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Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale

  • Valentina Tommasi ORCID logo EMAIL logo , Barbara Bassola ORCID logo , Sara Alfieri , Silvia Cilluffo ORCID logo and Maura Lusignani ORCID logo
Published/Copyright: December 12, 2023
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International Journal of Nursing Education Scholarship
From the journal International Journal of Nursing Education Scholarship Volume 20 Issue 1

Abstract

Objectives

To develop and validate an instrument to assess nursing students’ perceived knowledge on the International Classification for Nursing Practice.

Methods

The study design is an initial development of a scale by a longitudinal, prospective, monocentric study. An instrument, including a final pool of 6 items, was developed and through a Content Validity approved by experts. Cronbach’s alpha coefficient, Exploratory Factor Analysis and Confirmatory Factor Analysis were calculated in a sample of nursing students.

Results

The instrument demonstrated a CVI of 1.0. Cronbach’s alpha coefficient was 0.879. Exploratory Factor Analysis indicated one component, with a saturation of items in the range between 0.594 and 0.856. Confirmatory Factor Analysis confirmed the structure.

Conclusions

Although further studies are needed, the preliminary analyses of the instrument suggest satisfaction in terms of content validity, factorial structure, and reliability. This instrument may rise interest in international nursing educational context.

Keywords: ICNP; standardized nursing terminology; nursing student; scale development; knowledge

Background

Among the best practices that can contribute to the improvement of nursing care in clinical practice there is the adoption of a standardized disciplinary language [1, 2]. Nursing, as a science and profession, requires recognition of professional actions [3]. The use of standardized diagnosis, intervention, and outcome terminologies for care and documentation can provide a means of making nursing’s contribution visible and quantifiable [4]. Furthermore, the use of Standardized Nursing Languages (SNLs) in nursing documentation can better show the clinical reasoning and decision-making process [5]. Nurses have a more positive attitude toward documentation and the nursing process when SNLs are in use [6]. Further, patient documentation is commonly a topic covered in Bachelor of Science undergraduate nursing programs [7]. Without SNLs it is increasingly difficult to describe the clinical complexity of patients in the Electronic Health Records and to provide them with proper care, based on reliable data entered in real time [8].

The International Council of Nurses (ICN) developed the International Classification for Nursing Practice (ICNP©) as a classification system of a standardized language for the continuity of care provided by nurses [3]. The ICNP© represents nursing diagnoses, interventions, and outcomes [8], within a hierarchical structure [9]. In ICNP©, a nursing diagnosis is a label given by a nurse after assessing the patient or client [10]. ICNP® nursing interventions are actions taken in response to a nursing diagnosis to produce a nursing outcome [10]. ICNP© nursing outcomes are defined as the measure or status of a nursing diagnosis at points of time after a nursing intervention [10]. Currently, the ICNP© has two special axes: Diagnosis/Outcome (DC) and Intervention (IC); and seven Other axes (i.e., Focus, Judgment, Client, Action, Means, Location, and Time), which can be combined with specific syntax rules (Seven Axis Model) to construct diagnoses, interventions, or outcomes [11]. ICN published in 2008 guidelines for ICNP© catalogue development [10], explaining the ICNP© catalogue framework; how to develop catalogues; and, how to compose diagnosis, outcome, and intervention with the Seven Axis Model. To establish a diagnosis or outcome, it is necessary to use a term from the Focus axis with a term from the Judgement axis. To implement an intervention, it is necessary to use a term from the Action axis and a target term, that is a term from any axis except the Judgment axis [10].

Worldwide there are 14 ICN accredited centers for ICNP© research and development, which contribute to its development and dissemination, through membership of the ICNP Editorial Board of the ICN [12]. In Italy, the ICNP© Italian Research and Development Centre supports and encourages nurses to use ICNP©, making it known in its possibilities regarding clinical, research, and education. Furthermore, the ICN is committed to ensuring that nurses act together with other health professionals, to remain connected to the global digital data landscape, contributing to the construction and maintenance of SNLs [13]. Part of this commitment is manifested in the form of a formal collaboration between the ICN and SNOMED International, formerly known as the International Health Terminology Standards Development Organization, which seeks to ensure the alignment between ICNP© and The Systematized Nomenclature of Medicine-Clinical Terms (SNOMED CT). SNOMED CT is a multi-axial nomenclature which contains clinical data on health, and it is intended for use by all types of healthcare professionals, including nurses [13].

