Aim
The aim of this study was to explore the experience of Italian nurses engaged in caring for patients with COVID‐19.
Background
COVID‐19 found the health care world unprepared to face an emergency ...of such magnitude. Italy was one of the most affected European countries, with more than 250,000 cases. Understanding the impact of events of this magnitude on nurses provides a framework of knowledge on which educational training could be based to face similar situations in the future to prevent further breakdown.
Methods
The hermeneutic approach by Cohen was used. Semi‐structured interviews were conducted using a voice‐over Internet protocol. Interviews were transcribed, read in depth and analysed.
Results
Twenty nurses were interviewed. Four themes were extracted: uncertainty and fear, alteration of perceptions of time and space, change in the meaning of ‘to care’ and changes in roles and relationships.
Conclusions
Psychological support in association with emergency training prevents stress and helps tackle compassion fatigue.
Implications for nursing management
Policies to improve nursing science should be developed to ensure better quality of care, a higher number of professionals and, consequently, an increase in the safety of patients.
Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students’ feelings of belonging in school. In ...addition, their decisions of resource allocations also affect students’ academic success. Both aspects underpin the importance of teachers’ views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers’ attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (
N
= 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (
N
= 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.
•The definitions of Information need (IN), Educational need (EN) and Learning need (LN) were different.•There is no difference between the tools of IN, EN and LN in item generation, dimensions and ...validities.•There were more complete and comprehensive tools in the category of IN and LN tools.•Only 7 out of 22 IN/EN/LN tools assessed all seven domains of patient education.•Only one (Patient Learning Need Scale) of all identified tools was general and others were disease-focused.
There are various definitions and tools for Information Need (IN), Learning Need (LN) and Educational Need (EN) which are used interchangeably in the patient education.
Clarifying the definitions of IN, LN and EN as well as comparing item generation methods and the dimensions of the available tools to be used appropriately.
We searched PubMed/Scopus/Embase/Science Direct databases from 1960 to 2019. Two reviewers selected studies and extracted data independently.
We identified 22 tools comprised of 14 IN, 5 LN and 3 EN tools. The Patient Learning Needs Scale (PLNS) was the only general tool. The content of tools includes anatomy, physiology, diagnostic tests, symptoms, treatments, medications, diet, activity and self-care. No difference was found between EN/LN/IN tools in terms of item generation and dimensions according to their concept definitions. Seven tools assessed all 7 domains of patient education components.
The EN, LN and IN are different concepts, but using these concepts in the tools is not based on their definitions and they have been used interchangeably. IN and LN tools were more complete and comprehensive.
The findings of this review can help researchers and clinicians to use EN, LN and IN tools more appropriately.
With the advancement of ICT in the 21st century, ICT adopted education environment and teaching approaches are introduced in Higher Education setting globally. In the year of 2020 when global ...education sector encountered unprecedent difficult phenomena in Covid-19 Pandemic, teachers, students, and education administrators had to familiar with the terminology of online platform, hybrid learning and Flipped Learning (FL). With this strong intervention of ICT into the Education setting, this study aims to explore the students’ experience and perception toward the FL by analyzing and interpreting interview data from the qualitative studies on FL between 2014 and 2020. This study conducted text mining analysis, and topic modeling method from the selected 102 SSCI and Scopus level research articles on FL. The result of the study categorized the findings from the pure text analysis into three themes for the FL which were ‘teacher and classroom’, ‘motivation and students’ growth’, ‘educational needs and difficulties. From the result, the study confirmed the other two key topics which are related to student’ experience and characteristics such as growth of motivation, practical challenges, and difficulties from the FL experience. The result indicates that teachers need to give attentive attention and observation to the challenges that students are encountering during the classroom activities in FL setting.
New nursing graduates often experience difficulty adjusting to clinical work environments, despite completing well-structured education programs. This study explored the educational needs of recent ...nursing graduates from the perspectives of new nurses and their clinical educators in Korea. Four focus-group interviews with 7 nurse educators and 8 new nurses were conducted. Data were analyzed using Patton's inductive content analysis. Five analytic categories emerged: communication skills that build good relationships, managing unexpected situations, prioritization, practical experiences, and different ways of delivering education. Educators and new nurses agreed that communication skills are essential in building and maintaining interpersonal relationships. Future educational programs for new graduate nurses should reflect the needs of nurses and their educators so new registered nurses can successfully make the transition to expert nurses.
•Clinical educators and graduate nurses wanted education to improve communication skills and managing unexpected situation.•Communication skills and rapport building go together like “cogwheel,” which are critical for new nurses’ adaptation to work.•Educational programs for new nurses need to be continuously modified and improved by reflecting the demands of nurses.
Introduction: Curriculum revision based on stakeholderschr('39') needs assessment is one of the essential and continuous functions of educational systems. The aim of this study was to assess the ...educational needs of bachelor degree of healthcare management from the perspective of students. Methods: This cross-sectional study was conducted in 2019 at Shiraz University of Medical Sciences. 40 undergraduate students of healthcare management were selected by stratified-random sampling. The data were collected using a researcher-made questionnaire. The validity and reliability of the questionnaire were confirmed in a pilot study. Data analysis was done using descriptive statistics and SPSS 21 software. Results: 64.1 % of the participants had chosen their field of study without or with little prior familiarity. More than 60 % of them had chosen the field solely to take advantages of their degree. Only 22.5 % of the participants had high and very high satisfaction with this field of study. However, 65 % of them assessed the entrepreneurial ability of the graduates of this field as moderate and above. The majority of respondents considered field training useful in meeting job needs but believed that the current field training courses need to be improved. The educational content required for bachelorchr('39')s degree of healthcare management was identified and classified into 18 categories. Conclusion: The findings showed that the current curriculum of the bachelorchr('39')s degree of healthcare management needs to be revised and improved.
