Search

AbstractConstruct: The Knowledge of Malnutrition – Geriatric 2.0’ (KoM-G 2.0) instrument was designed to quantify nursing staff malnutrition knowledge in inpatient medical and rehabilitation care facilities, as well as home health care. It has been used to assess grasp of current clinical practice guidelines and proficiency in addressing issues related to malnutrition. It provides insight into familiarity with and capacity to tackle issues pertaining to malnutrition in clinical practice. Furthermore, it has been used assess the effectiveness of educational interventions aimed at improving nursing professionals knowledge and awareness of malnutrition. Background: The quality of nursing education affects malnutrition risk assessment, monitoring of food intake, and effectiveness of nutrition care. Improvements in malnutrition education require determining the current level of knowledge and benchmarking with other countries. In the Czech Republic, no nationwide assessment of nursing staff malnutrition knowledge has ever been conducted. Approach: The purpose of the study was to translate the KoM-G 2.0 instrument, gather initial validity evidence, and evaluate nursing staff knowledge of malnutrition in inpatient medical, rehabilitation care facilities, and home care in the Czech Republic. All inpatient healthcare facilities and home healthcare facilities in the Czech Republic were invited to participate. The Czech version of the internationally standardized KoM-G 2.0 (KoM-G 2.0 CZ) was used to assess nursing staff malnutrition knowledge between 3 February 2021 and 31 May 2021. A total of 728 nurses began the questionnaire, and 465 (63.9%) of respondents completed it and were included in the study. Data analyses examined instrument difficulty, discriminability, and reliability, as well as sources of variation in knowledge scores. Findings: The psychometric characteristics of the KoM-G 2.0 CZ instrument included the difficulty index Q (0.61), the discriminant index (ULI 0.29, RIT 0.38, upper-lower 30% 0.67), and Cronbach alpha (0.619). The overall mean of correct answers was 6.24 (SD 2.8). There was a significant impact of educational attainment and nutrition training on KoM-G 2.0 CZ scores. Conclusions: Our findings provide initial validity evidence that KoM-G 2.0 CZ is useful and appropriate for assessing malnutrition knowledge among Czech nursing staff. Our research identified gaps in knowledge and examples of good practice in understanding malnutrition that can be applied internationally. The knowledge of academic nurses was greater; therefore, we suggest they play a key role in nutritional care. We recommend continuous education to improve understanding of malnutrition in this setting. [ABSTRACT FROM AUTHOR]

Concept analyses are an essential practice in building the body of nursing science. A discussion regarding nursing as a discipline, profession, or vocation is provided. The contributions of concept analyses to nursing science and various methods of performing concept analyses are presented. The Walker and Avant's and Rodgers and Knafl's methods of concept analysis are discussed. A brief concept analysis of "spirituality" using the Walker and Avant's method is provided to guide the reader through the basic steps. Performing concept analyses using established, well-respected methods such as those presented in this article lends credibility to the end-product. Concept analyses should not be disregarded but instead should be undertaken with great care, using established methods of concept analysis and be purposeful in their design in order to make meaningful contributions to the nursing literature. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to explore the potential of dialectical pluralism (DP) for nursing knowledge development. Nursing scholars have discussed ways of developing nursing knowledge, exploring the fit and relevance of various worldviews for knowledge development and examining the dynamic and perpetual processes of knowledge development. Scholars have argued that knowledge development occurs under a certain worldview to which the researcher adheres. Many nurses employ various worldviews, which can give rise to ontological and epistemological conflicts. DP can help nurses appreciate the diversity of worldviews and recognize the importance of implicit worldviews to generate more practical nursing knowledge. DP as a philosophical approach can enable nurses to communicate between diverse worldviews, become tolerant of conflicting differences, and develop an array of nursing knowledge. [ABSTRACT FROM AUTHOR]

Conceptions of the art and aesthetics of nursing traditionally focus on the nurse and nursing practice. My purpose here is to propose a shift in thinking from this traditional focus that dominates the "art of nursing" literature, to consider a new nursing aesthetic that focuses on human beings proper: health as wellbecoming. I present a framework based on everyday aesthetics, feminist aesthetics, and Deweyan perspectives, along with attention to the nursing disciplinary perspective of health and well-being. I conclude with a look ahead to philosophical questions and scientific issues regarding theorizing and scientific inquiry about the health as wellbecoming aesthetic to advance nursing knowledge. [ABSTRACT FROM AUTHOR]

Aim: To explore how nurses and nursing knowledge contributed to the success of an Australian nurse‐led medical hotel quarantine facility during the COVID‐19 pandemic. The facility was established to accommodate returning travellers who were COVID‐19 positive or at risk of becoming positive, to travellers requiring complex care and expanded to community members who could not quarantine at home. Design: This descriptive qualitative study explored how nurses and nursing knowledge in the quarantine facility contributed to the low transmission incidence of COVID‐19 infection. Method: Twelve semi‐structured interviews were conducted via ZOOM from February to May 2022 with all levels of nursing staff (nurse managers to assistants in nursing) who had worked in the facility for 3 months or more. The nurses were asked to describe their experiences, the challenges they faced and how they overcame them. The data were rich and were analysed using Braun and Clarke's six‐step thematic analysis. Results: Four broad themes were generated demonstrating how nurses played a pivotal role in the success of the facility. First: nursing knowledge was evident through the development of policies, which minimized risks to nurses and patients. Second: a community of learning was developed as nurses supported upskilling and capacity building of staff, particularly new graduates with the facility. Third: a supportive management structure promoted teamwork and a positive workplace culture. And finally: the nurses were encouraged to develop techniques that promoted self‐care which enabled them to develop resilience. Conclusion: This was a nurse‐led service that developed strategies to manage care delivery and overcame unanticipated difficulties in a unique clinical setting. Reporting Method: The quality of the research design was ensured by using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) checklist. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

