Nurse Education in Practice最新文献

{"title":"Student nurses' learning of practical skills in hospital placements: Perspectives of registered nurse mentors","authors":"Monika Ravik ,&nbsp;Gry Merete Bjerkelund ,&nbsp;Sigrun Hvalvik ,&nbsp;Inger Åse Reierson","doi":"10.1016/j.nepr.2025.104275","DOIUrl":"10.1016/j.nepr.2025.104275","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To gain insights into the perspectives of registered nurse mentors on the practical skill learning of second-year student nurses during hospital placement by examining the mentors’ experiences and expectations.</div></div><div><h3>Background</h3><div>Clinical placement is a cornerstone of bachelor nursing programmes. It is a vital platform for students to transfer, apply, and enhance practical nursing skills learned. During clinical placement, registered nurse mentors play a crucial supervisory role in student nurses’ practical skill learning. However, a gap exists in understanding the mentors’ perspectives on practical skill learning during placements in hospital environments.</div></div><div><h3>Design</h3><div>We used a qualitative, exploratory, and descriptive research design. Ten registered nurse mentors responsible for student supervision at two hospitals in southern Norway were included. Ten individual interviews were conducted. Ten interviews were audio-recorded and transcribed. A systematic text condensation analysis was performed.</div></div><div><h3>Results</h3><div>The following four categories were identified: ‘experiences vs. expectations in practical skill knowledge’, experiences vs. expectations of engagement’, ‘experiences of attitudes’ and ‘experiences and expectations of emotions’.</div></div><div><h3>Conclusion</h3><div>This study deepened our understanding of issues concerning student nurses’ practical skill learning during clinical placement from the perspective of registered nurse mentors. The results emphasise the complexity of learning practical skills and are associated with categories including knowledge, attitudes, engagement, and emotions. These results underscore the multifaceted nature of practical skill learning and highlight the need for comprehensive strategies to effectively address these areas in nursing education, setting the stage for future investigations and potential policy changes in this domain.</div></div><div><h3>Tweetable abstract</h3><div>Registered nurse mentors’ perspectives towards student nurses’ practical skills</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104275"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143075954","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring professional development perceptions among health and social care educators: A cross-sectional study with cluster analysis","authors":"Minna Koskimäki ,&nbsp;Heli-Maria Kuivila ,&nbsp;Sari Pramila-Savukoski ,&nbsp;Jonna Juntunen ,&nbsp;Erika Jarva ,&nbsp;Kristina Mikkonen","doi":"10.1016/j.nepr.2025.104287","DOIUrl":"10.1016/j.nepr.2025.104287","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to evaluate Finnish educators’ perceptions of their current level of continuing professional development and to identify distinct profiles in their competence development.</div></div><div><h3>Background</h3><div>The current health and social care system faces multiple challenges, including aging populations, cultural diversity and increasingly complex client needs. To implement new digital and interprofessional working methods, professionals must be highly competent and innovative. Educators’ professional development is crucial for delivering high-quality education.</div></div><div><h3>Desing</h3><div>The study used secondary analysis of a cross-sectional survey.</div></div><div><h3>Methods</h3><div>The initial study developed the EduProDe scale and the study sample comprised 422 educators in health and social education. IBM SPSS Statistics version 25.0 was used for secondary statistical analysis. Descriptive statistics were calculated and the different groups among educators were based on the subdimensions of the EduProDe scale. The continuing professional development profiles were described using groups identified by K-means clustering.</div></div><div><h3>Results</h3><div>Based on educators´ responses to the EduProDe scale, they were clustered into three significantly different profiles: Experiencing Support for Continuous Learning (A), Needing Support for Continuous Learning (B) and Self-Directed Learners (C).