Search

Few evidence-based trainings exist on how to equip healthcare providers, particularly nurses, with the skills to engage in cost of care conversations with patients/caregivers to mitigate the impact of cancer-related financial toxicity. This study evaluated a pilot training developed in collaboration with Triage Cancer® to prepare oncology nurses to identify and assist patients/caregivers facing financial and/or legal barriers to care. Ten pediatric oncology nurses completed the training and pre/post-surveys on behaviors related to financial and legal need screening, frequency and comfort level of answering questions, knowledge, and behavior changes, along with training evaluation questions. At baseline, six nurses reported never screening for financial needs and nine for legal needs. Following the training, seven nurses stated they were likely to screen for financial/legal needs. At six months post-training, nurses had referred 85 patients/caregivers to financial/legal navigation services. Comfort levels in answering financial/legal questions increased by 6.5 points and knowledge scores increased by 1.7 points post-training. Most nurses recommended this training to other healthcare providers who work with patients with cancer and their caregivers. This study highlights the importance of providing oncology nurses with resources to engage in cost of care conversations and oncology financial legal navigation programs to mitigate the impact of cancer-related financial toxicity. [ABSTRACT FROM AUTHOR]

Objective • This study aims to investigate the impact of a novel and diversified teaching approach on training new nurses in the operating room. Methods • A comparative observational study with a quasiexperimental design was conducted. We selected 32 new nurses undergoing standardized training in the operating room at Panzhihua Central Hospital between March 2017 and March 2020, along with 29 nurses trained from January 2014 to December 2016, as research participants. These nurses were divided into a study group and a control group. The control group underwent traditional training, while the study group experienced an innovative and diversified training mode over a 3-year period. We conducted a comprehensive comparison of theoretical knowledge, professional competence, operation duration, and medical satisfaction between the two groups. Results • The study group, exposed to the innovative teaching approach, demonstrated significantly higher scores in both theoretical and practical examinations compared to the control group (P < .05). Moreover, the study group exhibited a notable reduction in the connection time between operating tables, fostering improved coordination. This group also reported enhanced tacit understanding between doctors and nurses. Notably, the study group expressed higher levels of satisfaction. These findings collectively suggest that the implementation of the new diversified teaching mode positively influences the theoretical knowledge, practical skills, and collaborative dynamics among nurses and medical professionals in the operating room. Conclusions • The implementation of the new diversified teaching mode significantly enhances the standardized training of new nurses in the operating room. This approach contributes to their improved clinical performance, offering valuable insights for future training methodologies. [ABSTRACT FROM AUTHOR]

Background: With the introduction of robot-assisted surgery, the role and responsibility of the operating room nurses have been expanded. The surgical team for robotic-assisted surgery depends on the ability of the operating room nurses to operate and handle the robotic system before, during, and after procedures. However, operating room nurses must acquire the necessary competencies for robotic-assisted surgery. Method: We performed a systematic review using the databases MEDLINE and EMBASE to review the evidence on educating and training operating room nurses in robot-assisted surgery. Studies describing operating room nurses' training and team-training with operating room nurses for robot-assisted surgery were included. The Medical Education Research Study Quality Instrument (MERSQI) and the Newcastle–Ottawa Scale-Education (NOS-E) were used to evaluate the quality of the included studies. Results: We identified 3351 potential studies and included 16 in the final synthesis. Nine studies focused on team-training in robot-assisted surgery: four focused solely on training for operating room nurses, and only three on operating room nurses as first assistants in robot-assisted surgery. Most studies examined team-training in RAS, including OR nurses, focused on emergency situations and conversion to an open procedure. Only a few studies addressed other competencies relevant to OR nurses in RAS. No randomized controlled trials were identified. Only a few studies used pre- and post-testing, and only one examined clinical outcomes. The quality assessment of the included studies was moderate to low, with a median MERSQI score of 10.3 and a median NOS-E score of 2. Conclusion: There is sparse research on the education of operating room nurses in robot-assisted surgery, and the literature emphasizes the training of surgeons. More research is needed to develop evidence-based training for operating room nurses in robot-assisted surgery. [ABSTRACT FROM AUTHOR]