AIM This study evaluated the impact of a single dose of training in Debriefing for Meaningful Learning (DML) on learner knowledge outcomes and time spent in debriefing. BACKGROUND Regulatory bodies recommend that faculty who debrief receive training and competence assessment to ensure positive student learning outcomes, yet there is little literature describing the training needed. There is also little understanding of the impact of a single training on the length of debriefing, debriefer skill, and learner outcomes. METHOD Following training, debriefers submitted a recorded debriefing for assessment by experts; their learners completed knowledge assessment tests at three time points. RESULTS Longer debriefing time led to higher DML Evaluation Scale scores. Learner knowledge scores improved and later decayed. CONCLUSION The results of this study contribute to the evidence about the importance of training to debrief well, the impact of training on the length of debriefing time, and subsequent learner outcomes. [ABSTRACT FROM AUTHOR]

Background: Knowledge of fasting or Nil Per Os (NPO) guidelines is an essential component of nursing care in the preoperative period. Aim: To describe registered nurses’ (RNs) knowledge and management of the preoperative NPO period. Setting: Selected surgical wards in a tertiary hospital in the Western Cape, South Africa. Methods: Quantitative descriptive, cross-sectional study utilising a structured questionnaire. The population consisted of RNs working in selected surgical wards. Convenience sampling was used and adequate knowledge was determined as ≥ 90%. Results: The response rate was 100%. Of the 68 participants, 48 (70.6%) held a diploma and 20 (29.4%) held a degree as the highest academic qualification achieved. Sixty-one (89.7%) participants knew the correct reason for keeping patients NPO. Sixty-five (95.6%) knew the correct answer for the NPO time for solids while only 27 (39.7%) knew the correct answer for clear fluids. Only 30 (44.1%), 26 (38.2%) and 33 (48.5%) participants, respectively, answered the questions about oral analgesia, oral antibiotics and chronic medication administration during the NPO period correctly. Significantly more degree participants knew the correct answer for the fasting time for non-human milk (p = 0.005) and more diploma participants would administer chronic medication during the NPO period (p = 0.037). Conclusion: Inadequate knowledge of NPO times for various fluids and unsatisfactory practice of medication administration for oral and chronic medication require attention. Contribution: This study highlights the importance that ongoing education is needed to ensure that patients receive the most up-to-date evidence-based care during the NPO period.

Abstract Aim To explore nursing students' perception of nursing knowledge. Design Qualitative interview study. Methods Semistructured individual interviews with nine nursing students in their third year were conducted via a cloud‐based video communication app. Transcriptions were analysed based on Braun and Clarke's thematic analysis. The Consolidated Criteria for Reporting Qualitative Research checklist for qualitative research was used. Results The findings show that the participants emphasised that values are the prerequisites of and basis for performing professional nursing. The students found it difficult to define nursing knowledge and to distinguish nursing knowledge from other subjects. The thematic analysis resulted in two themes: values—a prerequisite of nursing knowledge, and nursing knowledge—an umbrella of knowledge. Conclusion Nursing knowledge seems to be difficult both to clarify and to demarcate for the students. However, the participants considered values to be important and vital to becoming a professional nurse. Implications for the profession This study addresses students' perceptions of values, nursing knowledge and what it consists of, and how this is experienced. An understanding of the nursing students' perceptions of what they consider to be important values and how they understand nursing knowledge is important in making the profession clearer and more distinguishable. Impact The impact of this study means that nurse education needs to emphasise a more argumentative and visible education where nursing knowledge and values are more prominent than today. Reporting Method COREQ. Public Contribution No patient or public contribution.

Hepatic encephalopathy (HE) is a reversible brain dysfunction caused by liver insufficiency and portosystemic shunting. Hepatic encephalopathy is a common complication of advanced liver disease and is on a rise with the increasing incidence of non-alcoholic steatohepatitis (NASH). Since partnership with nursing staff is a critical part of successful management of these complex patients, we conducted a survey assessing their knowledge regarding HE.169 nurses participated in the survey. We found that more than 30% of the nurses did not know that ammonia is one of the toxins responsible for causing hepatic encephalopathy. We also found that 20% of the nurses had difficulty answering questions regarding titration of lactulose to bowel movements. Dietary education is a significant area for improvement as 80% of the nurses wanted to restrict fat and carbohydrate intake in these patients. With this simple survey, we identified important knowledge gaps among experienced nurses at our institution. We believe that by improving knowledge through focused lectures, we can improve patient care and reduce the length of hospitalizations in patients with HE.

