenagers. No significant relation was found between both groups in relation to internet addiction. A significant relations were found in Saudi students’ socio-demographic data and their level of internet addiction in the area of academic level ( p ≤ .001), and level of academic achievement ( p = .037). No significant relation was found in the same area for Egyptian students. The researchers suggest further studies to be conducted in this field on larger sample size for both genders to identify the other factors related to excessive internet use.
TL;DR: It was concluded that female adolescents had unsatisfactory knowledge, inadequate hygiene practices, and positive attitudes toward RH issues, and it is recommended to improve adolescents’ knowledge regarding RH issues and involve their parents and teachers to provide appropriate education related to RH issues.
Abstract: Objective: Reproductive health (RH) is a crucial aspect of general health; it is a reflection of health during adolescence and adulthood. The period of adolescence in females is a period of physical and psychological preparation for safe motherhood. As direct reproducers, adolescent girls’ health influences not only their own health but also the health of the future generation. This study aimed to assess knowledge, hygiene practices during menses, and attitudes of female adolescents in Riyadh female secondary schools regarding RH aspects. Methods: A quantitative descriptive cross-sectional design was used for this study conducted on 350 female students selected from governmental secondary schools in Riyadh using multistage random sample type. Two tools were used for data collection in the current study: a self-administered questionnaire and an Attitudinal Assessment scale. Results: The findings showed that more than two-thirds (66.3%) of the participants had inaccurate knowledge, while about one-third (33.7%) of them had correct knowledge regarding RH. With respect to overall hygiene practices during menstruation, about 95.4% had correct menstruation hygiene practice, while only 4.6% had incorrect practices. The majority (88.3%) of students had positive attitudes regarding RH, while only 11.7% had negative attitudes. Mothers are a vital source of information regarding RH. Conclusions: The present study concluded that female adolescents had unsatisfactory knowledge, inadequate hygiene practices, and positive attitudes toward RH. It is recommended to improve adolescents’ knowledge regarding RH issues and involve their parents and teachers to provide appropriate education related to RH issues.
TL;DR: In this paper, a study was conducted to analyze differences between first generation and non-first-generation college students based on a mattering survey and found that first generation students perceived a greater number of obstacles in their college experience than non first-generation students, including lack of time to study due to work and family responsibilities, financial struggles and unhelpful faculty relationships.
Abstract: Background and objective: First generation college students (FGS), are emerging as an important demographic group for colleges and universities. Having a ‘sense of belonging’ or belonging is important to the success of all college students, especially for the retention of students who may be at risk of not completing their academic degree. The purpose of this study is to analyze differences between first generation and non-first-generation college students based on a mattering survey. Methods: Two hundred and thirty undergraduate students in one New England College participated in a study designed to uncover differences between FGS and non-first-generation college students based on responses to a mattering survey. The study utilized a questionnaire designed to capture students’ opinions on mattering. Open questions were included to inform and enrich the data. Results: First-generation student perceived a greater number of obstacles in their college experience than non-first-generation students. Obstacles to academic success for first generation students included lack of time to study due to work and family responsibilities, financial struggles, and unhelpful faculty relationships. Facilitators were helpful faculty and peer relationships. Lack of mental health support was cited as a barrier to both cohorts of students. Conclusions: Having a sense of belonging or mattering can help the student feel a connection to the college. This may aid the student in persisting towards graduation. Persistence toward graduation is important for all students including nursing students.
TL;DR: It could be valuable to consider the students’ prior experience and preferred learning style in discussions of where to begin the learning trajectory in the nursing programme, rather than all first-year students practising in the lab.
Abstract: This paper reports on a qualitative study whose aim was to investigate nursing students' learning experiences in two arenas. It is common practice all first-year nursing students to practise in a skills lab. In this study, students practised in either clinical settings or a skills lab. In the design, a phenomenological-hermeneutic approach was used. The setting was Course 2, a ten-week course including either two weeks on clinical placements or two weeks in a skills lab. The participants were six first-year students. Data were generated by participant observations and interviews and were interpreted according to Ricoeur’s theory of interpretation. The findings indicated that students learned nursing skills in both arenas. However, on clinical placements, students and preceptors began nursing the patients after 20 minutes and students subsequently reflected on practice. In the skills lab, preceptors guided the students for up to an hour before they were ready to begin performing nursing. Students with previous nursing experience and activist learning style preferred to learn on clinical placements. Students with other learning styles – even one student with previous nursing experience – seemed to prefer learning in the lab, where they felt safe, as there was no risk of harm to patients. The conclusion was that, rather than all first-year students practising in the lab, it could be valuable to consider the students’ prior experience and preferred learning style in discussions of where to begin the learning trajectory in the nursing programme.
