Background
Cancer is recognized as a family illness as many head and neck cancer (HNC) patients after treatment require assistance from a family caregiver throughout the rest of their life. The ...purpose of this study was to explore the lived experience of primary family caregivers of HNC patients dealing with laryngectomy regarding their complex supportive role.
Methods
Phenomenological study based on individual interviews of twelve primary caregivers of HNC patients, recruited by purposeful sampling. Interview contents were analyzed in depth, in accordance with Colaizzi’s descriptive analysis framework, to explore and identify significant themes and subthemes.
Results
Analysis evidenced three main topics and subthemes embracing various aspects of the caregiver’s lived experiences: (1) experiencing disease and the pathway of care, (2) handling changes to everyday life, and (3) support received by others.
Conclusion
Given the essential role the caregiver has in the patient’s post-treatment recovery, future planning of HNC patient care must consider the caregivers’ needs. In order to guarantee an appropriate and effective health professional care, it is important to consider caregivers’ issues and needs as part of HNC patient care planning from the diagnosis to the follow-up.
IntroductionThe healthcare systems in Europe are changing rapidly due to the increased complexity of healthcare needs, specifically for the ageing population with chronic diseases. Nurses play a key ...role in providing care for patients with chronic diseases, encouraging patients to take care of their own health improving their Health Literacy (HL) too. Previous works have highlighted the paucity of HL content in nursing curricula, and the need to prioritise the development of HL skills in academic teaching and assessment methods. The aim of this study is to analyse HL skills nursing literature to further develop scientific knowledge in this area of research.Methods and analysisThis scoping review will be conducted following Arksey and O’Malley’s framework. This study is based on the Joanna Briggs Institute manual. A systematic search will be performed by four researchers using the electronic databases of MEDLINE (via PubMed), the Education Resources Information Centre, the Cumulative Index to Nursing and Allied Health Literature, Scopus, Web of Science and Google Scholar. We will include any paper that focuses on HL skills and undergraduate nursing students. We will select every primary study (quantitative, qualitative and mixed method design) published in peer-reviewed journals up until February 2023, in both Italian and English language, without any time limit.Ethics and disseminationThis scoping review is part of a large project of the University of Catania which aims at developing higher educational standards for nursing student. This project will not involve patients/public and does not require ethical committee approval. This scoping review will be submitted to international peer-reviewed journals.Registration detailsThe protocol was registered with the Open Science Framework on 20 April 2023 (https://osf.io/cn8d7).
Background and aims: This study aimed to identify the status of social media addiction (SMA) and some related factors in nursing and midwifery students in Iran. Methods: In this cross-sectional ...study, 284 Nursing and Midwifery students participated. The study was conducted from October 4, 2021 to February 16, 2022. Sampling was done by simple random method. The data collection tool was Bergen’s Social Media Addiction Scale (BSMAS). Data analysis was performed using SPSS version 22. Pearson correlation and multivariate linear regression tests were used to analyze the data. Results: 234 (82.39%) of the students had some level of social media addiction. There was a statistically significant relationship between the hours of using social media during the day and the duration of using these media with addiction (β=0.537, P<0.001). There was a significant relationship between SMA and living single and independently (β=0.58, P=0.032). SMA had no significant relationship with other demographic characteristics of students (P>0.05). A statistically significant relationship was also between SMA and students’ academic performance (β=-0.412, P<0.001). Conclusion: The prevalence of SMA in the study population was alarmingly high. This emerging social problem should be considered in the community of nursing and midwifery students. Because this type of addiction can affect the quality and quantity of nursing care, with the development of attractive social networks dedicated to education and learning, these networks should be directed toward useful student goals.
Rationale and objectives In 2004, Johansson and colleagues, in their systematic review covering the years 1990–2003, documented education interventions and their effectiveness in the treatment of ...surgical patients. While they provide a review of the state of knowledge until 2003, recent trends in preoperative education and its effects on postoperative patients' outcomes have not been documented in a systematic review. The aim of this study was to describe preoperative educational interventions (including content and delivery time) and postoperative outcomes as considered in studies evaluating the effectiveness for patients undergoing major surgery published from 2004 to 2010.
