Nurse Education in Practice最新文献

{"title":"Workshop on hastened death as “space for an appreciative discussion”: A qualitative study","authors":"Andrea Egger-Rainer ,&nbsp;Fulya Sahinoglu ,&nbsp;Maria Magdalena Schreier ,&nbsp;Clemens Brandl ,&nbsp;Cornelia Brandstötter-Gugg ,&nbsp;Sarah Kristina Bublitz ,&nbsp;Stefan Lorenzl ,&nbsp;Brigitte Mayr-Pirker ,&nbsp;Christiane Weck ,&nbsp;Piret Paal","doi":"10.1016/j.nepr.2024.104081","DOIUrl":"10.1016/j.nepr.2024.104081","url":null,"abstract":"<div><h3>Aim</h3><p>To evaluate the suitability of a drama-based workshop as a method for ethical deliberation.</p></div><div><h3>Background</h3><p>Nurses worldwide are inadequately prepared to care for people who desire hastened death, which can lead to ethical and moral dilemmas. To address this problem, we developed a drama-based ethical deliberation workshop to assist nurses in these situations. Senghor and Racine’s three moments of ethical deliberation and their quality criteria served as basis for evaluation.</p></div><div><h3>Design</h3><p>Qualitative descriptive study design.</p></div><div><h3>Methods</h3><p>Non-participant observations and a survey with incomplete sentences to be completed by nursing students were used. Data analysis followed Mayring’s deductive content analysis approach.</p></div><div><h3>Results</h3><p>All three moments of ethical deliberation according to Senghor and Racine were identified. Participants recognised hastened death as morally problematic, shared their experiences and gained a deeper understanding of the problem. They reported feeling better prepared for encounters with persons seeking assisted suicide. In terms of its quality, the drama-based workshop achieved good and partial ethical deliberation.</p></div><div><h3>Conclusions</h3><p>The workshop has demonstrated its suitability as a method for ethical deliberation. The workshop should be complemented by specific modules, such as communication skills and be tailored to other professional groups. A validated instrument is needed to ensure a more comprehensive assessment of the quality.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104081"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002105/pdfft?md5=151f21aec1d33f3dc8cddffedff760d5&pid=1-s2.0-S1471595324002105-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141761836","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":"Developing care behaviors and ethical attitude in nursing education","authors":"Nevin Dogan ,&nbsp;Zehra Gocmen Baykara","doi":"10.1016/j.nepr.2024.104072","DOIUrl":"10.1016/j.nepr.2024.104072","url":null,"abstract":"<div><h3>Aim</h3><p>This study aims to determine the effect of education based on the Theory of Human Caring on nursing students' caring behaviors and ethical attitudes.</p></div><div><h3>Background</h3><p>It is crucial to plan nursing education holistically, addressing cognitive, psychomotor and affective domains for the comprehensive development of caring behaviors and ethical attitudes.</p></div><div><h3>Design</h3><p>This study employed a convergent mixed-methods approach with randomized pretest-posttest comparisons and qualitative analysis.</p></div><div><h3>Methods</h3><p>This study was conducted with third-year nursing students at a state university in Ankara, Turkey, in 2021. It comprised a total of 95 participants, with 47 students in the case group and 48 students in the video group. Theoretical education based on the Theory of Human Caring was simultaneously provided to both groups. Following this, one group received practical training using a video-supported teaching method, while the other group received it through a case analysis method. The research used the 'Descriptive Characteristics Form', 'Caring Nurse Patient Interaction Scale (CNPIS)', 'Scale for Attitudes of Ethical Principles (SAEP)' and 'Student Opinion Form on Care Behaviors Education' to collect data. Quantitative data were analyzed using t-tests, Mann-Whitney U tests, Wilcoxon paired two-sample tests and Linear Regression Analysis, with a significance level of p&lt;0.05. Qualitative data were evaluated through document analysis. Permissions were obtained before the research.</p></div><div><h3>Results</h3><p>After the education provided, significant differences were found between the pre-test and post-test scores of both groups (p&lt;0.05). It was determined that there was a statistically significant, positive and generally moderate relationship between the caring behaviors and ethical attitudes of the students. Additionally, participating students reported that they were satisfied with the education provided, stating that the teaching methods increased their motivation and positively influenced their perspectives on caring and its ethical dimensions.