TL;DR: In this paper, the authors investigated the prevalence of both ON behaviors and OCD behaviors and whether or not an association between ON behaviours and OCD behaviours exist among college/university students in the United States.
Abstract: Background/Objective: Orthorexia nervosa (ON) is a disordered eating pattern and obsessive-compulsive disorder (OCD) is an anxiety condition. Although ON shares many similarities with OCD, their relationship remains unclear. The objective of this study was to investigate the prevalence of both ON behaviors and OCD behaviors and whether or not an association between ON behaviors and OCD behaviors exist among college/university students in the United States. Methods: Using a cross-sectional, descriptive research design, a convenience sample of 270 college undergraduate students provided data using self-administered questionnaires: ORTO-15 to detect orthorexia behaviors and Obsessive-Compulsive Inventory-Revised (OCI-R) to detect obsessive-compulsive behaviors. Additionally, the participants completed a demographic questionnaire designed by the authors. Chi square, Pearson’s correlation coefficient and analysis of variance evaluated the variables of interest using a significance level of .05. Results: The prevalence rate for orthorexia nervosa behaviors was 37% and for obsessive-compulsive behaviors was 38.5%. There was a strong negative correlation ( p < .001) between the scores of the ORTO-15 and the scores of the OCI-R. As orthorexia behaviors increased, obsessive-compulsive behaviors like-wise increased. Conclusions: It was concluded that college/university students are a high-risk group for orthorexia nervosa and obsessive-compulsive behaviors. Mental health professionals who encounter clients with orthorexic tendencies are encouraged to also screen for obsessive compulsive symptomology as a comorbid problem.
TL;DR: It is recommended that an administrating a written protocol of nasogastric tube feeding to assure sufficient knowledge, and saved practices are really needed at neonatal intensive care units.
Abstract: Objective: This study was to assess the effectiveness of educational program on nurses’ knowledge level and their practices about nasogastric tube feeding at neonatal intensive care units. Methods: Settings: The study was conducted at Banha Specialized Pediatric Hospital and Banha University Hospital, from neonatal intensive care units. Research design: A quasi-experimental design. Sample: A convenient sample method of eighty three (83) as a one study group. Tools: The questionnaire format, the observation checklist and construction of educational program which were developed by the researchers to assessment for the knowledge and practice for nurses’ related to nasogastric tube feeding. The educational program was designed serves as a referral instructional for nurses. Results: Implied that the educational program was having a positive effect, on enhance nurses’ knowledge and practice related to nasogastric tube feeding at neonatal intensive care units. Conclusions: The present study recommended that an administrating a written protocol of nasogastric tube feeding to assure sufficient knowledge, and saved practices are really needed at neonatal intensive care units.
TL;DR: It was concluded that group discussion is a favorable methodology to be used during health education in nursing appointments, because it allows the sharing of doubts and experiences among the participants.
Abstract: Objective: The purpose of this study was to describe a health education meeting based on group discussion during a nursing appointment with patients who are waiting to perform bariatric surgery Methods: This is an exploratory study with a qualitative approach performed in July 2017 at a referral hospital in the State of Ceara-Brazil in the performance of bariatric surgeries Twelve subjects participated and the data collection took place through self-completion of a semi-structured interview Data analysis was performed according to the content analysis proposed by Bardin (2009) Results: It was observed that the participants considered that the group discussion allows interaction among the group and favors the construction of common knowledge Conclusions: It was concluded that group discussion is a favorable methodology to be used during health education in nursing appointments, because it allows the sharing of doubts and experiences among the participants
TL;DR: Pairs of students, who are supervised within a learning model that support students’ learning through reflection, can contribute to patient experiences of being given good care.