The commodification of health care, particularly primary care, presents challenges to care and knowledge development. The purpose of this study is to examine how nurses perceive and develop their knowledge in a commodified context. A mixed‐methods study was conducted that included a closed‐question survey and in‐depth interviews with nurses in public primary care in Catalonia. There were 104 valid responses to the questionnaire and 10 in‐depth interviews. The main findings of the survey were related to workload and limited time for nursing care. Six themes emerged from the in‐depth interviews: (1) limited time for nursing, (2) feelings of burnout, (3) awareness of patient and family satisfaction, (4) organizational factors that favor nurses' needs, (5) organizational factors that hinder nurses' needs, and finally (6) public administration requirements. Participants perceive excessive workload and time constraints and feel that this affects their nursing care and their physical and mental health. However, nurses purposefully use knowledge patterns to cope with the problems associated with commodification. Nurses have multidimensional, contextualized, and integrated knowledge that allows them to optimize their care based on the needs of their patients. This research examines many challenges related to nursing practice and the nursing discipline and opens the door for further research that encompasses all areas of nursing. [ABSTRACT FROM AUTHOR]

Dr. Marilyn A. Ray, nurse scholar and retired United States Air Force (USAF) veteran and former flight nurse, began her nursing scholarship in Canada. She was influenced by the experiences and interprofessional scholarly ideas that she encountered along her career trajectory. Her early love of the air and space led her to the United States Air Force Nurse Corps, where she served as a flight nurse during the Vietnam war era, followed by leadership positions in nursing education, administration, practice, and research. Dr. Ray's contributions to nursing knowledge includes two nursing theories and a caring inquiry methodology. Dr. Ray is helping to create a new caring science certificate program at Florida Atlantic University, Christine E. Lynn College of Nursing. In this column, Dr. Ray shares the story of her scholarly influences and how they helped her care for her husband and gain insight into her contributions to nursing knowledge development. [ABSTRACT FROM AUTHOR]

Aim: To explore nursing students' perception of nursing knowledge. Design: Qualitative interview study. Methods: Semistructured individual interviews with nine nursing students in their third year were conducted via a cloud‐based video communication app. Transcriptions were analysed based on Braun and Clarke's thematic analysis. The Consolidated Criteria for Reporting Qualitative Research checklist for qualitative research was used. Results: The findings show that the participants emphasised that values are the prerequisites of and basis for performing professional nursing. The students found it difficult to define nursing knowledge and to distinguish nursing knowledge from other subjects. The thematic analysis resulted in two themes: values—a prerequisite of nursing knowledge, and nursing knowledge—an umbrella of knowledge. Conclusion: Nursing knowledge seems to be difficult both to clarify and to demarcate for the students. However, the participants considered values to be important and vital to becoming a professional nurse. Implications for the profession: This study addresses students' perceptions of values, nursing knowledge and what it consists of, and how this is experienced. An understanding of the nursing students' perceptions of what they consider to be important values and how they understand nursing knowledge is important in making the profession clearer and more distinguishable. Impact: The impact of this study means that nurse education needs to emphasise a more argumentative and visible education where nursing knowledge and values are more prominent than today. Reporting Method: COREQ. Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Abstract Aim The aim of the study was to describe nursing teams' theoretical knowledge of delirium and their perceptions of the way in which it is handled in acute inpatient units. Design This is a descriptive cross‐sectional study using a questionnaire comprising ten questions on knowledge and seven on perception. Methods The sample consisted of 216 professionals working at a hospital complex in Madrid, Spain. Descriptive and non‐parametric bivariate analyses were performed for a p

Colonialism, in its many forms and stages is often imposed as being central to the narratives of colonizedpeople and their cultures, as well as the genesis of their knowledge. In colonial discourse, lands and the occupants of these lands were 'discovered', further implying that colonized people did not have their own ways of knowing (nor even existence) before colonization. This narrative has been embedded within Euro‐American fields of study, including nursing, in which caring and healing practices that exist outside of a colonial lens are dismissed and complicity with colonialism is downplayed or sanitized. This paper is a reflection on the current discourse on decolonizing nursing shaped by postcolonial, critical and Black feminist philosophies. After examining the decolonization discourse in nursing, I argue that current calls to decolonize nursing lack a clear description of the goals and process of doing so, making it unfeasible to hold those in the process of decolonizing accountable. In addition, the lack of intentionality in reckoning with past and current forms of colonialism embedded in nursing hinders the ability to engage with lessons that could shape the future. I conclude this discourse by discussing practical steps toward centrering diverse ways of knowing, and ensuring this process prioritizes communities and nurse scholars who have historically been silenced. [ABSTRACT FROM AUTHOR]

In this article, I discuss the concept of 'Decolonizing Nursing', answering what this process is about, and how and when it should be done. I introduce the idea of epistemological dominance and the concepts of colonization and decolonization of nursing knowledge. I describe my experiences of coming from Latin America and facing Anglo‐Saxon academy to discuss core disciplinary nursing knowledge and provide reflections around the decolonization of nursing language. [ABSTRACT FROM AUTHOR]