</div></div><div><h3>Conclusion</h3><div>The results show that health and social care educators are diverse learners. It’s important to consider their individual characteristics, like education and work field, when planning professional development. In addition, the findings enhance the support for continuous learning from educators’ superiors. Through this knowledge, organizations can consider factors beyond learning needs when planning professional development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104287"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143155908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ageism among newly graduated nurses: The influence of sociodemographic variables and gerontogeriatric nursing education","authors":"Maria José Catalão ,&nbsp;Helena Arco ,&nbsp;Nuno Carrajola ,&nbsp;João Tavares","doi":"10.1016/j.nepr.2025.104285","DOIUrl":"10.1016/j.nepr.2025.104285","url":null,"abstract":"<div><h3>Aim</h3><div>This study analyzed the relationship between ageism, sociodemographic variables and gerontogeriatric nursing education in newly graduated nurses to identify key factors influencing ageism.</div></div><div><h3>Background</h3><div>Ageism presents a significant challenge in healthcare, particularly in caring for older adults. Newly graduated nurses play a crucial role in shaping the future of gerontogeriatric care and their attitudes, behaviors and perceptions towards aging can impact the quality of care.</div></div><div><h3>Design</h3><div>A nationwide survey of newly graduated Portuguese nurses was performed.</div></div><div><h3>Methods</h3><div>The survey included sociodemographic variables, gerontogeriatric nursing education characterization and the Ambivalent Ageism Scale. The Mann–Whitney test, Kruskal–Wallis and Multiple linear regression were used for data analysis.</div></div><div><h3>Results</h3><div>The samples included 242 newly graduated Portuguese nurses (median age of 23; 83.9 % women). The results showed that nurses who reported that their clinical training primarily focused on basic care scored significantly higher on the Hostile Ageism (HA) scale (<em>p</em> = 0.038). Moreover, higher scores on the Benevolent Ageism (BA) subscale (<em>p</em> = 0.045) were associated with confidence working with older adults, while higher HA subscale scores were associated with communication difficulties, especially with patients with neurocognitive impairments (<em>p</em> = 0.048). Logistic regression showed a significant relationship between self-reported confidence and BA scores, as well as between an emphasis on basic care in training and increased HA scores.</div></div><div><h3>Conclusions</h3><div>Ageism among newly graduated nurses stems primarily from educational aspects of the nursing curriculum. These findings suggest improving gerontogeriatric education in nursing curricula, particularly in building confidence and communication skills, could attenuate ageism in this group of healthcare professionals.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104285"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143275717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi Nursing Students: A randomized controlled trial","authors":"Mahmoud Abdelwahab Khedr ,&nbsp;Mukhlid Alshammari","doi":"10.1016/j.nepr.2025.104296","DOIUrl":"10.1016/j.nepr.2025.104296","url":null,"abstract":"<div><h3>Aim</h3><div>Determine the effect of motivational interviewing on emotional authenticity, academic motivation and dispositional optimism among Saudi nursing students.</div></div><div><h3>Background</h3><div>Nursing students in Saudi Arabia face various challenges that can impact their emotional authenticity, optimism and academic motivation. As the nursing field grows in Saudi Arabia, maintaining a sustainable nursing workforce and defining the scope of practice present challenges. Therefore, investigating feasible interventions to promote the well-being and success of Saudi nursing students is crucial.</div></div><div><h3>Design</h3><div>A randomized controlled trial research design was followed. Each study participant was randomly assigned 1:1 to either the intervention group or the control group.</div></div><div><h3>Method</h3><div>The study involved 70 nursing students, who were randomly divided into an intervention group (n = 35) and a control group (waiting list) (n = 35). Pre-tests and post-tests were administered to evaluate the impact of motivational interviewing program implemented between April 2024 and mid-August 2024.</div></div><div><h3>Results</h3><div>Following the intervention, the study group demonstrated substantial enhancements in Authenticity Inventory scores, Academic Motivation Scale scores and dispositional optimism, with p-values consistently below 0.001 and large effect sizes ranging from 0.650 to 0.937. Comparing to the control group, the study group showed marked increases in positive optimism and decreases in negative optimism, alongside a reduction in amotivation.