The ICNP© can be applied with different nursing conceptual models, and there is specific encouragement to use ICNP© in this manner [11, 14]. In Italy, especially in the north, universities and healthcare institutions often use a nursing conceptual model developed by Marisa Cantarelli. This model is called Modello delle Prestazioni Infermieristiche, and represents 11 nursing needs, through orienting nursing practice, education, and research [15].

To date, there is a wide use of the ICNP© as a guiding tool for the Nursing Process in clinical practice [3, 9], allowing for the structuring of diagnoses, interventions, and outcomes used in care practice [3]. Regardless, the lack of dissemination of the ICNP© in academia contributes to the neglect of skill development in the use of this terminology in the training of health professionals [16]. Currently, both Brazilian and Polish researchers have published papers examining ICNP© in educational contexts. In 2006, the Council of the Polish Nurses Association established the ICNP© Team [17], followed in 2012 by the development of educational standards for first and second nursing degrees and postgraduate academic education [17]. By 2014 the first Polish academic ICNP© textbook was developed [17], followed by a study conducted in 2016 at two Polish institutions to examine respondents’ opinions and knowledge about the usefulness of implementing the ICNP© into nursing practice [8]. Through evaluation, the researchers found both improved knowledge and skills related to the use of ICNP© terminology [8]. A study conducted at UNIFAL-MG in Brazil used a virtual learning environment to deliver content related to ICNP© to nursing professionals and undergraduate nursing students [18]. Twenty-six professionals and 21 nursing students participated to the research [18] that consisted of a course consisting of six teaching units and three in-person meetings related to ICNP© [18]. Overall, most of the participants achieved high scores in their knowledge level after finishing the course [18]. Participants qualified the obtained knowledge concerning ICNP© diagnoses, interventions and outcomes answering a question on their perceived knowledge with five possible answers: very high, high, moderate, little, very little.

Given the importance of ICNP©, it was deemed important to develop a scale to measure perceived level of knowledge regarding the ICNP©, and its use together with a nursing conceptual model. As far as we are aware, a scale or instrument to measure ICNP© knowledge does not currently exist. Therefore, this study aimed to report on the first draft development and validation of an instrument to assess nursing students’ perceived knowledge on the ICNP©, entitled ICNP© perceived knowledge scale (ICNP_KS).

Methods

Study design

The study design is an initial development of an instrument by a longitudinal, prospective, monocentric study. The design of the instrument was conducted using a two-phases study. In Table 1 it is presented the development process of the ICNP© perceived knowledge scale (ICNP_KS).

Table 1:

Development process of the ICNP© perceived knowledge scale (ICNP_KS).

Methods Process/analyses
Constituting an item pool (Draft form) Writing items qualified to the content and scope of the study aim
Content validity – experts opinion Calculating CVI and CVR
Pilot study Giving a pilot draft to 31 students excluded from the sample
Reliability – Internal consistency Calculating of Cronbach Alpha Coefficient
Construct validity Exploratory factor analysis
Accuracy of the structure revealed with EFA Confirmatory factor analysis

During the first phase, following a deductive method, an initial item tool was developed [19]. The conceptualization and development of an initial item pool were elaborated following Clark & Watson guide [20]. The ICN documentation [10] and the support of the ICNP© Italian Research and Development Centre were fundamental to the research team for developing the initial pool of items. The research team discussed the knowledge needed to use the ICNP© with a nursing conceptual model by nursing students. A theoretical base of the instrument was created as an item pool of five questions based on knowledge about the ICNP©, the two special axes DC and IC, the ICNP© Seven Axis Model, the ICNP© Browser and the use of the ICNP© together with the Modello delle Prestazioni Infermieristiche. Each item of the form was scored on a 5-point Likert type scale where “None=1”, “Insufficient=2”, “Sufficient=3”, “Good=4” and “Excellent=5”.