Introduction: Oral health is considered essential for individuals' well-being. Poor oral health has a negative impact on overall human health while contributing and predisposing to other diseases. It has been documented that nurses delay or omit oral care of hospitalized patients resulting in increased risk and vulnerability to adverse events. Aim: To gain an in-depth understanding on how nurses perceive oral care and their views on how the phenomenon of missed oral care can be prevented. Methods: Four focus groups were organized (n=30) to explore the issue under study. Nurses working in medical and surgical departments in 3 acute care hospitals participated in June 2019. The discussions were coordinated by an independent moderator, using a semi structured interview guide. Data were analyzed through a thematic analysis. Findings: The findings confirm that oral care of hospitalized patients is often omitted and is not acknowledged as an important patient need. The barriers and facilitators that affect oral care positively or negatively were divided into themes that include patient characteristics, nurses' knowledge, and skills, and as well as the nurse work environment. Conclusions: Since barriers and facilitators exist, it recommended that nurses could focus on those aspects that will improve oral health care since it contributes to the enhancement of patient satisfaction and wellbeing. [ABSTRACT FROM AUTHOR]

This is a review of the 11th edition of Knowledge Development in Nursing: Theory and Process by Chinn and colleagues (2022). This book is divided into 11 chapters and each chapter provides comprehensive details with thorough material and adherence to the purpose of this book, offering the readers a broad understanding of nursing knowledge and knowing within the discipline and practice of nursing. [ABSTRACT FROM AUTHOR]

Nursing education relies on simulation to provide standardized, safe clinical experiences to prepare nurses for complex patient scenarios. Traditional simulation requires costprohibitive equipment and facilities. which are incompatible with complex scenarios and distance learning. Early studies indicate eXtended Reality technology is an effective modality to deliver educational simulation. However. the existing research is not yet conclusive. This study explored the use of a holographic video virtual standardized patient simulation to assess student knowledge, skill, and motivation to learn for a low-frequency, high-risk patient scenario surrounding anaphylaxis. Participating students (n=161) across three levels of' nursing courses were stratified and randomly assigned to an anaphylaxis simulation research group delivered by three different modalities. Analysis of covariance showed differences in student knowledge, skill, and motivation to learn between modalities of a written case study, two-dimensional video, and eXtended Reality. These results indicated two-dimensional video provided the highest degree of knowledge and skill, while eXtended Reality simulation resulted in increased student motivation to learn. Stepwise regression indicated that conscious placement of the simulation across the learning continuum should be considered. These results have implications for affordable simulation to motivate learning and provide experiences with low-frequency, high-risk scenarios. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to describe nursing teams' theoretical knowledge of delirium and their perceptions of the way in which it is handled in acute inpatient units. Design: This is a descriptive cross‐sectional study using a questionnaire comprising ten questions on knowledge and seven on perception. Methods: The sample consisted of 216 professionals working at a hospital complex in Madrid, Spain. Descriptive and non‐parametric bivariate analyses were performed for a p <.05. Results: Fifty‐three point two per cent of staff possessed sufficient theoretical knowledge, and this figure rose significantly among professionals with more years of experience. Areas for improvement in theoretical knowledge included the use of therapeutic immobilization, screening scale, subtypes of delirium and precipitating factors. Sixty‐eight point five per cent of staff perceived their knowledge as fair, 50% agreed that delirium was underdiagnosed and 48.1% agreed that preventive measures were only occasionally taken. Perceived barriers included lack of training, work overload, ineffective coordination and lack of standardized protocols. [ABSTRACT FROM AUTHOR]

My purpose in this short response to Clinton's interesting article On Bender's orientation to models: Towards a philosophical debate on covering laws, theory, emergence and mechanisms in nursing science, which is published in this issue, is not to provide any counterargument to Clinton's interpretation of my own argument; readers are welcome to interrogate both articles at their leisure and make their own conclusions. What I will do instead is provide a brief critical assessment of my own (il)logic re bringing in the notion of mechanism as conceived by Machamer, Darden and Craver into an argument for models versus theories as a carrier of nursing knowledge. [ABSTRACT FROM AUTHOR]

Abstract Background Evidence-based practice (EBP) is an important competency of undergraduate nursing students which should be cultivated before graduation by increasing future healthcare providers’ knowledge, skills and attitudes towards EBP. This study aimed to describe nursing students’ competencies (attitudes, knowledge, skills) in Evidence-based practice (EBP) and to determine factors predicting EBP competency. Methods A descriptive cross-sectional study was conducted at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among 365 nursing students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ). Multiple linear regression was performed to determine factors predicting EBP competencies. Results The overall score of EBP-COQ questionnaire was 3.26 ± 0.53 out of 5. The attitude, skills and knowledge subscales received 4.04 ± 0.41; 3.05 ± 0.77 and 2.70 ± 0.74 as mean scores respectively. Multiple linear regression analysis (table 4) revealed that significant related factors were academic level (β = 0.271, p = 0.001), English-language reading skills (β = 0.435, p

