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Theoretical frameworks offer guiding principles to guide nursing practice on well-defined nursing knowledge. Peplau’s theory of interpersonal relationship empowers nurses in their work for regaining health and well-being for people. Understanding the theory and the connectedness that arises from this theory provides a structure for nurse-patient relations, even working through a language barrier as evidenced by the case scenario detailed in this article.

The crucible of the COVIDicene distills critical issues for nursing knowledge as we navigate our dystopian present while unpacking our oppressive past and reimagining a radical future. Using Barbara Carper's patterns of knowing as a jumping-off point, the authors instigate provocations around traditional disciplinary theorizing for how to value, ground, develop, and position knowledge as nurses. The pandemic has presented nurses with opportunities to shift toward creating a more inclusive and just epistemology. Moving forward, we propose an unfettering of the patterns of knowing, centering emancipatory knowing, ultimately resulting in liberating the patterns from siloization, cocreating justice for praxis.

The goal of Doctor of Nursing Practice (DNP) education is to prepare advanced practice nurse leaders for the practice setting. Accordingly, it is imperative that DNP education is grounded in nursing theoretical knowledge. The purpose of this project was to examine the presence of nursing theoretical knowledge within DNP programs across the United States. A retrospective approach was used to review publicly available information on the webpages of a sample of DNP programs accredited by the Commission on Collegiate Nursing Education (CCNE) to determine if nursing theoretical knowledge guided DNP programs. Demographic information was also collected. A sample of 100 CCNE accredited programs revealed a lack of nursing theoretical knowledge visible within DNP programs. It is unclear how DNPs are being prepared to be practice leaders guided by nursing theoretical knowledge. Nursing leaders must develop policies to assure that nursing knowledge is core in DNP programs.

Background: Accurate decision-making in triage requires continuous education, so triage nurses should receive annual refresher courses. Identifying the most effective method can make the provision of practical education to triage staff in hospitals possible. This review was conducted with the aim to determine the effectiveness of triage education methods in Iran. Materials and Methods: In this systematic review on educational intervention studies, international and Iranian medical sciences databases were searched using a defined search strategy compatible with each database. PubMed, Scopus, Web of Science, Google Scholar, SID, Islamic Science Center (ISC), and IranDoc databases were searched for literature published from January 2010 to January 2020. The MeSH terms of “health care staff,” “triage,” “education,” and “Iran” in English and Persian were combined to develop a search strategy. Initially, 768 article titles were retrieved. Finally, 16 articles were selected for the review. Results: All conducted studies were quasi-experimental. Half of the studies had used a face-to-face approach for education (workshop, lecture, and simulation), and four studies had used lectures and pamphlets. All studies (except 1) reported that their educational intervention significantly improved nursing knowledge on triage. Conclusions: Almost all studies had reported the effectiveness of an educational intervention in improving nurses' triage knowledge. However, it seems that the non-face-to-face method is superior to the face-to-face method because of its learner-centeredness and cost-effectiveness. Moreover, providing educational content using a blended learning approach (simulation and games) can enhance the effectiveness of triage education.

Nursing knowledge is housed in its paradigms, philosophies, models, and theories. This knowledge must be utilized to demark nursing’s unique contributions within healthcare, regardless of the setting. The purpose of this paper is to explore the ways in which Parse’s community model may serve as a way to think about health policies and the unique ways policies may connect to nursing knowledge. Within this paper, there is a discussion about health policy, Parse’s humanbecoming paradigm, and policy development reflected upon with change concepts within the humanbecoming community model. This exploration is important because “disciplinary knowledge is the foundation for transforming health policy and health care delivery systems” (American Academy of Nursing, 2020, para. 1).

The purpose of this scoping review is to present an overview of terms found in publications associated with end-of-life care management that can impact decision making by patients, health care providers, and researchers. Connotative terminology and syntax can influence the decision-making approach and process. We examined 49 publications for positive, negative, and neutral connotations. We consistently found negative terminology in the publications. To advance the development of nursing knowledge regarding end-of-life care, researchers should be aware of their biases of terminology and syntax use. We propose modifications to language used in end-of-life care planning models and literature can improve care congruency.

Hope is a universal humanuniverse living experience. To advance nursing knowledge of hope as a universal humanuniverse living experience, the scholar dwelled with printed material on hope and explored with pattern preferences. The purpose of this paper is to set forth the conceptual foreknowings arising from the integrative review of literature from diverse disciplines. Four themes arose from the review, which are elaborated here.

The disciplinary perspective of nursing is guided in part by its metaparadigm, which includes the concepts of human beings, environment, health, and nursing. While relevant to the discipline as a whole, these abstract concepts are not meant for operationalization into the practice environment. The authors in this paper introduce a midparadigm of nursing—namely, the prismatic midparadigm—for applications in research, practice, policy, and education. It is a framework of concepts that are less abstract, but congruent with, the metaparadigm and more specific to the practice environment with the context of vulnerability as central.