</div></div><div><h3>Conclusion</h3><div>The study demonstrates that the motivational interviewing intervention led to significant improvements in various aspects of emotional authenticity, including self-awareness, unbiased emotional processing and authentic behaviors and relational orientations. Additionally, the study group exhibited substantial increases in intrinsic and extrinsic academic motivation and a reduction in amotivation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104296"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143378679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigation of the relationship between mathematics anxiety of nursing students and their self-efficacy in drug administration in children","authors":"Mustafa Belli,&nbsp;Nevin Uslu","doi":"10.1016/j.nepr.2025.104254","DOIUrl":"10.1016/j.nepr.2025.104254","url":null,"abstract":"<div><h3>Aim</h3><div>This study aimed to examine the relationship between nursing students' math anxiety and their self-efficacy in pediatric medication administration.</div></div><div><h3>Background</h3><div>Medication errors in pediatric patients are often linked to the precision required in dose calculations, posing significant risks to patient safety. Math anxiety, characterized by fear and worry, can impair students' performance in mathematical tasks, potentially reducing self-efficacy in medication administration.</div></div><div><h3>Design</h3><div>A descriptive, cross-sectional, correlational design was employed, adhering to STROBE guidelines.</div></div><div><h3>Methods</h3><div>The study was conducted between May and July 2022 with 175 third- and fourth-year nursing students at a state university financed by public funds, in Turkey. Data were collected through a sociodemographic information form, a self-efficacy scale for pediatric medication administration, and a two-dimensional math anxiety scale. Statistical analyses included descriptive statistics, t-tests, ANOVA, and Pearson correlation.</div></div><div><h3>Results</h3><div>Third-year students had higher drug preparation scores than fourth-year students. Students who willingly chose nursing had higher self-efficacy. Those confident in calculation skills had higher self-efficacy and lower math anxiety. Higher math anxiety negatively correlated with drug preparation scores, while calculator use was linked to increased anxiety and lower scores. No significant correlation was found between math anxiety and overall self-efficacy.</div></div><div><h3>Conclusion</h3><div>Reducing math anxiety and enhancing mathematical skills may improve nursing students' self-efficacy in pediatric drug administration. Nursing education should incorporate strategies to strengthen mathematical competencies.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104254"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Translation and psychometric validation of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for Chinese medical students","authors":"Shiquan He ,&nbsp;Jiayi Guan ,&nbsp;Can Xiong ,&nbsp;Yunjing Qiu ,&nbsp;Yandan Duan ,&nbsp;Yan Zhang ,&nbsp;Zhiguang Ping ,&nbsp;Beilei Lin","doi":"10.1016/j.nepr.2025.104257","DOIUrl":"10.1016/j.nepr.2025.104257","url":null,"abstract":"<div><h3>Aim</h3><div>To translate, culturally adapt and evaluate the psychometric properties of the Peer Evaluation Scale for Team-based Learning (PES-TBL) for students in nursing and medical disciplines.</div></div><div><h3>Background</h3><div>Effective peer evaluation tools provide a more scientific and objective assessment of collaborative learning. However, there is a lack of peer evaluation instruments designed for group learning in China.</div></div><div><h3>Design</h3><div>A cross-sectional, methodological study.</div></div><div><h3>Methods</h3><div>The PES-TBL was first translated and adapted into Chinese. A panel of 10 experts in nursing and clinical medicine education evaluated the content validity. The psychometric properties of scale were assessed in a sample of undergraduate and postgraduate students.The reliability of the PES-TBL was assessed. Exploratory and confirmatory factor analyses were performed to explore and verify its dimensionality and construct validity.</div></div><div><h3>Results</h3><div>A total of 564 students were included, the overall content validity index was 0.975. The exploratory factor analysis confirmed a three-factor structure, including responsibility, initiative and collaboration. The reliability of the scale was adequate, with Cronbach’s α (0.983), Spearman-Brown split-half index (0.916) and re-test reliability index (0.955). Confirmatory factor analysis showed a three-factor structure explaining 84.336 % of the total variance. All model fit indices fell within acceptable ranges, indicating good structural validity for the Chinese version of the PES-TBL.