Abstract: Background: A Developing and Learning Care Unit (DLCU) is a model used in the clinical practice of student nurses that aims at bridging the gap between theory and praxis, by supporting nursing students’ learning through supervision in pairs. The aim of this study is to describe how patients experience being cared for by pairs of student nurses. Methods: The study is based on a reflective lifeworld research (RLR) approach founded on phenomenological traditions. Data was collected in lifeworld interviews of 17 patients cared for by pairs of student nurses. The data was explored and analysed for meaning. Results: To be cared for by student nurses, supervised in pairs entails being involved in the students’ learning and being met with responsibility and a willingness to care and learn. This means being made the centre of attention, being seen, taken seriously and being listened to as a valuable human being. The students’ care is shown to be more flexible and has a more open approach, in comparison to that of the ordinary staff, and they ‘do something extraordinary’ and give of their time. Conclusions: Pairs of students, who are supervised within a learning model that support students’ learning through reflection, can contribute to patient experiences of being given good care.
TL;DR: The script was developed and validated by experts, while the educational videos that resulted from this script were validated by first-year undergraduate nursing students.
Abstract: Objective: Developed and validate educational videos addressing the female and male indwelling catheterization techniques in adult patients. Methods: Methodological study divided into two stages: development and validation of a script and the filming, editing and validation of videos. The script was written in the storyboard format, which was validated by eight nurse experts using the Delphi technique. The educational videos were filmed according to this validated script and were validated by 71 undergraduate nursing students using a five-point Likert scale. Results: The final script was composed of eight items: concept, reasons, material, instructions, male and female indwelling catheterization, indwelling catheter care, and complications. Five rounds were needed for the script to be validated by experts, a process that lasted nine months. The scenes were filmed, edited and inserted in the animated texts. The final versions were watched by 71 first-year undergraduate nursing students from a public university located in Sao Paulo. The mean scores assigned by the students to the eight items were greater than four. The item that obtained the highest mean was “complications related to indwelling catheterization”, with a mean score of 4.80. The item with the lowest score was “reasons” with a mean of 4.38. Assessment of the set of items (“did you understand this video?”) also obtained a mean score of 4.38. Agreement among students was also significant ( p < .001). Conclusions: The script was developed and validated by experts, while the educational videos that resulted from this script were validated by first-year undergraduate nursing students.
TL;DR: It is evident that vaccination goes far beyond the simple fact of administering an immunobiological, requiring an extensive and complex body of knowledge, with frequent updating of health professionals, especially nurses, as well as being important to prioritize such actions in their daily practice.
Abstract: In this paper, an integrative literature review was carried out aiming to answer: what is the nursing scientific production about vaccination practice? Research conducted in the Medline, SciELO, Lilacs, BDENF, PubMed, CINAHL and Scopus databases from 2010 to 2017. A sample of 49 papers was obtained. Most of the papers were classified with level VI of evidence. The highest level found was the II, controlled and randomized studies of level III accounted for 10.20%. The papers were grouped by similarity into four thematic categories: vaccine coverage 42.86%, administration of vaccine 28.58%, vaccination education 14.28% and management/supervision 14.28%. It management/supervision and education about vaccination are highlighted in most papers. The methodology used allowed the analysis and summarization of papers with different approaches. It is evident that vaccination goes far beyond the simple fact of administering an immunobiological, requiring an extensive and complex body of knowledge, with frequent updating of health professionals, especially nurses. Vaccination actions are effective in preventing diseases, and it is important to prioritize such actions in their daily practice. In nursing vaccination practices, nurses should assert their supervisor assignment, contributing to the organization of the service, continuing education of nursing staff, planning strategies to reach the goals of vaccination, evaluating vaccination coverage, working according to the population, through their education and awareness, and contribute with the body of knowledge about vaccination.
TL;DR: Women with larger scores in self-efficacy were found to use coping strategies during labor, had a more positive evaluation of the childbirth experience and showed significant gains in satisfaction after childbirth.
