International Journal of Nursing Education Scholarship最新文献

{"title":"Deliberate practice of medication administration among nursing students: a pilot study.","authors":"Ginger Schroers, Jill Pfieffer, Dina Tell, Kimberly D Johnson, Jenny O'Rourke","doi":"10.1515/ijnes-2024-0056","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0056","url":null,"abstract":"<p><strong>Objectives: </strong>The objective of this pilot study was to investigate the deliberate practice teaching method with medication administration skills to prepare for a future larger study.</p><p><strong>Methods: </strong>A multi-methods repeated measures design was used. Pre-licensure nursing students engaged in deliberate practice across two study visits that were spaced four to eight weeks apart. Simulated scenarios served as the pre-posttests.</p><p><strong>Results: </strong>Study procedures were feasible to implement. Medication error rates decreased from 80.9 to 22.2 %. Students voiced a need for more skills practice and that deliberate practice is beneficial.</p><p><strong>Conclusions: </strong>The deliberate practice teaching method was feasible to implement, skills improved, and students attributed their improvements to the teaching method. Skills were retained over a 4-8 week span suggesting that skill decay did not occur in this timeframe.</p><p><strong>Implications for international audience: </strong>Worldwide, improvements in medication administration safety are required. Changes in the methods used to teach medication administration may contribute to these necessary improvements.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143780300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Canadian nursing students and education in medical and recreational cannabis: a preliminary evidence.","authors":"Margareth Santos Zanchetta, Kateryna Metersky, Valerie Tan, Stephanie Pedrotti Lucchese, Yana Siganevich, Prashajini Sivasundaram, Truong Thanh Binh Nguyen, Charissa Cordon, Imran Qureshi","doi":"10.1515/ijnes-2024-0009","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0009","url":null,"abstract":"<p><strong>Objectives: </strong>Explore the interest of Canadian undergraduate and graduate nursing students in medical (MC) and recreational cannabis (RC) education.</p><p><strong>Methods: </strong>Transformative learning theory framed an online survey exploring sources of information; factors and learning modalities of increasing interest in learning about MC/RC; and future career plans regarding MC/RC in practice. Survey ran from September 2022 to February 2023. Descriptive statistics and content analysis were applied.</p><p><strong>Results: </strong>Respondents (n=153) disclosed knowledge gaps in MC/RC regulations (90 %), effectiveness (88 %), and dosing best practices (86 %). Exposure to clinical opportunities and virtual resources were stimulating learning factors.</p><p><strong>Conclusions: </strong>A socially responsive curriculum is crucial to engage nursing students in becoming more knowledgeable about this topic and understand the nurse's role in enhancing practice quality. Implications for International Audience - The evidence provides a proactive approach to nursing educators in countries where cannabis is legal or in the process of being legalized.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143731956","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Flourishing in nursing: positive factors that contributed to mental wellbeing of nursing students in Thailand.","authors":"Nop Thodsama Ratanasiripong, Sirinat Sri-Umporn, Pakatip Singkham, Sarinya Chansuk, Terri Ares","doi":"10.1515/ijnes-2024-0076","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0076","url":null,"abstract":"<p><strong>Objectives: </strong>To explore post-pandemic mental wellbeing status and identify positive factors influencing mental wellbeing among nursing students.</p><p><strong>Methods: </strong>A cross-sectional survey of undergraduate nursing students from three public colleges in Thailand was conducted. A convenience sample of 983 participants completed a paper questionnaire.</p><p><strong>Results: </strong>The mental wellbeing mean score was 43.67 (SD=6.75, possible range of 10-60). Mental wellbeing was negatively associated with participant's age and class level while positively associated with income, BMI, exercise hours/week, sleep hours/day, academic support, perceived social support, community involvement, and grit. Using hierarchical multiple regression, six significant predictors were identified: income, sleep hours/day, academic support, perceived social support, community involvement, and grit. These predictors combined explained 44 % of the variance, <i>F</i>(11, 722)=55.97, p<0.001, adjusted R²=0.44.</p><p><strong>Conclusions: </strong>To promote mental wellbeing of nursing students, colleges should explore how to increase academic support, encourage healthy habits in students, and enhance their community involvement.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143711437","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Transfer of learning in baccalaureate nursing education: a systematic scoping review.","authors":"Cathleen A Evans, Barbara Patterson, Brenda Elliott, Katie A Chargualaf, Mary L Baumberger-Henry","doi":"10.1515/ijnes-2024-0022","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0022","url":null,"abstract":"<p><strong>Objectives: </strong>Examine how transfer of learning (ToL) has been applied in baccalaureate nursing education.</p><p><strong>Methods: </strong>A systematic scoping review was conducted with the search terms transfer, transfer of learning, transfer of knowledge, and learning transfer, of peer-reviewed literature in CINAHL, Medline, and Google Scholar. Inductive content analysis with open coding was employed.