International Journal of Nursing Education Scholarship最新文献_第3页

The effects of using a flipped classroom pedagogy in nursing anesthesia education: a program evaluation. 在护理麻醉教育中使用翻转课堂教学法的效果：项目评估。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-03-04 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0075

Reed S Halterman, Shannon Broxton, Thomas Joshua

{"title":"The effects of using a flipped classroom pedagogy in nursing anesthesia education: a program evaluation.","authors":"Reed S Halterman, Shannon Broxton, Thomas Joshua","doi":"10.1515/ijnes-2023-0075","DOIUrl":"10.1515/ijnes-2023-0075","url":null,"abstract":"Background: The flipped classroom (FC) pedagogy improves undergraduate student proficiency and satisfaction. However, its effectiveness has not been demonstrated in nursing anesthesia education.Objectives: Pre- and post-FC tests and course evaluations were retrospectively compared to determine if FC was an effective pedagogy for a nursing anesthesia program (NAP).Methods: The design of the study was a retrospective program evaluation. Two groups were compared with 59 students in the pre-FC group taught via traditional lecture and 61 students in the post-FC group taught with FC. Answers to the same 167 test questions were compared using an independent t-test and five course evaluation questions were statistically compared using NPAR1WAY procedure with the Wilcoxon option to determine if significant differences existed between the two nursing anesthesia student cohorts.Results: The post-FC students exhibited a significant 4 % increase in test scores and expressed increased satisfaction compared to their pre-FC counterparts.Conclusions: This retrospective program evaluation showed that student proficiency and satisfaction improved between the groups after changing to the FC pedagogy. However, research is needed to determine the true value of using FC in nursing anesthesia education.Implications for an international audience: The flipped classroom model can be beneficial in graduate nursing education with our ever-changing student population.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140022702","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}

引用次数: 0

Nursing students' experiences of teaching and learning during the COVID-19 pandemic: a systematic review and meta-synthesis of qualitative studies. 护理专业学生在 COVID-19 大流行期间的教学经验：定性研究的系统回顾和元综合。

IF 1.3

International Journal of Nursing Education Scholarship Pub Date : 2024-02-27 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0094

Soheila Abbasi, Maryam Maleki, Masoomeh Imanipour, Abbas Mardani

{"title":"Nursing students' experiences of teaching and learning during the COVID-19 pandemic: a systematic review and meta-synthesis of qualitative studies.","authors":"Soheila Abbasi, Maryam Maleki, Masoomeh Imanipour, Abbas Mardani","doi":"10.1515/ijnes-2023-0094","DOIUrl":"10.1515/ijnes-2023-0094","url":null,"abstract":"Introduction: During the COVID-19 pandemic, the sudden transition to virtual learning led to several challenges for nursing students. This study aimed to synthesis nursing students' experiences of teaching and learning during the COVID-19 pandemic.Content: A meta-synthesis of qualitative articles were conducted. Three online databases were searched from December 2019 to December 2022. Qualitative studies and qualitative sections of mixed method studies were included.Summary: Twenty-four qualitative studies and seven mixed-method studies were included in the review. The findings consisted of one main theme \"educational transformation\", and three categories \"challenging face-to-face clinical training\", \"transition from face-to-face to virtual education\", and \"support continua\". The evidence indicated that during this health-related crisis, most of the training was provided as distance learning in various forms. According to the findings, distance education alone cannot replace face-to-face education and is suggested to be considered as a supplementary learning method.Outlook: This study provides a comprehensive understanding of nursing students' experiences during the COVID-19 pandemic, offering practical implications for educators and institutions globally. The lessons learned can inform strategic decisions, policies, and practices to enhance the resilience and adaptability of nursing education in the face of unforeseen challenges.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2024-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139973817","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}

引用次数: 0

Perceptions of nursing staff and students regarding attrition: a qualitative study. 护理人员和学生对自然减员的看法：一项定性研究。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-02-02 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0081

Rocco Mazzotta, Angela Durante, Valentina Bressan, Angela Cuoco, Ercole Vellone, Rosaria Alvaro, Giampiera Bulfone

{"title":"Perceptions of nursing staff and students regarding attrition: a qualitative study.","authors":"Rocco Mazzotta, Angela Durante, Valentina Bressan, Angela Cuoco, Ercole Vellone, Rosaria Alvaro, Giampiera Bulfone","doi":"10.1515/ijnes-2023-0081","DOIUrl":"10.1515/ijnes-2023-0081","url":null,"abstract":"Objectives: This research aims to explore the perceptions of nursing students and directors of bachelor of nursing degree courses regarding reasons for attrition amongst nursing students.Methods: A qualitative descriptive study was conducted using inductive thematic analysis. The study included a purposeful sample of 12 students and 4 directors of bachelor of nursing degree courses.Results: As reasons for attrition, the directors highlighted a lack of preparation for nursing studies and students' limited awareness of possibilities for support and learning. The students emphasized insufficient support from academic staff and poor course organization. Economic and family issues and a misunderstanding of the professional role of a nurse were cited as reasons by both directors and students.Conclusions: The findings provide important insight into attrition in the nursing programme. Further research is warranted, particularly in other contexts. Addressing student attrition requires a comprehensive approach that includes the provision of adequate support systems, mentorship, and resources for students.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736302","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}

引用次数: 0

Comparison of the traditional and block mode of delivery on undergraduate nursing students' perceived levels of preparedness to use evidence-based practice: a two-group experimental study. 传统授课模式与分块授课模式对护理专业本科生使用循证实践的准备程度的影响比较：一项两组实验研究。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-01-22 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0082