Abstract: Objective: To analyze the relationship between self-efficacy expectancies, the use of coping behavior strategies during labor and satisfaction after childbirth. Methods: A quantitative observational design was applied as part of a correlational study conducted in the maternity unit of a Hospital Complex that welcomes nearly 4,000 births each year at Vigo, Spain, between 2014 and 2015. A total of 276 low-risk pregnant women were recruited to undertake a self-assessment of their childbirth experience at two stages: within the last three months of pregnancy and within two weeks after labor. Data were collected through the Childbirth Self-Efficacy Inventory to measure self-efficacy expectancies as well as coping, along with a 6 items, 10-point Likert scale to measure satisfaction after childbirth. Results and conclusions: Pearson product-moment correlation supported the positive association of self-efficacy expectancies scores with coping during labor. Multivariate regression analysis also revealed gains in satisfaction after childbirth associated with coping during labor. Women with larger scores in self-efficacy were found to use coping strategies during labor, had a more positive evaluation of the childbirth experience and showed significant gains in satisfaction after childbirth. The study supports the efforts of healthcare professionals to increase satisfaction with the childbirth experience by helping to enhance self-efficacy and coping in pregnant women.
TL;DR: Patients with scabies were affected by uncontrollable and unbearable itching, which caused insomnia and distress, and lead to coping strategies to bring relief, and was experienced as a never-ending journey, characterized by misdiagnosis, a long period of repeated treatment, and lack of information.
Abstract: Background and objective: Scabies is considered to be a common skin infection in the field of dermatology, but it is also, by the World Health Organization referred to as a neglected disease. It can cause complications such as secondary infections linked to the development of glomerulonephritis and chronic kidney disease. Furthermore, scabies is associated with stigma, shame and social isolation. To date no qualitative study, has explored this area in depth. The aim of this study was to gain an in-depth understanding of the lived experiences of patients diagnosed with scabies. Methods: A phenomenological-hermeneutic approach was applied and semi-structured interviews were conducted with 10 participants with scabies. Data were analyzed according to Ricoeurs’ theory of interpretation: naive reading, structural analysis and critical interpretation and discussion. Results: The study revealed that patients were affected by uncontrollable and unbearable itching, which caused insomnia and distress, and lead to coping strategies to bring relief. Scabies was experienced as a never-ending journey, characterized by misdiagnosis, a long period of repeated treatment, and lack of information. Not knowing whether the disease had been cured resulted in feelings of insecurity and powerlessness. Scabies had an impact on everyday life caused by social withdrawal and due to feelings of shame, guilt and fear of rejection. Conclusions: Having scabies is a journey that consists of uncertainty and is characterized by misdiagnosis, long period of treatment and lack of knowledge. Having scabies can be stigmatized, causing loneliness and social withdrawal. Patients with scabies are in need of care, support and information regarding physical, emotional and social well-being.
TL;DR: The findings indicated that majority of the postpartum mothers felt that they received friendly care, abuse-free care and a timely care on a moderate degree during childbirth, although the general findings show moderate respectful maternity care.
Abstract: This study provided a descriptive overview of the care provided in the delivery room focused on respectful maternity care as perceived by women during labor and delivery in a maternity and child health hospital in Egypt. The dimensions examined were those related to services that arepatient-friendly, free of abuse, timely and free of discrimination. A cross-sectional retrospective study was conducted at the postpartum department in Minia University Maternity and Child Health Hospital in Minia, Egypt. Purposive sampling technique was used to recruit participants from a population of postpartum women who delivered their babies in the hospital, received delivery services from 6 hours to 7 days before the study period. The 15-item Respectful Maternal Care (RMC) Scale was used for this study. A total of 580 questionnaires were distributed to the postpartum women in the hospital and 501 were completed and collected giving a retrieval rate of 86.4%. The findings indicated that majority of the postpartum mothers felt that they received friendly care, abuse-free care and a timely care on a moderate degree during childbirth. Generally, the postpartum mothers felt that they received a high degree of discrimination free care during childbirth. Overall, the postpartum mothers in this study experienced moderate degree of respectful maternity care during childbirth. Although the general findings show moderate respectful maternity care, more than fifty percent of the postpartum mothers experienced being shouted at by healthcare workers and more than half of the postpartum mothers claim that they were not given prompt service by the healthcare workers and waiting time is long. These aspects of maternity care need to be improved.
