An exploration of the experiences of respiratory clinical nurse specialists (CNS) and advance nurse practitioners (ANP) in Irish healthcare settings

Background: Nursing practice in Ireland are continually evolving. The introduction of the respiratory CNS/ANP role is one of the most significant changes in recent years. Respiratory CNS/ANP have responsibilities under their scope of practice NMBI (2015) to contribute to the education of their colleagues and patients. The respiratory CNS and ANP brings benefits for patients and consultants, however, raises issues in relation to boundaries affecting identity. Aim(s): Exploring the experience of respiratory CNS/ANP education, knowledge, learning and wellbeing in their clinical health environment. Methodology: This qualitative study is influenced by hermeneutic phenomenology. Ethical approval and permission were obtained, and a gatekeeper forwarded study information to potential participants. Fifteen participants participated in one-to-one semi-structured interviews, via digital media, recorded and transcribed. Result(s): Findings suggest that respiratory CNS/ANP enhance nursing professionalisation which was especially during COVID-19 pandemic and contribute to the empowerment of nursing and nurse education. Respiratory CNS/ANP enhances, compliments nursing practice, enabling a more agentic practitioner, though challenges to this have been identified. Conclusion(s): This study provides an account of the practice and experiences of respiratory CNS/ANP in the Irish health care setting, developing direct knowledge from those experiences. Findings from this research can inform those with direct responsibility for the regulation of respiratory CNS/ANP nursing practice and those responsible for education and research in the nurse context.

The Current Status of Nursing Management Practicum during the COVID-19 Pandemic

Purpose: This study was to identify how a nursing management practicum was operated during the COVID-19 pandemic in Korea. Methods: This study surveyed instructors teaching the nursing management practicum with a questionnaire covering five domains and 42 items. The data were analyzed using descriptive statistics and content analysis. Results: The practicum was performed mainly by mixed methods (40.8% and 38.5%), in hospitals only (30.8% and 60.4%), online only (19.8% and 1.1%) in 2020 and 2021, respectively. The mixed methods were most frequently used for instructor teaching and conferences (43.9% and 58.3%). and the average teaching time per week was 9.40 and 8.69 hours per week, respectively. Taking charge in one to three core nursing skill items, 87.8% and 90.1% of the respondents each year performed face to face evaluation for the skills. Four to six out of 12 POs were covered by 58.2% and 54.9% of the participants, respectively, in 2020 and 2021. The greatest difficulty under the pandemic was securing students' hospital assignments. Conclusion: The nursing management practicum needs to adopt various digital technologies, and create new education models including hybrid ones combining both contact and untact methods to improve the educational effect for the post COVID-19 era. © 2022 Korean Academy of Nursing Administration.

Promoting students' learning achievement and self-efficacy: A mobile chatbot approach for nursing training

The aims of nursing training include not only mastering skills but also fostering the competence to make decisions for problem solving. In prenatal education, cultivating nurses' knowledge and competence of vaccine administration is a crucial issue for protecting pregnant women and newborns from infection. Therefore, obstetric vaccination knowledge has become a basic and essential training program for nursing students. However, most of these training programs are given via the lecture-based teaching approach with skills practice, providing students with few opportunities to think deeply about the relevant issues owing to the lack of interaction and context. This could have a negative impact on their learning effectiveness and clinical judgment. To address this problem, a mobile chatbot-based learning approach is proposed in this study to enable students to learn and think deeply in the contexts of handling obstetric vaccine cases via interacting with the chatbot. In order to verify the effectiveness of the proposed approach, an experiment was implemented. Two classes of 36 students from a university in northern Taiwan were recruited as participants. One class was the experimental group learning with the proposed approach, while the other class was the control group learning with the conventional approach (ie, giving lectures to explain the instructional content and training cases). The results indicate that applying a mobile chatbot for learning can enhance nursing students' learning achievement and self-efficacy. In addition, based on the analysis of the interview results, students generally believed that learning through the mobile chatbot was able to promote their self-efficacy as well as their learning engagement and performance. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Effect of COVID-19 on comprehensive predictor exam scores and nursing program scores and first generation college students