</p></div><div><h3>Conclusions</h3><p>The research findings show significant improvements in nursing students' care behaviors and ethical attitudes following education based on the Human Care Theory, with both case analysis and video-supported teaching methods yielding notable results. Integration of care theories into the nursing undergraduate curriculum, alongside the use of holistic teaching methods, is recommended, along with further randomized controlled trials to assess teaching effectiveness.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104072"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141784697","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":"New graduate nurses’ readiness for practice, transition and integration into the workplace: A longitudinal study with mixed methods research","authors":"Eman Tawash ,&nbsp;Seamus Cowman ,&nbsp;Mohamed Anwar","doi":"10.1016/j.nepr.2024.104076","DOIUrl":"10.1016/j.nepr.2024.104076","url":null,"abstract":"<div><h3>Aim</h3><p>To examine the readiness of new graduate nurses for practice and evaluate factors influencing their transition into the workplace.</p></div><div><h3>Background</h3><p>This is new research in Bahrain. Understanding readiness for practice is important during a time when there is a national initiative to promote nursing as a career among the indigenous Bahraini population. The worldwide nursing shortages and aging workforce require new and innovative recruitment and retention measures. There is change, increased demand and complexity, in nursing and healthcare needs with accompanying healthcare specialization. In such a health care environment, the transitioning and readiness of newly qualified nurses is an increasing challenge.</p></div><div><h3>Design</h3><p>A longitudinal design, with a triangulated, mixed methods, research approach was used.</p></div><div><h3>Methods</h3><p>The study population consisted of 50 newly graduated nurses. Data were collected over one year through self-administered questionnaires, reflective diaries and focus groups. Quantitative data were analysed using SPSS and qualitative data using thematic analysis with adherence to GRAMMS reporting guidelines.</p></div><div><h3>Results</h3><p>In Bahrain, there are actions to recruit young Arabic students to nursing including schools and community presentations by trained nurse ambassadors, social media activities and career exhibitions, however there is a lack of objective information on the perspective of cohorts of nurses who have successfully completed graduate nursing registration programmes and transitioned into practice. International literature suggests that the transition of newly graduated nurses can be stressful and challenging. On entry to practice, the respondents positively perceived their characteristics and attributes; however, their confidence was affected by challenges in the workplace. The transitioning of the new graduate nurses was affected by the availability of support and leadership, induction programmes and the new complex work environment.</p></div><div><h3>Conclusion</h3><p>Understanding work readiness and the emotional needs of new graduate nurses, accompanied by improved support, will enhance the transition of newly qualified nurses into the workplace and reduce attrition.</p></div><div><h3>Study Registration</h3><p>KHUH/Research/No.279/2019</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104076"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002051/pdfft?md5=50fa3c2cab13b10a460a0a4fc895d332&pid=1-s2.0-S1471595324002051-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141767736","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":"Comparison of global nursing education and necessary supports for nurse educators between Japan and four English-speaking countries: An international cross-sectional study","authors":"Akiko Kondo ,&nbsp;Congcong Wang ,&nbsp;Kazuko Naruse ,&nbsp;Kosuke Niitsu ,&nbsp;Dingyi Long","doi":"10.1016/j.nepr.2024.104074","DOIUrl":"10.1016/j.nepr.2024.104074","url":null,"abstract":"&lt;div&gt;&lt;h3&gt;Aim&lt;/h3&gt;&lt;p&gt;This study aimed to compare characteristics of nurse educators, factors related to teaching global nursing, contents of global education and support and the level of burden of global education and factors related to the burden between nurse educators among top nursing universities in Japan and four English-speaking countries.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Background&lt;/h3&gt;&lt;p&gt;Intercultural sensitivity is the active desire to motivate oneself to understand, appreciate and accept different cultures. Nurse educators need to be culturally sensitive to teach cultural care to nursing students.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Design&lt;/h3&gt;&lt;p&gt;This is a cross-sectional exploratory international comparative study using an online survey.