</p><p><strong>Results: </strong>Thirty-three sources were included in the final review: 26 research and seven non-research. Researchers identified three ToL categories: process, measure, and context. A mixture of terminology, definitions, and theoretical underpinnings contributed to conceptual confusion.</p><p><strong>Implications for international audience: </strong>Understanding how ToL was applied in baccalaureate nursing education could inform educators how to develop competency-based curricula. Variable use of ToL in the literature limits meaningful applicability.</p><p><strong>Conclusions: </strong>Identification of inconsistent terminology, measure, and varying applications of ToL in the literature was evident.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143674133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring the perceptions of practical nursing students on caring for the older person.","authors":"Lisa Dale, Pria Nippak, Housne Begum, Julien Meyer, Nancy Snobelen, Annette Weeres","doi":"10.1515/ijnes-2024-0019","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0019","url":null,"abstract":"<p><strong>Objectives: </strong>This study assessed the perceptions of Practical Nursing (PN) students around caring for the elderly and how these attitudes were related to PN students' socio-demographics and other characteristics.</p><p><strong>Methods: </strong>Cross-sectional study with data analyzed at a single point in time.</p><p><strong>Results: </strong>A majority of respondents (63 %) identified specialized geriatric courses, and 62 % highlighted expert instructors, as beneficial in shaping perceptions of caring for the elderly. The mean Burbank's scores of the PN students and new graduates indicated a positive perspective towards care and their scores were impacted by age and work experience, not by gender, or education years.</p><p><strong>Conclusions: </strong>The development of specialized gerontology and related courses to improve students' perceptions of caring for older people may be useful.</p><p><strong>Implications for an international audience: </strong>Further international research work to expand findings is required.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143664763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of cooperative learning on undergraduate nursing students: a quasi- experimental study.","authors":"Hui Chen Lee, Yu Jung Lin, Lee Kuen Tai, Huang Ting Ting, Ching Ting Jenny Lai","doi":"10.1515/ijnes-2024-0069","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0069","url":null,"abstract":"<p><strong>Aim: </strong>This study evaluated the effect of cooperative learning on the attitude, satisfaction, and performance of undergraduate nursing students enrolled in community nursing courses.</p><p><strong>Design: </strong>A one-group pretest-posttest quasi-experimental design.</p><p><strong>Methods: </strong>This study was conducted at a university in northern Taiwan. A total of 49 fourth-year nursing students were included in the study. The students' attitude toward cooperative learning was measured using the Chinese version of the Group Cooperative Learning scale at three time points: before the intervention, after the 8-week preclinical course intervention, and after a 5-week clinical practicum. Course satisfaction was evaluated using a structured survey. Data were analyzed with descriptive and inferential statistics. One-way repeated-measures analysis of variance was used to determine changes in attitude over time.</p><p><strong>Results: </strong>The students' attitude toward cooperative learning was significantly improved after the intervention (p<0.05), with continued enhancement after the clinical practicum. The rates of course satisfaction were high, indicating a positive reception of the cooperative learning format. Clinical instructors reported enhanced group dynamics and individual accountability during the community nursing practicum.</p><p><strong>Implications for an international audience: </strong>Implementing cooperative learning can help nursing educators across different cultural and institutional settings foster critical thinking, problem-solving abilities, and teamwork skills. This study supports the global integration of cooperative learning into nursing curricula, emphasizing its role in preparing students for collaborative, patient-centered care in diverse healthcare environments.</p><p><strong>Conclusions: </strong>Cooperative learning significantly benefits undergraduate nursing students by improving attitude, academic and practical performance, and course satisfaction.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143606403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nurse educators' experience in implementing concept-based curriculum: a phenomenology study.","authors":"Yasin M Yasin, Areej Al-Hamad, Ihab Safi, Aalaa Salman","doi":"10.1515/ijnes-2024-0074","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0074","url":null,"abstract":"<p><strong>Objectives: </strong>This study explores the experiences of nurse educators in Qatar implementing the Concept-Based Curriculum (CBC), identifying barriers and facilitators to improve strategies and support.</p><p><strong>Methods: </strong>A phenomenological approach based on Van Manen was used. Data from semi-structured interviews with 18 nurse educators were transcribed and analyzed using Colaizzi's method with NVivo software.</p><p><strong>Results: </strong>Three key themes emerged: Challenges in CBC Implementation, Institutional Support, and Practical Integration and Adaptation. Educators encountered obstacles such as insufficient training, transition difficulties, and resistance to change. However, strong leadership and collaboration eased the transition. Over time, resistance diminished as educators observed enhanced critical thinking and clinical judgment in students.