Nurse Education in Practice最新文献

{"title":"Assessing the incorporation of the 'Five Moments for Hand Hygiene' into nursing procedure textbooks","authors":"Adrijana Svenšek ,&nbsp;Dominika Muršec ,&nbsp;Nino Fijačko","doi":"10.1016/j.nepr.2024.104044","DOIUrl":"10.1016/j.nepr.2024.104044","url":null,"abstract":"<div><h3>Aim</h3><p>Our aim was to conduct a thorough comparison between the hand hygiene information included in international nursing textbooks and the Slovenian nursing textbook's equivalent content as it relates to nursing procedures.</p></div><div><h3>Background</h3><p>Hand hygiene practices are crucial in preventing healthcare-associated infections, which affect millions of patients annually. The idea behind \"Five Moments for Hand Hygiene\" is to encourage assessing success and boosting self-efficacy.</p></div><div><h3>Design</h3><p>Comparison of hand hygiene content in international nursing textbooks with the content in a Slovenian nursing textbook.</p></div><div><h3>Methods</h3><p>A study was conducted between March 2023 and March 2024 to compare hand hygiene content in international nursing textbooks. The study included textbooks from the USA and UK, as well as Slovenian (SI) textbooks. The final phase involved comparing hand hygiene performance practices against the WHO Five Moments for Hand Hygiene.</p></div><div><h3>Results</h3><p>The study reviewed 470 nursing procedures across three textbooks, identifying four common ones: female indwelling urinary catheterisation, small-bore feeding tube insertion, enema administration and subcutaneous injections. The USA textbook had the highest number of steps, while the UK textbook had the lowest. Clean protective gloves are not recommended for all nursing procedures, only for small-bore feeding tube insertion and enema administration. The US textbook omitted 12 steps for the female indwelling urinary catheter procedure, while the UK textbook included 10 steps. The SI textbook omitted 8 steps.</p></div><div><h3>Conclusions</h3><p>Hand hygiene is crucial for healthcare infections prevention and control. The study found differences in the frequency of hand hygiene in these nursing procedures. WHO's Five Moments for Hand Hygiene guidelines are not universally accepted, with inadequate hygiene often observed before patient contact. Future research should review foreign textbooks and update existing ones.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535731","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' perceptions and experiences in pressure injury risk assessment: A qualitative study","authors":"Özlem Arıburnu ,&nbsp;Fatoş Korkmaz","doi":"10.1016/j.nepr.2024.104039","DOIUrl":"10.1016/j.nepr.2024.104039","url":null,"abstract":"<div><h3>Aim</h3><p>This study aims to capture the perspectives of senior undergraduate nursing students concerning pressure injury risk assessment, shedding light on their practical experiences and insights.</p></div><div><h3>Background</h3><p>Pressure injuries pose a significant challenge in healthcare, demanding vigilant attention from healthcare professionals. Central to mitigating this challenge is the imperative role of risk assessment, placing nurses at the forefront of prevention strategies. Given the critical nature of this responsibility, the need for a robust and well-structured integration of risk assessment teaching within undergraduate nursing education becomes increasingly apparent.</p></div><div><h3>Design</h3><p>This study was conducted as a descriptive qualitative study.</p></div><div><h3>Method</h3><p>This research was conducted at the Nursing Faculty of a State University in Ankara/Turkey, involving 19 senior students enrolled in the nursing program. Data was collected online using in-depth interviews with semi-structured interview questions between November and December 2022. After data collection, transcripts were generated and subjected to thematic analysis. The study was reported following the COREQ Checklist.</p></div><div><h3>Results</h3><p>The study revealed two overarching themes: Opinions and Experiences. Within the Opinions theme, subthemes emerged, including \"Features of Teaching,\" \"Pressure Injury Definition,\" and \"Improving Teaching Methods.\" The Experiences theme encompassed sub-themes such as the \"Limited Relationship between Theoretical Teaching and Clinical Practice\" and \"Assessing the Risk of Pressure Injury in Practice.\"</p></div><div><h3>Conclusion</h3><p>Participants affirmed that theoretical instruction sufficiently addressed pressure injury risk assessment yet expressed concerns about the inadequacy of clinical teaching. Additionally, they underscored the need for innovative teaching methods in the theoretical instructional process.