Zusammenfassung. Hintergrund: Befragungen von pflegenden Angehörigen von Menschen im Projekt MoCaB (Mobile Care Backup) zeigen, dass u. a. ein Mangel an Krankheitswissen und Unwissen über pflegerische Handlungsoptionen als belastend erlebt werden. Zielsetzung und Fragestellung: Ziel ist es, pflegende Angehörige in ihrer Häuslichkeit zu unterstützen. Dazu werden pflegerelevantes Wissen und Anleitungen zur Selbstpflege situationsgerecht über eine mobile Applikation (MoCaB-App) bereitgestellt. Methoden: Das Kernelement der mobilen Applikation, die personalisierte Wissensvermittlung in Dialogform, wird in einem partizipativen Verfahren mit potenziellen Nutzerinnen und Nutzern entwickelt. Das relevante evidenzbasierte Pflegewissen wurde im Experten-Review-Verfahren gesichtet und für die Zielgruppe der pflegenden Angehörigen aufbereitet. Ergebnisse: Bislang wurden 86 pflegerelevante Themen identifiziert und formuliert. Die Usability-Testungen mit potenziellen Anwenderinnen und Anwendern zeigen, dass die Inhalte selbst, die sprachliche Aufbereitung und die Darbietung über die MoCaB-App gut angenommen werden. Ausblick: In einem nächsten Schritt wird die App im häuslichen Setting mit pflegenden Angehörigen getestet, um ggf. weitere Überarbeitungsbedarfe zu identifizieren.

Aim This study aimed to assess (a) nurses' knowledge and their attitude towards the Advanced Nursing Process—nursing assessment, diagnoses, interventions, outcomes, (b) the quality of the Advanced Nursing Process and (c) relationships with patient characteristics. Design A cross‐sectional, descriptive correlational study was performed. Methods Ninety‐two registered nurses and ninety nursing records of six hospital wards were included. In January 2016, a knowledge test, a self‐assessment tool for measuring nurses' attitude (PND) and the Quality of Diagnoses, Interventions and Outcomes Revised instrument (Q‐DIO R) were applied. The correlations between nurses' knowledge, attitude, patient characteristics, organizational factors and the Advanced Nursing Process quality were investigated. Results Nurses demonstrated low levels of knowledge, positive attitudes and an average Advanced Nursing Process quality. Accurate nursing diagnoses were strong and highly significantly related to effective nursing interventions and better nursing‐sensitive patient outcomes. A higher proportion of registered nurses was related to better nursing outcomes.

Education in nursing science began in Canadian universities in 1919. Thanks to inter-university groups, it has never stopped evolving, making it possible to delimit and define different nursing knowledge. All stakeholders work together to meet the complex socio-political issues that affect the profession.

This column on Philosophical Issues introduces a conceptual innovation, the midparadigm, designed to facilitate continued development of nursing knowledge while moving beyond the metaparadigm. The midparadigm is a conceptual structure lower in abstraction than a metaparadigm consisting of an organization of concepts that reflect shared scientific and practical values for theory development in reference to a practice-relevant context. In this introductory article, I explain its philosophical rationale and provide other groundwork about the midparadigm. The feature article is authored by a team of doctoral students who present an exemplar of a midparadigm, which they have called their prismatic midparadigm of nursing.

By seeking answers to ontological and epistemological questions, nursing scholars explored the foundations of nursing and articulated the meaning of nursing science from various philosophical perspectives. This ongoing search for advancement and development of nursing aligns with the concept of "normal science" by Thomas Kuhn. Kuhn's science influenced nursing knowledge, resulting in the development of nursing metaparadigm and paradigms. Despite this influence, Kuhn's science's relevance for nursing science received a little scrutinization. This article presents a critical analysis of Kuhn's science and its influence on and relevance for nursing discipline and suggests implications for nursing knowledge development.

It is important to explore the ways in which registered nurses (RNs) influence care across a variety of settings. There has been a clear call for baccalaureate-prepared RNs (BSN-RNs) to have a place at the forefront of primary healthcare. This place in primary care is important, but it needs to be grounded in unique nursing knowledge within the extant nursing models and theories. The purpose of this paper is to explore the roles of nurses in primary care with policy connections to nursing theories and models.

In 2011, the American Academy of Pediatrics (AAP) published a technical report on the lifelong effects of early toxic stress on human development, and included a new framework for promoting pediatric health: the Ecobiodevelopmental Framework for Early Childhood Policies and Programs. We believe that hospitalization is a specific form of toxic stress for the neonatal patient, and that toxic stress must be addressed by the nursing profession in order to substantially improve outcomes for the critically ill neonate. Approximately 4% of normal birthweight newborns and 85% of low birthweight newborns are hospitalized each year in the highly technological neonatal intensive care unit (NICU). Neonates are exposed to roughly 70 stressful procedures a day during hospitalization, which can permanently and negatively alter the infant's developing brain. Neurologic deficits can be partly attributed to the frequent, toxic, and cumulative exposure to stressors during NICU hospitalization. However, the AAP report does not provide specific action steps necessary to address toxic stress in the NICU and realize the new vision for pediatric health care outlined therein. Therefore, this paper applies the concepts and vision laid out in the AAP report to the care of the hospitalized neonate and provides action steps for true transformative change in neonatal intensive care. We review how the environment of the NICU is a significant source of toxic stress for hospitalized infants. We provide recommendations for caregiving practices that could significantly buffer the toxic stress experienced by hospitalized infants. We also identify areas of research inquiry that are needed to address gaps in nursing knowledge and to propel nursing science forward. Finally, we advocate for several public policies that are not fully addressed in the AAP technical report, but are vital to the health and development of all newborns.

