Nurse Education in Practice最新文献

{"title":"Midwifery students' evaluation of midwifery practice experiences in Australia: A national survey","authors":"F. Bogossian ,&nbsp;A. Hyun ,&nbsp;D. Bloxsome ,&nbsp;A. Brown ,&nbsp;S. Cooper ,&nbsp;S. Hunter ,&nbsp;L. Kearney","doi":"10.1016/j.nepr.2025.104409","DOIUrl":"10.1016/j.nepr.2025.104409","url":null,"abstract":"<div><h3>Aim</h3><div>To report the findings of the first 12 months of a national survey of midwifery students’ evaluation of midwifery practice experiences in Australia.</div></div><div><h3>Background</h3><div>Accreditation standards for midwifery programs globally and in Australia, require evidence of monitoring and evaluation of student midwifery practice experiences. In 2022 the National Placement Evaluation Centre was commissioned to measure and enhance the quality of nursing and midwifery practice experiences.</div></div><div><h3>Design</h3><div>Survey</div></div><div><h3>Methods</h3><div>A national survey of midwifery students who completed midwifery practice experience in Australia between 1 July 2023 and 30 June 2024.</div></div><div><h3>Results</h3><div>Midwifery practice experiences (n = 871) were evaluated; most were rostered placements in a maternity unit. Overall, the quality of the clinical learning environment and of learning support were rated highly and 87 % of students were very satisfied with their midwifery practice experiences. Older students and indigenous students rated their midwifery practice experiences lower than younger, non-indigenous students. Higher quality PET-(Midwifery) scores were associated with antenatal placement (p 0.004). Students who were aged 30–39 (p &lt; 0.001) and conducted their placement between 15 and 21 days (p = 0.010) or 29 days and longer (p = 0.029), rated lower than those completing their placement with 1–7 days.</div></div><div><h3>Conclusions</h3><div>This national study provides benchmark data and valuable insights into the midwifery student practice experiences across Australia. Future research should continue to monitor and ameliorate the nuanced dynamics of participant and placement characteristics, ensuring that all students, regardless of age or background, have access to high-quality, supportive midwifery practice experiences that prepare them for the demands of contemporary midwifery.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104409"},"PeriodicalIF":3.3,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144123986","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":"Effectiveness of a mixed reality simulation program for dyspnoea care on new nurses’ clinical competency: A mixed-methods study","authors":"Hwi Gon Jeon ,&nbsp;Hye Won Jeong","doi":"10.1016/j.nepr.2025.104397","DOIUrl":"10.1016/j.nepr.2025.104397","url":null,"abstract":"<div><h3>Aims</h3><div>This study developed and evaluated a mixed reality (MR) simulation program for dyspnoea care (D-MRSim) to enhance new nurses’ competency.</div></div><div><h3>Background</h3><div>Managing dyspnoea requires advanced skills, which many new nurses lack. Innovative training, such as MR simulation, may bridge this gap.</div></div><div><h3>Design</h3><div>This study used a mixed-methods design combining a randomized controlled trial and focus group interviews (FGIs).</div></div><div><h3>Methods</h3><div>A total of 59 new nurses at a university hospital in South Korea participated, with random assignment to the experimental (n = 30) or control group (n = 29). The experimental group received D-MRSim (three 2-hour sessions over 6 weeks), while controls received equivalent traditional training. D-MRSim, developed using the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, was evaluated through surveys, performance assessments and FGIs.</div></div><div><h3>Results</h3><div>The experimental group demonstrated significant improvements over time in confidence (χ² = 82.27, <em>p</em> &lt; 0.001), problem-solving ability (χ² = 23.06, <em>p</em> &lt; 0.001) and knowledge (χ² = 33.34, <em>p</em> &lt; 0.001). The experimental group showed significantly greater knowledge (F = 10.17, <em>p</em> = 0.002) and higher clinical performance both immediately (Z = -6.12, <em>p</em> &lt; 0.001) and 3 months after the <em>p</em>rogram (Z = -5.55, <em>p</em> &lt; 0.001). FGIs identified four themes: (1) Realistic learning environment, (2) Effective learning approach, (3) Clinical competency enhancement and (4) Limitations and need for improvement.</div></div><div><h3>Conclusions</h3><div>D-MRSim effectively enhanced new nurses' clinical competency by providing an immersive learning environment with repeated practice opportunities, serving as a valuable educational tool for improving clinical skills and adaptability.