Trish A Burton, Sally A Gauci, Liza M Heslop, Sharon J Andrew

{"title":"Comparison of the traditional and block mode of delivery on undergraduate nursing students' perceived levels of preparedness to use evidence-based practice: a two-group experimental study.","authors":"Trish A Burton, Sally A Gauci, Liza M Heslop, Sharon J Andrew","doi":"10.1515/ijnes-2023-0082","DOIUrl":"10.1515/ijnes-2023-0082","url":null,"abstract":"Objectives: To examine how delivery time impacted on undergraduate nursing students' preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models.Methods: This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe.Results: From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements 'the unit of study prepared them for knowledge and skills for EBP' and 'EBP should be discussed and shared in practice'.Conclusions: The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students' perceptions of EBP and its application to clinical practice.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139521572","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}

引用次数: 0

A nurturing and caring environment to facilitate nursing students' professional development in Rwanda: a focused ethnographic study. 卢旺达促进护理专业学生职业发展的培养和关爱环境：一项重点人种学研究。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2024-01-03 eCollection Date: 2024-01-01 DOI: 10.1515/ijnes-2023-0064

Benoite Umubyeyi, Yolanda Babenko-Mould, Michaela Hynie, Sandra Regan, Beverly Leipert

{"title":"A nurturing and caring environment to facilitate nursing students' professional development in Rwanda: a focused ethnographic study.","authors":"Benoite Umubyeyi, Yolanda Babenko-Mould, Michaela Hynie, Sandra Regan, Beverly Leipert","doi":"10.1515/ijnes-2023-0064","DOIUrl":"10.1515/ijnes-2023-0064","url":null,"abstract":"Objectives: To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.Methods: A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.Results: Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.Conclusions: Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.Implications for international audience: Findings underscore the need to enhance caring values within nursing curricula.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2024-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139088860","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}

引用次数: 0

Clinical judgment in new nurse graduates: identifying the gaps. 新护士毕业生的临床判断力：找出差距。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2023-12-20 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2022-0112

Julie A Kennedy, Pamela Laskowski, Blake Breyman

引用次数: 0

Understanding poverty through virtual simulation: implications for student clinical practice. 通过虚拟模拟了解贫困：对学生临床实践的影响。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2023-12-18 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2022-0105

Lindsay Morgan, Paula McNiel, Jodi Koplitz

{"title":"Understanding poverty through virtual simulation: implications for student clinical practice.","authors":"Lindsay Morgan, Paula McNiel, Jodi Koplitz","doi":"10.1515/ijnes-2022-0105","DOIUrl":"https://doi.org/10.1515/ijnes-2022-0105","url":null,"abstract":"Background: Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment.Purpose: Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students' mastery of core competencies while offering versatility in an online environment.Methods: Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling.Results: 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals.Conclusions: The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138811392","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}

引用次数: 0

Psychometric evaluation of critical incident video instruments for nursing education. 护理教育危急事件视频工具的心理计量学评估。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2023-12-12 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2022-0117

Carla E Randall, Cynthia S Randall

引用次数: 0

Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale. 护理专业本科生对 ICNP© 的认知：量表的开发。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2023-12-12 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2023-0021

Valentina Tommasi, Barbara Bassola, Sara Alfieri, Silvia Cilluffo, Maura Lusignani

{"title":"Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale.","authors":"Valentina Tommasi, Barbara Bassola, Sara Alfieri, Silvia Cilluffo, Maura Lusignani","doi":"10.1515/ijnes-2023-0021","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0021","url":null,"abstract":"Objectives: To develop and validate an instrument to assess nursing students' perceived knowledge on the International Classification for Nursing Practice.Methods: The study design is an initial development of a scale by a longitudinal, prospective, monocentric study. An instrument, including a final pool of 6 items, was developed and through a Content Validity approved by experts. Cronbach's alpha coefficient, Exploratory Factor Analysis and Confirmatory Factor Analysis were calculated in a sample of nursing students.Results: The instrument demonstrated a CVI of 1.0. Cronbach's alpha coefficient was 0.879. Exploratory Factor Analysis indicated one component, with a saturation of items in the range between 0.594 and 0.856. Confirmatory Factor Analysis confirmed the structure.Conclusions: Although further studies are needed, the preliminary analyses of the instrument suggest satisfaction in terms of content validity, factorial structure, and reliability. This instrument may rise interest in international nursing educational context.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138811389","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}

引用次数: 0

Metacognition and learning transfer under uncertainty. 不确定情况下的元认知和学习迁移。

IF 1

International Journal of Nursing Education Scholarship Pub Date : 2023-12-12 eCollection Date: 2023-01-01 DOI: 10.1515/ijnes-2023-0038

Modi Al-Moteri

{"title":"Metacognition and learning transfer under uncertainty.","authors":"Modi Al-Moteri","doi":"10.1515/ijnes-2023-0038","DOIUrl":"https://doi.org/10.1515/ijnes-2023-0038","url":null,"abstract":"Objectives: This study examined the possible correlation between metacognition and learning experience transfer of nursing students after engaging in an urgent and cognitively demanding clinical situation.Methods: This is a one-group post-test- only study design in which participants engaged in an emergency care scenario simulation and completed the Meta-Cognitive Awareness Scale - Domain Specific (MCAS-DS).Results: Study results revealed that participants' metacognitive awareness is significantly correlated to the learning transfer (p=0.0001) and GPA (p=0.006). There is also a positive correlation between learning transfer and GPA (p=0.04), clinical settings-based training experience (p=0.021) and metacognitive confidence (p=0.0001).Conclusions: This study may imply that academic achievement can be used as a potential screening tool to identify students requiring metacognitive training. It may also imply that metacognitive abilities can be enhanced indirectly through considering factors that may influence the transfer of learning such as increasing the hours of clinical training.","PeriodicalId":35294,"journal":{"name":"International Journal of Nursing Education Scholarship","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138811387","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}

引用次数: 0