To provide content validity of the draft form of the survey, the instrument was introduced to 10 nurses. Eight experts in nursing education, who participated in a twelve meetings ICNP© course, were enrolled. Two Italian experts of the ICNP©, who belong to the ICNP© Italian Research and Development Center, were enrolled. Experts were asked to evaluate with 5-Likert scale items in terms of scope, language appropriateness, clarity, and intelligibility. Content Validity Index (CVI) and Content Validity Ratio (CVR) were calculated. According to Lawshe [21] minimum value for CVR for 10 panelist was 0.62 [21]. Minimum value for CVI was defined as 0.80 [22]. Experts gave some suggestions after the first administration of the instrument. Experts suggested to bring some changes in the structure of items and to realize six items instead of five. Eventually no items were excluded, and all items were slightly edited based on the suggestions of the experts. To test the clarity of the draft form of the survey, the instrument was administered to 31 volunteering nursing undergraduates of second and third year, informed about the specific reason of their participation. Reliability of the draft form was assessed with Cronbach’s alpha internal consistency coefficient.

Along the second phase, the instrument was administered to undergraduate students at first Bachelor nursing year. The administration of the instrument to nursing students was done in two different moments: after the introduction of the ICNP© to students (T1), and at the end of their clinical internship period in wards (T2). 126 days passed between T1 and T2. ICNP_KS was administered to 79 students at T1, and 49 students at T2. The two administrations of the instrument permitted a study of the possible changes in the results obtained by students, and of the factorial structure of the instrument and its validation. During the interim period, students use the ICNP© to develop nursing care plans for clinical cases and educational activities regarding the nursing process. Given the lack of consensus regarding how to compute the sample size – different recommendations range between two and 20 subjects per item [23] – we decided to base our study on Hair 1998 [24] that stated the sample size need to be at least five individuals per item. As the instrument contained six items, sample size considered had thus to be higher than 30 individuals. The administrations of the instrument were performed in two face-to-face meetings. One researcher was present during each administration of the instrument. Data were collected through Microsoft® Google Forms. The following academic information of each participant was also collected: freshman or student repeating the year status, the number of exams sustained, and the mean grade.

Participants

Participants were undergraduate nursing students at University of Milan (UNIMI). The non-probability convenience sampling included students that were studying at first Bachelor nursing year in 2020/21 at University of Milan, Niguarda Hospital, in which it was used the Modello delle Prestazioni Infermieristiche. In Italy the duration of the Nursing bachelor’s degree is three years. At the University of Milan, the clinical internship of undergraduate nursing students is mandatory and starts at the second semester of the first year. At Niguarda Hospital, first year nursing students conduct clinical internships in medical or surgical wards supported by a registered nurse. During clinical internships, each student develops nursing care plans for clinical cases. During the academic year 2020/21 the ICNP© was introduced to undergraduate nursing students of the first year. From that moment, students started to apply the use of the ICNP© together with the Modello delle Prestazioni Infermieristiche during lectures and internships. During clinical internships students developed nursing care plans with the use of the ICNP© together with the Modello delle Prestazioni Infermieristiche. The introduction of the ICNP© to undergraduate nursing students took place on the Microsoft® Teams platform and consisted of three modules. A module consisted of four videos explaining the ICNP©, and its use, with grouped written materials. Another module consisted of two self-assessment tests on the ICNP©. The last module consisted of the development of two nursing care plans on simulated clinical cases.

Data analysis

Exploratory Factor Analysis (EFA) was performed using Principal Axis Factoring to determine the factorial structure construct of the instrument. To understand if the correlation matrix was extractable based on the results obtained from Principal Axis Factoring, values belonging to the Kaiser Meyer Olkin (KMO) and Bartlett’s Sphericity test were examined. Parallel Analysis was calculated, and it was observed the Scree Plot to determine the number of components. Cronbach’s alpha coefficient was calculated for the dimension and total reliability of the instrument. Confirmatory Factory Analysis (CFA) was performed to test the accuracy of the structure revealed with EFA. The CFA was performed by assessing the Chi-square (χ 2) statistic and the associated probability (p), the Comparative Fit Index (CFI), the Tucker-Lewis Index (TLI), the Root Mean Square Error of Approximation (RMSEA), and the Standardized Root Mean Squared Residual (SRMR). EFA, Cronbach’s alpha coefficient and CFA were calculated for each data collection time. The Statistical Package for the Social Sciences (SPSS) 25.0, and MPlus 7 were used in the statistical evaluation of the measurement instrument development study.

Ethical approvals

Institutional and ethical approvals were obtained from the Niguarda Hospital (Study code number: 318-19052021). Confidentiality of the students’ data was maintained throughout the study. Informed written consent was obtained from experts and students for each phase of study enrollment.