Abstract Background This study investigates the precision of nurse practitioners (NPs) in measuring intracranial lesion volumes using the ABC/2 method, a simple yet widely used technique in neurosurgical practices. Amidst physician workforce shortages, the role of NPs in clinical practice, including specialized tasks like lesion volume estimation, is gaining importance. Methods We conducted a retrospective study involving patients treated for intracranial meningiomas. NPs estimated tumor volumes using the ABC/2 method, which was then compared with automated ABC/2 estimations considered as the gold standard. Statistical analyses, including paired sample t-tests, Bland-Altman analysis, and Intraclass Correlation Coefficient (ICC) analysis, were employed to assess measurement accuracy and consistency. Results Among the 265 meningioma patients included, NPs measured the average tumor volume as 36.95 ml, generally underestimating it compared to the 39.57 ml average obtained by the automated ABC/2 method. This underestimation, however, was clinically modest, indicated by an average percentage difference of 6.59% and a Cohen’s d value of 0.08. Consistency in measurements, assessed using Bland-Altman and ICC analyses, demonstrated a high level of agreement between NPs measurements and the automated method. Additionally, no significant differences in measurement accuracy were observed either among different NPs or across NPs with varying levels of work experience. Conclusions Nurse practitioners can effectively employ the ABC/2 method for estimating intracranial lesion volumes with reasonable accuracy and consistency, irrespective of their work experience. This finding is pivotal in enhancing the role of NPs in neurosurgical practices and could be significant in alleviating the strain caused by the global shortage of physicians. Future research may explore extending NPs’ roles in other clinical diagnostic and therapeutic tasks.

ABSTRACT Nursing students in undergraduate programmes exhibit comparable, sometimes higher, levels of poor mental health and substance use compared to the general population; however, this area remains under‐researched in New Zealand. The study involved 172 nursing students enrolled in the Bachelor of Nursing programme at one tertiary institution in Auckland, New Zealand. Employing a mixed‐methodology approach, a 29‐question survey comprising both open and closed questions was administered to explore the students' experiences with mental health and substance use, as well as their access to support services. Quantitative data were analysed using SPSS version 29 descriptive statistics, while a general inductive approach guided the qualitative analysis. A significant proportion of participants (75%) reported experiencing emotional distress during their studies, with anxiety being the most prevalent (78.5%). A smaller percentage disclosed substance use (8.1%) including excessive alcohol use, cannabis use, nicotine use, vaping cannabis and some refusal to reveal substance use. Surprisingly, less than 1% (n = 0.6) utilised institutional support services. Three qualitative themes were identified including emotional distress and associated effects, emotional and psychological impacts on nursing students' academic journey and tertiary support systems. The findings highlight the urgent need to address the mental health and addiction challenges experienced by nursing students, given their potential adverse effects on academic success and overall well‐being. Urgent action is needed to integrate mental health training into the curriculum and provide faculty support. In this study, the underutilisation and inadequacy of institutional support services signal a need for institutional reforms to provide access and personalised mental health support to nursing students. Providing essential skills and support for student success contributes to the overall well‐being of the nursing workforce. [ABSTRACT FROM AUTHOR]

Cervical cancer screening programs in Australia have been developed to detect early precancerous changes in women with a cervix aged between 25 and 74. Yet, many barriers remain to the uptake of cervical screening. Barriers include a lack of culturally appropriate service provision, physical access, poor health literacy, emotional difficulties, socio-economic disadvantage and not having access to a female service provider. In remote and very remote areas of Australia, additional barriers experienced by Aboriginal or Torres Strait Islander peoples include a distrust of healthcare providers and a lack of services, resulting in a much higher rate of diagnosis and death from cervical cancer. General practice nurses (GPNs) are well placed to conduct cervical screening tests (CSTs) after they have undertaken additional education and practical training. GPNs' increase in scope of practice is beneficial to general practice as it helps to remove some barriers to cervical screening. In addition, GPNs conducting CSTs reduce GP workload and burnout and increase teamwork. GPNs working in metropolitan clinics have greater access to training facilities, whereas those working in rural and remote clinics are required to travel potentially long distances to complete practical assessments. This highlights the need for training to be made available in rural and remote areas. The aim of this forum paper is therefore to generate further discussion on the need for training programs to be made available in rural and remote areas to aid the upskilling of GPNs. Low cervical cancer screening rates in regional, rural and remote areas result in a higher rate of cancer diagnosis and death. General practice nurses when upskilled are able to address barriers to cervical screening, especially in regional and rural areas. Localised training courses may assist general practice nurses to be upskilled in their region. [ABSTRACT FROM AUTHOR]

Copyright of Vascular Access is the property of Canadian Vascular Access Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Educators have recognized the importance of providing a realistic learning environment which helps learners to not only comprehend learning content, but also to link the content to practical problems. Such an environment can hence foster problem-solving skills in nursing training. However, when learners interact in a virtual environment with rich learning resources, they might encounter difficulties if there is a lack of proper guidance, clinical sense, or a well thought-out instructional design process. Hence, this work developed a maternity VR-based situated learning system (MVR-SLS) based on the experiential learning theory to support professional courses in obstetrics. A quasi-experiment was conducted to verify the impacts of this method on learners' learning achievement, OSCE (Objective Structured Clinical Examination) competency, problem solving skills, learning engagement, and teaching effectiveness. The experimental results indicate that the new method improved learners' learning achievement, OSCE competency, problem-solving ability, and recognition of learning engagement. Moreover, the learners who learned with the new method showed more active learning behaviors compared to the learners in the control group. Findings of the present study offer concrete suggestions for implementing effective virtual reality (VR)-based learning strategies for medical and nursing textbooks. [ABSTRACT FROM AUTHOR]