Some have described that nursing is at a crossroads that necessitates finding ways to balance knowledge development that is philosophical and conceptual/theoretical with the empirical inquiry, particularly of the developing related biologic sciences. This article sets a direction for nursing knowledge development that is domain-driven. The central role of nursing theory in attaining the common goals of nursing is envisioned. Recommendations include that grand theories, middle-range theories, and practice theories in tree-like fashion feed into the common goal of humanization; that all teaching tools in nursing begin with common goals and describe nursing theories as contributing to these goals; that theory-practice alliances are central in filling out the envisioned domain-driven knowledge and integrating this with practice-shaped basic sciences.

Background Simulation plays a vital role in nursing education, however, modifiable factors influencing students' simulation performance have not been sufficiently examined. The purpose of this study was examine relationships among anxiety, self-efficacy, nursing knowledge, and performance during simulation. Methods The study used a mixed-methods design. Anxiety, self-efficacy, academic achievement, and performance during simulation were measured quantitatively; correlations between key variables were calculated. Qualitative data were collected during post-simulation debriefing and triangulated to inform quantitative findings. Results Significant relationships were identified between knowledge of nursing care and simulation performance. Student qualitative reports of heightened anxiety and lack of confidence and uncertainty contrasted from quantitative measures. Potential reasons for this finding were explored. Conclusions The relationship between knowledge of nursing care and simulation performance supports the effectiveness of simulation as a means to evaluate the application of knowledge in a clinical laboratory setting. Further research is needed to explain the complex relationships between anxiety, self-efficacy, and performance during simulation.

In this paper, the authors explore three philosophical theories of truth and offer a critique of this foundational area of scholarship for nursing. A brief summary of key ideas related to the three substantial philosophical theories of truth—that is, correspondence, pragmatism, and coherence—serves to highlight various convictions and commitments that facilitate or discourage the growth of nursing knowledge in particular ways. The authors conclude that the coherence theory of truth offers a more inclusive view of truth and best captures and supports the diversity that exists within nursing knowledge and the regulative ideal to which nursing aspires.

This study proposes the establishment of a knowledge-system ontology in the nursing field. It uses advanced data mining techniques, digital publishing technologies, and new media concepts to comprehensively integrate and deepen nursing knowledge and to aggregate sources of knowledge in specialized technical fields. This study applies all forms of media and transmission channels, such as personal computers and mobile devices, to establish a knowledge-transmission system that provides knowledge services such as knowledge search, update retrieval, evaluation, questions and answers (Q&As), online viewing, information subscription, expert services, push notifications, review forums, and online learning. In doing so, this study creates an authoritative and foundational knowledge service engine for the nursing field, which provides convenient, flexible, and comprehensive knowledge services to members of the nursing industry in a digital format.

In this paper, we call for an ontological and reflexive turn in first-year nursing education. An ontological turn focuses on formation, the 'being' and 'becoming' of a nurse, and emphasizes the value of nursing knowledge. First-year nursing students often possess romanticized ideals about being a nurse that devalues the knowledge and expertise of nurses. We posit a thoughtful ontological orientation within nursing education that shifts the emphasis toward becoming skillful nurses, with expertise grounded in nursing perspectives. A focus on formation includes discussions regarding ideologies, dominant perspectives, and reflexive explorations of students' views of nursing juxtaposed with the realities of nursing practice. We propose ontologic reflexivity as an approach to consider what perspectives are prioritized (or not) within the nursing classroom. Within pedagogical dialogic spaces, ontologic reflexivity calls on educators to create opportunities for students to learn the value of nursing knowledge along with other forms of knowledge. We consider ways in which an ontological and reflexive turn within the first year of nursing education may contribute to the formation of nursing students who value nursing knowledge, are open-minded to various forms of knowledge, and possess an intentional reflexive way of being.

There are many ways to lead across all healthcare settings. It is important for nurses to find a way of leading that is grounded in unique nursing knowledge that is consistent with their values and beliefs. These values and beliefs are “lived out” in chosen projects. The purpose of this paper is to explore Parse’s leading-following model. This exploration is focused on nurse-led care centers or clinics exemplars, since the centers serve as “chosen” projects of nurse leaders.

Using theory as a framework for community-based interventions in African American members provides the principles and guidance needed to generate nursing knowledge. However, choosing an appropriate theoretical framework to guide community-based interventions can be challenging. The aim of this manuscript is to examine the use of three historical models or theories (the Health Belief Model, the Theory of Planned Behavior, and Bandura's Self-Efficacy Theory), which are still being used today, to better understand their applications in community-based interventions.

