Volume 21, Issue 1

Objectives This systematic review of qualitative studies explored interventions to improve student nurses’ knowledge, attitudes or willingness to work with older people. Student nurses are likely to encounter older people in all health and aged care settings, however, research demonstrates that few have career aspirations in gerontological nursing. Methods Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions. Results Search of Medline, Embase, PsycINFO, EBSCOhost and Scopus yielded 1841 articles which were screened to include primary research about educational interventions to improve student nurses’ knowledge, attitudes and/or willingness to work with older people. Data extraction was performed on the 14 included studies, and data were analysed using directed content analysis. The Mixed Methods Appraisal Tool (MMAT) was used the assess the quality of the studies. Conclusions Educational interventions included theory or practice courses, or a combination of theory and practice. While most interventions changed nursing students’ negative attitudes towards older people, few increased their willingness to work with them. Practice courses had the most significant impact on willingness to work with older people. Quality assessment revealed methodical limitations. More research is needed to better understand the elements of practice interventions that enhance student nurses’ knowledge, attitudes, and willingness to work with older people, so that they can be replicated.

The purpose of this systematic literature review of quantitative findings was to examine the effectiveness of educational interventions to improve gerontological knowledge, attitudes, and willingness to work with older people in baccalaureate nursing students. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines, a systematic literature search was conducted in five databases. Quality assessment was conducted using the Mixed-Methods Appraisal Tool. Based on inclusion and exclusion criteria, 41 papers were included in the review. The overall quality of studies included was moderate. The interventions were classified as education content, simulation or immersion experiences, clinical placement, or a combination of these pedagogical approaches. Majority of studies demonstrated improvement in knowledge and attitudes but there was a limited change in willingness to work with older people. There is insufficient evidence to make recommendations for the most effective educational intervention for enhancing bachelor of nursing students’ willingness to engage in gerontological care.

Objectives This scoping review aims to map the evidence on barriers and facilitators of success with accelerated BSN (ABSN) students with the inclusion of faculty perspectives. Methods We followed the scoping review methodology of the Joanna Briggs Institute for this review. The databases of CINAHL, PubMed, ProQuest, and Google Scholar were searched. Results The search resulted in 39 studies. The identified barriers were: Academic factors, non-academic factors, challenges faced by non-native English-speaking and ethnically diverse students, socialization struggles, and faculty perceptions. The facilitators identified were: Supportive environment and practices, benefits of ABSN program completion, students’ background and life experiences, innovative learning strategies and school resources, and faculty perceptions. Implications for international audience Given the global nature of the ABSN program now, findings from this scoping review and the strategies for success addressed in discussion will inform ABSN faculty and program managers about helpful strategies to support students’ needs.

Introduction This scoping review protocol will be used to map the evidence regarding structure and organization of formal nursing undergraduate focused academic practice partnerships in Canada and globally. Design This scoping review will adhere to guidance provided by Chapter 11 of the JBI Manual for Evidence Synthesis: Scoping Reviews guidelines and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Scoping Review extension checklist. Methods Evidence will be eligible for inclusion if published in English, within the last 10 years, and available in full text. Databases will be searched for published literature and unpublished grey literature. Discussion This protocol provides guidance on conducting a scoping review on formal nursing undergraduate focused academic practice partnerships. The review will enhance understanding of the structure and organization of formal nursing undergraduate focused academic practice partnerships, informing the design and work of future partnerships. This protocol is registered in the Open Science Framework https://doi.org/10.17605/OSF.IO/JCTRM.

Introduction The purpose of this review was to determine the current state of the literature for notetaking among nursing students and identify implications for future nursing education and research. Notetaking is frequently used by college students and is a proven learning strategy. There has been less research for notetaking among nursing students than students in other disciplines. Content This narrative review was completed using the method described by Ferrari. Seven electronic databases were searched from 2018 to 2023 using the terms notetaking, students, and nursing. Summary Seven of 65 articles were included in this review. Upon analysis, three categories of research findings were identified: learning style, notetaking skill, and notetaking and technology. Outlook Nursing faculty should be aware of learning styles, notetaking strategies, and notetaking skill when designing assignments and course content for students. Future research should be done on this population to strengthen the findings of current literature.

