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Objective: To study the effect of Project-Based Learning (PBL) teaching method in lung cancer nursing teaching and its influence on knowledge awareness rates. Methods: The research subjects were 50 nursing interns who entered the same hospital for internship in 2020. The numerical ranking method was used for blind-selection and grouping, where 25 nursing interns were divided into the control group and the internship group each. Among them, the nursing interns in the control group adopted routine nursing teaching management, and the nursing interns in the training group used PBL teaching method for teaching management. The teaching satisfaction rate, teaching quality and knowledge awareness rate of the two groups were compared. Results: Nursing interns in the practice group were better than the control group in their nursing knowledge awareness rate and teaching satisfaction rate after adopting the PBL teaching method, and p

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.

Objetivo: analisar quais os desafios que limitam os Enfermeiros na aplicação da Sistematização da Assistência de Enfermagem. Método: Revisão integrativa realizada na BVS por artigos publicados em periódicos nacionais, utilizando-se as bases de dados LILACS, BDENF e MEDLINE, com os descritores Processo de enfermagem; Enfermeiros; Hospital; Conhecimento e Assistência de enfermagem. Foram analisados artigos em português e com recorte temporal de 2010 a 2020. Resultados: "sobrecarga de trabalho", "falta de conhecimento", "necessidade de aprimoramento" e "falta de apoio da chefia/instituição" foram mencionados com mais frequência possuindo um reflexo negativo na aplicabilidade da SAE. Destes emergiram dois categoriais argumentados na discussão. Conclusão: a aplicabilidade desfalcada e superficial da SAE, exercida em algumas unidades de saúde, são caracterizadas pelas dificuldades identificadas, desde a formação dos Enfermeiros no curso de graduação, até condições de trabalho que prejudicam o êxito da execução do método.

Neonatal nurses provide essential care in the hospital setting for improving infants' morbidity and mortality outcomes by preventing hypothermia after delivery. This quality improvement project describes the development and implementation of a web-based educational activity, demonstrating that online education effectively increases nurse knowledge and commitment to thermoregulation practices. A learning management system provides nursing professional development practitioners an effective method of improving nursing knowledge using a web-based educational curriculum in the clinical setting.

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.

Background: Suicide is a significant public health issue. Yearly around 800,000 individuals end their own lives, and many more individuals attempt suicide. Nurses play an essential role in the health care sectors to encounter patients at risk of suicide behavior because nurses act on the frontlines and have the highest opportunities to recognize and interfere with suicide risk behavior. Purpose: This study's main objectives are to identify psychiatric nursing knowledge, attitudes, and practices toward suicide risk behavior and determine the proactive measures related to suicide prevention.Method: The present study is a quantitative method, a cross-section design.The tool used to collect the data was a questionnaire. A convenience sample of 242 nurses who work in inpatient psychiatric and emergency departments in the Eradah and Mental Health complex were invited to participate in this study.Results: The current study found that almost all nursing (79.3%) believe that they need to improve their knowledge, attitudes, and practices about suicide prevention and care, concerning nursing knowledge on how to manage and deal with the cases of suicide risk behavior, the results generally reveal that nursing has no sufficient knowledge, while they have positive attitudes and practices toward suicidal risk behavior.Conclusion: The study encourages stakeholders to initiate nursing educational programs that involve practical and theoretical parts to all nursing degrees, aiming to raise their knowledge, attitudes, and practices about suicide prevention as well as to develop caring skills and establish nursing risk assessment tool to determine the level of suicidal risk behavior.

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.

The Canadian Association of Nurses in Oncology (CANO/ACIO) is the national organization supporting nurses to develop and promote excellence in oncology nursing practice, education, research and leadership. To support their mission, CANO/ACIO has developed Standards of Care for cancer patients and Standards and Competencies for Oncology Nurses caring for these individuals (CANO, 2001, 2006). Since the creation of the first standards for specialized oncology nursing in 2006, cancer care has changed considerably with increased cancer occurrence and prevalence, new therapies including oral agents, and cancer care transitioning from specialized treatment centres (Canadian Cancer Society, 2019). Given the changing landscape for nursing practice, CANO/ACIO embarked on a process to update the current standards with the aim of including the role of nurses caring for cancer patients and families in all settings. Through this process experts identified the need for a national nursing framework to assist with the integration of current standards and describe nursing contributions to high quality cancer care. This article describes the process that CANO/ACIO utilized to establish the CANO Nursing Knowledge and Practice Framework and Toolkit for Cancer Care.