Context • In China, the dearth of adept rehabilitation nurses has escalated into a pressing concern. Conventional nursing education has stymied nurses’ autonomous scholarly pursuits. The case-teaching methodology can augment students’ competencies and zeal, culminating in the enrichment of educational excellence. Objective • The study intended to elucidate the principles, taxonomy, and enactment of the case-teaching methodology and examine its salutary impacts on nursing practitioners and educators. Design • The research team performed a narrative review by searching BMJ Best Practice, OVID EBM, NGC et al databases. The search used the keywords ‘Rehabilitation nursing’, ‘nursing’, ‘case teaching method’. Setting • The study took place at the Rehabilitation Medicine Center at West China Hospital of Sichuan University in Chengdu, China. Results • The current study scrutinizes the assimilation of the case-teaching methodology within the realm of nursing, dissects emerging paradigms in the standardized training of rehabilitation nursing staff, and furnishes precedents for the evolution of training frameworks in the field of rehabilitative care. Conclusions • The case-teaching methodology not only serves as an instructional tool but also embodies a fundamental transformation in the modernization of nursing education, embodying the aspiration for excellence, the desire for continuous improvement, and a dedication to the highest standards of patient care. [ABSTRACT FROM AUTHOR]

Background: Central line-associated bloodstream infections (CLABSIs) are among the most epidemiologically relevant health care-associated infections. The aseptic non-touch technique (ANTT) is a standardized practice used to prevent CLABSIs. In a pediatric hospital, the overall CLABSI rate was 1.92/1000 catheter days (CD). However, in one unit, the rate was 5.7/1000 CD. Methods: Nurses were trained in ANTT. For the implementation, plan-do-study-act (PDSA) cycles were completed. Adherence monitoring of the ANTT and epidemiological surveillance were performed. Results: ANTT adherence of 95% was achieved after 6 PDSA cycles. Hand hygiene and general cleaning reached 100% adherence. Port disinfection and material collection had the lowest adherence rates, with 76.2% and 84.7%, respectively. The CLABSI rate decreased from 5.7 to 1.26/1000 CD. Conclusion: The implementation of ANTT helped reduce the CLABSI rate. Training and continuous monitoring are key to maintaining ANTT adherence. [ABSTRACT FROM AUTHOR]

People with serious mental illness have higher morbidity and mortality rates compared with the general population. Mental health nurses are in an optimal position to address physical healthcare needs and inequalities experienced by this group. Research evidence suggests that mental health nurses may lack appropriate skills and confidence. The training needs of mental health nurses in physical health care of patients with serious mental illness and the perceived effectiveness of training that is provided to mental health nurses are explored in this review. A narrative synthesis approach (PROSPERO protocol registration ID=CRD42021230923) involved searching five electronic databases (PsycInfo, Cinahl, Embase, Medline and Web of Science) from 1990 to 2021. Study quality was assessed, and analysis and synthesis were initially deductively guided by a theoretical framework of training effectiveness prior to inductive data analysis. Eleven studies met the inclusion criteria. For studies examining perceived effectiveness of training, four themes were derived from the theoretical framework (individual trainee characteristics, work environment, learning outcomes, transfer of training to job) and further theme (service user factor) generated inductively. For studies examining training needs, three themes were derived inductively (knowledge and skills requirements, modality of training, service and healthcare factors). The study highlights the need for ongoing learning to improve practice. It also provides another perspective in terms of understanding the influence of service user factors (motivation and mental state) in designing and implementing of future training in mental health settings. [ABSTRACT FROM AUTHOR]