The COVID-19 pandemic forced nursing education programs to change traditional face-to-face teaching to virtual education and simulated experiences. Therefore, research is needed to determine how this change affected nursing students' academic performance and their performance on standardized exams. The purpose of this three-part study, guided by Knowles's adult learning theory, was to determine if there was a difference in Associate of Science in Nursing (ASN) students' performance on: (a) Assessment Technology Institute (ATI) Comprehensive Predictor (CP) scores, (b) end of program scores, and for (c) CP scores for first generation students before the COVID-19 pandemic compared with nursing students' scores during the pandemic. Ex post facto data collected from three semesters of ASN students before the COVID-19 pandemic and three semesters during the COVID-19 pandemic made up the sample used for analysis. Results revealed no significant difference in students' CP scores between the two timeframes. A significant decrease was seen in students' end of program scores during the pandemic compared to prepandemic. No significant difference was seen on the CP scores of first generation students during the two time periods;however, the first generation students scored significantly lower regardless of the time compared to non-first generation students. This research is important to nursing education as it may facilitate positive social change by raising awareness of the need to improve virtual learning strategies to improve program outcomes and to recognize first generation students as needing additional assistance compared to non-first generation students. Future research is needed on strategies for virtual learning and specifically for first generation students. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Faculty perceptions of teaching clinical reasoning at the patient bedside

Nurse educators meet frequently in conference settings and peer groups seeking an answer to "How do you do clinical?". The purpose of this qualitative, phenomenological study was to explore faculty perceptions of clinical teaching experiences at the patient bedside at a level one or two associate's degree nursing program by faculty within the Virginia Community College System (VCCS) that teach a rural student population.Rural students struggle with work-life barriers that complicate their educational journey. This was compounded by the COVID-19 pandemic that presented new challenges to the way nursing education could be delivered creating a need for on line and blended learning environments. Many programs experienced a shutdown of clinical teaching facilities and were forced online. This new learning environment proved to be another educational challenge for rural healthcare communities. This study explored faculty perceptions with interview sessions addressing clinical teaching practice over the last five years at the patient bedside with eight nurse educators from VCCS rural community colleges. A literature review revealed gaps in the research;the utilization of a comprehensive clinical teaching model and an overall disagreement on any one "best" teaching method. Three research questions on the teaching of clinical reasoning, safe patient care outcomes, and the experiences of new teaching environments during the COVID -19 pandemic were developed. Following hermeneutic analysis, the primary themes of Collaborative Teaching Practices, Traditional Teaching Methods, and Pandemic Teaching emerged with secondary themes of Concept Based Curriculum and Blended Learning Environments. Academic nursing leaders and faculty should use this information to create a common clinical teaching model. Health care leaders should use this information to enhance bedside teaching practices to produce safe outcomes for patients in their care. Nursing educators should use this information to make strong clinical thinkers that will address the growing need for nurses in the United States in the wake of the most significant nursing shortage experienced in this profession. This hermeneutic phenomenology is the beginning of a much-needed change in clinical education. Nurse educators must develop critical reasoning skills in nurses that will care for an aging population using innovative methods for critical thought. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Nurse Burnout in Hospice and Palliative Care: A Scoping Review

Burnout in hospice and palliative care nurses is a growing issue, especially in light of the COVID-19 pandemic. However, few studies have focused specifically on burnout in this population. A scoping review was undertaken to identify what is known about burnout among hospice and palliative care nurses, and to unify disparate findings. Analysis of eight articles revealed three overarching categories: personal factors, organizational/workplace factors, and nursing professional development factors. Each category was then divided into three cross-cutting subcategories: contributory and noncontributory factors, mitigating factors, and workplace issues. Recommendations for individuals include self-care as well as self-awareness of intrinsic characteristics that can predispose one to burnout. Within the workplace, leaders are challenged to support evidence-based practice and ongoing education. Role modeling positive communication skills, effective conflict mitigation, responsiveness, promotion of equity, and workplace commitment also help to create a culture of wellness. Nursing professional development may aid in resilience-building, and promotion of self-efficacy, self-confidence, and assertiveness. Although all identified recommendations were derived from the literature, no interventional studies have been conducted to test the effects of suggested interventions. Future research should include interventional studies as well as qualitative research to capture nuanced experiences of burnout in hospice and palliative care nurses.