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Methods&lt;/h3&gt;&lt;p&gt;Participants were nurse educators with a nurse license in the top 20 in Japan and the top 10 universitiesin the United States, Canada, United Kingdom and Australia (hereafter “English-speaking countries”), respectively. The questions in Google form selected participants by the inclusion criteria. Intercultural sensitivity was measured by the Intercultural Sensitivity Scale. Chi-square test, Fisher’s exact test, t-test, Mann-Whitney U test and Spearman’s correlation coefficients were used for the analyses. Data were collected from October 2023 to January 2024.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Results&lt;/h3&gt;&lt;p&gt;A total of 144 in Japan (response rate=29.0 %) and 106 educators in English-speaking countries (response rate=2.4 %) were included in the analysis. Nurse educators in Japan had less work experience in foreign countries, had fewer opportunities to take part in cross-cultural interactions and had significantly lower intercultural sensitivity. In both groups, those who had more experience in foreign countries with higher intercultural sensitivity taught global nursing. While in Japan nurse educators who had higher proficiency in non-native languages and those who had more frequently taken part in cross-cultural interactions taught global nursing, in English-speaking countries full-time workers who had attended international academic conferences taught. In Japan, global nursing was a more optional course and the number of contents taught was lower. While participants in Japan had international seminars at universities as support for global nursing education, those in English-speaking countries had faculty members with different cultural backgrounds. Participants in Japan felt more burden for global nursing education. In Japan, more proficient non-native language, more frequent cross-cultural interaction and higher intercultural sensitivities were associated with a lower burden, while teaching other than in their native language, contents taught and performance evaluation were associated with a higher burden in English-speaking countries.&lt;/p&gt;&lt;/div&gt;&lt;div&gt;&lt;h3&gt;Conclusions&lt;/h3&gt;&lt;p&gt;Higher intercultural sensitivity, performance evaluation and proficiency in non-native language may be important for nurse educators to teach globa","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104074"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002038/pdfft?md5=224443b7f5ec383a74793b5e1bcd1e20&pid=1-s2.0-S1471595324002038-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789496","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":"The lived experience of midwives’ transitioning from a clinical role into teaching in higher education in one jurisdiction of Australia: A pilot study","authors":"Michelle Gray ,&nbsp;Annie De Leo ,&nbsp;Melanie Baker ,&nbsp;Elaine Jefford","doi":"10.1016/j.nepr.2024.104071","DOIUrl":"10.1016/j.nepr.2024.104071","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this pilot study was to explore clinician’s experience of transitioning from midwifery clinical practice into university in an academic teaching role within one jurisdiction in Australia.</p></div><div><h3>Background</h3><p>There is a dire shortage of midwifery academics globally. In Australia the shortage is symbiotic with the persistent deficit in the midwifery clinical workforce, which is the predominant recruitment pool for universities. The midwifery workforce cannot be replenished without sufficient academics to provide education.</p></div><div><h3>Design</h3><p>Phenomenology was selected as the most appropriate research approach for the study seeking to illuminate the lived experiences of clinicians as they transition into their new role as academics.</p></div><div><h3>Methods</h3><p>Seven participants were recruited purposively from one jurisdiction in Australia between November 2022 and March 2023. Qualitative conversational interviews were performed facilitating each participant to share their narrative. Participants were then able to direct the conversation to share their lived experience of the transition from a midwifery clinician in practice to a midwifery academic in a university. Demographic details were collected for context.</p></div><div><h3>Results</h3><p>Thematic analysis was used following Giorgi’s four stage phenomenological process. Four themes were identified from commonalities between the participants, ‘Being a drifter”, ‘Keeping a foot in both camps to maintain clinical credibility’, ‘In at the deep end: Not prepared for the reality of academia’ and ‘Best of both worlds’.