Objective: cultural adaptation and validation of the Moral Sensitivity Questionnaire to assess moral sensitivity among Brazilian nurses. Method: methodological study with 106 nurses from two hospitals located in the south of Brazil. The instrument was culturally adapted according to international guidelines, following six steps: translation, reconciliation of translated versions, back translation, expert panel, pretest, and final review. The Brazilian version was validated in the Brazilian context using factor analysis and Cronbach’s alpha. Results: after the expert panel’s assessment, pretest, and verification of face and content validity, the instrument was considered satisfactory to be applied among Brazilian nurses. Six constructs were identified: Respect for patients’ autonomy, modified autonomy, experiencing moral conflict, having confidence in medical and nursing knowledge, structuring moral meanings, and teamwork. The instrument presented satisfactory internal consistency, with a Cronbach’s alpha equal to 0.62; the Cronbach’s alpha of the six constructs ranged from 0.60 to 0.67. Conclusion: the Brazilian version of the Moral Sensitivity Questionnaire is valid and reliable to be applied among Brazilian nurses and can improve understanding of factors involving decision-making when facing ethical conflicts. RESUMEN Objetivo: adaptar culturalmente y validar el Moral Sensitivity Questionnaire para evaluación de la sensibilidad moral en enfermeros brasileños. Método: estudio metodológico, realizado en 106 enfermeros de dos hospitales, en el sur de Brasil. Fue realizada la adaptación cultural del instrumento según recomendaciones internacionales, siguiendo seis etapas: traducción; resumen de las traducciones; back translation; comité de especialistas; pretest; y, revisión final por los investigadores. La validación para utilización en el contexto brasileño se realizó por medio del análisis factorial Alfa de Cronbach. Resultados: después de los procedimientos de evaluación por el comité de especialistas, pretest, validez aparente y de contenido, el instrumento fue considerado satisfactorio para aplicación en enfermeros brasileños. Fueron identificados seis constructos: respeto a la autonomía del paciente; autonomía modificada; experimentando conflicto moral; confianza en el conocimiento médico y de enfermería; significado estructural moral; y, trabajo en equipo. El instrumento presentó consistencia interna satisfactoria, con Alfa de Cronbach 0,62; los seis constructos variaron entre 0,60 y 0,67. Conclusión: el Moral Sensitivity Questionnaire, en su versión brasileña, es un instrumento válido y confiable para ser aplicado por enfermeros brasileños y podrá contribuir para la comprensión de factores que participan en la toma de decisiones delante de conflictos éticos. RESUMO Objetivo: adaptar culturalmente e validar o Moral Sensitivity Questionnaire para avaliação da sensibilidade moral em enfermeiros brasileiros. Método: estudo metodológico, realizado com 106 enfermeiros de dois hospitais do Sul do Brasil. Foi realizada adaptação cultural do instrumento segundo recomendações internacionais, seguindo seis fases: primeira tradução; resumo das traduções; back translation; comitê de especialistas; pré-teste; revisão final pelos pesquisadores; e, por fim, a sua validação para utilização no contexto brasileiro por meio de análise fatorial e alfa de Cronbach. Resultados: após procedimentos de avaliação pelo comitê de especialistas, pré-teste, validade de face e conteúdo, o instrumento foi considerado satisfatório para aplicação em enfermeiros brasileiros. Foram identificados seis constructos: respeito à autonomia do paciente; autonomia modificada; experimentando conflito moral; confiança no conhecimento médico e de enfermagem; significado estrutural moral; e trabalho em equipe. O instrumento apresentou consistência interna satisfatória, com alfa de Cronbach 0,62 e os seis constructos variaram entre 0,60 a 0,67. Conclusão: o Moral Sensitivity Questionnaire, em sua versão brasileira, é um instrumento válido e confiável para sua aplicação em enfermeiros brasileiros e poderá contribuir para a compreensão de fatores que envolvem a tomada de decisão diante dos conflitos éticos.

This article explores the lived experiences of Polish nurses' transition into the Norwegian healthcare system and analyses the emerging differences in nursing practices and professional identities between Poland and Norway. It draws on ethnographic findings and argues that nursing is a complex practice, which involves not only nursing knowledge, but also less obvious and often taken for granted nursing imaginaries and actions. In doing so, the article looks at different ways of walking, speaking and listening, which are not merely nurses' daily habits, but also the embodiments of hierarchical relations, agency and empowerment in healthcare settings. This kind of analytical perspective of the existing differences in nursing practices and professional identities between Poland and Norway raises crucial questions about transitional contexts of nurse migration and shows that nursing is not static, but rather a dynamic and processual way of conduct.