TL;DR: These findings highlight nursing students having significantly higher stress and cynicism levels associated with the amount of homework and study hours for exams per week, and students studying less reported being more exhausted.
Abstract: Background and objective: Historically, there has been a paucity of research regarding stress and burnout in nursing students. However, during the past five years research focusing on the predictors associated with stress and burnout has been conducted. Continued research contributions to the nursing education literature are necessary due to the current 70% nursing burnout rate. The aim of this study was to explore undergraduate and graduate nursing students’ perceived stress and burnout in order to design a future intervention study. Methods: Pollock’s Nursing Adaptation Model served as a conceptual framework. Correlational descriptive non-interventional survey design was used to gather data from consented participants (N = 217). The Perceived Stress Scale and Maslach’s Burnout Inventory were provided. Data were analyzed using descriptive statistics, one-way analysis of variance, and multiple comparison t -tests (Tukey’s adjustment). Results: Students who spent more time per week on homework and studying for exams tended to be more stressed and cynical. Students enrolled in graduate level courses tended to be more cynical and exhausted. Undergraduate students demonstrated a stronger sense of professional efficacy. Students who spent less than five hours studying for exams per week reported more exhaustion, suggesting external factors may be influential. Certain recreational activities were found to be related to stress, cynicism and exhaustion levels, suggesting students with a recreational outlet may be better able to cope. Significant associations between students’ hours spent on academic work and family circumstances may provide an explanation of academic pressures. Conclusions: Our findings highlight nursing students having significantly higher stress and cynicism levels associated with the amount of homework and study hours for exams per week. Furthermore, students studying less reported being more exhausted. Collaboratively, nurse educators and students are wise to develop healthy interventions to enhance students’ health and learning. Reportedly, healthcare providers are experiencing burnout and unhealthy stress-coping behaviors. Educators are in a position to role model and educate healthy lifestyle choices.
TL;DR: Assessing the effectiveness of preceptorship program models that can eventually be used for adoption as training programs for nurses in Health Centers in Qatar found they are effective in four key areas: increasing nursing knowledge, supporting effective and safe care delivery by newly graduated nurses, increasing organizational support, and decreasing turnover rate and cost.
Abstract: Background and objective: The Primary Health Care Corporation in Qatar was established in 2012 and is comprised of 23 Health Centers. One of its goals is to create excellence in its workforce. A preceptorship program needs to be initiated at the Primary Health Care Corporation to ensure a high level of training for its nurses. The purpose of these preceptorship programs is to ensure nurses are equipped to carry out Qatar’s National Health Strategy and in doing so the Primary Health Care Corporation has this as its goal. This study amis to assess the effectiveness of preceptorship program models that can eventually be used for adoption as training programs for nurses in Health Centers in Qatar. Methods: A literature review of twenty articles published between 2006 and 2017 that focused on different models of preceptorship programs was conducted. The Mixed Methods Appraisal Tool was used to assess the quality of these studies. The data was analyzed by categorizing the included articles in a matrix sheet based on study design. Results and conclusions: Preceptorship programs are effective in four key areas: increasing nursing knowledge, supporting effective and safe care delivery by newly graduated nurses, increasing organizational support, and decreasing turnover rate and cost.
TL;DR: It is recommended that a psychiatric nurse must use the effective strategies for empowering the life quality and antipsychotic adherence of patients with schizophrenia after application of psychiatric nursing instructions.
Abstract: Background and objective: Schizophrenia requires preservation of treatment with psychotropic medication and psycho-educational therapy. The nurse uses effective strategies to train those patients about stress management; relaxation technique and increase self-awareness, to improve their quality of life and enhance antipsychotic adherence. The study aimed to assess the effective strategies for nurses empowering the life quality and antipsychotic adherence of patients with schizophrenia. Methods: Quasi-experimental research design was utilized in this study. The present study was achieved at the outpatient departments of the Mental Hospital in Beni-Suef, Egypt. A non-probability sampling of 60 patients with schizophrenia were recruited for the study. Tools of this study included: A structured interview questionnaire related to soci-demographic data, the quality of life scale, and the medication adherence rating scale. The training program consisted of 8 sessions. Results: The study indicated that there were statistically significant improvements in the life quality and antipsychotic adherence for patients with schizophrenia after application of psychiatric nursing instructions. Conclusions and recommendations: The results of this study concluded that psychiatric nursing approaches were effective in the improvement the quality life and adherence to antipsychotic of patients with schizophrenic disorders. Recommendations: This study recommended that a psychiatric nurse must use the effective strategies for empowering the life quality and antipsychotic adherence of patients with schizophrenia.