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141601977","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":"General nurse competencies in disaster: A delphi study","authors":"Paulo Alexandre Figueiredo dos Santos ,&nbsp;Isabel Cristina Mascarenhas Rabiais ,&nbsp;João Manuel Frade ,&nbsp;Verónica Rita Dias Coutinho ,&nbsp;Rui Carlos Negrão Baptista","doi":"10.1016/j.nepr.2024.104037","DOIUrl":"10.1016/j.nepr.2024.104037","url":null,"abstract":"<div><h3>Aim</h3><p>The aim of this study is to understand the significance of a disaster-related competence framework for Portuguese general nurses and identify from ICN - Core Competencies in Disaster Nursing version 2.0 core competencies description, those that are considered crucial for a competent preparedness and response in disaster scenarios.</p></div><div><h3>Background</h3><p>Research suggests that the occurrence of disasters will be more recurrent, requiring that nurses, pillars of any health system, have knowledge, skills and preparedness to face these events.</p></div><div><h3>Design</h3><p>An exploratory, cross-sectional qualitative study was carried out. Delphi method was used for data collection.</p></div><div><h3>Methods</h3><p>The study group consisted of technical-scientific council’s presidents or coordinators/directors of nursing courses, nurses integrated in the Portuguese Council of Nurses and National Nursing Specialty Colleges and nurses with experience in the field of disasters.</p></div><div><h3>Results</h3><p>Findings revealed that there is consensus on sixteen competencies, considered relevant for developing general nurse knowledge and competence, both at a national or international level, in the field of disasters.</p></div><div><h3>Conclusions</h3><p>The development of these competencies which establishes practice standards, building nurses skills and knowledge and ultimately, influencing nursing level-entry curricula’s, conferring professional autonomy and self-regulation, in the field of disaster are fundamental. Furthermore, this study may serve as a reference for future alignment of competency frameworks between European Union countries or others.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141538794","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":"Advancing nursing education through wearable electronic devices: A scoping review","authors":"Agostinho A.C. Araújo ,&nbsp;Lucas Gardim ,&nbsp;Jordana Salma ,&nbsp;Tracey Stephen ,&nbsp;Sara Soares dos Santos ,&nbsp;Ítalo Rodolfo Silva ,&nbsp;Simone de Godoy ,&nbsp;Isabel Amélia Costa Mendes","doi":"10.1016/j.nepr.2024.104032","DOIUrl":"10.1016/j.nepr.2024.104032","url":null,"abstract":"<div><h3>Aim</h3><p>To examine the incorporation of wearable electronic devices in the education of undergraduate nursing students.</p></div><div><h3>Background</h3><p>The advancement of technology has influenced nursing education and will continue to do so in the future. Wearable technologies are electronic devices that can be worn as an accessory and expand the possibilities in nursing education with increased engagement in the learning process.</p></div><div><h3>Design</h3><p>A scoping review was conducted following JBI and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines.</p></div><div><h3>Methods</h3><p>The search was performed on August 25th, 2023, in the databases: MEDLINE via PubMed, ISI Web of Science, ERIC, EBSCOhost CINAHL, EBSCOhost Academic Search Premier, EBSCOhost Health Source Nursing, EMBASE, Scopus, BVShost LILACS and ProQuest. Literature that examined the application of wearable electronic devices in the education of undergraduate nursing students was included.</p></div><div><h3>Results</h3><p>This scoping review study included a total of 21 records published between 2014 and 2023. The analysis showed that smart glasses are the most common wearable electronic device used in nursing education, followed by smartwatches. The devices provide an opportunity for competencies development, especially when applied in the simulation environment, such as physical examination and medication administration. Wearable technologies are potentially useful and feasible as learning tools in nursing education, increasing nursing students’ motivation, confidence and satisfaction.</p></div><div><h3>Conclusions</h3><p>In the technological revolution, educators must consider the potential of innovative teaching strategies, such as wearable electronic devices, to advance nursing education. Wearables can contribute to developing competencies required for the professionalism of undergraduate nursing students.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141535730","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":"Comparing the impact of PASS-BAR handoff education for new nurses between simulation-based and case-based approaches: A quasi-experimental design","authors":"Jihyang Lim ,&nbsp;Youngmi Kang","doi":"10.1016/j.nepr.2024.104036","DOIUrl":"10.1016/j.nepr.2024.104036","url":null,"abstract":"<div><h3>Aim</h3><p>To develop a patient, assessment, situation, safety concerns, background, action, recommendation (PASS-BAR) handoff training program and compare the educational effects of the program between simulation-based (experimental group) and case-based (control group) groups using repeated measures among new nurses.