Pediatric Palliative Care (PPC) is a nascent subspecialty that aims on achieving the best possible quality of life for children with life-threatening illnesses. To attain this goal in a developing ...country, Pediatricians require adequate knowledge and skill in this subject. Assessment of competency and educational needs in Pediatricians is the first step towards this aim. A multi-center, self-reported, cross-sectional, online survey was conducted among Pediatric residents and junior staff pediatricians from various teaching hospitals in Pakistan. Data were analyzed in terms of descriptive statistics using SPSS 16. Total 284 Pediatric residents and junior staff pediatricians from 4 different training programs and 13 different teaching hospitals of Punjab, Pakistan recorded their responses. The mean age of respondents was 30.19 years (+2.67 SD) with a male-to-female ratio of 1:1.2. Regarding self-assessment of competency in end-of-life clinical skills, low or below average competence (Mean < 2.55) was reported in assessment and management of terminal delirium, agitation, and anxiety; use of adjuvant analgesics, discussing treatment withdrawal, use of parenteral opioid analgesics, and developing family-centered goals of care. Improved competence was observed with the increasing years of training/experience. Regarding interest(s) in learning about end-of-life clinical topics, all of the 10 topics included in the survey reached a significant level of interest (Mean > 2.5) while the top 3 recommended topics were: Pain assessment and management, assessment and management of terminal delirium, agitation, anxiety, and assessment and management of terminal dyspnea. Pediatricians in a developing country are eager to learn more about PPC but significant gaps exist in current training in PPC in our country that need to be bridged.
The article is devoted to the definition consideration of the educational needs of persons with health limitations (hereinafter – HL) and disabled persons in the tertiary education system; the ...aspects in which these needs are expressed. The article highlights the adaptation possibilities of disabled people in the tertiary education system, as well as the specifics of the organization and goals of an educational institution for teaching people with HL. The authors identify the barriers of social relations faced by students with HL, disabled students and their teachers at universities; analyze the degree of involvement of a student with HL in the educational process. The paper pays attention to the main approaches to the organization of educational activities of persons with HL and disabled people, namely: competence-based, project-based and activity-based approaches. The main types of inclusion, identified on the basis of medical indicators, as conditions for organizing the training of students with HL and disabled students are considered. It is determined that the education organization at the university of students with HL allows to adapt educational programs to the special needs of students, depending on the state of health of students with HL and of disabled students.
Objectives: The purpose of this study is to clarify the educational needs of nurses working at the functionally strengthening type of home-visit nursing establishments and the establishments which ...intend to shift to the strengthening type.Methods: We conducted a mail-out survey for home-visit nursing facilities (n = 964) in three prefectures in the vicinity of Tokyo.Results: A total of 447 out of 456 responders were analyzed. The educational needs by nurses working at 52 home-visit nursing establishments with enhanced functions and those without enhanced functions but indicated their intention to shift to the enhanced-function type found in “palliative care” and “end-of-life care at home (including care).” Educational needs were high. In addition, there was a significant difference in the educational needs of “end-of-life care at home” and “care for renal and bladder fistula” between nurses in the facilities with and without 24-hour operation (p = .05). There was no difference in the educational needs of nurses working at both home-visit nursing offices.Conclusion: The educational needs of nurses working at home-visit nursing establishments that are considering a transition to function-enhanced home-visit nursing establishments and function-enhanced nursing establishments are high for cancer nursing and terminal care, and function-enhanced home-visit nursing management It was presumed that it would be affected by the requirements for calculating medical expenses.
Background & objectives: Gestational diabetes is one of the most common medical problems during pregnancy, which has many negative consequences for mother and fetus. Knowledge of women about ...gestational diabetes and educational planning based on needs assessment can be effective for early diagnosis and reduction of possible complications of gestational diabetes. The aim of this study was to determine the educational needs of diabetic pregnant mothers in Meshgin health centers in 2018. Methods: This descriptive, cross-sectional study was conducted by- census on 689 pregnant women referring to Meshgin health centers in the spring and summer of 2018. Data were collected using a valid and reliable questionnaire of Hashemi-Beni and colleagues (2015) including three parts: demographic information, knowledge and educational needs assessment for mothers with gestational diabetes. Data were analyzed using SPSS 16 software. Results: The mean age of pregnant women participating in the study was 26.94±6.22 years, with an average gestational age of 24.36±9.18 weeks. 22 persons of 689 pregnant women were diagnosed with gestational diabetes, and the prevalence of gestational diabetes was 3.2%. The mean score of knowledge of diabetic pregnant mothers about gestational diabetes questions was 9.95±3.79 out of 13. In all items of gestational diabetes, at least one third of diabetic mothers reported need for education. Conclusions: Diabetic pregnant mothers, despite of high knowledge about gestational diabetes, still need to be trained in this regard. Therefore, it is necessary to hold leveled training courses to complete the information of mothers for better care of themselves
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