</div></div><div><h3>Conclusion</h3><div>The Chinese version of PES-TBL proved to be a reliable tool to test group learning performance in both nursing and medical students and it could be a broadly useful instrument in nursing and medical education</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104257"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142967016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students’ experiences of a service-learning programme with older adults living in poverty in a high-income country: A phenomenological study","authors":"Wladimir Morante-García ,&nbsp;Anabel Chica-Pérez ,&nbsp;Rocío Ortiz-Amo ,&nbsp;Iria Dobarrio-Sanz ,&nbsp;Ousmane Berthe-Kone ,&nbsp;Cayetano Fernández-Sola ,&nbsp;José Manuel Hernández-Padilla","doi":"10.1016/j.nepr.2025.104260","DOIUrl":"10.1016/j.nepr.2025.104260","url":null,"abstract":"<div><h3>Aim</h3><div>To understand the experiences of nursing students participating in a service-learning programme with older adults living in poverty in a high-income country.</div></div><div><h3>Background</h3><div>Nursing students should be competent in assessing the needs of older people living in poverty as well as in implementing and evaluating the effect of individualised health promotion interventions. Service-learning is a strategy that not only improves the biopsychosocial health of older adults, but also enables nursing students to acquire competence in promoting health and self-care among older adults living in poverty. In addition, these service-learning programmes are known to break down stereotypes and improve attitudes towards older adults. However, there is a lack of research on experiences with service-learning programmes aimed at promoting health and self-care amongst older adults living in poverty in high-income countries.</div></div><div><h3>Design</h3><div>Qualitative study based on Husserl’s phenomenology.</div></div><div><h3>Method</h3><div>Thirty-three interviews were conducted with nursing students who had participated in a service-learning programme. The data were recorded, transcribed and analysed following the procedure developed by Colaizzi. The study was conducted in accordance with the ethical principles of the Declaration of Helsinki.</div></div><div><h3>Results</h3><div>Three main themes were drawn from the data analysis: (1) 'From feeling overwhelmed to gratitude: an emotional journey', (2) 'From perceiving poverty as a threat to seeing it as a condition of vulnerability', (3) 'Growing as a person and as a nurse'.</div></div><div><h3>Conclusion</h3><div>Service-learning programmes with older adults living in poverty have a positive impact on the personal and professional growth of nursing students; their involvement in such programmes could help them to break down social stereotypes, overcome fears of intervening in socially deprived neighbourhoods and become more socially responsible.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104260"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perceptions of the ability to efficiently utilise the full scope of midwifery practice in the newly introduced midwifery profession in Nepal","authors":"Animo Weng ,&nbsp;Grit Nestler ,&nbsp;Laxmi Tamang ,&nbsp;Goma Devi Niraula ,&nbsp;Helena Lindgren ,&nbsp;Christina Pedersen ,&nbsp;Ulrika Byrskog ,&nbsp;Kerstin Erlandsson","doi":"10.1016/j.nepr.2025.104268","DOIUrl":"10.1016/j.nepr.2025.104268","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the readiness of Bachelor in Midwifery graduates in Nepal to provide midwifery care aligned with the definition competently on graduation and to identify barriers affecting their practice.</div></div><div><h3>Background</h3><div>Nepal has introduced an internationally standardised BSc midwifery education programme designed to enable midwives to work competently and independently in midwifery care on entering the profession.</div></div><div><h3>Design</h3><div>A qualitative interview study was conducted and analysed using inductive content analysis.</div></div><div><h3>Methods</h3><div>Individual interviews were conducted with 8 midwives, 5 educators and 5 students using a guide based on ICM competencies. Participants were recruited from various institutions and universities across Nepal and ethical approval was obtained.</div></div><div><h3>Results</h3><div>Possibilities and challenges in applying programme content include seven sub-categories: Preparation before clinical education, Midwifery care, The bridging role of midwifery educators, Clinical supervision, Use of evidence-based, respectful and culturally sensitive midwifery practice, independent midwifery practice and Being a role model. The findings indicate that while the BSc programme provides strong theoretical preparation, significant challenges persist in translating this into practice.