</p><p><strong>Conclusions: </strong>Effective CBC implementation requires comprehensive training and strong institutional support. Continuous adaptation of teaching methods to meet diverse student needs is essential. These findings provide valuable insights for future curriculum reforms and emphasize the importance of strategic educational approaches to improve CBC outcomes.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception of nursing students on nursing teamwork in hospitals in Slovakia: a cross-sectional study.","authors":"Dominika Kohanová, Elena Gurková, Radka Kurucová, Katarína Žiaková","doi":"10.1515/ijnes-2024-0031","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0031","url":null,"abstract":"<p><strong>Objectives: </strong>To investigate how undergraduate nursing students perceive teamwork among nurses during their most recent clinical placement and to identify factors that can affect their teamwork perception.</p><p><strong>Methods: </strong>The descriptive cross-sectional study was carried out between September 2022 and February 2023 using the Slovak version of the Nursing Teamwork Survey (NTS) tool and included 749 undergraduate nursing students.</p><p><strong>Results: </strong>The average NTS score was 3.32 (SD=0.43) and significantly associated with academic year, perceived staff adequacy, clinical supervision and learning expectations, hours per week, number of patients per shift, and number of students per shift (p<0.05).</p><p><strong>Conclusions: </strong>The study underscores the importance of understanding teamwork dynamics from the perspective of undergraduate nursing students.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143543707","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Association between admission criteria to nurse practitioner program in Israel and academic success: a retrospective study analysis.","authors":"Anat Romem, Beth G Zalcman, Ronit Pinchas-Mizrachi","doi":"10.1515/ijnes-2024-0049","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0049","url":null,"abstract":"<p><strong>Objectives: </strong>Various criteria have been examined in different studies of factors predicting success in nursing studies, and results are not always conclusive. The aim of the current study is to examine the admission criteria factors that are associated with success in master's degree studies for NPs.</p><p><strong>Methods: </strong>This retrospective cross-sectional study included 89 student records of nurse practitioner students specializing in either palliative care or geriatrics. The admission criteria, based on the guidelines from the Israeli Ministry of Health, were analyzed in relation to student success in the licensing exam, completion of specialty courses and clinical rotations.</p><p><strong>Results: </strong>Significant correlations were found between academic variables, such as work experience, post-basic specialty course, years of work experience, and educational background, and degree of success at various points of the program.</p><p><strong>Conclusions: </strong>Understanding academic and professional development factors can help educators and policymakers develop more effective strategies to enhance the performance and success of NP students in their respective fields.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2025-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143484206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lived experiences of international nursing students regarding the studying challenges: a phenomenology study.","authors":"Marzieh Hasanpour, Fatemeh Bakhshi, Mahboube Shali","doi":"10.1515/ijnes-2024-0038","DOIUrl":"https://doi.org/10.1515/ijnes-2024-0038","url":null,"abstract":"<p><strong>Objectives: </strong>This study explores and describes the lived experiences of international nursing students regarding studying challenges.</p><p><strong>Methods: </strong>This is a qualitative descriptive phenomenological study. Participants were undergraduate international nursing students who were purposively selected. The data were collected through semi-structured interviews with 11 students until data saturation was reached. Data were analyzed using a seven-step Colaizzi method.</p><p><strong>Results: </strong>After analyzing the data four main themes with fourteen sub-themes were extracted. The main themes of the study were \"estrangement and confusion in an unfamiliar environment,\" \"new self in a new situation,\" \"inconsistent educational structure,\" and \"communication as a multidimensional challenge.\"</p><p><strong>Conclusions: </strong>The results of this study indicate the need for effective interventions to transform and improve the learning environment for international nursing students. Creating a specialized curriculum and recruiting experienced professors and mentors to teach international students, to instruct nursing students in practical environments, are vital solutions. It is advisable to provide preliminary courses for international students to familiarize them with the culture and specific issues in the destination country. It is also recommended that international campuses in universities worldwide review and revise the educational curriculum to help international nursing students better manage the educational and cultural issues that they face when studying abroad and provide care for patients.</p>","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":"22 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2024-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142903743","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}