Introduction: In times when the term inclusion, rights of patients, and the patient as a subject in health care are used more often, the limited availability of written material or sign language interpreters at health services is still a key barrier to health services for people who are hearing-impaired. The aim of this study is to examine nurses’ knowledge of communication skills with hearing-impaired patients, their preferred methods, and the possibility of using translation services. Methods: The study was cross-sectional, and data were collected in September–October 2019. The study included 407 nursing students. A demographic data form and questions divided into three parts, namely, communication skills (six questions), communication methods (three questions), and interpretation services (five questions), were used to collect data. Data were analyzed with descriptive statistics. Results: The questionnaire was administered among 424 students, and total of 407 students completed the questionnaire. Most of the respondents were female (320 [78.6%]) with 0–5 years of work experience (227 [55.8%]) in the tertiary level of healthcare (184 [45.3%]). The results showed that 326 (80.1%) of the respondents encountered a person with some form of hearing impairment during their work. Sign language was used by 56 (13.8%) of the respondents, but 74 (18.14%) nurses did not communicate when meeting with hearing-impaired patients. Two-thirds of the respondents never had the opportunity to learn sign language, and 43 (10.54%) respondents would choose an official interpreter as support. Male respondents were aware of the importance of communication with hearing-impaired patients and the use of an application for pain assessment (p < 0.05). No statistically significant difference was observed regarding the department in which the respondents work (p > 0.05). Conclusion: The results of the study showed insufficient knowledge and skills of nurses to communicate with hearing-impaired people.

Introduction: In times when the term inclusion, rights of patients, and the patient as a subject in health care are used more often, the limited availability of written material or sign language interpreters at health services is still a key barrier to health services for people who are hearing-impaired. The aim of this study is to examine nurses' knowledge of communication skills with hearing-impaired patients, their preferred methods, and the possibility of using translation services. Methods: The study was cross-sectional, and data were collected in September-October 2019. The study included 407 nursing students. A demographic data form and questions divided into three parts, namely, communication skills (six questions), communication methods (three questions), and interpretation services (five questions), were used to collect data. Data were analyzed with descriptive statistics. Results: The questionnaire was administered among 424 students, and total of 407 students completed the questionnaire. Most of the respondents were female (320 [78.6%]) with 0-5 years of work experience (227 [55.8%]) in the tertiary level of healthcare (184 [45.3%]). The results showed that 326 (80.1%) of the respondents encountered a person with some form of hearing impairment during their work. Sign language was used by 56 (13.8%) of the respondents, but 74 (18.14%) nurses did not communicate when meeting with hearing-impaired patients. Two-thirds of the respondents never had the opportunity to learn sign language, and 43 (10.54%) respondents would choose an official interpreter as support. Male respondents were aware of the importance of communication with hearing-impaired patients and the use of an application for pain assessment (p < 0.05). No statistically significant difference was observed regarding the department in which the respondents work (p > 0.05). Conclusion: The results of the study showed insufficient knowledge and skills of nurses to communicate with hearing-impaired people. [ABSTRACT FROM AUTHOR]

The nursing metaparadigm, as described by Fawcett in 1984, includes human, health, nursing, and the environment, all of which support theory development by giving direction to our focus as a scientific body. Nursing scientists make their mark in biotechnological applications, mobile health, informatics, and human factors research. We give voice to the patient through design feedback and incorporating technological advancements in our evolving nursing knowledge; however, we have not formally acknowledged technology in our metaparadigm. To continue patient‐centered care in this age where machines are enmeshed in daily human life, we propose technology must be a domain of the metaparadigm to continue advancing nursing science and knowledge. In this paper, we propose a separate domain of technology within the metaparadigm to challenge nurses to consider approaches within their research and practice of how technology will impact patient care and their personal development within the profession. A technology‐specific domain within the metaparadigm also is a signal to other bodies of science of our willingness and ability to run at pace with novel, exciting new discoveries while adding our perspective. Nurses may become active agents in novel developments rather than passive adopters, continuing our legacy of patient advocacy through new knowledge generation. Emerging and continuing nurse leadership has set the stage for the next era of nurse‐led innovation and technology development, which provides an opportunity to embed technology as a core aspect of the nursing metaparadigm. [ABSTRACT FROM AUTHOR]

Background: Ongoing discussions address how and when to introduce nursing concepts in nursing education. Purpose: To examine whether baccalaureate nursing programs use 4 nursing concepts in their program and course descriptions. Methods: Researchers explored websites of 300 US bachelor of science in nursing (BSN) programs and assigned scores based on how many of 4 nursing concepts (context, holism, health, and caring) were represented in program and 3 course descriptions. Results: Mean program and course scores were 2.51, 0.96, 1.17, and 1.18, respectively. Programs and courses included between 0 and 4 concepts in their descriptions. There was a significant difference in program scores between BSN programs in 4 US regions. The most frequently identified concept was "context" in program descriptions and "holism" in course descriptions. Conclusions: Discipline-specific concepts are missing in many baccalaureate programs and course descriptions, which raises questions about how and when nursing students are learning what nursing is. [ABSTRACT FROM AUTHOR]

Jacqueline Fawcett's nursing metaparadigm-the domains of person, health, environment, and nursing-remains popular in nursing curricula, despite having been repeatedly challenged as a logical philosophy of nursing. Fawcett appropriated the word "metaparadigm" (indirectly) from Margaret Masterman and Thomas Kuhn as a devise that allowed her to organize then-current areas of nursing interest into a philosophical "hierarchy of knowledge," and thereby claim nursing inquiry and practice as rigorously "scientific." Scholars have consistently rejected the logic of Fawcett's metaparadigm, but have not yet proposed a substantially agreed-upon alternative. Through an analysis of articles introducing and critiquing Fawcett's metaparadigm, I argue for a re-conceptualized metaparadigm that articulates nursing's ontology. What exists for the nursing discipline are not already-demarcated metaparadigm domains, but rather interdependent, dynamic relations that constitute people, including nurses, in their health/environment circumstance. The nursing discipline aims to skillfully access this dynamic relationality as the basis for action and reflection to produce both positive health trajectories and knowledge that facilitates future action and reflection. Further inquiry into the onto-epistemology of nursing will produce a more robust understanding of nursing practice, science, and philosophy, and clarify its unique contribution to health and healthcare.