This paper aims to make a brief reflection on the production and dissemination of knowledge in nursing and health. Thus, the role of the EEAAC in the production of knowledge inherent to nursing and its interfaces in the context of the pandemic is highlighted. A production of knowledge integrated into the social context is recommended in view of the advances in science. The OBJN has a primary role in the dissemination of scientific nursing knowledge and related areas. The current management aims to move forward so that the journal has significant impact and open access.

Background It is estimated by the year 2050, 80% of the global elderly population will be from the low-and middle income countries. Elderly care requires health workers with skills associated with an understanding of the biological, psychological, social and cultural theories related to aging. Nurses with better knowledge, skills and positive attitudes towards elderly care are highly needed and critically important for better healthcare and wellbeing of the elderly population. Therefore the objective of this study was to assess the level of knowledge and attitude of nursing students towards elderly care in Zanzibar Island. Methods A cross-sectional study was conducted in Zanzibar involving three out of five nursing training institutions. Participants were selected by systematic random sampling. Facts on Aging Quiz 2 and Kogan’s Attitudes Toward Old People scale were used to assess the level of knowledge and attitude towards elderly care among the students respectively. Simple and multivariable logistic regressions were applied to determine the predictors of knowledge and attitude among the participants. Results A total of 393 students participated in this study. Only 17% (69) of the participants had good level of knowledge and about 67.9% (267) had positive attitude towards elderly care. Living in an extended family and with an elderly person at home were both associated with good level of knowledge and positive attitude towards elderly care. Furthermore, living in a rural area (adjusted odds ratio = 2.23; 95% confidence interval: 1.22, 4.10) and studying at public institution (adjusted odds ratio = 2.59; 95% confidence interval: 1.41, 4.63) were associated with positive attitude towards elderly care. Conclusion This study has shown that the majority of nursing students in Zanzibar have positive attitude but poor level of knowledge towards elderly care. The current findings have demonstrated that past experience with an elderly person can help in influencing good knowledge and shaping positive attitudes towards elderly care. Low level of knowledge shown in the study suggests for further research on adequacy of nursing curriculum and/or its implementation.

Aim and objectives The primary aim of this study was to examine the effectiveness of the blended learning pedagogy in a clinical skill-based module using the Community of Inquiry (CoI) framework. The secondary objectives were to assess the effectiveness of blended learning in improving the nursing knowledge, and students' satisfaction with this approach. Background Blended learning is increasingly adopted in education as more online resources are made available for tutors to use for the benefit of their students. That implied a reduction in the face-to-face contact time in replacement for online teaching, which therefore warrants a need to examine the effectiveness of blended learning approach. The application of CoI framework could evaluate the blended learning approach to assist teaching faculty with evidence-based practices on online teaching. Design This study used the quasi-experimental, pretest-posttest design, and results were presented according to the Transparent Reporting of Evaluations with Nonrandomised Designs (TREND) guidelines. Methods This study was conducted in a university and recruited 219 Year 1 nursing students who completed a clinical-based module. Results The results of the CoI survey found that teaching presence scored the highest mean, followed by cognitive and social presence. The design of the blended learning was effective in enhancing students' knowledge but they only expressed a moderate level of satisfaction. Conclusions Blended learning is a feasible pedagogical strategy for a clinical skill-based module. However, further investigation is required to explore the factors and strategies which could improve students' satisfaction. Relevance to clinical practice Blended learning has become one of the contemporary trends in education. Refining teaching strategies may meet the learning needs of today's generation and improve students' learning outcomes.

Concept building consists of a 10-phase approach using a practice story as the first step in developing a defined concept supported by both scientific and experiential evidence. The purpose of concept building is to guide development of a program of research that informs nursing knowledge and evidence-based practice. Thus, concept building can serve as a teaching strategy for early-stage doctoral students to initiate scholarly inquiry. In this example, the process of concept building occurred as a nurse practitioner in a doctor of philosophy program began to transition ideas that stemmed from practice into phenomenon for scholarly research. The practice story for the concept taking on enduring distress stems from a patient encounter in the nurse practitioner's adolescent headache clinic. Information gained from concept building laid the foundation for an adolescent headache program of research. The purpose of this paper is to demonstrate a step-by-step approach using Liehr and Smith's 10-phase process for concept building and to describe the program of research that followed.

Objective: to evaluate the impact of an educational intervention, on nurses’ self-perception, about knowledge and skills for initial care for burn victims. Methods: a quasi-experimental study of the type before and after, with 18 nurses who assist burn victims. The intervention was carried out for 11 days in face-to-face meetings and online activities, and comprised active case-based learning strategies, simulation training, concept maps and digital portfolio. A structured instrument was used to collect sociodemographic data, and another one related to the knowledge and essential skills to the initial care for burn victims. Results: The average scores found before the intervention ranged from 2.78 to 3.33 and, after the intervention, they ranged from 3.89 to 4.72. Relevant statistical differences (p