Evaluating an undergraduate nursing student telehealth placement for community-dwelling frail older people during the COVID-19 pandemic.

AIMS AND OBJECTIVES: To evaluate a rapid response student telehealth placement experience implementing interRAI assessments of community-dwelling frail older people during the COVID-19 pandemic. To identify lessons to inform future telehealth clinical placements. BACKGROUND: New Zealand undertakes assessment of older people with disabilities using the interRAI contact assessment tool for less complex conditions and home care assessment tool for complex needs. New Zealand entered lockdown in March 2020 in response to COVID-19. New Zealand's most vulnerable community members required urgent needs assessment. DESIGN: A clinical placement whereby 3rd year undergraduate nursing students trained by interRAI-NZ educators worked remotely from home delivering telehealth assessment for 'at risk' older people across the Waikato District, New Zealand. This represented the first telehealth experience within an undergraduate nursing program approved by the New Zealand Nursing Council. METHODS: A case study evaluation utilising mixed method questionnaire and qualitative techniques within an interpretive paradigm. 19 third year students in the fifth semester of a Bachelor of Nursing program and 5 nursing staff members engaged in delivery of the initiative completed pre- and post-placement short answer questionnaires. Reflective diaries were maintained by students on placement. Post-placement interviews and focus group discussions provided in-depth data. COREQ guidelines informed analysis and reporting. RESULTS: Student and tutor responses showed consistent themes: tackling COVID-19; implementation requirements; nursing competencies; provider relationships; and community insights. These provide insight and highlight lessons learnt from this initiative. CONCLUSIONS: Student confidence in therapeutic engagement and clinical assessment and interest in aged care was increased, confirming the viability and importance of this inaugural telehealth student placement initiative. RELEVANCE TO CLINICAL PRACTICE: Graduate work readiness is enhanced through telehealth placement experience and interRAI assessor training. These are recommended as core components of future nursing education programs.

Nursing teaching during the covid-19 pandemic / O ensino de enfermagem durante a pandemia de Covid-19 / La educación de enfermería durante la pandemia de Covid-19

O ano de 2020 ficou marcado como o ano dos desafios, devido aos inúmeros acontecimentos ocasionados pela COVID-19, desta forma objetiva-se quantificar e descrever as características da produção científica sobre o ensino de graduação em enfermagem no contexto da pandemia da COVID-19. Trata-se de um estudo quantitativo, descritivo e com enfoque teórico, ancorado em publicações nacionais, com a pesquisa realizada no mês de janeiro de 2021 nas bases de dados BDENF, LILACS e Medline. Os critérios de inclusão foram autores brasileiros, ano da publicação (2020), categorizado como artigo original, acesso ao texto completo e temática correlata ao processo de educação e formação de enfermeiros no nível de graduação. Foram encontrados 47 estudos, após a leitura dos resumos apenas 11 contemplavam os critérios de inclusão estabelecidos para leitura na íntegra que após a leitura minuciosa foram analisados conforme as sete categorias propostas. Fato marcante das onze publicações evidenciadas no estudo foi a condição de afastamento social imposta pelo contexto da pandemia, fazendo necessária a utilização de ferramentas da tecnologia da informação e comunicação, conhecidas anteriormente por meio dos cursos de educação a distância, além da preocupação com o atendimento aos requisitos que garantam a qualidade na formação em enfermagem. Os resultados desta pesquisa evidenciam que o tema pesquisado é emergente, o que sugere que há um grande campo de estudo para o desenvolvimento de pesquisas que correlacionem o ensino de graduação em enfermagem no contexto da pandemia da COVID-19 com a prática pedagógica por meio do ensino remoto.