The objective of the study was to assess the relationship between the nurses' training and neonatal pain management. The term "neonatal period" refers to the period from birth to the first 28 days of a person's life. Pain management for newborns can help avoid both short- and long-term issues that may arise from untreated pain. A quiz-experimental study design was implemented in the Pediatrics Ward of the Jinnah Hospital, Lahore. A sample of 50 nurses was chosen by using purposive sampling with twenty-five nurses placed in the research group and twenty-five nurses in the control group. A structured research questionnaire was used to collect data. The SPSS version 26.0 was used to analyze the data. There were significant statistical changes between the pre-and post-application periods for the educational program on newborn pain management. The nurses' training program proved instrumental in improving neonatal pain management. It is also suggested that there is a need to more focus on the training of nurses. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Health Sciences / Sağlık Bilimleri Dergisi is the property of Erciyes Universitesi Saglik Bilimleri Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Professional practice placements are an essential component of allied health and nursing programs. Whilst most students pass these placements, a small percentage of students will fail or be at risk of failing. Supporting students undergoing a failing experience is a time critical, time consuming, emotional and resource-heavy task which is often undertaken by key university staff and impacts all stakeholders. Whilst several studies have provided insight into this experience from the educator and/or university perspective, this scoping review aimed to identify the students' experience of failing or nearly failing a professional practice experience. Following Arskey and O'Malley's framework for scoping reviews, 24 papers were included in this review. This review generated six themes including the reasons for failure, how failure looks and feels, how supports, service and strategies influence the student experience of failure, the importance of communication, relationships and organisational culture, the impact infrastructure and policies have, and the consequences of failure. The outcomes of this scoping review highlighted three key characteristics of the research to date: (a) the student voice is still largely missing; (b) the student perspective is distinctly different to that of other stakeholders; and (c) the interventions used appear not to be student-informed or student-led. Better understanding this experience from the student's perspective could create a more sustainable practice education environment by designing and implementing more effective supports, services or strategies that reduce the overall impact a failing experience has on students and key stakeholders. [ABSTRACT FROM AUTHOR]

Copyright of Annali di Igiene, Medicina Preventiva e di Comunità is the property of Societa Editrice Universo s.r.l. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Annales Academiae Medicae Silesiensis is the property of Medical University of Silesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Me: Hi, welcome to my abstract, shall we get straight into it? You: Erm, Ok? Me: We only have 300 words, so there's no time for pleasantries. You: Oh right, I'll be quiet then. Me: No, it's a dialogue, you have to talk. You: Why is it a dialogue? Me: It'll make sense in a minute. You: Right. Silence ----------------------- You: Erm... what are you researching? Me: I'm glad you asked! I'm exploring the use of film and theatre as a pedagogical tool within the training of compassionate and reflective health professionals. You: Sounds interesting. Me: I think so. You: What's involved? Me: I've written and produced a few films and a play that have been used to train health professionals, mainly around mental health and neurodiversity. I'm asking people who experienced this to share their thoughts, helping me to evaluate how effective it was, and also how it differs from more traditional teaching methods. I'm particularly keen to learn how these stories (the films and the play) affected their own personal stories, and simultaneously, how hearing their stories affects my story as a researcher. Hence why I'm using Dialogical Narrative Analysis as my primary research methodology. You: Ahhhh... so that's why this is a dialogue!? Me: Bingo. You: That makes sense now. How will you share your findings? Me: Well one key thing I'll share is a best practice model for using film and theatre within the training of health professionals, but the main element of the synopsis will involve me writing and performing a new play that will communicate the key findings, once again, as a story. You: That's really unusual... hang on, is this a play? Me: It's more of a short scene, but yeah, if you like. You: I didn't consent to... Me: Sorry, that's 300 words. [ABSTRACT FROM AUTHOR]

Background: Primary Health Care nurses express deficits in their training in Palliative Care. The purpose of this study is to design a Palliative Care training plan and a bereavement care protocol for Primary Health Care nurses of the Dr. Peset Health Department according to their needs. Methods: Assessment of theoretical and practical training needs and literature review for the design of the training plan. Results: A training plan was elaborated that included a protocol of care for the bereaved. The plan was adjusted to the needs detected in Primary Health Care nurses of the Dr. Peset Health Department. Important training deficits were detected in clinical practice; Conclusions: Improving the care of people with palliative needs in Primary Health Care requires adequate training of the nurses who care for them so their knowledge is the basis of their interventions. This study was not registered.

Background: Workplace bullying is a social and organizational problem within the nursing profession; this phenomenon has significant negative effects and is closely associated with leadership styles. Aim: This study aimed to examine the relationship between workplace bullying for nurses and leadership styles. Design: A descriptive correlational design was used in this study. Setting: This study was conducted at El-Obour Hospital for Health Insurance, Kafr El-Sheikh Branch. Sample: Consisted of a representative sample of staff nurses (N=295). Tools: Two tools were used for data collection: The Negative Acts Questionnaire-Revised (NAQ-R) and the Multifactor Leadership Questionnaire (MLQ). Results: (61.7%) of staff nurses were highly exposed to workplace bullying. Also, the most dominant style was laissez-faire leadership, with the highest mean percentage of respondents. There was a statistically significant negative correlation between staff nurses' exposure to workplace bullying and transformational leadership. There was also a statistically significant negative correlation between staff nurses' exposure to workplace bullying and transactional leadership. While, there was a statistically significant positive correlation between staff nurses' exposure to workplace bullying and laissez-faire leadership. Conclusion: There was a statistically significant, negative correlation between staff nurses' exposure to workplace bullying (r =-0.285, p< 0.001) and leadership styles. Recommendation: Healthcare organizations should suggest policies and rules to prevent bullying and punish bullies. Nurse Managers should encourage staff nurses to report workplace bullying incidents. Further studies: Explore the staff nurses' perceptions about bullying before and after applying a training program about bullying and strategies to deal with it. [ABSTRACT FROM AUTHOR]