Purpose The purpose of this study was to investigate newly graduated nurses' educational needs for web-based simulation (WBS) education. Methods A cross-sectional descriptive study was conducted with 132 registered nurses, regardless of their career length, working at a hospital in Korea. Data accrued through a self-reported questionnaire asking nurses about their educational needs. Data were analyzed using descriptive statistics, independent t-test ANOVA, and Scheffe test. Results Almost all (96.2%) participants said that new nurses need simulation training, and 90.2% of participants said WBS is necessary. The highest ranked category was fundamental nursing knowledge, followed by fundamental nursing technique. Among 81 items of nursing education needs, top ranked items were cardiopulmonary resuscitation, care of artificial airways, oxygen therapy, and mechanical ventilation, which were mostly in the fundamental-nursing-techniques category. Educational needs significantly differed depending on participants' clinical experience (F = 5.37; p = .006), hospital types (t = −3.48; p = .001), and past experiences as a preceptor (t = 2.71; p = .008). Participants with 4 to 6 years of clinical experience, working in a hospital with more than 300 beds, and with experience as a preceptor, answered that new nurses have high educational needs WBS. Conclusions WBS for new nurses should include fundamental nursing knowledge and techniques that can apply to clinical practice immediately after learning. Also, emergency nursing care should be included to prioritize adequately and cope with emergency situations. The use of WBS will help new nurses learn and adapt to the clinical setting, which can assist nurses in providing optimal care to patients with confidence.

This article's purpose is to propose ideas about developing teaching standards for each of 4 learner levels that lead to 4 types of nursing practice. The learner levels and types of practice are undergraduate/basic practice, graduate/enhanced practice, doctor of nursing practice/translational practice, and research doctorate/knowledge development practice. Each learner level requires different content and different teaching strategies. Thus, teaching at each level requires different teaching standards. This article is written in separate parts. Each section develops necessary ideas to support a set of recommended teaching standards needed to teach authentic nursing theoretical thinking at each level of nursing education.

Objective: to present reflective arguments on the measures to accelerate the training of nurses and their early insertion in the health system during the COVID-19 pandemic. Method: an analytical and theoretical-reflective text, based on the central construct of “Nursing knowledge”, whose theoretical framework of reference was formed by two of the fundamental patterns of knowing, from Chinn & Kramer's perspective: the ethical and the empirical. Results: newly graduated nurses, in the process of accelerated training, will have few resources available from the empirical knowledge pattern, both due to the reduced framework of knowledge evidence and to the difficulty in dealing with mechanisms that are often unknown. As they do not have levels of clinical knowledge, such as that developed in the applications of practical experience, recent graduates may have to confront situations that will impact on the ethical knowledge pattern. Conclusion: the acceleration in the training of Nursing students and their insertion in the health system in the current pandemic situation must be viewed with caution, as the risks are high, both from the point of view of clinical decision-making and from the perspective of facing dilemmas and ethical problems.

Background Collaborative learning has been used in nursing education for more than two decades. However, little is known about its relationship to quality of nursing education, its implementation process as well as what factors likely influence the effectiveness of the teaching approach. Methods Previous relevant literature had been searched and located from three electronic databases including CINAIL, PubMed, and Google Scholar. Results Collaborative learning had been employed in classroom teaching, clinical education and online course teaching. The strategy of instruction was found useful for improving nursing knowledge and skill performance, improving student clinical competency, as well as promote student group skills and learning behavior (e.g., Class engagement, motivation for learning, self-confidence). Conclusions It was recommended to integrate collaborative learning into nursing education due to positive influences on student learning.

Ventricular assist devices (VAD) are used to extend life expectancy for patients with advanced heart failure. Approximately 102 hospitals nationwide have a VAD program, but the majority implant only a small number of devices each year. This low-volume and high-acuity patient population can create concerns for maintaining nursing knowledge skill levels. Nursing staff from a step-down telemetry floor in a large urban hospital completed an Individual Readiness Assessment Test to assess their knowledge and accuracy in the care of mechanical circulatory support patients using the Immediate Feedback Assessment Technique. The nurses were then assigned to small groups and worked as a team to complete the same test known as the Group Readiness Assessment Test. Study results suggest that team-based learning was effective in increasing knowledge of mechanical circulatory support. [ J Contin Educ Nurs . 2021;52(1):13–20.]

Aim A philosophical discussion of constructive realism and measurement in the development of nursing knowledge is presented. Background Through Carper's four patterns of knowing, nurses come to know a person holistically. However, measurement as a source for nursing knowledge has been criticized for underlying positivism and reductionist approach to exploring reality. Which seems mal-alignment with person-centred care. Design Discussion paper. Discussion Constructive realism bridges positivism and constructivism, facilitating the measurement of physical and psychological phenomena. Reduction of complex phenomena and theoretical constructs into measurable properties is essential to building nursing's empiric knowledge and facilitates (rather than inhibits) person-knowing. Implications for nursing Nurses should consider constructive realism as a philosophy to underpin their practice. This philosophy supports measurement as a primary method of inquiry in nursing research and clinical practice. Nurses can carefully select, and purposefully integrate, measurement tools with other methods of inquiry (such as qualitative research methods) to demonstrate the usefulness of nursing interventions and highlight nursing as a science.