The year 2020 was marked as the year of challenges, due to the countless events caused by COVID-19, thus aiming to quantify and describe the characteristics of scientific production on undergraduate nursing education in the context of the pandemic of COVID-19. This is a quantitative, descriptive study with a theoretical focus, anchored in national publications, with the research carried out in January 2021 in the databases BDENF, LILACS and Medline. The inclusion criteria were Brazilian authors, year of publication (2020), categorized as original article, access to the full text and thematic correlated to the education and training process of nurses at the undergraduate level. 47 studies were found, after reading the abstracts, only 11 contemplated the inclusion criteria established for reading in full, which after careful reading were analyzed according to the seven proposed categories. A striking fact of the eleven publications evidenced in the study was the condition of social isolation imposed by the context of the pandemic, making it necessary to use information and communication technology tools, previously known through distance education courses, in addition to the concern with service to the requirements that guarantee quality in nursing education. The results of this research show that the researched topic is emerging, which suggests that there is a large field of study for the development of research that correlates undergraduate nursing education in the context of the COVID-19 pandemic with pedagogical practice through the remote teaching.

El año 2020 fue marcado como el año de los desafíos, debido a los numerosos eventos provocados por el COVID-19, de esta manera se pretende cuantificar y describir las características de la producción científica sobre la formación de pregrado en enfermería en el contexto de la pandemia del COVID-19. Se trata de un estudio cuantitativo, descriptivo y con enfoque teórico, anclado en publicaciones nacionales, con la búsqueda realizada en enero de 2021 en las bases de datos BDENF, LILACS y Medline. Los criterios de inclusión fueron autores brasileños, año de publicación (2020), categorizado como artículo original, acceso al texto completo y tema correlacionado con el proceso de educación y formación de enfermeras a nivel de pregrado. Se encontraron 47 estudios, tras la lectura de los resúmenes, sólo 11 cumplían los criterios de inclusión establecidos para su lectura completa, que tras una lectura exhaustiva se analizaron según las siete categorías propuestas. Un hecho llamativo de las once publicaciones evidenciadas en el estudio fue la condición de retraimiento social impuesta por el contexto pandémico, haciendo necesario el uso de herramientas de tecnología de la información y la comunicación, antes conocidas a través de cursos de educación a distancia, además de la preocupación con el cumplimiento de los requisitos que garantizan la calidad en la educación de enfermería. Los resultados de esta investigación muestran que el tema investigado es emergente, lo que sugiere que existe un amplio campo de estudio para el desarrollo de investigaciones que correlacionen la educación de pregrado en enfermería en el contexto de la pandemia de COVID- 19 con la práctica pedagógica a través de la enseñanza a distancia.

An international exploration of blended learning use in pre-registration nursing and midwifery education.

AIM: To explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. BACKGROUND: The global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. DESIGN: Cross-sectional, sequential, mixed methods study PARTICIPANTS/SETTINGS: Nursing/nurse education leaders from across International Council of Nurses regions METHODS: Exploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants' knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. RESULTS: Participants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. CONCLUSIONS: Blended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact. TWEETABLE ABSTRACT: Blended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.

Creative Solutions to Assure New Graduate Preparation and On-Boarding

The pandemic has caused nurse leaders to rethink how to best prepare nurses for practice in challenging times. Creative strategies employed by nurse leaders in academia and in community settings can ensure that new graduate nurses are ready for practice. This article discusses ideas for implementation or refocus that are required to meet the needs of the novice nurse and community partners.

Development of the nursing associate role in community and primary care settings across England

Why you should read this article: • To understand some of the benefits that the nursing associate role can bring to community and primary care nursing teams • To be aware of the challenges involved in training and embedding nursing associates in community and primary care settings • To recognise the need for clarity on the boundaries and expectations of the nursing associate role in community and primary care settings Nursing associates have been part of the health and social care workforce in England since 2017 and are starting to contribute to managing workforce challenges. However, little is known about the nursing associate role in community and primary care settings. This article provides an overview of what is known about the nursing associate role in community and primary care settings and introduces some emerging findings from recent research. The article identifies some of the benefits that nursing associates can bring to community and primary care nursing teams and some of the challenges involved in training and embedding nursing associates in these sectors of the health and social care workforce.