Abstract Aim This study aimed to explore the effect of training on organizational commitment, the mediating effect of employability and the moderating role of person–organization fit. Design A correctional cross‐sectional research design was adopted for this study. Methods A questionnaire‐based survey of 859 nurses in a public hospital in Western China was conducted to identify their perceptions of training, employability, organizational commitment and person–organization fit. Hierarchical linear regression and conditional process analysis on moderated mediation were performed. Results Training had a positive effect on organizational commitment (p

Background: Primary Health Care nurses express deficits in their training in Palliative Care. The purpose of this study is to design a Palliative Care training plan and a bereavement care protocol for Primary Health Care nurses of the Dr. Peset Health Department according to their needs. Methods: Assessment of theoretical and practical training needs and literature review for the design of the training plan. Results: A training plan was elaborated that included a protocol of care for the bereaved. The plan was adjusted to the needs detected in Primary Health Care nurses of the Dr. Peset Health Department. Important training deficits were detected in clinical practice; Conclusions: Improving the care of people with palliative needs in Primary Health Care requires adequate training of the nurses who care for them so their knowledge is the basis of their interventions. This study was not registered. [ABSTRACT FROM AUTHOR]

Mary Merryweather was the first Lady superintendent of Liverpool's first school of nursing. The school was a pioneer in nurse training at the very moment the definition of modern nursing was becoming fixed. She went on to manage the school of nursing at the Westminster hospital in London, at a time of great change and controversy. In addition to this she was very active in the fields of womens' health, womens' suffrage and the rights of women to a career. She was a friend to numerous Victorian feminist notables and was published in a variety of feminist Publications [ABSTRACT FROM AUTHOR]

According to the socio-constructivist theories of learning, collaborative learning allows negotiation of shared meanings and co-construction of new knowledge among peers. This approach fits particularly well with healthcare professional education needs, as these professionals often face challenging issues that require the ability to fully understand the complexity of the patients' health conditions through working with others. However, while collaborative learning approaches are widely used in face-to-face nurse education contexts, their online equivalent still seem to be understudied, in spite of their great potential for the field. This systematic literature review investigates: (1) to what extent are online collaborative learning activities being adopted and investigated in formal nurse education, (2) What kind of online collaborative learning activities/techniques are proposed and what team structures are employed, (3) what technologies are used to run these learning activities, and (4) what methods are used to evaluate the impact of these activities. Studies were included if they presented online collaborative learning activities proposed by Universities or VET (Vocational Education and Training) providers. Articles published in 2015 or later were collected in November 2022 from Scopus, Web of Science and Medline. A total of 1059 records were retrieved, selected and analysed by four coders, resulting in a final dataset of 75 papers that were coded for type of collaborative approach, study characteristics, research methodology used, strength of evidence, and relevance to the research questions. Most of them described the use of activities like Discussions, Case Studies and Peer Reviews, sometimes in association with Role Play. In terms of technologies, Learning Managements Systems, forums and social media were already common pre-pandemic, but during the lockdown synchronous communication tools - often used to support simulations - took over. Data collection was carried out quantitatively, qualitatively or using mixed methods, but in many cases data reporting is weak or absent at all. The majority of the retrieved papers illustrate activities where collaboration was not structured in any way and there was no joint assignment or common objective/artefact that learners needed to reach/produce. In case of blended interventions, often collaboration is limited to the face-to-face sessions, while the digital setting is used for individual work. In terms of social structure, most of the time small groups or plenaries are used. In summary, the review reveals that studies on online collaborative learning for nurses are limited, especially in Europe, and the design of online collaborative activities often clashes with the principles put forward by the Computer Supported Collaborative Learning (CSCL) research community. Based on the results of the review we put forth some key recommendations, such as ensuring that online collaboration involves the creation of a shared artefact and striving to make virtual simulations actually collaborative, rather than limited to envisage student interactions in the debriefing phase. The paper also proposes a number of research areas seldom investigated and that would deserve further attention in the future. [ABSTRACT FROM AUTHOR]

Previous research has investigated racial bias in the perception and treatment of patients' pain among healthcare providers and medical students, but not nursing students. Therefore, the aim of this study was to investigate whether a patient's race affects how nursing students perceive and treat patients' pain, for which an experimental research design was implemented. After completing the demographic questionnaire, 104 undergraduate and graduate nursing students were randomly assigned to either a Black or White patient condition, where they were presented with a clinical vignette and a picture detailing the pain of a 35-year-old Black or White man. The patient's race was not explicitly stated but rather revealed through an attached photograph, with each condition represented by one of eight unique photographs. Participants then used the Canadian Triage and Acuity Scale (Bullard et al., 2008) to evaluate the patient's pain level and triage wait time. Participants then reported how much of the patient's pain they attributed to medical or psychosocial factors, how much they trusted the patient's pain ratings, and if they believed he was drug-seeking using Chibnall et al. (2018) questionnaire. There were no significant differences between the Black or White patient conditions (all |ts| < 1.41, ps > .16), patient race effects or patient race x provider race interactions (all ps > .1). Results suggest future nursing providers do not exhibit racial biases in evaluations of chronic pain however, findings should be replicated for generalizability. [ABSTRACT FROM AUTHOR]