</p></div><div><h3>Background</h3><p>New nurses are not well prepared to provide clear handoff reports because nursing schools and healthcare institutions rarely offer structured programs or training for handoff communication practices.</p></div><div><h3>Design</h3><p>This study used a pretest–posttest quasi-experimental design with repeated measures with two non-randomized groups.</p></div><div><h3>Methods</h3><p>This study targeted new nurses with less than 12 months of experience and was conducted at a university hospital’s clinical nursing education center in Seoul, South Korea, between September 2022 and April 2023. Seventeen participants were allocated to the experimental group and 17 participants to the control group. Both groups were given lectures and exercises for both scenarios. Participants were asked to complete a questionnaire on nursing handoff competency, handover performance competency and perceived self-efficacy of handoff at pre- and posttest and two weeks after training. Satisfaction with learning was measured after the intervention.</p></div><div><h3>Results</h3><p>We developed a simulation-based learning handoff program that includes a simulated handoff performance and debriefing and a case-based learning handoff program that includes discussion, handoff performance and feedback. This study found no immediate difference in the educational effect of PASS-BAR handoff training between simulation-based learning and case-based learning; however, over time, simulation-based learning was more effective than case-based learning in improving nursing handoff competency and handover performance competency.</p></div><div><h3>Conclusions</h3><p>Based on the results of this study, a simulation-based handoff training program using PASS-BAR can enhance handoff competencies and help new nurses strengthen their communication skills to understand patients and convey important information.</p></div><div><h3>Tweetable Abstract</h3><p>Developing a simulation-based handoff training program using PASS-BAR helps nurses strengthen their communication skills with colleagues.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141564871","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":"Novice nurse educator professional learning and teaching at a transnational nursing campus: A case study","authors":"Carolyn Wolsey ,&nbsp;Michele Jacobsen","doi":"10.1016/j.nepr.2024.104028","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104028","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to explore how novice nurse educators are supported in cultivating an understanding of teaching and learning as they become educators in higher education, how they understand their roles as nursing educators and to identify the opportunities and challenges in developing pedagogical content knowledge experienced at one transnational nursing campus is Qatar.</p></div><div><h3>Background</h3><p>Novice nurse educators are frequently employed to begin educator roles because of their specialised clinical backgrounds and experiences. Yet, they often have little or no formal education regarding educational pedagogy and current teaching practices. These professional learning needs can be difficult to navigate and contribute to a challenging new role. Novice nurse educators often describe a need for more confidence in their teaching practices and understanding of their limitations and knowledge gaps regarding teaching and learning. Although research and policy emphasise the need for well-trained nurse educators with the appropriate education and knowledge to teach in post-secondary academic settings, nursing education still struggles with inconsistent approaches to recruitment and inadequate support for professional development, raising ongoing concerns.</p></div><div><h3>Design</h3><p>A qualitative case study was used for this study.</p></div><div><h3>Methods</h3><p>Four methods were used to collect data: teaching artifact collection, individual guided reflective questions, one-on-one interviews and observational notes. Seven novice nurse educators participated in this study. Data analysis was done using cycle coding to identify themes.</p></div><div><h3>Results</h3><p>Three themes related to novice nurse educators' professional development include 1) initial and ongoing preparation, 2) professional learning and support needed during transitions into educator roles and 3) barriers to novice nurse educator professional learning.</p></div><div><h3>Conclusions</h3><p>Novice nurse educators may have significant professional learning needs as they begin new roles. It is essential to ensure that thoughtful and well-designed onboarding processes includes an early introduction to professional development while offering ongoing professional learning opportunities. Novice nurse educators will draw on various supports as they start their new roles. Developing well-rounded teaching practices and pedagogical content knowledge is difficult while navigating a full teaching load. Therefore, workload adjustments early in novice nurse educators' careers will allow time for professional development.