TL;DR: The supportaive nursing intervention can decrease burden in caregivers of children with cancer and consequently improve their methods of coping.
Abstract: Background and objective: Cancer is a serious health problem. Children with cancer are in particular need of support and care due to its complications followed by chemotherapy. These children should be cared for at home by family caregivers, and this places great mental and physical burden on caregivers. Therefore, appropriate and effective nursing interventions are essential in order to decrease burden and improve their coping pattern. The aim of this study was to determine the effect of supportive nursing intervention on the burden of care and coping pattern in caregivers of children with cancer. Methods: Research design: A Quasi-study pre, immediately after, and 1 month after the intervention was used to test the study hypothesis and fulfill the aim of the study. Setting: The study was conducted at outpatient clinic in Specialized Pediatric Hospital at Benha City. Subjects: Sixty caregivers for children with cancer was chosen through convenient sampling method and divided by using table of random numbers into two groups, study and control group. Caregivers of the study group attended seven nursing intervention sessions. Tools: The tools used were (1) An inertviewing questionnaire which include two part; sociodemoghaphic date and medical history for child and thier caregivers (2) Zarit Burden Scale (3) Coping Health Inventory for caregivers parents (CHIP). Results: During the study period, burden decreased in the study group and increased in the control group. Mean burden of care score before, immediately after, and 1 month after the intervention was 42.2, 33.7, and 25.6, respectively, in the study group and 44.2, 46.1, and 48.5, respectively, in the control group. In addition, the mean burden score in the study group significantly decreased in comparison with the control group ( p < .001). Also, coping strategies increased in the study group and decreased in the control group. Mean coping pattern score before, immediately after, and 1 month after the intervention was 32.8, 47.5, 53.6, respectively, in the study group and 34.7, 30.7 and 26.2, respectively, in the control group. In addition, the mean coping pattern score in the study group significantly improved in comparison with the control group ( p < .001). Conclusions: The supportaive nursing intervention can decrease burden in caregivers of children with cancer and consequently improve their methods of coping.
TL;DR: The key results to come out from this study show that the presence of workplace code of ethics policies to address bullying behaviours and the role of nursing managers do not contribute to counteracting bullying among nurses in the selected hospital, however, nurses indicated the significance of knowledge and skills in counteracting bullied.
Abstract: In a time of diminishing human resources in the field of healthcare, bullying among nursing staff is a challenge that has a negative effect on the individual nurse, work team, patient care, and consequently, on the entire healthcare organization. This study aims to investigate the presence of policy that addresses bullying, nurses’ knowledge and skills in dealing with bullying behaviour, and the role of nursing managers in counteracting bullying among nurses in the workplace. A quantitative descriptive study utilizing self-administered questionnaires was undertaken. The key results to come out from this study show that the presence of workplace code of ethics policies to address bullying behaviours and the role of nursing managers do not contribute to counteracting bullying among nurses in the selected hospital. However, nurses indicated the significance of knowledge and skills in counteracting bullying. The study conclusions contribute a number of findings of importance to the field of nursing management. The study disclosed significant correlations between the healthcare organization's bullying behaviours policy, managers’ roles, and nurses’ knowledge and skills in counteracting bullying. Nurses’ workplace bullying behaviours can be managed and eradicated by means of the collaboration of the three parties: nurse managers, policy, and nurses’ knowledge and skills. This study has considerable implications for nursing management in counteracting bullying among nurses. Managers have a fundamental role in counteracting bullying, for example by setting policy and conducting organization-wide surveys to study nurses’ job satisfaction, therefore, recommendations include mandatory peer reviews as part of an annual appraisal for each nurse, the initiation of a formal system to report behavioural issues among healthcare staff and the establishment of a committee to respond to, and deal with, behavioural issues among the organization’s staff.