Methods A systematic review of preoperative education and its effects on postoperative patient outcomes was undertaken. A search was conducted of the PubMed, CINAHL and EBMR databases, including the Cochrane Central Register of Controlled Trials. Randomised controlled trials, or at least clinical trials including pre‐/post‐test evaluations, with educational interventions performed by nurses preoperatively and outcomes evaluated postoperatively, and written in English, were included.
Results A total of 19 studies involving 3944 patients were retrieved. Of these, 12 were randomised controlled trials. Interventions were based on verbal education, on written/visual education, or both. The content of interventions varied widely. Frequent outcomes evaluated were anxiety, knowledge, pain and length of stay. Objective knowledge (what a patient retains from education) was the only positive outcome influenced by education.
Conclusions Current trends in preoperative education are: scheduling education early; increased frequency of message exposure through several interventions and/or reinforcements; content frequently addressing postoperative management; the measurement of outcomes such as patients' cognitive, experiential and biophysiological aspects. Both the clinical and research implications that emerged from the findings are discussed.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
Background:
Moral distress, defined as moral suffering or a psychological imbalance, can affect nursing students. However, many new instruments or adaptations of other scales that are typically used ...to measure moral distress have not been used for nursing students.
Aim:
This study aimed to translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Moral Distress Scale for Nursing Students (It-ESMEE) for use with delayed nursing students (students who could not graduate on time or failed the exams necessary to progress to the next level).
Research design:
The study used a cross-sectional research design.
Participants and research context:
Incidental sampling resulted in a sample of 282 delayed nursing students (mean age = 26.73 ± 4.43 years, 73% female) enrolled between May and August 2020 in a University of central Italy.
Ethical considerations:
The research protocol was approved by the internal review board of the university, and all participants provided their written informed consent.
Results:
The study confirmed a multidimensional second-order factorial structure for the It-ESMEE with five dimensions: improper institutional conditions to teach user care, authoritarian teaching practices, disrespect for the ethical dimension of vocational training, lack of competence of the teacher and commitment of ethical dimension of user care. The internal consistency was high (0.753–0.990 across the factors), and the standard error of measurement and smallest detectable change were adequate.
Discussion:
The It-ESMEE is able to assess moral distress in delayed nursing students with good validity and reliability. It can be used in research and to determine moral distress levels, helping teachers to monitor the condition in nursing students.
Conclusion:
This instrument can help in comprehending moral distress, enabling students to develop coping and intervention strategies to maintain their well-being, and to ensure the quality of nurse education.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK, VSZLJ
Background: Nurses are a vital element of the health care delivery system, and their shortage has a negative effect on the quality of patient care.Aim: This study was performed aimed to investigate ...nurses' intention to leave the profession (ITL) and its related factors. Method: This cross-sectional study was performed on 265 nurses working in the teaching hospitals of Zanjan University of Medical Sciences, Iran, from September 2020 to February 2021. Data was collected using demographic and researcher-made ITL questionnaires. Data were analyzed by SPSS (version 16). P<0.05 was considered statistically significant. Results: Among the 265 nurses surveyed, 154 (58.55%) intended to leave the profession. The total score of intention to leave the profession was 60.21±14.46. From the perspective of nurses, "lack of welfare facilities," "high workload," "high working hours," "lack of proper management processes," and "low income" have higher priority for the intention to leave the profession. There was a statistically significant relationship between the type of shift work (p<0.05) and the amount of income (P<0.001) with intention to leave the profession. Age, gender, and income were identified as the predictors of the nurses' intention to leave the profession (P<0.05). Implications for Practice: The intention to leave the profession is alarmingly high among Iranian nurses. Managers and policymakers can consider the factors identified in this study to diminish the nurses' intention to leave the profession.
Future nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related ...principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation.
A longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data.
At the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11-4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06-4.26) and 3rd years (4.26; CI 95%, 4.16-4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20-4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07-4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27-4.47; p<0.01).
Nursing students' competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.