A theory of the structure of nursing knowledge is proposed. Using retroductive reasoning to build upon an existing theory, the goal of the Nursing Knowledge Pyramid is to integrate disparate forms of nursing knowledge into a comprehensive, coherent, and useful structure to enhance the learning, development, automation, and accessibility of nursing knowledge. Education uses are discussed.

There has been much written about the importance of care that is centered on persons and their loved ones. Patient-centered care has been central to nursing practice and unique nursing knowledge. This central focus provides an opportunity for nurses to develop policies that may affect practice so that practice is consistent with a distinctive knowledge base. The purpose of this paper is to discuss patient-centered care and nursing theory.

There are many ways nurses may be leaders and serve others in the community by utilizing a unique knowledge base that is grounded in the extant nursing theories and models. Leading and serving others with nursing knowledge demarks the contributions nurses make in all situations. The purpose of this paper is to illuminate how Parse’s leading-following model and the Rainbow PRISM model (RPM) guide healthcare services in academic nursing health and wellness centers that serve the needs of all persons living in the community. Also, concepts within the RPM are discussed to align with Parse’s current refinements of the humanbecoming paradigm.

As nurses, we seek to better understand how to apply nursing knowledge in our daily practice. Nowadays, the term philosophy is widening used in many areas, including nursing. However, there is existence of unclear understanding about nursing knowledge development derived from standpoint of philosophical and methodological perspectives. This article discusses about this issue and mainly focus on empiricism, postpositivistic view, the philosophy of Buddhism and an example related to asthma.

Purpose The purpose of this study was to evaluate a bundle of implementation strategies (local opinion leaders, printed educational materials, and educational outreach) to increase neurocritical care nurses’ knowledge of and adherence to spinal cord injury guidelines. Design A preprogram, postprogram, and follow-up design was used to evaluate outcomes. Methods Adherence was measured via self-reported anticipatory adherence; knowledge was measured by an author-developed assessment. Repeated measures ANOVA was used for data analysis. Findings Improvements in nursing knowledge and adherence were found from preprogram to postprogram to follow-up time points. Conclusions Outcomes noted in this study provide additional support for using this bundle of implementation strategies, and were consistent with previous research documenting the usefulness of these strategies. Clinical Relevance Although further research is needed, this study highlighted a systematic way of implementing evidence-based practices to improve neurocritical care nurses’ knowledge of and adherence to spinal cord injury guidelines.

In this essay, several nurse scholars who are particularly concerned about the contemporary state of nursing science present their specific concerns (dark clouds) about the advancement of our discipline and the ways in which the concerns have been addressed (bright lights). This essay is the first of two essays that were catalyzed by Barrett’s paper, “Again, What Is Nursing Science?” The second essay will be published in the next issue Nursing Science Quarterly.

To describe the evidence in the literature regarding the knowledge and practices of the nursing team about subcutaneous administration of drugs and fluids in adults.Integrative review of the literature using the descriptors "nursing", "hypodermoclysis", "drug administration routes", "adult health," and "knowledge," in English, Spanish, and Portuguese, with no publication deadline. Of the 569 articles found, eight made up the sample.A predominance of international journals (75%) with more than five years of publication (62.5%). The analysis of the methodological characteristics showed a predominance of literature reviews (25%), quantitative studies (62.5%), cross-sectional studies (50%), and non-experimental studies (50%).Although it is an old technique with proven efficacy, hypodermoclysis is still little used, a puzzling fact due to its advantages and indications for any age.descrever as evidências, na literatura, sobre os conhecimentos e as práticas da equipe de enfermagem na administração de medicamentos e de fluidos por via subcutânea no adulto.revisão integrativa da literatura utilizando os descritores enfermagem, hipodermóclise, vias de administração de medicamentos, saúde do adulto e conhecimento; nos idiomas inglês, espanhol e português, sem data limite de publicação. Dos 569 artigos encontrados, oito compuseram a amostra.predomínio de revistas internacionais (75%) e com mais de cinco anos de publicação (62,5%). Ao analisarem-se as características metodológicas, predominaram: revisões de literatura (25%), estudos quantitativos (62,5%), estudos transversais (50%) e não-experimentais (50%).apesar de se tratar de uma técnica antiga com eficácia comprovada, a hipodermóclise ainda é pouco utilizada, fato incoerente pelas suas vantagens e suas indicações para qualquer idade.

Background: Working together, PhD and Doctor of Nursing Practice (DNP) students can advance knowledge creation and the translation of knowledge into practice. Although different in purpose and education, PhD and DNP programs should prepare students to collaborate throughout their careers. This article describes an innovative pilot project that partnered PhD and DNP students during their graduate programs. Method: Group meetings were used to facilitate collaboration among 12 PhD and DNP students interested in pain management. Using a five-stage collaboration process model, students worked together on dissertation and capstone projects. Results: PhD and DNP students collaborated on the completion of dissertation and capstone projects, as well as on publications and presentations. A case example of an effective partnership is included. Conclusion: Partnering of PhD and DNP students can further the development of new nursing knowledge and evidence-based practice. Successful collaboration can be facilitated by PhD and DNP faculty. [ J Nurs Educ. 2017;56(9):556–559.]