Results

Participants

At T1, after the introduction of the ICNP© to students, participants were 77 over 79, the 97.5 %. At T2, at the end of clinical internship period, participants were 45 over 49, the 92 %. At every administration of the instrument, nursing students took less than 10 min for the compilation.

Table 2 shows the characteristics of the students of the sample at T1 and T2.

Table 2:

characteristics of nursing students of the sample at T1 and T2.

T1 (n=77) T2 (n=45)
Freshmen students, % 88.3 95.6 %
Student repeating the year status, % 11.7 4.4 %
Median (1st quartile–3rd quartile) of exams sustained (over 6) 2 (1–3) 5 (3–6)
Median (1st quartile–3rd quartile) of exam grade (over 30) 24 (23–25) 25 (23–26)

Test results

First phase: CVI and CVR

Tables 3 and 4 show the CVI and the CVR of the draft form’s instrument calculated on the results of first and second round of experts.

Table 3:

CVI and CVR of the first and second round of experts on the evaluation of the purpose of the items of the draft form of ICNP_KS.

Evaluation of the purpose of the itemsa CVI 1st administration CVR 1st administration CVI 2nd administration CVR 2nd administration
Item 1 0.80 0.60 1.0 1.0
Item 2 0.80 0.60 1.0 1.0
Item 3 0.60 0.20 1.0 1.0
Item 4 / / 1.0 1.0
Item 5 0.70 0.40 1.0 1.0
Item 6 0.70 0.40 1.0 1.0

  1. aOriginal language of items is Italian; instrument development has only begun in this country.

Table 4:

CVI and CVR of the first and second round of experts on the evaluation of the language, appropriateness, clarity and intelligibility of the items of the draft form of ICNP_KS.

Evaluation of the language, appropriateness, clarity and intelligibility of the itemsa CVI 1st administration CVR 1st administration CVI 2nd administration CVR 2nd administration
Item 1 0.90 0.80 1.0 1.0
Item 2 0.80 0.60 1.0 1.0
Item 3 0.80 0.60 1.0 1.0
Item 4 / / 1.0 1.0
Item 5 0.90 0.80 1.0 1.0
Item 6 0.60 0.20 1.0 1.0

  1. aOriginal language of items is Italian; instrument development has only begun in this country.

The final six items that were developed were: “at what level does your knowledge of the ICNP standardized nursing language correspond?”; “at what level does your knowledge of the pre-coordinated DC and IC axes of the ICNP standardized nursing language correspond?”; “at what level does your knowledge of the 7 axes of the ICNP standardized nursing language correspond?”; “at what level does your knowledge of the use of syntax (=combination of terms) for the construction of new terms relating to Negative Diagnoses, Positive Diagnoses, and Interventions of the standardized ICNP nursing language correspond?”; “at what level does your knowledge of the use of ICNP standardized nursing language Browser to search for terms correspond?”; “at what level does your knowledge of the use of the ICNP standardized nursing language with a nursing conceptual model (the Modello delle Prestazioni Infermieristiche by Marisa Cantarelli) for the care planning of patients correspond?”. Original language of items was Italian. Instrument development had only begun in Italy.

Second phase: EFA, CFA, reliability

EFA and CFA

At T1, KMO was found to be 0.812, Bartlett’ Sphericity test was found to be 198.433 and this statistic was found to be significant at the level of p<0.001. At T2, KMO was found to be 0.807, Bartlett’ Sphericity test was found to be 1843.843 and this statistic was found to be significant at the level of p<0.001.

Principal Axis Factoring result indicated that there was one component with eigenvalues above one. Also, Scree plot and Parallel Analysis indicated one component. At T1, the one component explained 51.626 of the total variance. At T2, the one component explained 57.253 of the total variance. No rotation was performed because there was a single component. The six items of this single component analyzed different aspects of perceived knowledge regarding the ICNP©, so the component was called “knowledge of ICNP©”. Table 5 represents saturation of items for component “knowledge of ICNP©” at T1 and T2 on the EFA.

Table 5:

Saturation of items for component “knowledge of ICNP” at T1 and T2 (ICNP_KS).