Introduction: In their daily clinical performance, nurses are faced with many ethical issues every day and every hour, which they have to solve. Ethical knowledge guides the activities of nurses to consider what is important. Where to do their duties. Sometimes the Importance of ethical knowledge have superiority to the technical skills of nursing work. This study was conducted with the aim of investigating the role of ethical knowledge in the development of nursing. Materials and Methods: The present study is a review- narrative type and the data is from library sources and databases (Medline, Google scholar, Magiran and SID), using the keywords ethics in nursing, development of ethical knowledge in nursing, ethical knowledge, nursing ethics. Or their combination and other related keywords along with their English equivalent were obtained between 2010 and 2020. Results: The findings were presented in 4 sections describing ethics, types of ethics, different ethical perspectives and ethics in nursing literature. Conclusion: Based on a review of the literature, it can be said that ethical knowledge is an inseparable part of the nursing profession, and as one of the four dimensions of knowledge development in nursing, it plays an important role, and it is impossible to develop nursing knowledge without considering ethical knowledge. In order to achieve this goal, it is necessary to investigate and identify the care environment, its opportunities and threats, and finally to develop regular and continuous training programs in the field of the importance and compliance with the principles of nursing ethics in hospitals. [ABSTRACT FROM AUTHOR]

Hepatic encephalopathy (HE) is a reversible brain dysfunction caused by liver insufficiency and portosystemic shunting. Hepatic encephalopathy is a common complication of advanced liver disease and is on a rise with the increasing incidence of non-alcoholic steatohepatitis (NASH). Since partnership with nursing staff is a critical part of successful management of these complex patients, we conducted a survey assessing their knowledge regarding HE.169 nurses participated in the survey. We found that more than 30% of the nurses did not know that ammonia is one of the toxins responsible for causing hepatic encephalopathy. We also found that 20% of the nurses had difficulty answering questions regarding titration of lactulose to bowel movements. Dietary education is a significant area for improvement as 80% of the nurses wanted to restrict fat and carbohydrate intake in these patients. With this simple survey, we identified important knowledge gaps among experienced nurses at our institution. We believe that by improving knowledge through focused lectures, we can improve patient care and reduce the length of hospitalizations in patients with HE.

Knowledge development is one of the foundations for nursing to grow as a profession. Knowledge development in nursing has been greatly influenced by the philosophical perspective in different eras. This study aims at exploring the philosophical standpoints and methodological perspective of nursing knowledge development. Performing research guided by philosophy and using suitable methodology underpinning the philosophical approach is the need for strengthening nursing knowledge at present. [ABSTRACT FROM AUTHOR]

Background: Evidence-based practice (EBP) is an important competency of undergraduate nursing students which should be cultivated before graduation by increasing future healthcare providers' knowledge, skills and attitudes towards EBP. This study aimed to describe nursing students' competencies (attitudes, knowledge, skills) in Evidence-based practice (EBP) and to determine factors predicting EBP competency. Methods: A descriptive cross-sectional study was conducted at the Higher School of Health Sciences and Techniques of Sousse (Tunisia) among 365 nursing students. Data were collected using the validated Evidence Based Practice Competencies Questionnaire (EBP-COQ). Multiple linear regression was performed to determine factors predicting EBP competencies. Results: The overall score of EBP-COQ questionnaire was 3.26 ± 0.53 out of 5. The attitude, skills and knowledge subscales received 4.04 ± 0.41; 3.05 ± 0.77 and 2.70 ± 0.74 as mean scores respectively. Multiple linear regression analysis (table 4) revealed that significant related factors were academic level (β = 0.271, p = 0.001), English-language reading skills (β = 0.435, p < 0.001), facing staff resistance in implementing a new evidence-based procedure (β = − 0.081, p = 0.035) difficulties in obtaining full-text papers (β = − 0.127, p < 0.001) and training in methodology (β = 0.232, p < 0.001) and also in statistics (β = 0.205, p < 0.001). Conclusions: These results help to understand students' attitudes, knowledge and skills in EBP and can be therefore a starting point to develop effective strategies for EBP curricula. [ABSTRACT FROM AUTHOR]

To evaluate: (a) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses' knowledge about chronic kidney disease risk factors and best practice screening procedures and (b) the effectiveness of an infographic poster compared with an e-learning program on general practice nurses' learning time and learning efficiency. The screening and early detection of chronic kidney disease is essential in reducing its burden on the health system and those affected by it. General practice nurses are well-positioned to assist in its early detection. Parallel-group, single-blinded, pre-post interventional randomised control design. This study was reported in accordance with the Consolidated Standards of Reporting Trials (CONSORT). Participants were registered or enrolled nurses working in general practice settings across Australia. The intervention group (n = 173) received an infographic poster about chronic kidney disease risk factors and best practice screening procedures, whereas the control group (n = 170) received an interactive e-learning program. Data were collected using an 8-item pre-post knowledge evaluation instrument. Time spent learning were collected through a self-reported log and a login/logout method. The overall intervention effect demonstrated no statistical significance in knowledge scores from the baseline scores between the intervention and control group. The intervention group demonstrated higher learning efficiency in comparison to the control group. The study demonstrated an infographic poster is as effective as an e-learning program on improving knowledge scores. However, in comparison to an e-learning program, an infographic poster is a more efficient way of learning. Infographic posters can be an efficient educational modality to enhance healthcare professionals' knowledge and could be used as public health campaigns in clinical settings to educate the community. [ABSTRACT FROM AUTHOR]