Purpose To clinically validate indicators of the nursing outcomes "Breastfeeding establishment: Infant (1000)" and "Breastfeeding establishment: maternal (1001)", and their conceptual and operational definitions in infants admitted to a neonatal unit and their mothers. Method This study utilized several methods in a stepwise approach including an integrative review of the literature, content validation, and clinical validation. The content validity index was performed by eight experts, who evaluated revised content of the studied nursing outcomes. In the clinical validation, 61 mother-infant dyads were evaluated by two pairs of nurses: one pair used an instrument with developed definitions, whereas the other used an instrument without definitions. The evaluations were compared using Fleiss' kappa and weighted kappa. Results The agreement between all evaluators was considered excellent for almost all nursing outcome indicators related to the mothers. The pair of evaluators using the definitions had an agreement greater than 0.80 for most indicators. For the pair that did not use the definitions, agreement was poor. Conclusion There was an increase in uniformity and accuracy between the assessments when using the conceptual and operational definitions for the nursing outcome indicators related to Breastfeeding establishment. Implications for nursing practice This study contributed to the development of terms within the Nursing Outcomes Classification, and enriched the body of nursing knowledge.

Purpose: This study was conducted to investigate the effects of problem-based learning–integrative simulation practice (PBL-ISP) on nursing knowledge, critical thinking, problem-solving ability, and immersion among nursing students. Methods: The study used a nonequivalent control group post-test design. A PBL-ISP educational program was provided to the experimental group, and hands-on practice using a high-fidelity simulator (HFS) was administered to the control group. There were 42 subjects in the experimental group and 40 in the control group. Data were collected during the fall semester of 2019. Using SPSS for Windows version 23.0, data were analyzed in terms of frequency, percentage, mean, standard deviation, the chi-square test, t-test, and Pearson correlation coefficients. Results: Significant differences between the experimental and control groups were found in nursing knowledge (t=3.67, p

BackgroundPsychedelic-assisted therapy research is demonstrating unprecedented rates of success in treating mentalillness, addictions, and end-of-life distress. This psychedelic renaissance is a turning point in how com-plex human conditions can be treated and has implications for nursing knowledge, advocacy, and practice internationally. ObjectiveThis article aims to explore the current state of knowledge in the field of psychedelic-assisted therapy and the practice implications for nurses. MethodsA scoping review of the literature was undertaken with a focus on mental health, addictions, and palliative care indications. Commentaries, syntheses, and reviews from the last 20 years were included, as well as all relevant primary study results. We then explored what is known about the nurse’s past and present role in this field. ResultsThe nurse’s role in psychedelic-assisted therapy and research has been hitherto mostly invisible and thus remains under-explored and undefined. The profession is ideally positioned, however, to contribute to the future of this promising field. ConclusionAs advocates for safe, ethical, and interdisciplinary practice, nurses can lead the development of psychedelic-assisted therapy practice, ethics, research, advocacy, policy, and education. This article provides guidance and support for prescient nursing leadership in these areas.

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.