ICNP_KS itemsa Saturation T1 Saturation T2
(1) At what level does your knowledge of the ICNP standardized nursing language correspond? 0.811 0.856
(2) At what level does your knowledge of the pre-coordinated DC and IC axes of the ICNP standardized nursing language correspond? 0.767 0.853
(3) At what level does your knowledge of the 7 axes of the ICNP standardized nursing language correspond? 0.736 0.803
(4) At what level does your knowledge of the use of syntax (=combination of terms) for the construction of new terms relating to negative Diagnoses, positive Diagnoses, and Interventions of the standardized ICNP nursing language correspond? 0.726 0.767
(5) At what level does your knowledge of the use of ICNP standardized nursing language browser to search for terms correspond? 0.705 0.624
(6) At what level does your knowledge of the use of the ICNP standardized nursing language with a nursing conceptual model (the Modello delle Prestazioni Infermieristiche by Marisa Cantarelli) for the care planning of patients correspond? 0.533 0.594

  1. aOriginal language of items is Italian; instrument development has only begun in this country.

Confirmatory Factor Analysis was performed to obtain more evidence regarding factorial construct validity. For this purpose, a model was formed and tested based on EFA. At T1 goodness of fitness statistics values obtained because of the analysis were, χ 2(9)=21.99, p=0.01, CFI=0.93, TLI=0.89, RMSEA=0.14, 90% CI [0.06, 0.21], SRMR=0.05. At T2 goodness of fitness statistics values obtained because of the analysis were, χ 2(9)=19.57, p=0.02, CFI=0.93, TLI=0.88, RMSEA=0.16, 90% CI [0.06, 0.26], SRMR=0.05.

Reliability

The Cronbach’s alpha value of the knowledge dimension of the finally draft form, that included six items and to which 31 volunteering nursing undergraduate of second and third year responded, was found to be 0.858. No change was made in this form of instrument.

Considering one component, Cronbach’s alpha at T1 was found to be 0.858 and at T2 was found to be 0.879.

Discussion

One component and six items determine the measurement instrument developed to evaluate of perceived knowledge about the ICNP© in nursing education. About content validity of the instrument, after two rounds with experts, all items were accepted with maximum values of CVI and CVR [19]. About construct validity of the instrument, KMO values were above 0.80 in all administrations and Bartlett test of Sphericity resulted to be significant in all administrations. These findings indicated that the data matrix had a sufficient variability for factor analysis and the item sample was sufficient. Based on the number of items in the instrument, six, at T1 and T2 the size was compliant. The CFA confirmed the structure of the ICKP_KS at T1 and T2. Saturations of the first through the fourth item, presented excellent values. fifth and sixth items saturations presented good values. First through the fifth items, examined the level of knowledge on the ICNP©, axis of the ICNP©, syntax of the ICNP©, and use of the ICNP© Browser. The sixth item examined the level of knowledge on the use of the ICNP© together with a nursing conceptual model, in this study the Modello delle Prestazioni Infermieristiche. These different aspects of the ICNP© knowledge are the basis for the use of the ICNP©, for care planning, and for describing patients’ nursing care [25], [26], [27].

About reliability of the instrument, Cronbach’s alpha coefficient at all administrations is >0.80, indicating a highly reliable instrument [28, 29]. In the future it may be possible to calculate the test-retest reliability, but in this study, it was not possible because there were events between administrations, such as the clinical internship period in wards, that may have influenced the results.

The results suggest that the ICNP_KS is a good instrument to evaluate the perceived knowledge of the ICNP©. If further studies will confirm the reliability, the validity and the structure of the instrument, ICNP_KS could be use in academic courses. It was not possible to calculate convergent validity and discriminant validity because there are no other tools in literature that measure the same construct of this study, therefore, further steps and studies are needed.

The ICNP_KS can be used in every nursing educational context that use the ICNP©. It is a short and quick instrument to compile. Results suggest that ICNP_KS can be administrated all along students’ ICNP© learning. Its use allows the identification of which part of knowledge of the ICNP© should be reinforced in students before the use of the ICNP©. The use of the ICNP© can facilitating nursing students to observe more nursing phenomena, and stimulate critical thinking [30]. In several universities in Poland, nursing students worked on the ICNP© with the case study method [17]. The standardized registration of the nursing process and clinical decision-making by nurses can be elaborated by a care protocol based on the ICNP©, which can contribute to patient safety through the systematization of care [31]. Furthermore, the introduction in nursing education of the ICNP© catalogues, a sub-group of nursing diagnoses, interventions, and outcomes appropriate for areas of practice, can facilitate the direct use of the ICNP© in nursing documentation for specific domains and populations of interest [1, 32]. The introduction and use of the SNLs can have benefits on nursing care, such as improving the quality of nursing care or facilitating documentation of care, therefore use by nursing students should be encouraged [6, 31, 33, 34].