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001574/pdfft?md5=b1b3527420a14bb38205f05d91520332&pid=1-s2.0-S1471595324001574-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141479584","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":"Perspectives of clinical nurse educators on competency-based nursing teaching in blended learning environments during nursing internship: A descriptive qualitative study","authors":"Na Zhou,&nbsp;Lili Yang,&nbsp;Jiayu Pan,&nbsp;Kai Lv","doi":"10.1016/j.nepr.2024.104027","DOIUrl":"10.1016/j.nepr.2024.104027","url":null,"abstract":"<div><h3>Aim</h3><p>To investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model.</p></div><div><h3>Background</h3><p>Competency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in ‎clinical settings.‎ However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies.</p></div><div><h3>Design</h3><p>A descriptive‎ qualitative study.</p></div><div><h3>Methods</h3><p>This study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials.</p></div><div><h3>Results</h3><p>The in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication.</p></div><div><h3>Conclusion</h3><p>These themes recognized clinical nurse educators’ perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141499352","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":"Exposure to disrespectful maternity care and perceptions of respectful maternity care among nursing and midwifery pre-registration students in China: A national cross-sectional study","authors":"Jing Huang ,&nbsp;Li Fu ,&nbsp;Yu Fu ,&nbsp;Debra K. Creedy ,&nbsp;Jenny Gamble ,&nbsp;Zhen Da ,&nbsp;Jiasi Yao ,&nbsp;Junying Li ,&nbsp;Na Wang","doi":"10.1016/j.nepr.2024.104026","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104026","url":null,"abstract":"<div><h3>Aims</h3><p>To 1) determine the prevalence and types of disrespectful maternity care witnessed by students; 2) describe students’ perceptions of respectful maternity care and associated factors; and 3) investigate whether witnessing disrespectful care influences their perceptions of respectful maternity care.</p></div><div><h3>Background</h3><p>Limited evidence exists about nursing and midwifery students' perceptions of respectful maternity care and prevalence of disrespectful maternity care in China. Understanding students' perceptions can inform pre-registration curricula and clinical practice programs, promoting the implementation of respectful maternity care.</p></div><div><h3>Design</h3><p>An exploratory national online survey was conducted.</p></div><div><h3>Methods</h3><p>Data were analysed using bivariate analysis and multi-factor analysis of variance.</p></div><div><h3>Results</h3><p>Among 733 students, positive perceptions towards respectful maternity care were common. Approximately one-fifth witnessed disrespect, with physical violence, lack of communication and untimely care most frequently reported. A better understanding of respectful maternity care was associated with female students of Han ethnicity, majoring in midwifery, undertaking a longer internship/practicum and reporting fewer instances of observed disrespect.</p><p>Although students reported positive perceptions of respectful maternity care, inadequate understanding was evident. Incorporating relevant content about respectful care into the curriculum is suggested. Reducing students’ exposure to disrespectful maternity care may ensure that certain forms of disrespect or abuse do not become normalized among students. This requires system-level efforts to create a safe and supportive working environment for maternity health providers.</p></div><div><h3>Conclusion</h3><p>To promote respectful maternity care in China, system-level changes are warranted. Respectful maternity care needs to be essential content in pre-registration midwifery and nursing curricula. Encouraging students to identify poor practice and discuss good practice in a safe learning environment is warranted.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141429180","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":"Strengthening health visitors’ breastfeeding support: Results from a cluster randomised study","authors":"Henriette Knold Rossau ,&nbsp;Ingrid Maria Susanne Nilsson ,&nbsp;Anne Kristine Gadeberg ,&nbsp;Julie Lyng Forman ,&nbsp;Katrine Strandberg-Larsen ,&nbsp;Jannie Nielsen ,&nbsp;Sarah Fredsted Villadsen","doi":"10.1016/j.nepr.2024.104033","DOIUrl":"https://doi.org/10.1016/j.nepr.2024.104033","url":null,"abstract":"<div><h3>Aims</h3><p>To assess the effect of the education programme on three constructs of health visitors’ breastfeeding support: knowledge, self-efficacy and action competence. Furthermore, the study aimed to confirm the factor structure of these three constructs.</p></div><div><h3>Background</h3><p>Health professionals are key in supporting breastfeeding women but studies report gaps in health professionals’ breastfeeding support knowledge and competences. The present intervention study aimed to strengthen the breastfeeding support of families to improve breastfeeding rates. Health visitors received an interactive education programme to enhance their breastfeeding support knowledge, self-efficacy and action competence, including e-learning and a two-day course of lectures, role plays and discussions.