Simulation helps to prepare prelicensure nursing students for practice by providing opportunities to perform clinical skills and make decisions in a safe environment. The integration of nursing knowledge, skills, and decision-making abilities during simulated unfolding case-study scenarios may enhance student self-confidence and foster clinical judgement skills. The purpose of this study was to assess the impact of simulation using unfolding case-study scenarios on undergraduate nursing students’ self-confidence in pediatric nursing knowledge, skills, and clinical judgment/decision-making abilities. This mixed methods study included a pre- and post-survey design to evaluate undergraduate nursing students’ confidence in pediatric nursing knowledge, skills, and decision-making abilities after participation in both an instructor-led (guided) and a student-led (decision-making) simulation involving unfolding case-study scenarios. Friedman’s ANOVA analyses revealed that all 16-items demonstrated statistically significant differences between the three measured responses (pre-simulation and both post-simulation surveys). Post-hoc Wilcoxon signed-rank tests revealed statistically significant differences in student ratings pre-simulation and post-instructor-led (guided) experience for all 16-scored items. The qualitative themes identified were perception of experience, pediatric nursing care, assimilation of knowledge, and critical thinking. Unfolding case-study simulation experiences positively impact the learning, self-confidence, and clinical judgement of undergraduate nursing students.

Interviewing for aesthetic provider positions is vastly different from the interview process for many jobs. The field of aesthetics, especially providing injectable treatments, requires strong competencies in medical and nursing knowledge, artistic skill, and marketing prowess. Competition for hiring and retaining the best injectors can be fierce among employers. In a world where skilled injectors may have their pick of positions, candidates should be cognizant of the types of questions they should be asking their potential employers during the interview process to determine if a job is the best fit for them. Similarly, employers should be cognizant of the questions they should be asking potential employees to ensure that the candidate has the knowledge, skills, and abilities to meet the demands of the position.

Background and PurposeChronic illness is a complex condition that affects over one billion people. To develop a deeper insight of the needs of this patient population, interpretive description uses disciplinary knowledge as the source of understanding. This methodology is a pragmatic approach to research without focusing on a strict methodological directive. The aims of this scoping review are twofold, (a) to describe the findings of studies that have used Thorne's interpretive description to research chronic illness and (b) to discuss the application of interpretive description in clinical research. Thereby, showing interpretive description as a valuable tool to advance nursing knowledge and patient care.MethodsThe methodological framework for this review was based on the Johanna Briggs Institute guidelines for scoping reviews.ResultsTo develop an understanding of interpretive description, it is essential to examine the results of studies which have applied the methodology. Our scoping review showed that researchers utilizing interpretive description identified four common challenges experienced by individuals living with chronic illness: symptom management, education and knowledge, supportive care, and cultural disadvantages. By demonstrating how interpretive description is applied, it shows how it can be used to understand and interpret clinical phenomena to improve practice.Implication for PracticeThis scoping review demonstrates how interpretive description was used to develop knowledge about chronic illness. The premise of interpretive description is that disciplinary knowledge offers a sufficient foundation to develop meaningful research to support health practices. By approaching research from a disciplinary perspective, new knowledge can be discovered to complex health problems.

There is a considerable amount of literature describing how nurses’ knowledge contributes to their attitudes and practices related to patient physical restraint. However, whether or not there have been any improvements in nurses’ knowledge levels, attitudes or practices regarding physical restraint during the past few years is unknown. A survey was conducted on nurses (n = 133) in one psychiatric hospital in Hong Kong (n = 98, response rate = 74%). The data were analyzed using independent t-tests, ANOVA, a Mann–Whitney U test, a Kruskal–Wallis test and Spearman’s rho. In general, nurses had good restraint-related knowledge with satisfactory attitudes and practices, although their knowledge levels, attitudes, and practices regarding restraint varied. Having a higher age, seniority, and education level contributed to a higher restraint-related knowledge level. Male nurses demonstrated more desirable practices (i.e., care of restrained patients), while nurses with a higher education level were more likely to avoid restraint. Nurses’ restraint-related knowledge positively correlated with restraint practices. Although nurses’ knowledge levels, attitudes, and practices regarding restraint were found to be satisfactory, more training efforts should focus on young nurses working in psychiatric settings with less work experience and lower education levels. As some nurses seem to favor the use of restraint with limited reflection, more studies are needed to verify nurses’ emotions and how their emotions influence the use of restrictive practices.

This article amis to present a clinical practice process which is essential for nurses and nursing students caring for people living with Alzheimer's disease (AD) who show defensive behaviours. This discursive paper introduces the Defensive Behaviours Practice Process based on relevant nursing knowledge previously presented. The Defensive Behaviours Practice Process is presented with an algorithm and a clinical form.