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104397"},"PeriodicalIF":3.3,"publicationDate":"2025-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144098785","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":"“WhatsApp is best!” Acceptability and feasibility of WhatsApp-based HIV microlearning for healthcare workers in remote South African clinics: A pragmatic, mixed-methods, cluster-randomised trial","authors":"Briony Sue Chisholm ,&nbsp;Melissa Laura Wallace ,&nbsp;Marc Blockman ,&nbsp;Catherine Orrell","doi":"10.1016/j.nepr.2025.104407","DOIUrl":"10.1016/j.nepr.2025.104407","url":null,"abstract":"<div><h3>Aim</h3><div>To determine the usability of WhatsApp-based HIV microlearning for healthcare workers. This paper reports acceptability and feasibility.</div></div><div><h3>Background</h3><div>HIV guidelines are regularly updated making ongoing training essential. Distance, infrastructure, human and financial resource constraints are challenges to training in South Africa. Innovative, accessible, scalable and sustainable training is needed. The country has 100 % mobile phone penetration; 93 % WhatsApp use.</div></div><div><h3>Design</h3><div>A pragmatic, mixed-methods, parallel-group cluster-randomised trial, conducted in 50 clinics, with intervention and control groups receiving training at different times.</div></div><div><h3>Methods</h3><div>233 nurses and 206 community health workers participated. Short case-based lessons were held in WhatsApp groups. Uptake, feasibility, accessibility, changes in knowledge and patient care were measured with analysis of online questionnaires, WhatsApp interactions, focus groups and folder reviews. Focus group sampling was purposive and convenience. Twelve focus groups and one interview were held, with 21 nurses and 42 community health workers. Qualitative data were analysed using template analysis.</div></div><div><h3>Results</h3><div>Overall sentiment was positive, with 98 % of participants saying they would participate if the training were held weekly throughout the year. Three themes described sentiment: (1) ‘WhatsApp group is best’ – training was effective and interesting; easy and enjoyable; live group learning, with trainer access was appreciated; and further training was wanted; (2) Challenges – infrastructural/technology-based; language barriers/jargon; and message fatigue; (3) Recognition, appreciation and empowerment. Participants expressed satisfaction, with 98.6 % of nurses and 95.2 % of CHWs finding the training useful.</div></div><div><h3>Conclusions</h3><div>WhatsApp-based microlearning for healthcare workers is feasible and well-received. Future research should explore application at scale.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104407"},"PeriodicalIF":3.3,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106567","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":"Exploration of student characteristics, engagement, and enhanced learning with virtual simulation among graduate nursing students","authors":"Christi Doherty ,&nbsp;Maria M. Ojeda ,&nbsp;Carolyn Kallmeyer ,&nbsp;Patricia Banke","doi":"10.1016/j.nepr.2025.104406","DOIUrl":"10.1016/j.nepr.2025.104406","url":null,"abstract":"<div><h3>Purpose</h3><div>This study explored the link between student characteristics, engagement and self-reported learning in graduate nursing students using a case-based virtual simulation.</div></div><div><h3>Background</h3><div>Engagement is crucial for academic success and virtual simulation improves clinical learning. Research on engagement and learning outcomes in case-based virtual simulation for graduate nursing students is limited.</div></div><div><h3>Design</h3><div>Secondary analysis of existing data.</div></div><div><h3>Methods</h3><div>This study focused on graduate nursing students in the U.S. who were assigned case-based virtual simulation to enhance clinical learning. Age, ethnicity and gender were collected; the Online Student Engagement Scale measured engagement. Self-reported learning was assessed via an additional question.</div></div><div><h3>Results</h3><div>A total of 1331 students responded. Most were aged 25–40, White non-Hispanic and female. Enhanced learning was associated with older age and Black ethnicity (<em>p</em> &lt; 0.001). OSE total and participation subscale scores were higher among those who reported enhanced learning (<em>p</em> &lt; 0.001). The <em>skills</em> (<em>p</em> = 0.006) and <em>participation</em> (<em>p</em> &lt; 0.001) engagement subscales predicted enhanced learning. Increased study skills decreased the odds of enhanced learning by 6.2 %, while increased participation increased the odds by 9.2 %.</div></div><div><h3>Conclusions</h3><div>Age, ethnicity, study skills and participation are key factors in perceived learning gains with virtual simulation among graduate nursing students. Faculty should periodically assess their students’ study habits to encourage participation in virtual simulation activities if they wish to target those who may benefit the most. Future research with diverse student populations should contribute to optimizing the effectiveness of virtual simulation in the training of advanced clinicians.