In future, the instrument should be validated with practicing nurses. The ICNP©, indeed, appears to be more widely used in clinical practice, especially in hospitals [30]. Furthermore, SNOMED International published ICNP© Reference Sets and an associated ontology in September 2021 [35]. SNLs should be developed for the use of Electronic Health Records and for nursing care plans [6]. The use of accurate language to describe the scope of nurses’ activities is essential for modern nursing education and practice [6].

The ICNP_KS was developed with the aim of using a nursing conceptual model along with the ICNP©. Regarding this, literature about the ICNP© invites to use the ICNP© with a nursing conceptual model, and the ICNP© is considered a neutral language that adapts to different conceptual models [11, 14]. The nursing conceptual model considered in this study was the Modello delle Prestazioni Infermieristiche. Since the ICNP© can be utilized with different nursing conceptual models, the ICNP_KS should be able to adapt to different nursing conceptual models. This will be possible by simply modifying only the sixth item that considers the name of a reference nursing conceptual model.

Limitations

The instrument was validated in a specific nursing educational context, and this could be a limitation to use the ICNP_KS in other nursing educational contexts. Furthermore, the study was developed with a convenience sampling.

Implications for an International audience

In an international perspective, the ICNP© is translated in more than 16 languages and it is a part of SNOMED CT, the most comprehensive clinical terminology in use around the world. The results from this initial validation process may raise interest in educational contexts in other jurisdictions that could implement similar educational programs to their nursing students.

Conclusions

A valid instrument is needed to evaluate nursing students’ perceived knowledge about the ICNP© when there is the will or need to introduce an international SNLs in nursing education. ICNP_KS needs further studies, but initial results are encouraging. It seems to be a good instrument for nursing educators to investigate the perceived knowledge about the ICNP© in undergraduate nursing students and it allows them to evaluate themselves during acquisition of the ICNP© competence. Further evaluation studies among students are needed. In future, it will be possible to validate the ICNP_KS among nurses.

Highlights

  1. The use of the ICNP© can facilitating nursing students to observe more nursing phenomena, and to stimulate critical thinking.

  2. A valid scale is needed to evaluate nursing students’ perceived knowledge on the ICNP©.

  3. The ICNP_KS investigates nursing students’ perceived knowledge on the ICNP© during acquisition of the ICNP© competence.

  4. The ICNP_KS should be able to adapt to different nursing conceptual models.

Corresponding author: Valentina Tommasi, University of Rome Tor Vergata, Rome, Italy; and School of Nursing, Course Session, Niguarda Hospital , Piazza Ospedale Maggiore 3, 20162, Milan, Italy, Phone: +0039 02 64442213, +0039 3388062080, E-mail:

Acknowledgments

We would like to thank all the nursing educators and the students who participated in this Study. Special thanks to Locatelli M and Tommasi DG for their support.

  1. Informed consent: Informed consent was obtained from all individuals included in this study.

  2. Ethical approval: Institutional and ethical approvals were obtained from the Niguarda Hospital (Study code number: 318–19052021).

  3. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  4. Competing interests: Authors state no conflict of interest.

  5. Research funding: None declared.

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Received: 2023-03-19
Accepted: 2023-09-22
Published Online: 2023-12-12