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.

Aim: To clarify the meaning of commitment and to provide the empirical referents to measure the concept of commitment. Method: By using the Walker and Avant (2011) methodology, data were analyzed with the focusing on critical attributes of concept, constructed cases, antecedents and consequences of the concept. Additionally, the empirical referents and implications for nursing knowledge are presented to further elucidate the concept of commitment. Findings: The critical attributes of commitment derived from this analysis are 1) Promising to involve in an action; 2) Acceptance of responsibility for the action; and 3) Persistent involvement in an action. The process of analysis concept of commitment leads to a better understanding of the concept itself. Nurses can use the ideas of this analysis as conceptual tools to assess the level of commitment among patients/clients in their action toward the health promoting behavior. Conclusion: This analysis proposes a definition with the critical attributes of the concept which can be considered to use in nursing practice. Nursing is a universal profession; hence, the definition was proposed from this concept analysis can be considered as a beginning point for the further study in nursing field of each country.

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.

Background: Knowledge acquisition, as a part of knowledge management, plays a valuable role in nursing education. Hence, the education system seeks strategies that allow nursing faculty members and students to acquire knowledge and build experiences. The present study explores the process of acquiring knowledge in nursing education. Methods: In this study, which was carried out in Mashhad School of Nursing and Midwifery,Iran, the grounded theory (GT) method proposed by Strauss and Corbin was used. Data were collected through 29 semi-structured interviews, including 17 interviews with faculty members and 12 interviews with nursing students using purposeful and theoretical sampling. Using Strauss and Corbin’s method, the data were compared partially, deeply, and persistently. Results: The main concern of this study was a knowledge deficit in clinic knowledge by nursing students, which seems to indicate a shortage in learning and acquiring knowledge. The core category was the relative acquisition of knowledge of nursing which is not advanced. Within a context of relative dynamism, factors that facilitate or constrain knowledge acquisition were examined within a process of the acquisition of theoretical knowledge and its application to clinical nursing knowledge along with nursing experience. The consequence is expected to bean improvement in nursing knowledge among nursing students in clinical practice Conclusion: Acquiring up-to-date and advanced nursing knowledge is essential in the development process. It is necessary to encourage the acquisition of knowledge, which primarily includes knowledge acquisition in the mission and strategic planning of nursing education.As a result, there should be operational planning for improvements in the gain of practical knowledge.

When caring for people living with Alzheimer's disease (AD) and showing aggressive behaviours, nurses must perform a knowledge-based nursing practice to better understand the people's needs and support them. This article aims to present a structure for the knowledge essential for nurses caring for people living with Alzheimer's disease who show defensive behaviours. People living with AD some times show defensive behaviours that have disastrous consequences for them, their family members, the other residents, and the formal caregivers.

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.

The purpose of this study was to compare the effects of simulation problem-based learning (S-PBL), a type of learning that reflects various clinical situations, and demonstration-based learning, a conventional type of learning that shows clinical skill performance, of Papanicolaou smear education on the self-confidence, learner satisfaction, and critical thinking of nursing students. A quasi-experimental control group pretest-posttest design was used. Nursing students who were classified as advanced beginners were randomly allocated to the control group (n = 53) or the experimental group (n = 52). Students in the control group participated in a conventional demonstration of a Papanicolaou smear, while students in the experimental group participated in S-PBL. The students’ self-confidence, learner satisfaction, and critical thinking were measured via a self-reported questionnaire. Compared with the control group, self-confidence, learner satisfaction, and critical thinking increase significantly more (p &lt, 0.001) in the experimental group. S-PBL was found to be an effective strategy for improving learning transfer, applying learned nursing knowledge to simulated nursing situations. Thus, S-PBL is recommended to improve training in nursing education.