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104406"},"PeriodicalIF":3.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088695","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":"Utilization of simulation in undergraduate clinical nursing skills training: A cross-sectional study in China","authors":"Yanjie Wang ,&nbsp;Yu Liu ,&nbsp;Yanxia Liu ,&nbsp;Wei Li ,&nbsp;Yujia Liu ,&nbsp;Dan Jiang ,&nbsp;Zheng Zhang ,&nbsp;Rong Su ,&nbsp;Xiaohan Li","doi":"10.1016/j.nepr.2025.104405","DOIUrl":"10.1016/j.nepr.2025.104405","url":null,"abstract":"<div><h3>Aim</h3><div>This study seeks to explore the challenges and experiences of nurse educators in adopting simulation in undergraduate clinical skills training in China.</div></div><div><h3>Background</h3><div>Despite global recognition in nursing education, simulation's role in Chinese nursing schools' clinical skills training is largely uncharted.</div></div><div><h3>Design</h3><div>A cross-sectional study.</div></div><div><h3>Methods</h3><div>An online questionnaire was developed and disseminated among nurse educators. It garnered responses from 123 participants representing 50 undergraduate colleges across China.</div></div><div><h3>Results</h3><div>Of the respondents, 59 (47.9 %) reported using simulation as a teaching method in clinical skills training. However, a mere five (8.5 %) were acquainted with and applied the Healthcare Simulation Standards of Best Practice in their simulation processes. The earliest adoption of simulation occurred in 1998, with the latest instance in 2019. Role-playing (91.5 %) and task trainers (86.4 %) were the predominant simulation modalities. Most participants exhibited a deficiency in skills necessary for managing simulation activities, including structured pre-briefing, facilitation and handling technological debriefing issues. A mere seven (11.9 %) of the teachers utilized valid and reliable instruments to assess simulation experiences.</div></div><div><h3>Conclusions</h3><div>The use of simulation in undergraduate clinical nursing skills training in China is not only infrequent but also lacks adherence to a best practice framework. Four significant challenges were identified for nurse faculty using simulation: (1) the design of standardized scenarios; (2) encouraging active student participation in simulation and debriefing; (3) the prolongation of simulation due to technical issues; and (4) the constraint of limited class time allowing only a few students to engage in simulation.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104405"},"PeriodicalIF":3.3,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144069157","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":"Validation of the Spanish version of the EPICC spiritual care competency self-assessment tool for student nurses","authors":"Tamara Suquet García-Inés ,&nbsp;M. Lara Martínez-Gimeno ,&nbsp;Rafael Jódar ,&nbsp;Wilfred Mc Sherry ,&nbsp;Ana SF Ribeiro ,&nbsp;Mar Zulueta-Egea","doi":"10.1016/j.nepr.2025.104395","DOIUrl":"10.1016/j.nepr.2025.104395","url":null,"abstract":"<div><h3>Aim</h3><div>To cross-culturally adapt and psychometrically test the Spanish version of the EPICC Spiritual Care Competency Tool for student nurses and midwives (EPICC_ spa)</div></div><div><h3>Background</h3><div>Spiritual care is an essential component of holistic nursing and specific training on its competencies and their evaluation should be mandatory in nursing degree studies. However, assessment instruments of spiritual care competencies among student nurses in Spanish contexts are presently insufficient.</div></div><div><h3>Design</h3><div>This was a multicentre, descriptive, cross-sectional study in two phases.</div></div><div><h3>Method</h3><div>Phase 1 involved the translation and linguistic adaptation of the scale through a panel of experts and a pilot test. Phase 2 involved the evaluation of structural content, internal reliability and construct validity. Data were collected between January and June 2024.</div></div><div><h3>Results</h3><div>Twelve of thirteen nursing schools in Madrid, Spain participated, with 642 first- or fourth-year nursing students as the final sample population. In the content validity analysis based on an expert panel, 28 items showed good or excellent validity indices. Exploratory and confirmatory factor analyses revealed a bifactor model of the EPICC_ spa, with two dimensions and 16 items: attitudes towards spiritual care (ten items) and knowledge and skills to provide spiritual care (six items). Very good reliability and evidence of construct validity (convergent and differentiation in known groups) were also shown.</div></div><div><h3>Conclusions</h3><div>The EPICC_spa can be a reliable and valid self-assessment tool for spiritual-care competence among nursing students in Spain and Spanish-speaking countries.