Stress may directly, or indirectly, hinder the learning and academic performance of undergraduate nursing students during their nursing education program. Nursing students must be equipped with effective coping strategies to manage stressors thereby supporting their learning and reducing the impact of stress on their health and retention in the nursing program. This paper utilized a quantitative, quasi-experimental, one-group pretest-posttest design to evaluate the effectiveness of mindfulness meditation as a stress reduction intervention on the perceived stress levels of 20 first-year undergraduate nursing students, after six weeks of implementing the intervention. Results indicated that six weeks of mindfulness meditation were effective in reducing the perceived stress levels of participants. The magnitude of the difference between the pretest and posttest stress scores was significant. [ABSTRACT FROM AUTHOR]

Purpose The Simulated Virtual Healthcare System Model (SVHSM) Interprofessional Education Project was designed to implement an evidence-based simulation training program, to prepare pre-licensure nursing students for practice in public health and community settings, as members of interprofessional teams, in meeting the HRSA priority: transforming the workforce by targeting the need. Methods A descriptive study was conducted using an online survey of nursing and health professions students. At the end of an eight-week online seminar series, students were asked to rate their level of agreement with 14 questions measuring satisfaction with content taught, experience engaged in interprofessional teamwork, accessibility of faculty to address learning needs, and the extent to which the experience would be recommended to peers. Findings A total of 229 ethnically diverse nursing and health professions students, consisting of ten cohorts, completed a 5-point Likert scale survey, where a score of 5 measured the highest level of agreement. A weighted average of the responses across all categories of the survey ranged from 4.17 to 4.55, demonstrating high levels of agreement associated with questions regarding teamwork and group projects, satisfaction with content taught, accessibility of faculty, and the probability that students would recommend the experience to peers. [ABSTRACT FROM AUTHOR]

Background: While nursing education has been forecast to continue to grow, placement capacity is now the key factor precluding growth in supply. Aims: To provide a comprehensive understanding of hub-and-spoke placements and their ability to increase placement capacity. Method: A systematic scoping review and narrative synthesis were used (Arksey and O'Malley, 2005). PRISMA checklist and ENTREQ reporting guidelines were followed. Findings: The search returned 418 results. After a first and second screen 11 papers were included. Results suggest that hub-and-spoke models were generally evaluated favourably by nursing students, with a range of benefits reported. However, many of the studies included in the review were small and of low quality. Conclusion: Given the exponential increase in applications to study nursing, hub-and-spoke placements appear to have the potential to better meet these increased demands, while also providing a number of benefits. [ABSTRACT FROM AUTHOR]

The article "Training in Nursing Professions" discusses the possibility of structuring the training of nursing professionals in the form of an apprenticeship to meet the increasing demand for nursing staff. It is pointed out that by 2030, at least 76,000 additional workers will be needed in nursing in Austria. The article describes the current training situation and discusses the introduction of a nursing apprenticeship. It also highlights the problems associated with internships in training, such as the financial burden on trainees and the overload of staff. The authors suggest that the situation in the practical training part could be improved. [Extracted from the article]

Copyright of Hungarian Medical Journal / Orvosi Hetilap is the property of Akademiai Kiado and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objective: to verify the association between the ethical climate and labor variables among hospital nurses. Method: cross-sectional study with nurses from a university hospital in Rio Grande do Sul, Brazil. A labor questionnaire and the Hospital Ethical Climate Survey - Brazilian Version were used for collection. Descriptive and analytical statistics were used. Results: two hundred and sixty-nine (269) nurses participated in the study. Among the socio-labor variables, education, work sector, work shift, leadership position, satisfaction in the work sector, absence from work, intention to leave employment and intention to leave nursing were associated with one or more factors of the ethical climate scale, that is, peers, patients, managers, hospitals and physicians, and also with a variable of general ethical climate. Conclusion: the ethical climate is associated with variables of training, working conditions, satisfaction and intention to leave work, which calls attention to the need to invest in healthy work environments. [ABSTRACT FROM AUTHOR]