To evaluate the content and psychometric properties of comprehensive nursing assessment tools developed based on The Eleven Functional Health Patterns Assessment Framework.An integrative literature review following Whittemore and Knafl's method and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Searches on PubMed, Cinahl, and Virtual Health Library were conducted between September and December 2018.Six out of 146 records were included for review. Four articles were methodological studies and two were descriptive reports of the development of the tools. Tools were heterogenous in terms of their purpose, development, characteristics, and testing. Only one study provided data about construct validity. However, there were commonalities regarding the data that should be assessed in each tool.Few comprehensive nursing assessment tools using The Eleven Functional Health Patterns Assessment Framework are available. Purpose, process of development, characteristics, and testing varied among the tools, and most lack robust psychometric testing.This review provided a synthesis of the literature regarding the use of a discipline-specific framework to guide comprehensive nursing assessment. The differences across the tools and the lack of psychometric testing compromise the visibility of nursing and make it difficult to emphasize the contribution of nursing knowledge to patient care.Avaliar o conteúdo e as propriedades psicométricas de instrumentos compreensivos de coleta de dados de enfermagem desenvolvidos com base no modelo dos Onze Padrões Funcionais de Saúde. MÉTODO: Revisão integrativa da literatura que seguiu o método de Whittemore e Knafl e os Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Realizou-se buscas no PubMed, Cinahl e Biblioteca Virtual em Saúde entre Setembro e Dezembro de 2018.Seis das 146 citações recuperadas foram incluídas na revisão. Quatro artigos eram estudos metodológicos e dois eram relatos descritivos do desenvolvimento dos instrumentos. Os instrumentos eram heterogêneos em termos de finalidades, desenvolvimento, características e teste. Apenas um estudo forneceu dados sobre a validade de constructo. Entretanto, os instrumentos partilham de aspectos em comum em relação aos dados que devem ser coletados. CONCLUSÕES: Poucos instrumentos de coleta de dados de enfermagem que utilizam o modelo dos Onze Padrões Funcionais de Saúde estão disponíveis. Finalidades, processo de desenvolvimento, características e testagem dos instrumentos variaram entre os instrumentos. Para a maioria deles não há evidências psicométricas robustas de validade. IMPLICAÇÕES PARA A PRÁTICA DE ENFERMAGEM: Esta revisão forneceu uma síntese da literatura em relação ao uso de um modelo específico da disciplina para nortear a coleta compreensiva de dados de enfermagem. As diferenças entre os instrumentos e a falta de evidências psicométricas de validade comprometem a visibilidade da enfermagem e tornam difícil destacar a contribuição específica da enfermagem no cuidado do paciente.

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.

The aim was to evaluate the technical-scientific skills and competences of the nursing team during a cardiopulmonary arrest using the Objective Structured Clinical Examination. Descriptive quantitative study, carried out in a municipal hospital in Rio de Janeiro with 20 nursing professionals - 11 from internal medicine and nine from cardiology. For data collection, a pre-test with closed questions and the Objective Structured Clinical Examination, previously elaborated, were used. The pre-test evaluations showed significant results by the nursing teams from the internal medicine and cardiology sectors, with a p-value < 0.05. The results demonstrated the precariousness of nursing knowledge and skills in the face of cardiac arrest. However, there needs to be the encouragement and interest of the teams to keep up to date in the area. In addition to the need for continuing and permanent education to provide a quality service, with active methodologies that provide its protagonism.

The term “advanced practice nurse” is used to refer to a nurse who practices and engages in nursing on an advanced level. The definitions of two advanced practice nursing roles presented below, nurse practitioner and clinical nurse specialist, are in line with the International Council of Nurses’ new guidelines on advanced practice nursing, launched in April 2020. Nurse practitioners have mastered advanced practice nursing and have the capacity to diagnose, refer, and prescribe medications for patients. While nurse practitioners mainly work in community healthcare settings, they can also work in hospital settings. Clinical nurse specialists are expert nurses with advanced nursing knowledge and skills who are capable of making complex decisions in a clinical specialty and often utilize a systems approach to influence optimal care. Nursing can be performed on three levels: the generalist, specialist, and advanced levels. The characteristics of and differences between these three levels are discussed, and the question of competency regarding specialist versus advanced practice nurses is problematized. Examples include the caring advanced practice nursing model (from nurse specialist to master’s-level educated nurses), the bi-continuum model (specialist versus generalist model) from Scotland, and the T-shaped model from the Netherlands.