</div></div><div><h3>Conclusions</h3><div>While the BSc midwifery programme theoretically prepares students to work competently and independently in midwifery practice, practical challenges hinder its implementation. Addressing these issues, such as improving clinical support, recruiting qualified midwifery educators and establishing a deployment strategy, can enhance midwives' ability to work independently in midwifery care, ultimately improving health outcomes for women, families and communities.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104268"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143014447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of hot and cold debriefing on basic life support competence and reflection in undergraduate nursing students: A qualitative study","authors":"Fahad Zeed Alanezi ,&nbsp;Caroline F. Morrison ,&nbsp;Robin Wagner ,&nbsp;Benjamin Kelcey ,&nbsp;Elaine Miller","doi":"10.1016/j.nepr.2025.104292","DOIUrl":"10.1016/j.nepr.2025.104292","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the experiences of undergraduate nursing students regarding hot and cold debriefing styles following Basic Life Support (BLS) training.</div></div><div><h3>Background</h3><div>Debriefing plays a vital role in nursing education, especially in simulation-based experiences. Debriefing is defined as a two-directional, “formal, collaborative, reflective process within the simulation learning activity”. According to the literature, \"hot\" debriefings take place within minutes to hours after the simulation, while \"cold\" debriefings can happen within days to weeks. There is insufficient evidence to determine the most effective debriefing methods for undergraduate nursing students.</div></div><div><h3>Design</h3><div>A qualitative descriptive study was conducted to understand students' perceptions of hot and cold debriefing styles.</div></div><div><h3>Methods</h3><div>Data were collected through two focus group interviews with 12 undergraduate nursing students. Participants were randomly assigned to hot debriefing (n = 22) or cold debriefing (n = 22), with six students from each group participating in the focus groups.</div></div><div><h3>Results</h3><div>Five main categories emerged from students' perceptions related to simulation and debriefing experiences: Simulation Experience, Debriefing Experience, Reflection, Debriefing Impact on Learning and Feedback for Educators.</div></div><div><h3>Conclusions</h3><div>It is suggested that incorporating simulation followed by debriefing into the nursing curriculum, particularly for teaching BLS, can be highly beneficial. The study highlights the importance of debriefing in simulation-based education and provides recommendations for enhancing debriefing strategies to enhance nursing skills and knowledge.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104292"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143388172","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A cultural adaptation study of nursing informatics competency scale","authors":"Elif Sarac ,&nbsp;Esra Yildiz","doi":"10.1016/j.nepr.2025.104271","DOIUrl":"10.1016/j.nepr.2025.104271","url":null,"abstract":"<div><h3>Objective</h3><div>The objective of this study is to examine the factor structure, internal consistency reliability and responsiveness of an instrument related to the informatics competency of nurses.</div></div><div><h3>Background</h3><div>Informatics is a scientific discipline that needs to be integrated into nursing practice. There is no current and valid tool to measure the informatics competency of nurses in Turkey.</div></div><div><h3>Design</h3><div>This study has a methodological design.</div></div><div><h3>Methods</h3><div>The Self-Assessment of Nursing Informatics Competency Scale-18 was used to collect data. The original scale was translated into Turkish in a process of forward and back-translation. Data were collected in a setting of 190 respondents with a random subsample in a hospital. Internal reliability was tested using Cronbach’s alpha. The factor structure of the instrument was determined through exploratory factor analysis. Factorial invariance was tested in a multi-group confirmatory factor analysis.</div></div><div><h3>Results</h3><div>Exploratory analysis with varimax rotation extracted three factors comprising 18 items that explained 62.1 % of the variance: applied computer skills (α=.91), role (α=.67) and basic computer skills (α=.77).</div></div><div><h3>Conclusion</h3><div>The current version of the instrument is well grounded in the theoretical framework of informatics competence in nursing practice.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"83 ","pages":"Article 104271"},"PeriodicalIF":3.3,"publicationDate":"2025-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}