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Literature Reviews
  2. Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
  3. Experiences of new tenure-track PhD-prepared faculty: a scoping review
  4. A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
  5. Research Articles
  6. Effectiveness of educational video on standardized nursing language for nursing home nurses
  7. Exploring entry pathways towards nurse practitioner program admissions: a rapid review
  8. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
  9. Clinical judgment in new nurse graduates: identifying the gaps
  10. Metacognition and learning transfer under uncertainty
  11. Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
  12. Psychometric evaluation of critical incident video instruments for nursing education
  13. Understanding the impostor phenomenon in graduate nursing students
  14. E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
  15. Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
  16. Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
  17. Decision-based learning for teaching arterial blood gas analysis
  18. The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
  19. “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
  20. Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
  21. Faculty experiences of teaching internationally educated nurses: a qualitative study
  22. Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
  23. Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
  24. A multi-layered approach to developing academic written communication skills for nursing students
  25. Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
  26. Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
  27. Nursing students’ achievement emotions in association with clinical practicums and alternative learning
  28. A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
  29. Understanding the student’s experience of community health nursing simulations
  30. Collaborative online international learning in undergraduate nursing education: from inspiration to impact
  31. Educational Process, Issue, Trend
  32. Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
  33. Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
  34. Understanding poverty through virtual simulation: implications for student clinical practice
  35. Engaging the creative heArts of nurse educators: a novel conceptual model
  36. Resilience in nursing education: an evolutionary concept analysis
  37. A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
  38. Steps toward a resilient future nurse workforce
  39. Perspectives of student incivility in the online learning environment and social media platforms
  40. Development and implementation of a novel peer mentoring program for undergraduate nursing students
https://doi.org/10.1515/ijnes-2023-0021
Keywords for this article
ICNP; standardized nursing terminology; nursing student; scale development; knowledge

Articles in the same Issue

  1. Literature Reviews
  2. Factors associated with mental health among undergraduate nursing students early in the COVID-19 pandemic: an integrative review
  3. Experiences of new tenure-track PhD-prepared faculty: a scoping review
  4. A systematic review of videoconferencing in health professions education: the digital divide revisited in the COVID-19 era
  5. Research Articles
  6. Effectiveness of educational video on standardized nursing language for nursing home nurses
  7. Exploring entry pathways towards nurse practitioner program admissions: a rapid review
  8. Online learning challenges as experienced by nursing students during the COVID-19 pandemic at a higher education institution in Gauteng, South Africa
  9. Clinical judgment in new nurse graduates: identifying the gaps
  10. Metacognition and learning transfer under uncertainty
  11. Perceived knowledge on the ICNP© in undergraduate nursing students: the development of a scale
  12. Psychometric evaluation of critical incident video instruments for nursing education
  13. Understanding the impostor phenomenon in graduate nursing students
  14. E-learning modules to enhance student nurses’ perceptions of older people: a single group pre-post quasi-experimental study
  15. Self-perceived competence and its related factors in nursing students at graduation: the role of self-efficacy
  16. Stress, depression, and anxiety among undergraduate nursing students in the time of a pandemic
  17. Decision-based learning for teaching arterial blood gas analysis
  18. The impact of university-based education on nursing professional identity: a qualitative examination of students’ experiences
  19. “You have to strive very hard to prove yourself”: experiences of Black nursing students in a Western Canadian province
  20. Stressors and learned resourcefulness in baccalaureate nursing students: a longitudinal study
  21. Faculty experiences of teaching internationally educated nurses: a qualitative study
  22. Changes in grit and psychological capital at the time of major crisis: nursing students’ perseverance, resources, and resilience
  23. Improving practicing nurses’ knowledge of the cognitive impairment, continence, and mobility needs of older people
  24. A multi-layered approach to developing academic written communication skills for nursing students
  25. Jordanian nursing students’ engagement and satisfaction with e-learning during COVID-19 pandemic
  26. Barriers and facilitators to enrolling in nursing programs as perceived by male students: a qualitative study in the United Arab Emirates
  27. Nursing students’ achievement emotions in association with clinical practicums and alternative learning
  28. A multisite transition to nursing program: an innovative approach to facilitate incoming nursing students’ academic success
  29. Understanding the student’s experience of community health nursing simulations
  30. Collaborative online international learning in undergraduate nursing education: from inspiration to impact
  31. Educational Process, Issue, Trend
  32. Implementing an LGBTQ+ interprofessional simulation with undergraduate nursing students
  33. Dialogues on nursing curriculum and pedagogy: a critical planning activity for global educational collaboration
  34. Understanding poverty through virtual simulation: implications for student clinical practice
  35. Engaging the creative heArts of nurse educators: a novel conceptual model
  36. Resilience in nursing education: an evolutionary concept analysis
  37. A review and comparison of post registration midwifery curriculum in Sri Lanka with global standards
  38. Steps toward a resilient future nurse workforce
  39. Perspectives of student incivility in the online learning environment and social media platforms
  40. Development and implementation of a novel peer mentoring program for undergraduate nursing students
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