Introducción. El ensayo parte de una concepción de liderazgo en enfermería y de competencias que demanda dicho perfil. Recuerda cuál es el ámbito de la enfermería según lo expresado por el Consejo Internacional de Enfermeras -CIE- que lo describe como una combinación de conocimientos, juicios y capacidades que permiten a este profesional llevar a cabo la prestación de cuidados directos de salud a pacientes, familias y comunidades y de evaluar sus resultados; defender los pacientes, la salud y la vida, supervisar y delegar tareas en personal auxiliar, dirigir, gestionar, enseñar, realizar investigaciones y desarrollar una política de cuidado para los sistemas de atención a la salud. Desarrollo. Reconoce que el ámbito de la práctica de enfermería es dinámico y responde a necesidades cambiantes de la salud y de sus determinantes; al desarrollo del conocimiento médico y de enfermería y a los avances tecnológicos. Conclusión. Para cumplir con dicho mandato se necesita del liderazgo de enfermeras y enfermeros en diferentes ámbitos, tanto de la formación como de la investigación y el servicio, así como de líderes en las organizaciones profesionales, en las diferentes instancias del sistema de salud y de áreas afines donde se definen las políticas públicas y se regula la profesión.

Background The purpose of this study was to investigate the relationship between an acid-base imbalance educational gaming activity and subsequent performance on a course examination on the subject. Method A nonexperimental descriptive design was employed using retrospective data obtained from both College of Nursing internal records and the learning management system used by the nursing program. A total of 435 students in the intervention group and 409 in the control group were included in the study. Results Differences in mean (SD) scores between the 2 groups for the acid-base content questions on the course examination were statistically significant (intervention group, 16.64 [1.92]; control group, 16.03 [1.62]; t842 = 2.34, P = .019). Conclusion The results suggest that using educational gaming may improve retention and application of nursing knowledge.

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.

Objectives To discuss priorities and possibilities for promoting international collaboration and new research evidence on NANDA International, Inc. (NANDA-I). Methods Theoretical reflection article based on the literature and the authors' opinions on the subject matter, carried out by six research nurses. Conclusions International research collaboration for NANDA-I allows the improvement of research production in an actual clinical setting, especially with multicenter and validation studies, conducted by researchers from different countries. This provides for improved understanding of patients' experiences and may help to produce robust scientific evidence. Implications for nursing knowledge The generation of new evidence may lead to an increase in NANDA-I visibility and in nurses' understanding of its meaning for clinical practice and for the formulation of diagnostic hypotheses.

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

Most palliative care is straightforward, relying on common sense and good general medical and nursing care. Good palliative care is as much about good communication skills, empathy and wisdom as it is about medical and nursing knowledge. Care needs to be taken that both the doctor and the nursing staff are aware of which formulation of hyoscine they are using and why. The wishes of the patient may already be known to the primary care team and the family, but they should be checked again as death approaches. Many patients and carers have unfinished business. The risks and benefits to the patient should always be considered before they are started, but in patients with a limited prognosis they can help considerably in improving quality of life. Sweating can be viewed as severe when a patient needs to change clothing and/or bed linen on a regular basis.

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.

This chapter argues that populist thinking tends to criticise the gap, rather than consider it a potentially productive relationship. The theory–practice gap manifests itself in many different ways in nursing. It has been described as a mismatch between nursing as taught and nursing as practised. The recognition of different forms of theory and knowledge in nursing has been possible because of a rejection of the technical-rational approach to knowledge and the assumption that theory informs practice rather than there being a symbiotic relationship. A feature of the British learning environment or clinical placement for nursing students is that it is also a workplace. The hidden curriculum can also be an area where conflict arises between different approaches to learning. The theory–practice relationships depend in part upon the ways in which knowledge has been “codified” in accordance with the rules and procedures of the disciplines and schools of thought that inform the field of practice.

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.