</p></div><div><h3>Conclusions</h3><p>The lived experiences of the participants in this study, as they transitioned from clinical midwifery practice to academia can be related to the Theory of Transition where participants navigate: Preparation, Encounter, Adjustment and Stabilisation. A new role in higher education requires adjustment to the reality of working in academia. Midwives who had experiences of being a casual staff member felt they had the best of both worlds, as they gained an insight into the role of an academic whilst remaining in clinical practice. However, many reported that mentorship would have been beneficial to facilitate stabilisation.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104071"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002002/pdfft?md5=bfc0e718f4ba7a6723e93ca8e64b16f6&pid=1-s2.0-S1471595324002002-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141789497","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":"Writing for an international audience","authors":"Roger Watson,&nbsp;Sarah Oerther,&nbsp;Kathryn Hinsliff-Smith,&nbsp;Mary Sidebotham","doi":"10.1016/j.nepr.2024.104090","DOIUrl":"10.1016/j.nepr.2024.104090","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104090"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141977639","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":"Dimensions of clinical leadership among pre-registration nursing students: A cross-sectional study between two countries","authors":"Sue Baron ,&nbsp;Keren Grinberg ,&nbsp;Joana Pereira Sousa ,&nbsp;Hugo Neves ,&nbsp;Gerardina Harnett ,&nbsp;Monica Bianchi ,&nbsp;Marie-Louise Luiking ,&nbsp;Stefan Nilsson ,&nbsp;Kate Frazer ,&nbsp;Kirsten Jack ,&nbsp;Janet Scammell ,&nbsp;Sigalit Warshawski","doi":"10.1016/j.nepr.2024.104092","DOIUrl":"10.1016/j.nepr.2024.104092","url":null,"abstract":"<div><h3>Aims</h3><p>To explore a) pre-registration students' self-perceptions of clinical leadership behaviours and b) differences in students' self-perceptions of leadership behaviours between two countries (UK and Israel).</p></div><div><h3>Background</h3><p>Effective leadership has been associated with high-quality and compassionate care provision in health and social care contexts. This has led to a common acceptance that teaching leadership in nursing education is essential if students are to develop competencies in this area. Worldwide, there is limited research on nursing students' perception of clinical leadership behaviours as well as on the development of leadership behaviours during the study years.</p></div><div><h3>Design and methods</h3><p>A cross-sectional survey design was used among two convenience samples of UK and Israeli pre-registration nursing students. Closed questionnaires were uploaded in the format of a commercial internet survey provider (Qualtrics.com) and distributed through the virtual learning platforms in the two participating universities. In total 656 students were invited to participate and the response rates were 28.1 % (Israel) and 17.9 % (England).</p></div><div><h3>Results</h3><p>Overall, 140 students completed the questionnaires. Significant differences were found between the two sites in the leadership dimensions \"Emotional Intelligence\" and \"Impact and Influence\" (p &lt; .05), with UK students scoring higher than Israeli students. Among the Israeli sample, significant differences were found in leadership dimensions according to years of study, with higher scores reported in the 3rd and 4th year students compared with the 1st and 2nd Year students in the referred dimensions (p &lt; .05).</p></div><div><h3>Conclusions</h3><p>Differences in students' clinical leadership perception exist between the two cohorts examined. Nurse educators should expand international research on this subject to identify possible antecedents in developing clinical leadership behaviours. At the same time, there is a need to continue efforts to enhance the development of clinical leadership behaviours during all study years through curriculum updating to prepare future nurses better to provide quality, safe and person-centered care.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104092"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141903314","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":"Development and validation of the metaverse perception scale for nursing students","authors":"Tuğba Öztürk Yıldırım ,&nbsp;Mesut Karaman","doi":"10.1016/j.nepr.2024.104061","DOIUrl":"10.1016/j.nepr.2024.104061","url":null,"abstract":"<div><h3>Background</h3><p>The use of Metaverse applications in nursing education is increasing every day and the evaluation of nursing students' perceptions of this new digital technology may guide interventions related to the use of the Metaverse. However, currently, no standardized instrument specifically designed to measure nursing students' perceptions of the Metaverse exists in Turkey.