Introduction During the COVID-19 pandemic, the sudden transition to virtual learning led to several challenges for nursing students. This study aimed to synthesis nursing students’ experiences of teaching and learning during the COVID-19 pandemic. Content A meta-synthesis of qualitative articles were conducted. Three online databases were searched from December 2019 to December 2022. Qualitative studies and qualitative sections of mixed method studies were included. Summary Twenty-four qualitative studies and seven mixed-method studies were included in the review. The findings consisted of one main theme “educational transformation”, and three categories “challenging face-to-face clinical training”, “transition from face-to-face to virtual education”, and “support continua”. The evidence indicated that during this health-related crisis, most of the training was provided as distance learning in various forms. According to the findings, distance education alone cannot replace face-to-face education and is suggested to be considered as a supplementary learning method. Outlook This study provides a comprehensive understanding of nursing students’ experiences during the COVID-19 pandemic, offering practical implications for educators and institutions globally. The lessons learned can inform strategic decisions, policies, and practices to enhance the resilience and adaptability of nursing education in the face of unforeseen challenges.

Objectives To explore university-based nurse educators’ experiences of implementing the Fundamentals of Care Framework in nursing curricula. Methods A qualitative research design employing interpretative phenomenological analysis was used. Data were collected via semi-structured interviews with eight nursing educators in five different countries. Results The analysis identified three main themes: (1) Participants’ positive experiences when utilising the framework to link theory to practice; (2) strategies for implementing the framework, including considering the context for teaching, introducing the relationship dimension of the framework first, utilising case-based learning, and integrating the framework into laboratory skills sessions; and (3) limited availability of teaching and learning resources, highlighting the need for further resource availability. Conclusions This study has generated new knowledge from the perspectives of university-based nursing educators. Several strategies have been identified resulting in the formation of recommendations to help guide nurse educators. The Fundamentals of Care Framework was developed to address global deficits in how patients’ fundamental care needs are addressed. The knowledge from this study can assist nurse educators from different countries to implement the framework into nursing curricula. Utilising the framework in nursing curricula could help to transform nursing practice, by assisting nursing students to identify and meet their patients’ fundamental care needs.

Objectives Analyze the mediating e moderating roles of self-compassion in the relationship between tutor support and both students’ caring efficacy and intention to leave. Methods A cross-sectional study using an online questionnaire was conducted. Results Self-compassion mediates the relationship between tutor support and students’ caring efficacy. Tutor support play a role on all the facets of self-compassion, but only two dimensions of this variable (mindfulness vs. over-identification) are significantly associated with both the dimensions of caring self-efficacy, with inverse effects. Self-compassion moderates the relationship between tutor support and intention to leave. Conclusions Tutor support can improve students’ caring efficacy by helping them to be mindful of their experiences in a nonjudgmental way. Supportive tutor can mitigate intention to leave by increasing self-compassion ability. Implications for International Audience Nursing education programs should implement workshops and briefings to develop students’ self-compassion ability. This can foster perceived caring efficacy in students and reduce intention to leave.

Objectives Healthcare-associated infections (HAIs) are common complications in healthcare services, often caused by unsystematic antibiotic use. Despite advancements in medical care and technologies, the burden of HAIs continues to increase globally. Thus, this study purposed to evaluate the levels of knowledge, attitudes, and practices toward infection control precautions among nurses in Palestinian hospitals and identify the predictors of practices of infection control precautions. Methods A cross‑sectional study was conducted on 285 nurses who work at Palestinian hospitals in the West Bank. A self-reported questionnaire was used to collect data during the period from November 2022 to January 2023. Results The results revealed that 95.8 % of the participants endorsed good knowledge levels, 83.5 % reported positive attitude levels, and 91.2 % endorsed good practice levels toward infection control precautions. Also, gender as being female, attending a training program on infection control, and having good knowledge of infection control precautions were the main factors influencing practices of infection control precautions. Conclusions It is necessary to maintain nurses’ knowledge, attitudes, and practices toward infection control precautions by continuously conducting training workshops about infection control updating knowledge, and enhancing the work environment by implementing infection control policies and guidelines and providing sufficient resources and equipment to ensure safe practices.

Objectives Chat Generative Pre-Trained Transformer (ChatGPT) is an artificial intelligence-powered language model that can generate a unique outputs, in reponse to a user’s textual request. This has raised concerns related to academic integrity in nursing education as students may use the platform to generate original assignment content. Subsequently, the objective of this quality improvement project were to explore and identify effective strategies that educators can use to discern AI-generated papers from student-written submissions. Methods Four nursing students were requested to submit two versions a Letter to the Editor assignement; one assignment that was written by the student; the other, exclusively generated by ChatGPT-3.5. Results AI-generated assignments were typically grammatically well-written, but some of the scholarly references used were outdated, incorrectly cited, or at times completely fabricated,. Additionally, the AI-generated assignments lacked detail and depth. Conclusions Nursing educators should possess an understanding of the capabilities of ChatGPT-like technologies to further enhance nursing students’ knowledge development and to ensure academic integrity is upheld.