Aims
An available strategy to counteract academic failure is the development and implementation of student academic self‐efficacy; however, to date, there are no instruments measuring it. The aim of ...this study was to develop and psychometrically test an academic nurse self‐efficacy scale.
Design
A longitudinal study design was used in accordance with Consensus‐based Standards for the Selection of health status Measurement Instruments guidelines.
Methods
A convenience sample of 1,129 nursing students attending the first year of the course were involved. The data collection began in 2014 and went on for 3 years. Data were collected at the beginning of the first (T0), at the end of the first (T1), at the end of the second (T2), and at the end of the third (T3) year. The academic nurse self‐efficacy scale was evaluated for content and face validity, for construct validity with explorative, confirmative factor analysis and hypothesis testing and for reliability. The standard error and the smallest detectable difference were also evaluated.
Results
Scree plot analysis suggested a four‐factor solution and confirmative factor analysis model reached a good fit. We verified the first hypothesis, partially the second and not the third. The dimensions show a Cronbach's α 0.72–0.83. The smallest detectable difference was 26%.
Conclusions
The academic nurse self‐efficacy scale had good validity and reliability and should be considered for nursing students.
Impact
These findings may have an impact on universities, mainly in nursing degree programmes because nurse educators can identify nursing students with low academic self‐efficacy and help them in their academic duties. Indirectly, academic self‐efficacy monitoring can be used for evaluating the effect of different teaching strategies or mentorship support over time.
目的
学生学业自我效能的发展和实施是应对学业失败的有效策略; 然而,到目前为止,还没有测量它的仪器。本研究的目的是开发和心理测量的学术护士自我效能量表。
设计
根据公认的健康状况测量仪器选择标准,采用纵向研究设计。
方法
以1129名护理学学生为研究对象,采用便利抽样法对其进行调查。数据收集始于2014年,持续了3年。数据收集始于第一年初(T0)、第一年末(T1)、第二年末(T2)和第三年末(T3)。对学术护理效能量表的内容效度、表面效度、构念效度进行探索性、验证性因素分析和假设检验,并进行信度评估。并对标准误差和最小检测差异进行了评价。
结果
碎石图分析提出了一个四因素解决方案,验证因子分析模型达到了很好的拟合。我们验证了第一种假设,第二种的部分,而不是第三种。尺寸显示克伦巴赫α0.72 ‐ ‐0.83。最小的可检测到的差异为26%。
结论
学术护士自我效能感量表具有良好的有效性和可信度,值得护理专业学生参考。
影响
这些发现可能会在大学产生影响,主要是对护理学位项目上,因为护理教育者能够发现学业自我效能低的护理学生,并帮助他们完成学业任务。学业自我效能感监测可以间接地用于评估不同教学策略或辅导支持的效果。
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK, VSZLJ
Student satisfaction is one indicator of quality in higher education, allowing access to funding and coming with repercussions on student performance. This theme is considered complex and highly ...studied; however, in the nursing literature, there are no studies that summarize and combine the variables and predictors of satisfaction, as well as the existing conceptual models.
The purpose of this study is to define the following: 1) nursing students' academic satisfaction, 2) the existing theoretical models, 3) the academic satisfaction trend during the course, 4) the differences in academic satisfaction level between nursing student characteristics, and 5) the variables involved in the satisfaction process.
An integrative review using Whittemore and Knafl's (2005) methodologies was conducted. The electronic databases CINAHL, PubMed, Cochrane, and Scopus were used. Two reviewers independently conducted the quality appraisal of the selected studies using the checklist proposed by Edwards (2015) and the Joanna Briggs Institute (JBI) tool.
Nineteen papers were included. The articles were published between 1990 and 2018.
The review highlights the lack of a shared conceptual framework to guide the empirical research in the nursing degree field. Four dimensions that predict satisfaction with the curriculum have been identified: faculty, curriculum, social, and development.
•Student satisfaction is an indicators of quality in higher education.•Student satisfaction allows access to funding and has repercussions on student performance.•Satisfaction has a dynamic trend over time.•Skill of the teachers, nursing curriculum, social and developmental aspects positively predict satisfaction.•Innovative teaching, student centrality, teacher selection and national curriculum can improve satisfaction.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
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