The principles of integrative nursing and caring science align with the unitary paradigm in a way that can inform and shape nursing knowledge, patient care delivery across populations and settings, and new healthcare policy. The proposed policies may transform the healthcare system in a way that supports nursing praxis and honors the discipline’s unitary paradigm. This call to action provides a distinct and hopeful vision of a healthcare system that is accessible, equitable, safe, patient-centered, and affordable. In these challenging times, it is the unitary paradigm and nursing wisdom that offer a clear path forward.

Patients admitted to the acute care setting with persistent pain are at risk for inadequate pain control. Nursing education and pain management perceptions affect partnership with the patient to achieve effective pain management. Traditional educational approaches that are of didactic nature do not necessarily promote problem-solving and critical thinking skills. This pilot study used a mixed-media vignette approach to provide real-life pain examples to influence both the knowledge and attitudes of staff nurses through problem-based learning. This article describes and evaluates the feasibility of using mixed-media vignettes to deliver pain education to bedside nurses. Two mixed-media vignettes were delivered through nine in-service sessions provided to day, night, and weekend shifts in rolling 30-minute intervals. A feasibility framework was used to evaluate project implementation. The results from this pilot study suggest that this educational approach has the potential to improve patient satisfaction scores in relation to pain management. J Contin Educ Nurs. 2017;48(6):282–288.

Aim To report an analysis of the concept of exposure in environmental health for nursing. Background The importance of the environment has long been recognized in nursing, although the nature and scope of the concept and how it influences health has varied over time. Exposure is the sufficient and necessary link between environment and health. In nursing practice, the word ‘exposure’ has been used frequently with no clear standard definition. Design Concept analysis using Kim's first level analytics. Data sources Chronological review (1980-2015) of the nursing science literature was conducted through ProQuest Dissertations and Theses and CINAHL, followed by a multi-disciplinary search through PubMed (1980-2015), texts and the Internet to compare definitions and measurements of exposure and related concepts. Methods Explicit and implicit conceptual definitions and measurements of exposure were identified, categorized and analyzed. Results The newly defined concept of exposure is a process involves three phases: 1. contact is made between a target and one or more agents in the same environment; 2. the agent accesses the target by one or more routes of entry; and 3. the agent enters the target by crossing a barrier or boundary. Existing measurements related to each phase are identified and discussed. Definitions of target and agent were refined for congruency. Conclusion Consistent use of terms as defined is critical to development of nursing knowledge. These concepts should be incorporated into nursing-related research to evaluate their usefulness to nursing. Alignment of this concept with relevant theories should be critically examined. This article is protected by copyright. All rights reserved.

Aim: To identify influencing factors that have an impact on nurses' performance of the Glasgow Coma Scale (GCS). Objectives: To appraise contemporary primary research investigating nurses' performance of the GCS; to identify concerning factors that have an impact on nurses' performance of the GCS; to facilitate a more accurate and consistent use of the tool and to formulate recommendations for optimising its reliability. Background: The GCS has been routinely used for over 40 years as an objective neurological tool to assess a patient's level of consciousness following head injury. Users have, however, found certain aspects of the GCS confusing, despite the fact that using the tool accurately is of utmost importance for patient's safety. Method: Six databases were searched to review studies (published 2006–2016) that addressed factors influencing nurses' performance of the GCS. Findings: Seven studies were identified and critically reviewed. Knowledge and experience were found to be the main factors, although issues with accuracy and application of painful stimuli were also highlighted, in addition to the fact that scores between health-care providers were inaccurate. Recommendations: Educational interventions should be implemented and the Neuroscience Nurse Benchmarking Group (NNBG) guidelines made more widely available. To ensure consistency, nurses taking handover should observe how the GCS was obtained and documented. Conclusion: This review has found that knowledge and experience are the most significant factors influencing nurses' performance of the GCS, and that inconsistencies were found regarding the application of painful stimuli and accuracy of documentation.

Background: Capability to provide care can be recognized as the combination of nursing knowledge, skills, and attitude of care which is dynamic. Objective: This study aims to explore the perceptions of practical nurses towards updating capability to provide care. Methods: A descriptive qualitative study was conducted to explore the deep understanding of practical nurses towards updating capability to provide care. Data were gathered using in-depth interview with 25 practical nurses from different areas of practices, three times focus group discussion (FGD) and participant-observation. Qualitative content analysis model was applied to anaylze the data. Result: There were two themes emerged from data: 1) Internal perceptions of updating capacity to provide care , with three subthemes: Having great expectation, Being confidence as a professional nurse, and Developing Self-Initiation , 2) External contexts driving perception of practicing nurses , with two subthemes: Giving best care and Acquiring requirement . Conclusions: The findings indicated that updating capacity to provide care supports practical nurses to provide better nursing services to patients and meet the regulation of nursing professionalism.