Nurse Education in Practice最新文献

{"title":"The effectiveness of serious games on undergraduate nursing students' knowledge and skills: A systematic review and meta-analysis","authors":"","doi":"10.1016/j.nepr.2024.104102","DOIUrl":"10.1016/j.nepr.2024.104102","url":null,"abstract":"<div><h3>Aim</h3><p>To determine the effect of serious games on undergraduate nursing students by the meta-analysis method.</p></div><div><h3>Background</h3><p>There is a need for greater focus on enhancing the knowledge and skills of undergraduate nursing students. Generation Z students desire active engagement in the learning process. When compare with conventional learning approaches, serious games can enhance pupil interest by making the learning process more captivating.</p></div><div><h3>Design</h3><p>Systematic review and meta-analysis.</p></div><div><h3>Method</h3><p>A total of nine databases were systematically searched from inception to April 2024. The Cochrane RoB-2 tool and the Joanna Brigg's Institute Critical Appraisal Tool for quasi-experimental designs were used to undertake quality appraisal. A narrative synthesis, a meta-analysis and subgroup analysis were conducted to analyze the study outcomes.</p></div><div><h3>Results</h3><p>In the study, 19 experimental studies included 14 randomized controlled trials and five quasi-experimental studies. When compare with control groups, serious games in RCTs showed significant improvements in knowledge (SMD 1.24, 95 % CI 0.52–1.96; <em>P</em>&lt;0.001) and skills (SMD 0.50, 95 % CI 0.13–0.87; <em>P</em>&lt;0.01). Subgroup analysis for technical skills outcomes demonstrated that serious games in RCTs were more effective than control groups (SMD 0.62, 95 % CI 0.20–1.05; <em>P</em>&lt;0.001).</p></div><div><h3>Conclusion</h3><p>Serious games had a beneficial impact on the knowledge and skills of undergraduate nursing students. In the context of serious game intervention, it is imperative to carefully consider the approach.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050353","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":"Evaluation of the effect of stoma care training using the pechakucha method on stoma care skills and anxiety in nursing students: A single-blind randomized controlled trial","authors":"","doi":"10.1016/j.nepr.2024.104106","DOIUrl":"10.1016/j.nepr.2024.104106","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to evaluate the effects of stoma care training delivered using PechaKucha (PK) on the stoma care skills and anxiety of nursing students.</p></div><div><h3>Background</h3><p>Innovative learning methods are needed to make the educational content of nursing courses more interesting and comprehensible. The PK presentation technique is used in various business sectors and can be considered as a novel teaching strategy for the development of stoma care skills in nursing education. The PK method is a visual and narrative slide-based presentation technique involving 20 slides (usually containing images only) that are shown for 20 s each, for a total presentation length of 6 min and 40 s.</p></div><div><h3>Design</h3><p>A single-blind randomized controlled study was conducted according to the CONSORT guideline.</p></div><div><h3>Methods</h3><p>The study sample comprised 96 first-year nursing students (47 in the intervention group and 49 controls). Data were collected during the 2024 spring semester using a student information form, the Stoma Care Skill Rubric and the State-Trait Anxiety Inventory. Stoma care training was delivered using the PK method for the intervention group and a classic lecture presentation for the control group. SPSS version 25.0 was used for statistical analysis. Independent-samples t-test was used to evaluate differences in mean stoma care skill and anxiety scores between the intervention and control groups.</p></div><div><h3>Results</h3><p>The mean stoma care skills score two days after training was significantly higher in the intervention group (mean 42.59, SD 4.44) than in the control group (mean 33.87, SD 7.52) (p&lt;0.05). Mean state anxiety scores after training did not differ significantly between the intervention group (mean 41.74, SD 6.51) and the control group (mean 43.08, SD 6.62) (p&gt;0.05; Table 3).</p></div><div><h3>Conclusion</h3><p>The PK method can be used as an alternative to classic slide-based presentations in nursing education. This study offers the first literature data regarding the efficacy of PK-based education for nursing care skills. Concise and image-based PK presentations may make the skill steps easier to understand and remember.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076131","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":"Collaborating for co-researching: A multi-stakeholder case narrative of student nurses co-researching technology-supported care","authors":"","doi":"10.1016/j.nepr.2024.104097","DOIUrl":"10.1016/j.nepr.2024.104097","url":null,"abstract":"<div><h3>Aim</h3><p>Evaluate the impact of LS@H project participation on stakeholders.</p></div><div><h3>Background</h3><p>As populations age and workforces decline, care technology in nursing is becoming increasingly commonplace. Collaboration between nurse academia, education and practice can result in practice-based research and meaningful learning for nursing students and staff. However, little is known about the factors influencing effective collaboration. Based on the knowledge that narratives can be an effective vehicle for healthcare practice change, a Dutch school of nursing and its practice partners collaborated on the Living Longer and Safe at Home! (LS@H) project. This project aimed to explore a more person-centred approach to the use of technology in nursing care. Having gathered data from multiple sources to construct case narratives on the use of technology in older persons care, students nurses were able to contribute to practice development as their narratives were fed back to local and regional teams.</p></div><div><h3>Design</h3><p>To evaluate the impact of the LS@H project, we employed the same methodology used in the project: mixed data gathering methods to construct a case narrative. LS@H project students, supervisors, mentors and higher management shared their experiences and the research team constructed the case narrative.</p></div><div><h3>Methods</h3><p>Qualitative data were gathered via individual, duo and group interviews and supplemented with a survey among students. Transcription and thematic analysis followed, with multiple rounds of critical peer review before the thematic framework was agreed, survey results integrated and the case narrative constructed.</p></div><div><h3>Results</h3><p>According to stakeholder participants, the LS@H project led to an unfreezing of the status quo in both education and practice. The approach was new and guidelines with community support was needed to allay fears. The project design enabled a sense of shared ownership, across individuals and organisations for improving practice. Perspectives on the use of technology and older persons nursing were transformed. Critically dialoguing case narratives encouraged purposeful action to improve practice and fostered reflective practice among students and teams.