</p></div><div><h3>Aim</h3><p>To develop and validate the Metaverse Perception Scale for Turkish nursing students.</p></div><div><h3>Method</h3><p>This methodological study was carried out between March 1, 2023 and June 30, 2023 and its sample consisted of 770 nursing students who were enrolled in undergraduate nursing departments of universities in Turkey. The item pool was created based on a literature review and data were analyzed using descriptive statistics, item analysis, exploratory and confirmatory factor analysis, convergent and divergent validity, correlation analysis, internal consistency reliability and test-retest analysis.</p></div><div><h3>Results</h3><p>The content validity index for the items ranged between 0.85 – 1.00. According to exploratory factor analysis, the eigenvalue of four factors was greater than one. These four factors explained 77.28 % of the total variance. In the scale model developed for this study, model fit was found to be acceptable for goodness of fit index:.921 and root mean square error of approximation:.064. χ2/sd: 1.659, normalized fit index:.961 and chi-square/degree of freedom revealed that model fit was at a good level and within the recommended value ranges. It was determined that the scale showed convergent and divergent validity and Cronbach's Alpha value ranged between 0.95 and 0.93 in the subscales. The Metaverse Perception Scale in Nursing Students was found to have a high level of test-retest reliability.</p></div><div><h3>Conclusion</h3><p>This study showed that the scale, which consists of 24 items and four subscales, is a valid and reliable measurement tool that can be used to assess nursing students' perceptions of the Metaverse in the Turkish context. This scale can contribute to the evaluation of Turkish nursing students' perceptions of the Metaverse, as well as the effective management of processes related to Metaverse practices.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104061"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141705085","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":"Enhancing nursing competence in China: The interplay of resilience, mindfulness and social support","authors":"Xiaoting Yan ,&nbsp;Xiang Jia ,&nbsp;Lili Feng ,&nbsp;Weiwei Ge ,&nbsp;Beilei Kong ,&nbsp;Mengjie Xia ,&nbsp;Xiaoting Yan","doi":"10.1016/j.nepr.2024.104087","DOIUrl":"10.1016/j.nepr.2024.104087","url":null,"abstract":"<div><h3>Objectives</h3><p>To address the nursing crisis, it is imperative to comprehend the factors that influence nursing competencies, which are crucial for the delivery of quality patient care.</p></div><div><h3>Background</h3><p>Facing demographic shifts and increasingly complex healthcare demands, China's nursing sector struggles with workforce shortages and the need to enhance core competencies. This research explores the interplay of social support, psychological resilience, mindfulness and nursing competencies in various hospital environments in China.</p></div><div><h3>Methods</h3><p>Through a cross-sectional survey, 941 nurses across tertiary, secondary and private healthcare settings completed self-assessment questionnaires. The analysis included multiple linear regression and comparative methods to assess how psychological resilience, mindfulness and social support have an impact on nursing competencies.</p></div><div><h3>Results</h3><p>Findings revealed a strong relationship between psychological resilience and nursing competencies, with resilience being a key predictor. Mindfulness and social support also significantly contributed to competency levels. Nurses in tertiary hospitals showed greater competencies than those in secondary or private facilities.</p></div><div><h3>Conclusion</h3><p>Enhancing nursing competencies requires targeted interventions focusing on professional development and supportive workplace cultures. Incorporating psychological resilience, social support and mindfulness into nurse training is crucial for improving practice and policy.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104087"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002166/pdfft?md5=804d275643d55d39160cf135d6bae598&pid=1-s2.0-S1471595324002166-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141978367","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":"Developing a CHECK approach to artificial intelligence usage in nurse education","authors":"","doi":"10.1016/j.nepr.2024.104055","DOIUrl":"10.1016/j.nepr.2024.104055","url":null,"abstract":"","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"79 ","pages":"Article 104055"},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141601976","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}