Objectives This study reveals the learning gained by Canadian and Rwandan nursing students from a course to enhance cross cultural clinical decision-making skills using a collaborative approach across two countries. Methods A qualitative descriptive study was conducted using thematic analysis. The study included analysis of end of course reflections of 94 students. Results Students became more open-minded, curious, strengthening teamwork, increasing their critical thinking, and identifying cross-cultural similarities in practice. They challenged their previous beliefs about others. Conclusions Students achieved a transformation of previous knowledge and decision-making skills. Results indicate the value of underpinning courses with theories and being open in allowing students to develop their own means to achieve expected learning outcomes. Implications for an international audience Creating learning environments designed to stimulate open mindedness and exploration of cultures among students can be achieved through online learning. Providing opportunities for students to learn across other countries about their nursing practices and health systems are critical to understanding how future patients who are immigrants and refugees from other countries differing perspectives to their health care needs.

Objectives This study aimed to (a) describe nurse educators’ attitudes towards veterans after workshop participation, (b) evaluate the effectiveness of the workshop and timed digital interventions (TDI) on nurse educators’ integration of veteran-centered content into their courses and curricula, and (c) describe nurse educators’ experiences with transferring learning from the workshop to teaching practice. Methods A longitudinal multi-intervention, multi-method pilot study was conducted using pre- and post-workshop surveys and interviews. Results Twenty-six nurse faculty reported a neutral attitude toward working with veterans during the pre-workshop survey period. TDIs kept veteran-centered content fresh on faculty minds, yielding evidence of integration into nursing courses. Conclusions Nursing faculty preparation and development is crucial to effectively integrate specific veteran care content into nursing education to ensure a competent and culturally sensitive workforce. Integrating TDIs using widely accessible technologies is a cost-effective way of increasing engagement with new information and bridge implementation gaps associated with traditional professional development activities.

Objectives This cross-sectional study aimed to investigate and compare the perceptions of nursing students regarding patient safety culture (PSC) during the COVID-19 pandemic in three Central European countries. Methods Data were collected from 624 nursing students between April and September 2021 using the Hospital Survey on Patient Safety Culture. Results The evaluation of the PSC dimensions did not reach the expected level of 75 %. Significant associations were found between the perception of the dimensions of the individual PSC and age, student status, study year, and clinical placement. The overall patient safety grade, the number of events reported, and the number of events reported by nursing students were significantly predicted by several dimensions of the PSC (p<0.05). Conclusions The evaluation of patient safety culture by nursing students offers a unique perspective. Students come with ‘fresh eyes’ and provide different perspectives that can provide healthcare leaders with a practical opportunity to identify blind spots, review and improve safety protocols, and foster a more inclusive culture that prioritizes patient safety.

Objectives This prospective cohort study evaluated the effect of unfolding case-based learning on undergraduate nursing students’ self-perceived clinical decision-making ability. Methods Students’ self-reported responses to Jenkins’s Clinical Decision Making in Nursing Scale were compared between the unfolding case-based learning cohort (n=140) and the comparison cohort (n=126) at a school of nursing in the United States. Results The results revealed similar students’ responses between the two study cohorts. However, unfolding case-based learning significantly increased students’ perceived proficiency in “search for information and unbiased assimilation of new information”. Conclusions Findings from the present study highlight possibilities presented by unfolding case-based learning in undergraduate nursing education. The study supports that unfolding case studies can be introduced early on, and then nurtured throughout the undergraduate program to influence the development of nursing students’ clinical decision-making skills.

Objectives This study examined the outcomes of training nursing students in CPR skills using the Resuscitation Quality Improvement (RQI) program. Methods Nursing students (n=2,193) in 12 schools across the United States participated in this study. Students performed compressions and bag-masked ventilation on adult and infant manikins using the RQI simulation station without and then with feedback on their performance. Results With real-time, objective feedback from the RQI simulation station, students’ performance of CPR skills improved, and they retained their skills over time. Conclusions The RQI program and methodology of feedback is effective for training nursing students to be competent in CPR skills, essential for safe patient care. Nursing and other healthcare professions programs should consider adopting the RQI program for students to develop competency in CPR.