Exploring decolonization in nursing knowledge, particularly through Latin American nursologists, is crucial. Initially focused on underrecognized thought schools in Latin America and the concept of "Cuidado" versus Eurocentric paradigms, this paper extends the discussion on decolonization as potentially colonizing. This paper examines the decolonization discourse in nursing reinforcing colonization, arguing that the nursing metaparadigm remains Eurocentric, neglecting Global South contributions. The article critically discusses emerging theoretical ideas and situational theories from Latin America relevant to decolonizing nursing knowledge, providing analysis and proposing decolonization paths in nursing. The paper calls for genuine decolonization, urging Global North scholars to engage with indigenous, marginalized, and non-Western perspectives. It stresses the importance of acknowledging historical injustices, fostering cultural sensitivity, and revising nursing curricula for inclusivity and equity. Ultimately, the paper advocates for a transformative approach to nursing knowledge that challenges colonial legacies, promoting a more inclusive and equitable field. • Latin American perspectives: embracing "Cuidado" over Eurocentric nursing paradigms. • Does decolonization discourse reinforce colonization? • Amplifying global south voices in nursing. • Transformative approach to decolonize nursing knowledge. [ABSTRACT FROM AUTHOR]

The article presents the discussion on characterizing and engendering authenticity of being human and humanness. Topics include exploring interpretations of human completeness and human wholeness as transhumanist perspectives influencing nursing and healthcare; and explaining transhumanist medicine including neuroenhancements, body enhancements, genetic engineering, and antiaging technologies.

Aim: The aim of the study was to develop a survey instrument and psychometrically evaluate nurses' perceptions of the gap between knowledge and practice. Although the nursing literature has widely documented a gap between knowledge and practice, no instrument has been developed to measure this gap. Design: Psychometric analysis was done on 513 nurses working in different positions at two large hospitals in Jeddah City. Methods: Cronbach's alpha was used to determine the internal consistency and reliability of the research instrument, and a panel of experts evaluated the validity of the tool's content. Result: The content validity index computed from expert rankings was 0.89. Factor analysis yielded four major components: knowledge, practice, environment and learning. Cronbach's alpha indicated a high level of internal consistency and reliability for the component items. The newly developed scale will facilitate measuring nurses' perceptions of the knowledge–practice gap in clinical settings. [ABSTRACT FROM AUTHOR]

Access to nursing is at the core of health care in civilised societies. This paper is about naming, framing and claiming nursing's contemporary significance for health and people's lives through research. I argue that a nursing paradigm, with its historial ethos of caring and humanness, identifies and differentiates nursing's perspective on health, reframing the paradigm of practical expertise. Drawing on my experience in research, I establish my rationale for nursing as a paradigm that frames "research as-if practice", as participatory. Through research, each nurse, as practitioner/ researcher, evolves and presents findings as practice wisdom: the coherence of the knowing and the doing aspects of nursing. The significance of nursing is explained as being its knowledgeable practitioners -- their methodology is not deterministic, and involves "what can be" for all participating. The nursing voice comes from the collective. The need for kōrero, and for a succinct phrase indicating the distinctly nursing perspective of health in Aotearoa/New Zealand as a reference point are emphasised. [ABSTRACT FROM AUTHOR]

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

Concept exploration and development of superstition is the aim of this research. Superstition is a complex concept, needs to be clarity, removes it from its mundane state, and gives it a scientific richness. To use a list of questions extracted from a review of the literature to analyze, develop, and explore superstition. It was assessed according to studies conducted in three fields sociology, psychology, and nursing. The maturity of the concept was determined in four areas, epistemology, practicability, semantics, and deduction/logic. Nurses must discover people's beliefs and superstitions. Although the concept of superstition is commonly used, many of its features and aspects were still unclear.

Calls for nursing action to address climate change are resounding throughout the nursing community, yet many nurses feel ill-prepared to engage in climate action. As a collective practice discipline, we argue that nursings’ internalized a rigid view of what nursing is and, through self-disciplining practices, actively police our knowledge and practice to conform within a bounded domain that fails to view global issues, such as climate change, as being within the scope of nursing. To build nurses’ climate action capacity, we draw on Deleuze and Guarttari’s (1987) concept of rhizomatic assemblages to make an explicit connection between health and climate change, but also how climate action is a moral imperative in the scope of nursing education and practice. Using examples in the four domains of nursing - education, practice, research, and policy, we present how nurses can engage in coordinated and collaborative efforts both within and outside of ‘traditional’ nursing practice to address the connecting and complicated pathways of a changing climate.