Objective: to analyze scientific production on pedagogical practice in Nurse training in the context of MERCOSUR indexed in the Web of Science. Method: descriptive study, quantitative approach, with bibliometric analysis of indicators: number of publications per year, language, journals, most productive authors, co-authorship and keywords. Data collection took place on June 29, 2022, analysis using Microsoft Excel® Software. Results: 389 documents were identified, distributed among: 354 articles (91%), 19 review articles (4.9%) and 16 conferences (4.1%), published in 126 different journals, in the languages: English, Portuguese and Spanish, between the years 1958 to 2021. The journal with the largest number of publications was the Latin American Nursing Journal. The 10 most productive authors are from Brazil. In the analysis of terms, the words "Nursing", "Nursing Education" and "Education" stood out. Conclusion: significant Brazilian productivity and little production from other MERCOSUR countries indexed in the Web of Science. [ABSTRACT FROM AUTHOR]

Copyright of Pixel-Bit, Revista de Medios y Educacion is the property of Pixel-Bit, Revista de Medios y Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Aim: This study aimed to explore the effect of training on organizational commitment, the mediating effect of employability and the moderating role of person–organization fit. Design: A correctional cross‐sectional research design was adopted for this study. Methods: A questionnaire‐based survey of 859 nurses in a public hospital in Western China was conducted to identify their perceptions of training, employability, organizational commitment and person–organization fit. Hierarchical linear regression and conditional process analysis on moderated mediation were performed. Results: Training had a positive effect on organizational commitment (p <.01). Internal and external employability mediated the relationship between training and organizational commitment (p <.01). Person–organization fit enhanced the indirect effect of training on organizational commitment through external employability (p <.05). [ABSTRACT FROM AUTHOR]

Purpose: To investigate the practices, attitudes, and confidence of nurses in the performance of oral health checkups in order to develop an educational oral health checkup training programme for nurses.Materials and Methods: A cross-sectional questionnaire survey was distributed to nurses (n = 184) who worked in a hospital and an affiliated long-term care facility in Japan from September to October in 2016. The questionnaire survey investigated their practices, attitudes and confidence in the performance of oral health checkups for elderly patients who were in their care and the factors that were associated with the performance of oral health checkups.Results: A total of 143 (77.7%) nurses participated in this study. Almost half (51.7%) performed oral health checkups for elderly patients. More than 60% examined the lip, tongue and tongue coating, gingiva and oral mucosa, and oral cleanliness; however only 32.4% examined the present teeth and 8.1% examined the saliva. Approximately 90% of the nurses felt that all health professionals should perform oral health checkups for elderly patients who were in their care. Their confidence of the oral examination was statistically significantly associated with their performance of oral health checkups for elderly patients.Conclusions: This is the first survey to investigate the practices, attitudes, and confidence of nurses in the performance of oral health checkups. These findings will contribute to the development of a training programme for nurses who perform oral health checkups in elderly patients. [ABSTRACT FROM AUTHOR]

Digital educational games have evolved in recent years due to the need to support education and training focused on non-technical skills. Data gathered through interaction with the graphical user interface are explored and exploited to analyze the players' experience. Many researchers have pointed the importance to analyse players' in-game behavior, which can help to enhance the learning process, identify learners' strategies, and improve the effectiveness of the serious game. This study is devoted to the analysis of students' behavior in a simulation game called CLONE, which targets work scheduling, situation awareness, and decision-making. The students performance and their behavioral strategies are examined based on sequences analysis of players' in-game actions. Moreover, outlier detection is proposed as an instrument for obtaining information that might help better understand students behavior. The findings of the study show that such indicators as time spent on planning schedule, time spent on inspecting additional information, and intensity of delegation activity are significantly higher for successful games than for lost ones. The sequences analysis and clustering have revealed students' prevailing in-game strategies, which mostly consist of inspection, reading medical records, delegation, and scheduling. Eventually, outlier detection has disclosed the game sessions with uncertain strategies and unstructured scheduling. [ABSTRACT FROM AUTHOR]