</p></div><div><h3>Design</h3><p>A pre- and post-test study was applied in a cluster randomised trial</p></div><div><h3>Methods</h3><p>Cluster units were Danish municipal health visiting programmes, randomised by stratifying for region and annual births per cluster. Health visitors from 21 clusters (11 intervention, 10 control) participated. The knowledge, self-efficacy and action competence were assessed in self-reported questionnaires before and after education (n=368; intervention n=176, control n=196). To analyse the effects, the intention-to-treat principle and linear mixed models were applied. Confirmatory Factor Analysis was used to confirm the factor structures of the hypothesised knowledge, self-efficacy and action competence constructs.</p></div><div><h3>Results</h3><p>158 health visitors in the control arm and 157 in the intervention arm completed the baseline questionnaire and were analysed in intention-to-treat analyses. 125 and 116, respectively, completed the follow-up questionnaire and were analysed in sensitivity analyses. Health visitors in both trial arms had high levels of self-efficacy and action competence at baseline. Mean treatment effect of the education programme was 0.5 points (CI95 % 0.1–0.8) for knowledge, 2.4 points (CI95 % 1.6–3.3) for self-efficacy and 1.4 points (CI95 % 0.7–2.0) for action competence. The factor structure of the items used to measure knowledge, self-efficacy and action competence were confirmed.</p></div><div><h3>Conclusions</h3><p>The education programme improved the self-reported breastfeeding support knowledge, self-efficacy and action competence of health visitors. The factor structures of the instruments used to measure effects were confirmed by confirmatory factor analysis.</p></div><div><h3>Trial registration</h3><p>Clinical Trials: NCT05311631. First posted April 5, 2022.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324001628/pdfft?md5=332ffe065cc37ecceb07bfc091a2911f&pid=1-s2.0-S1471595324001628-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141434304","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 relationship between basic psychological needs satisfaction, career adaptability and career construction in nursing students: A career construction theory perspective","authors":"Betül Sönmez ,&nbsp;Duygu Gül ,&nbsp;Ceyda Gümüş","doi":"10.1016/j.nepr.2024.104017","DOIUrl":"10.1016/j.nepr.2024.104017","url":null,"abstract":"<div><h3>Aim</h3><p>To determine (i) the relationship between basic psychological needs satisfaction (competence, relatedness and autonomy), career adaptability and career construction, (ii) the role of career adaptability in this relationship and (iii) the variables that predict career construction in nursing students.</p></div><div><h3>Background</h3><p>Career Construction Theory, which predicts that appropriate career behaviour, facilitated by individual characteristics, promotes a person's career outcomes, has not yet been tested in nursing students.</p></div><div><h3>Design</h3><p>Cross-sectional and correlational design.</p></div><div><h3>Methods</h3><p>A total of 536 students who were reached through a snowball sampling method among nursing students in the 2022–2023 academic year in Türkiye constituted the sample of the study. Data were collected online using the Student Information Form, the Basic Psychological Needs Satisfaction Scale, Career Adapt-Abilities Scale–Short Form and the Student Career Construction Inventory. Data analysis was performed using Model 4 in Hayes' PROCESS Macro and hierarchical linear regression.</p></div><div><h3>Results</h3><p>Autonomy, competence and relatedness were found to have a direct significant effect on career adaptability and overall career construction score (<em>p&lt;.</em>001). Career adaptability was found to have a partial mediating role in the effect of autonomy, competence and relatedness on overall career construction score (<em>p&lt;.</em>001). When examining the predictor variables for the career construction score, it was found that some variables, such as not having willingly chosen the nursing profession, had a negative effect, while a positive effect was found in the need for competence from the basic psychological needs satisfaction subscales and concern and confidence from the career adaptability subscales (<em>p&lt;.</em>05).</p></div><div><h3>Conclusions</h3><p>Nursing educators should ensure that nursing students receive career counseling during their education according to Career Construction Theory to make effective career decisions by allowing them to self-identify and self-discover. Accordingly, career guidance, career education and career counseling initiatives can be implemented in accordance with students' needs.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.2,"publicationDate":"2024-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141421501","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}