Challenges Experienced by Family Caregivers of Individuals With Severe Mental Illness During the COVID-19 Pandemic: An Integrative Review.

Family caregivers of individuals with severe mental illness (SMI) faced increasing challenges during the coronavirus disease 2019 (COVID-19) pandemic; however, empirical evidence on the general challenges they experienced is lacking. Thus, the purpose of the current integrative review was to explore family caregivers' challenges during the COVID-19 pandemic. A total of nine relevant studies were included. Family caregivers experienced greater care burdens, physical and mental health problems, and limited access to health care services due to the pandemic. It is necessary to develop mental health policies and appropriate interventions to help individuals with mental illness and their family caregivers in the event of future crises. [Journal of Psychosocial Nursing and Mental Health Services, 61(7), 21-28.].

A Study of the Educational Needs of Clinical Nurses Based on the Experiences in Training Programs for Nursing COVID-19 Patients

SummaryPurposeThis study aimed to explore the experience of clinical nurses regarding training programs for critically ill patients with coronavirus disease 2019 (COVID-19) and their educational needs.MethodsQualitative data were analyzed using content analysis, and quantitative data were analyzed according to Borich's formula. Data for the study were collected in March 2021 from 16 nurses who had completed a nursing program for critically ill patients with COVID-19 and were working at three hospitals designated for COVID-19.ResultsParticipants' experiences were classified into three major categories, namely “Participation experiences and perceptions of the training program,” “Recommendations for improving the training program,” and “Perceptions of working in an infectious environment,” and 10 subcategories. According to Borich's formula, the most pressing educational needs in respiratory and non-respiratory nursing, respectively, were for “nursing care for patients on extracorporeal membrane oxygenation” and “application of continuous renal replacement therapy and caring for patients.”ConclusionTo prepare for the periodic emergence of communicable infectious diseases throughout the world and cultivate nursing staff to care for critically ill patients, it is necessary to develop nursing education programs with content corresponding to nurses' needs. This study can be used as base data for cultivating nursing staff for critically ill patients with communicable infectious diseases in keeping with clinical nurses’ educational needs and basic educational materials for nursing students.Trial registrationCRIS, KCT0006359. Registered 20 July 2021 - Retrospectively registered, https://cris.nih.go.kr/cris/

Can Virtual Simulation Replace Clinical Practical Training for Psychiatric Nursing?

In Korea, virtual simulation is currently replacing clinical practical training for psychiatric nursing due to the COVID-19 pandemic. This study aimed to explore the virtual simulation experiences of nursing students through focus-group interviews. Three categories were derived: 'glad that the patients were not real people', 'bridge between the text world and the real world', and 'supplementations needed for virtual simulation to replace clinical practice'. Although virtual simulation helped acquire knowledge and skills related to psychiatric nursing practice in a safe environment, there were limitations to replacing clinical practice. To overcome this, a diverse approach between students and professors is required.

Nursing students' experience of online peer tutoring based on the grow model: A qualitative study.

BACKGROUND: With the drastic change in the nursing education environment due to the coronavirus pandemic, several attempts have been made in Korea to help nursing students better adapt to the new learning environment. OBJECTIVE: This study aimed to explore nursing students' experience of online peer tutoring based on the Goal-Reality-Options-Will (GROW) model. DESIGN: A qualitative study using content analysis. SETTINGS: This study was conducted in the department of nursing at two universities in South Korea. PARTICIPANTS: The participants were 14 nursing students who participated as tutors and tutees in the online peer tutoring. METHODS: Three focus group interviews were conducted with the 14 students. Data were transcribed and analyzed using content analysis. RESULTS: Three categories and nine subcategories were extracted. Online peer tutoring allowed participants to learn using a new approach, promoted their efficiency of studying in multiple aspects, and encouraged them to persevere and advance in academics, thus proving its usefulness as an auxiliary strategy to enhance the efficiency of online learning. CONCLUSIONS: Structured online peer tutoring can be a useful tool for enhancing the effectiveness of non-face-to-face education for nursing students. This study's results can serve as meaningful basic data for planning and composing learning activities optimized for the future online nursing education environment.