This study aims to determine the job satisfaction and job stress experienced by nurses during the COVID-19 pandemic. This descriptive study was conducted with 129 nurses working in a pandemic hospital in a province in eastern Turkey. This study was carried out between June 2021 and January 2022, after obtaining ethical committee approval. "Nurse Information Form", "Minnesota Satisfaction Questionnaire (MSQ)", and "Perceived Job Stress Scale (PJSS)" was used to collect the data. The data were collected by the researchers using the online data collection method. Besides descriptive statistics (mean, standard deviation, frequency), Mann-Whitney U Test, Kruskal Wallis-H Test, and Spearman's Correlation Analysis were used in the data assessment, and significance was evaluated at the level of p <0.05. It was found that the mean scores of the nurses were 3.07±0.82 for overall MSQ, 2.17±0.35 for the subscale of Intrinsic Satisfaction and 2.10±0.46 for the subscale of Extrinsic Satisfaction. They obtained a total mean score of 3.27±0.82 from the Perceived Job Stress Scale. A significant negative correlation was found between job satisfaction and job stress experienced by the nurses during the COVID-19 pandemic. It was found that during the pandemic, the nurses had a high level of job stress and a moderate level of job satisfaction. As their job stress increased, their job satisfaction decreased. In line with these results, attention should be paid to the mental status of nurses, and job stress management training should be given to obtain job satisfaction and reduce job stress. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study set out to understand the experiences and expectations of scalp cooling among women with early‐stage breast cancer. The objective was to develop patient co‐produced information resources to better inform and prepare women considering scalp cooling during chemotherapy. Background: Treatment‐induced alopecia is a common concern among women preparing for chemotherapy. Evidence indicates that many women feel inadequately prepared for scalp cooling, resulting in potentially mitigable distress and disappointment. Design: A single‐site, sequential, explanatory mixed‐methods design was used. Participants included women with early‐stage breast cancer who had previously or were currently using, scalp cooling. Women completed an online survey exploring scalp cooling experiences and expectations and self‐selecting participants took part in one semi‐structured, audio‐recorded interview. Guidelines for Good Reporting of a Mixed Methods Study were followed. Results: Forty‐nine women (69%) consented to take part in the survey and 23 took part in an interview. Most women described losing more hair than they expected. Many described feeling inadequately prepared for the discomfort of scalp cooling; the additional time needed to accommodate scalp cooling during treatment and, that they lacked information about self‐ care to help minimise hair loss. Importantly, several participants described variability in nurses' knowledge and practical skills regarding scalp cooling. Conclusions: To optimise experience of scalp cooling, women need comprehensive preparatory information about variability in efficacy of scalp cooling; time needed to accommodate scalp cooling; hair care during treatment, and the potential discomfort associated with it. They also need nurses to be confident and well informed about scalp cooling processes. Relevance to clinical practice: Our study led to the development of online, patient co‐produced resources to help prepare and inform women considering using scalp cooling; and an online scalp cooling training module and checklist for nurses. Links to the resources are included in the manuscript. [ABSTRACT FROM AUTHOR]

This article aims to discuss the importance of Paulo Freire's ideas for the training of nurses in the degree, in line with the new model of health organization in Brazil that aims at integral care. This is a descriptive, reflective study with a qualitative approach whose methodological procedure involved critical reflection on the educational process of the nurse educator when developing educational health actions in the waiting room of a specialized Health Center. Initially, we present the context of training, followed by a Freirean reflection on the knowledge necessary for teacher's training in health. We conclude that Freire's teachings enable nursing graduates to have a critical, reflective and qualified professional training for the job market, being able to assist and educate the population of their territory. [ABSTRACT FROM AUTHOR]

Copyright of Fenerbahce University Journal of Health Sciences (FBU-JOSH) / Fenerbahçe Üniversitesi Sağlık Bilimleri Dergisi is the property of Fenerbahce University Journal of Health Sciences (FBU-JOSH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Purpose Investigate the capability of a knowledge-based framework and architecture, used in a specific health domain problem that can utilise transfer learning, to speed virtual patient development for problem-based training and assessment in other health domains. Methods Analysis of a case study, based on a virtual patient used in the training of pharmacy students, to discover the viability of using generic, ontological knowledge capable of transfer to virtual patients in other health domains. Results Areas of the virtual pharmacy patient knowledge-base were identified, along with corresponding expected student questions, that are generic to other health domains. Using the framework from the case study to develop a new virtual patient for problem-based learning and assessment in a new health domain, these generic target questions could be utilised to speed up the development of other learning stimuli in future projects involving different health domains, such as nurse training in pain management. Conclusions With some modification, the framework of the case-study virtual patient was found to be capable of supporting generic expected student questions capable of re-use in virtual patients with new clinical conditions.

• An interdisciplinary team is needed for the development of a complex VR simulation. • Establishing common goals and a framework is vital for interdisciplinary projects. • Using teleconferencing and digital whiteboard enables effective collaboration. This article examines an interdisciplinary team's collaboration experience in the development of a virtual reality (VR) training platform for postpartum hemorrhage management. The project started during the COVID-19 pandemic to support remote training in nursing. Comprised of multidisciplinary specialists, the team collaborated through virtual meetings and digital tools such as an online whiteboard. The project went through three processes: (a) initial process, in which the team established the mutual goal, determined the targeted training, understood the subject matter, and created the framework; (b) VR development process, in which members contributed their expertise to map the task flow, create 3D objects, and develop the VR prototype; and (c) evaluation process, in which tests were performed among team members, subject matter experts, and undergraduate nursing students, to gain insights and fix problems. Lessons learned from this interdisciplinary collaboration include the accommodation of different objectives, workload expectations and distribution, changes of team members, and evaluation implementation. [ABSTRACT FROM AUTHOR]