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104395"},"PeriodicalIF":3.3,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144088694","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":"Effectiveness of debriefing after a short training on brief tobacco intervention for nursing students: A randomized clinical trial","authors":"Antonio Jesús Ramos-Morcillo ,&nbsp;César Leal-Costa ,&nbsp;María Suárez-Cortés ,&nbsp;Alonso Molina-Rodríguez ,&nbsp;María Ruzafa-Martínez","doi":"10.1016/j.nepr.2025.104393","DOIUrl":"10.1016/j.nepr.2025.104393","url":null,"abstract":"<div><h3>Aim</h3><div>To determine the effectiveness of debriefing after the objective assessment of brief tobacco interventions (BTI) training and its changes after 3 and 9 months.</div></div><div><h3>Design</h3><div>Controlled clinical trial with random assignment by blocks.</div></div><div><h3>Methods</h3><div>145 sec-year students enrolled in a 4-year nursing degree program participated in the study, with 80 in the intervention group and 65 in the control group. Training according to the 5As (Ask, Advise, Assess, Assist and Arrange) and 5Rs (Relevance, Risks, Rewards, Roadblocks and Repetition) model was provided to both the control and experimental groups as a brief tobacco intervention strategy in primary care. Presentation of three clinical scenarios through videotaped objective structured clinical examination (VOSCE) and assessment with the BTI-St© tool. Posterior debriefing with the experimental group. Descriptive statistical analyses, 2-factor repeated measures ANOVA. Each subject was measured 5 times. (ID protocol: NCT06564766)</div></div><div><h3>Results</h3><div>The time*group interaction results demonstrated significant differences with large effect sizes across all three scenarios. In the experimental groups, the most notable differences were observed immediately after the debriefing compared with baseline. Although these differences decreased over time, they remained present at 3 and 9 months in all scenarios relative to the baseline.</div></div><div><h3>Conclusions</h3><div>The inclusion of debriefing in a brief intervention for learning about BTI within the context of primary care of nursing students resulted in a significant increase in their learning and greater durability, at least after nine months.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104393"},"PeriodicalIF":3.3,"publicationDate":"2025-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947975","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":"Integration of primary care education into undergraduate nursing programs: A scoping review","authors":"Deanne Curnew ,&nbsp;Julia Lukewich ,&nbsp;Toni Leamon ,&nbsp;Maria Mathews ,&nbsp;Marie-Eve Poitras ,&nbsp;Kathleen Stevens ,&nbsp;Kristen Romme ,&nbsp;Dana Ryan","doi":"10.1016/j.nepr.2025.104391","DOIUrl":"10.1016/j.nepr.2025.104391","url":null,"abstract":"<div><h3>Aim</h3><div>To examine literature related to primary care education in undergraduate nursing programs and to describe the attributes and extent of primary care education.</div></div><div><h3>Background</h3><div>Registered Nurses are essential within interdisciplinary models of primary care. However, it is unclear how and to what extent primary care is included in undergraduate nursing programs to prepare this workforce. To inform this practice area and support education, there is a need to better understand the attributes and extent of primary care education in undergraduate programs and identify gaps in evidence.</div></div><div><h3>Design</h3><div>Joanna Briggs Institute scoping review.</div></div><div><h3>Methods</h3><div>We aimed to identify published/unpublished literature evaluating the integration of primary care education into undergraduate nursing programs. Articles were eligible if study participants were faculty/administrators, preceptors, or students in undergraduate entry-to-practice nursing programs. We searched CINAHL Plus, MEDLINE, Embase, ERIC, APA PsycInfo, ProQuest Dissertations and Theses and grey literature sources.</div></div><div><h3>Results</h3><div>Fifty articles were included. Primary care education comprised two broad categories: specialized primary care curricular pathways and generalized integrated primary care education. Various didactic and practical activities were reported. Barriers/facilitators included resource availability; curriculum; and faculty and preceptor characteristics. Validated tools were used to measure outcomes of primary care education in 10 articles; however, few were primary care-specific.</div></div><div><h3>Conclusions</h3><div>The nature and extent of primary care nursing education varies across programs. The review highlights potential barriers/facilitators to be mitigated or leveraged to promote primary care teaching-learning. It summarizes tools available to evaluate outcomes and indicates a need for further research and methodological development.