</p></div><div><h3>Conclusions</h3><p>Collaborative practice-based research can be a valuable learning experience for student nurses, positively influencing their view of nursing practice as well as enabling them to actively contribute to practice development. Adequate preparation, supervision and practice mentorship is vital, alongside practice (leader) commitment to ensure continued student assignments with subsequent critical dialogue of the multi-stakeholder case narratives produced.</p></div><div><h3>Registration number</h3><p>At point of submission put this on title page</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002269/pdfft?md5=f4b2d83cdfd06fdbec132e589689c855&pid=1-s2.0-S1471595324002269-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142076132","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":"Development of a competency-based assessment template for oncology nursing: A participatory action research study","authors":"","doi":"10.1016/j.nepr.2024.104095","DOIUrl":"10.1016/j.nepr.2024.104095","url":null,"abstract":"<div><h3>Aim</h3><p>The main objective of this study was to collaboratively develop a competency-based assessment template for oncology nurses.</p></div><div><h3>Background</h3><p>The care of oncology patients and their families requires very specific knowledge and skills, as well as that nurses are trained not only in theoretical and practical knowledge but also in competencies. There is a lack of specific tools to assess competencies in oncology and it is important to include students in the learning process.</p></div><div><h3>Design</h3><p>This study has a Participatory Action Research.</p></div><div><h3>Methods</h3><p>A focus group was conducted for data collection. The process consisted of 4 phases: 1- Identification of the problem; 2- Planning of the change; 3- Realization of the change; 4- Effect of the change and reflection. A purposive sampling where all the students of the master's degree in oncology nursing who wished to participate voluntarily were selected. A total of 23 students participated. The information was recorded and fully transcribed. Triangulation of researchers was used during data analysis.</p></div><div><h3>Results</h3><p>One of the most important aspects included in the new tool was the need for a comprehensive approach to people with oncological diseases and their relatives. The students emphasized the need to primarily address the physical, psychological and social dimensions in this approach.</p></div><div><h3>Conclusion</h3><p>This study developed a competency-based assessment template for oncology nurses, which includes the assessment of knowledge, skills and attitudes. The findings could help other oncology nurse educators or professionals to evaluate their training sessions and even their own knowledge in a healthcare setting.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1471595324002245/pdfft?md5=3d5b33ac75983df541cb9e74bd1b2dc5&pid=1-s2.0-S1471595324002245-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142050352","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":"Training students to serve as standardized patients in an objective structured clinical examination is feasible: A mixed-methods study","authors":"","doi":"10.1016/j.nepr.2024.104069","DOIUrl":"10.1016/j.nepr.2024.104069","url":null,"abstract":"<div><h3>Aim</h3><p>This study aimed to evaluate examinees’ perceptions of the performance of student standardized patients (SPs) and to explore student SPs’ experiences.</p></div><div><h3>Background</h3><p>Objective structured clinical examination (OSCE) is a standard approach to the task of evaluating students’ clinical competency that relies on SPs. However, professional SPs are characterized by high costs and insufficient availability. Training students to serve as SPs can help address this lack of OSCE resources. However, only preliminary evidence regarding this process and its feasibility has been reported.</p></div><div><h3>Design</h3><p>We used a concurrent mixed-method study design that included quantitative surveys and qualitative group interviews.</p></div><div><h3>Methods</h3><p>Our sample consisted of two-year Bachelor of Nursing program students and trained student SPs who were recruited in May 2021. We used a 5-item performance evaluation tool to assess the SPs’ performance. The reliability of this evaluation tool was indicated by a Cronbach’s α coefficient of.95. Descriptive statistics were used to assess the examinees’ satisfaction with the student SPs’ performance using SPSS 28.0 software. We used a semi-structured interview guide during a group interview; the interview was transcribed verbatim and analyzed via thematic analysis with the assistance of Microsoft Word software.</p></div><div><h3>Results</h3><p>Eighty-two nursing school students responded to the survey and 10 student SPs were included in a group interview. Nursing school students rated SPs’ performance favorably. The mean score assigned to the SPs on the performance scale was 4.41 out of 5. The student SPs described the challenges and benefits that they experienced regarding their role. The challenges they described included 1) staying true to my role, 2) overcoming a physically overwhelming role and 3) facing the threat of insecurity. However, the corresponding benefits included 1) gaining rewards, 2) advancing nursing competency and 3) experiencing a sense of accomplishment.</p></div><div><h3>Conclusion</h3><p>After undergoing training, the SPs performed well. They experienced a variety of challenges and obtained certain benefits. In health care education, recruiting students to serve as SPs is feasible.</p></div>","PeriodicalId":48715,"journal":{"name":"Nurse Education in Practice","volume":null,"pages":null},"PeriodicalIF":3.3,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141713410","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":"Workshop on hastened death as “space for an appreciative discussion”: A qualitative study","authors":"","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":null,"pages":null},"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":"","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":null,"pages":null},"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":"","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":null,"pages":null},"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":"","doi":"10.1016/j.nepr.2024.104074","DOIUrl":"10.1016/j.nepr.2024.104074","url":null,"abstract":"<div><h3>Aim</h3><p>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.</p></div><div><h3>Background</h3><p>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.</p></div><div><h3>Design</h3><p>This is a cross-sectional exploratory international comparative study using an online survey.</p></div><div><h3>Methods</h3><p>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.</p></div><div><h3>Results</h3><p>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.</p></div><div><h3>Conclusions</h3><p>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":null,"pages":null},"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":"","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":null,"pages":null},"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}