Objectives To assess the value created in a learning community – comprised of different professionals and nursing students – at a nursing home. Methods A case study approach was used. Data were collected between 2019 and 2021 through self-reports, observations and stories (interviews, diaries). Results The template analysis revealed nine transcending themes, six associated with preexisting value-creation cycles (expected, immediate, potential, applied, realized and transformative value) and three other relevant themes: contextual, factors and value-creation initiators. Conclusions A nursing home learning community comprised of diverse professionals in partnership with nursing students shows a variety of value creation and seems to potentially leverage interprofessional and lifelong learning activities, on top of formal nursing education. It is recommended to integrate the value-creation cycles into the processes of learning communities to promote collective decision-making. Research on both the final level of students involved and having residents participate in the learning community would be worthwhile.

Objectives To develop and validate a questionnaire on satisfaction with clinical practice for mentors (QSCP-M) and a questionnaire on satisfaction with clinical practice for students (QSCP-S). Methods Two versions of the questionnaires were constructed: a version for mentors and a version for students. Both surveys were conducted at two time points. The first survey was completed by 252 students and 86 mentors, and the second by 291 students and 94 mentors. Results Several exploratory factor analyses were performed on the results obtained, and two factors were identified for the QSCP-M and one factor for the QSCP-S. The coefficients of internal reliability for both questionnaires indicated stable and reliable measuring instruments. Conclusions Clinical practice satisfaction questionnaires for mentors and students showed good metric characteristics. The validation shows that both questionnaires are appropriate for examining general and specific satisfaction with clinical practice.

Background Nurse educators’ competencies play a crucial role in the educational quality of nurses. Objective This study aimed to investigate how Norwegian nurse educators self-rated their competence domains, and how these competencies were associated background variables. Methods The study was designed as a cross-sectional web-survey, and n=154 participated and filled out the Evaluation of Requirements of Nurse Teachers (ERNT) instrument. Educators’ mean working experience was 12.9 years (SD 9.2); 86.3 % were permanently employed and 76.8 % had formal supervision training. Results The nurse educators rated their competence as good on all competence domains and single competence items, and ERNT total mean score was 4.62 (SD 0.28), with relationship with the students rated highest and personality factors rated lowest. The ERNT total mean score was significantly related to academic degree. Conclusions Educational leaders in nursing education are recommended to establish a mentoring and supporting team for their educators.

Objectives This research aims to explore the perceptions of nursing students and directors of bachelor of nursing degree courses regarding reasons for attrition amongst nursing students. Methods A qualitative descriptive study was conducted using inductive thematic analysis. The study included a purposeful sample of 12 students and 4 directors of bachelor of nursing degree courses. Results As reasons for attrition, the directors highlighted a lack of preparation for nursing studies and students’ limited awareness of possibilities for support and learning. The students emphasized insufficient support from academic staff and poor course organization. Economic and family issues and a misunderstanding of the professional role of a nurse were cited as reasons by both directors and students. Conclusions The findings provide important insight into attrition in the nursing programme. Further research is warranted, particularly in other contexts. Addressing student attrition requires a comprehensive approach that includes the provision of adequate support systems, mentorship, and resources for students.

Objectives To explore the values, practices, and behaviours that support nursing students’ professional development in practice-based learning environments in Rwanda. Methods A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation. Results Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth. Conclusions Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally. Implications for international audience Findings underscore the need to enhance caring values within nursing curricula.

Objectives To examine how delivery time impacted on undergraduate nursing students’ preparedness for evidence-based practice (EBP) by comparing the traditional semester mode and block mode of delivery models. Methods This two-group experimental study compared the traditional semester and block modes of delivery using a self-reported questionnaire. The factor of time was the variable in relation to learning with the block mode delivery being in a compressed timeframe. Results From a purposive sample, 219 students participated in the self-reported questionnaire. There were only two significant differences were the block mode of delivery students responded less positively to the statements ‘the unit of study prepared them for knowledge and skills for EBP’ and ‘EBP should be discussed and shared in practice’. Conclusions The transition from the traditional semester mode to the block mode delivery has had minimal impact on undergraduate nursing students’ perceptions of EBP and its application to clinical practice.