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104391"},"PeriodicalIF":3.3,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144106616","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":"Randomized control trial in nursing education: A bibliometric analysis and visualization","authors":"Esin Ateş ,&nbsp;Ebru Konal Korkmaz","doi":"10.1016/j.nepr.2025.104394","DOIUrl":"10.1016/j.nepr.2025.104394","url":null,"abstract":"<div><h3>Aim</h3><div>The aim of this study was to examine randomized controlled trials in nursing education using bibliometric analysis.</div></div><div><h3>Methods</h3><div>Descriptive and bibliometric analyses were used. Web of Science database was used to determine the most frequently cited studies of nursing education randomised controlled trials, the most influential journals in this field, trends and trends of studies. Bibliometric analysis and visualisation were performed using VOSviewer and Bibliometrix Package in R software.</div></div><div><h3>Results</h3><div>In the study, a total of 141 publications were published in 29 different sources between 2007 and 2025. The most influential journal where the studies were published was Nurse Education Today (n = 53). In the studies, 405 author keywords belonging to 623 authors were found. The most frequently used author keywords were ‘simulation (n = 18)’, ‘knowledge (n = 8)’, ‘simulation training (n = 8)’, ‘learning (n = 7)’ and ‘anxiety (n = 6)’. It was found that the most frequently used trend topics in the early years were ‘attitudes’, while in recent years, trend topics such as ‘simulation’, ‘knowledge’ and ‘skills’ have become popular.</div></div><div><h3>Conclusion</h3><div>The number of randomized controlled trials in nursing education has been on the rise in recent years. The findings of this study will contribute to the advancement of nursing education literature and inform future scientific studies by addressing existing gaps in knowledge in this field.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104394"},"PeriodicalIF":3.3,"publicationDate":"2025-05-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947976","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":"Components to include in a program to facilitate the transition of novice nurses in emergency departments: A descriptive qualitative study","authors":"Kapari Mashao ,&nbsp;Celia Filmalter ,&nbsp;Tanya Heyns","doi":"10.1016/j.nepr.2025.104396","DOIUrl":"10.1016/j.nepr.2025.104396","url":null,"abstract":"<div><h3>Aim</h3><div>To explore the insights of stakeholders regarding the components that should be included in a program to facilitate the transition of novice nurses in emergency departments.</div></div><div><h3>Background</h3><div>Novice nurses working in emergency departments are routinely confronted with substantial workloads, recurrent traumatic events, interpersonal conflicts and psychosocial challenges. These nurses need specific knowledge, skills and attitudes to function optimally. Inadequate support can hinder the clinical progression and potential assimilation of novice nurses into emergency departments, having a negative impact on transition outcomes. Over time, inadequately supported novice nurses may experience emotional and mental pressures, leading to occupational stress, decreased job satisfaction and increased nurse turnover.</div></div><div><h3>Design</h3><div>Descriptive qualitative study.</div></div><div><h3>Methods</h3><div>We recruited participants from the emergency departments of three selected public hospitals in the Tshwane Central Health District, South Africa. The participants were selected via purposive, maximum variation and snowballing sampling using the following inclusion criteria: 1) trained emergency nurses, including managers, clinical facilitators and nurses providing direct patient care; and 2) had at least six months of working experience after obtaining a specialty qualification in emergency nursing. Twelve participants (n = 12) participated in the study. Data were collected via the World Café method and analyzed thematically.</div></div><div><h3>Results</h3><div>The participants identified five components for inclusion in a program, namely, support systems, orientation, competencies, knowledge resources and reflective practice.</div></div><div><h3>Conclusion</h3><div>Novice nurses working in emergency departments need a comprehensive, formal program for successful transition. When adequately supported, novice nurses may develop positive perceptions of their working environment, increasing job satisfaction and retention.</div></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":"86 ","pages":"Article 104396"},"PeriodicalIF":3.3,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143947974","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}