This dialogue introduces the concepts of colonization and decolonization of nursing knowledge, the harms that have come from colonization, and the importance of engaging in the processes of decolonization as a means of achieving social justice and humanization for all. Specific options to decolonize nursing knowledge are discussed. [ABSTRACT FROM AUTHOR]

Objective: To analyze the concept Art of Caring and expand its conceptualization in the Nursing discipline. Methods: A conceptual analysis in Spanish and English was developed based on the steps proposed by Walker and Avant. Findings: Five principal historical stages of development of the concept were identified. Attributes, antecedents, consequences, and cases are provided. An analogy is proposed to illustrate this concept through the representation of a four‐dimensional figure (tesseract). Conclusions: Art of Caring embeds the core disciplinary nursing knowledge. Exploring this concept leads to a broad perspective of Nursing and the act of caring, with the potential of uniting the discipline globally. Implications for nursing practice: With the increasing use of Nursing knowledge in different languages, the global understanding of its foundations is key for advancement of the discipline. This concept analysis provides tools to help nurses to understand and be understood regardless of linguistic differences. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Central venous catheter (CVC) is an action that is often performed in treatment. There are several indications for the installation of a central venous catheter, ranging from measurement of central venous pressure (CVP), chemotherapy to parenteral nutrition. Central venous catheter wound care that is not carried out according to the procedure can cause various complications, one of which is infection. The incidence of sepsis due to central venous catheter placement is a significant cause of morbidity and mortality for patients. All nurses are required to have good skills and attitudes in the practice of implementing central venous catheter wound care in accordance with the procedure. Objective: This study aims to analyze the relationship between knowledge and attitudes of nurses regarding wound care to nurses practice in preventing wound infections in patients with central venous catheters. Methods: The design of this study was cross sectional using a descriptive correlational design. This research was conducted in July 2020. The number of samples involved in this study were 69 nurses with Diploma III educational qualifications in the inpatient ward of Dharmais Cancer Hospital. Data analysis using chi-square. Results: Bivariate analysis showed a value of p<0.05 for nurses knowledge and attitudes regarding central venous catheter wound care on nurse practice in preventing central venous catheter infection. Conclusion: there is a relationship between the level of knowledge and attitudes of nurses in wound care to the practice of nurses in preventing wound infections in patients with central venous catheters in hospital inpatient rooms. [ABSTRACT FROM AUTHOR]

Abstract Aim This article is a report of a study protocol designed to examine the effects of guided clinical reasoning on the quality of the Advanced Nursing Process—the evidence‐based version of the traditional nursing process. It aims to describe the theoretical framework—Kirkpatrick's evaluation model, the key concepts and the instruments for the planned study. Design A complex experimental intervention study using data and method triangulation is proposed. Methods Registered Nurses (N = 92), nursing records (N = 180) and 24 patients will be included. Nurses’ knowledge and attitude will be evaluated by questionnaires/tests, their clinical performance by observations. Patients’ perspective will be addressed by qualitative interviews and patient records by using the instrument Quality of Diagnoses, Interventions and Outcomes revised (Q‐DIO R). Discussion Kirkpatrick's model (including quantitative and qualitative methods) is providing evaluations from different perspectives on the quality of the Advanced Nursing Process and on intervention effects.

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.

Over the years, nursing research and practice have been through remarkable transformations in response to evolving and emerging healthcare systems and practices. Regarding research, nurses moved beyond merely using the quantitative methodology to combining qualitative, quantitative and mixed methods. In practice, nurses have transitioned from the delivery of medical‐based care to nursing theory‐guided practice, evidence‐based practice, knowledge translation and transformative practice. Some domains of nursing research and practice became progressive, while others degenerated. This paper aims to examine how different domains of nursing research and practice progress and degenerate using Imre Lakatos's methodology of scientific research programs. Lakatos differentiated scientific and pseudoscientific knowledge and coined the idea of scientific research programs. He believed that science in any discipline develops so that some programs are more progressive and others' degenerative. The degeneration and progression of programs occur steadily and rationally and are determined based on the extent of development and programs' potential to predict new solutions to old problems. Adopting this idea could enable nurses to critically analyse research programs in everyday knowledge development to use valid and legitimate programs for informing nursing practice. [ABSTRACT FROM AUTHOR]

Background: A tracheostomy is a surgical procedure in which an opening is made into the anterior wall of the trachea.With an increasing demand for intensive care beds more nurses in acute and high dependency wards will be expected to care competently for patients with tracheostomy tubes. Aim: To evaluate Nurses' knowledge and skills in performing tracheostomy care and to determine the effectiveness of the educational training program on nurses knowledge and skills. Methods: A quasi-experimental study (one group) conducted at Sinnar Teaching Hospital (STH). A total coverage technique was used 45 nurses were included.measurements of the group were made both before and after training program. Results: The total knowledge percentage before training program ranged from (2.2%) to (46.7%), and after training program,ranged from (57.8%) to (88.9%). 91.1% of respondents (41) they were not attending training course in Tracheotomy Care before.There was statistically significant different in the mean total knowledge score of the participants before and after the program at p value level = (0.00). Conclusion: The nurses included in the study do not have adequate knowledge and skills in the evidence-based guidelines for tracheostomy care.There is no correlation between the qualifications or years of experience and knowledge of nurses regarding tracheostomy care.Continuing professional development programme ontracheostomy care should be made compulsory for all nurses. [ABSTRACT FROM AUTHOR]