Introduction As AI tools have become popular in academia, concerns about their impact on student originality and academic integrity have arisen. Methods This quality improvement project examined first-year nurse anesthesiology students’ use of AI for an academic writing assignment. Students generated, edited, and reflected on AI-produced content. Their work was analyzed for commonalities related to the perceived ease of use, accuracy, and overall impressions. Results Students found AI tools easy to use with fast results, but reported concerns with inaccuracies, superficiality, and unreliable citations and formatting. Despite these issues, some saw potential in AI for brainstorming and proofreading. Implications for international audience Clear guidelines are necessary for AI use in academia. Further research should explore AI’s long-term impact on academic writing and learning outcomes. Conclusions While AI tools offer speed and convenience, they currently lack the depth required for rigorous academic work.

Objectives Design of simulation training can have important implications for learning outcomes. This paper describes a pilot simulation training program for baccalaureate nursing students that includes intensive preparations, peer-to-peer skills training (P2P), prior to full-scale scenario training. Methods A quality improvement analysis of a large scale experimental, mixed methods study. The project describes the design, analysis, and potential effects of a simulation education program containing P2P for third year nursing students (163 in treatment; 148 in control, n=311). Results The intervention group was found to be significantly more confident in both technical and non-technical nursing skills. Results suggest that the addition of P2P training may have a direct positive impact and increase the impact on full-scale simulations and debriefing. Conclusions Enhanced focus on preparation activities prior to full-scale scenarios, including the use of P2P training methods are advocated.

Objectives Ineffective nurse-to-nurse handoff communication is associated with information omissions, diagnostic errors, treatment errors, and delays. New nurses report a lack of confidence and ability in handoff communication, which may stem from inadequate training in prelicensure nursing programs. Our objective was to introduce prelicensure nursing students to a standardized, theory-based method for handoff, including behavioral strategies employed by nurses during interrupted handoff. Methods A handoff education bundle (HEB) was developed. Kern’s six-step curriculum model was utilized to design, implement, and evaluate the handoff curriculum. Results Student feedback highlighted the importance of integrating multiple, varying distractors during learning cycles and recognition of the impact of distractors on handoff. Conclusions Implementing a HEB at the prelicensure nursing level could promote competency in handoff communication for new graduate nurses. Implications for International Audience Handoff is an international patient safety priority, as inadequate communication has been linked to adverse patient events.

Introduction Integrating gamification methods into undergraduate nursing programs has prepared students to pass the nursing comprehensive predictor test and the licensure examination. Literature review Research demonstrates that the motivational factors of game elements like badging and leaderboards are of great value and utility to student engagement and motivation. The badges symbolize achievement, authority, and belonging, whereas leaderboards rank students based on different levels of course engagement. Discussion This paper explores the benefits, challenges, and strategies of incorporating digital badges and leaderboards in the undergraduate program. Immersion courses preparing students for professional practice are usually one of the last didactic courses offered in the undergraduate curriculum, designed to integrate all knowledge gained from the nursing program. Implications for an international audience The digital badging system can encourage nurse educators globally to engage, motivate, and power students to achieve professional goals. Furthermore, nursing programs worldwide can benefit from adding digital badges and leaderboards to final semester preparatory courses or any nursing course with the same emphasis. Conclusions Digital badges and leaderboards engage and motivate students to integrate knowledge and skills learned in the nursing program and successfully master nurse licensure materials.

Background The flipped classroom (FC) pedagogy improves undergraduate student proficiency and satisfaction. However, its effectiveness has not been demonstrated in nursing anesthesia education. Objectives Pre- and post-FC tests and course evaluations were retrospectively compared to determine if FC was an effective pedagogy for a nursing anesthesia program (NAP). Methods The design of the study was a retrospective program evaluation. Two groups were compared with 59 students in the pre-FC group taught via traditional lecture and 61 students in the post-FC group taught with FC. Answers to the same 167 test questions were compared using an independent t-test and five course evaluation questions were statistically compared using NPAR1WAY procedure with the Wilcoxon option to determine if significant differences existed between the two nursing anesthesia student cohorts. Results The post-FC students exhibited a significant 4 % increase in test scores and expressed increased satisfaction compared to their pre-FC counterparts. Conclusions This retrospective program evaluation showed that student proficiency and satisfaction improved between the groups after changing to the FC pedagogy. However, research is needed to determine the true value of using FC in nursing anesthesia education. Implications for an International Audience The flipped classroom model can be beneficial in graduate nursing education with our ever-changing student population.