Lightboard: Inexpensive and Easy-To-Develop Media for Making Nursing Practicum Videos

Since the outbreak of the SARS-CoV-2 virus in Indonesia, the Government has closed schools and conducting learning from home, which forces universities to use distance education. One alternative is to use videos that have been shown to have a positive effect on student learning, satisfaction, engagement, interest, inspiring, and facilitating problem-solving. There is a new medium known as a "lightboard", which is most often made up of a panel of glass surrounded by LED light that makes the writing luminous and highly visible on the camera. The purpose of this study was to develop a inexpensive and easy-to-develop lightboard media to make nursing practicum video. This study uses research and development methods. The object being developed is a lightboard media to make a practicum video. The results showed that the video made with lightboard as a medium have fulfilled the aspect of simplicity, clarity, convenience, educative, and attractiveness. Lightboards have proven to be effective as a medium for making practical videos that are inexpensive and easy-to-develop. Authors strongly recommends nursing study programs to use lightboards as a medium for making nursing practicum videos. Furthermore, research to test the effectiveness of light board media on other practical materials is recommended.

The value of a redesigned clinical course during COVID-19 pandemic: an explorative convergent mixed-methods study.

BACKGROUND: The COVID-19 lockdown in March 2020 had a significant consequence for nursing students worldwide including limited access to learning situations in clinical rotation. Therefore, this study aims to explore how an innovative redesign of a clinical course in a time of pandemic supported nursing students in learning the fundamentals of care in their first year. The redesign involved the transformation of a traditional hands-on clinical course into a technology-enhanced learning environment. DESIGN: This was an explorative convergent mixed-methods study using both quantitative and qualitative methods. METHODS: Twenty-four first-year nursing students responded to an online questionnaire with open-ended questions. Two nursing students and one faculty member participated in individual online interviews, and three faculty members participated in an online focus group interview. All the data were collected in June 2020. The quantitative data were analyzed using descriptive statistics and the qualitative data using content analysis. The GRAMMS guideline was applied. RESULTS: The students achieved the learning outcomes regarding fundamental care, basic physical assessment skills, and clinical reasoning with the help of academic assignments, multimedia learning resources, and virtual patients. Further, six central aspects of the facilitator role in the virtual simulation were identified. The aspect that was considered most valuable involved uncovering the "red thread" between different areas of knowledge in the first year of nursing education; this supported the students to better understand how to think and talk like a nurse. CONCLUSION: This study offers insight into how a technology-enhanced clinical course can foster the learning of fundamental nursing care, basic physical assessment skills, and clinical reasoning skills; enhancing students' preparedness for clinical hours. Virtual patients' scenarios contributed to integrating different types of knowledge and skills that are important when providing nursing care for patients in clinical practice. This study also highlighted a gap in pedagogical competence among faculty members with regards to facilitating learning in a technology-enhanced learning environment. Study findings suggest promising pedagogical strategies that should be further developed post-pandemic, in response to the call for a renewal of nursing education using more technologically supported learning designs.

Inaugural Post-Doctoral Program for Nurse Executives

In this paper, the authors describe one of the signature programs launched through the Marian K. Shaughnessy Nurse Leadership Academy, the post-doctoral system-level executive nursing education program. This program was directly linked to the core focus of the Shaughnessy Nurse Leadership Academy. The program design, speakers, and outcomes are presented along with lessons learned, including the value and power of philanthropy, and the need for flexibility in both scheduling and implementation during a pandemic.

Collaborative learning in the COVID-19 pandemic: A change to the delivery of undergraduate nursing education

At the time of the first lockdown in Aotearoa New Zealand, Bachelor of Nursing students were deemed non-essential workers and unable to complete clinical placements. This reflective piece describes an innovative solution to design meaningful learning activities for clinical placements in primary health care settings. With a focus on collaborative learning in a virtual team, student nurses participated in a project which focused on disaster nursing preparedness and management of the sequelae associated with a disaster, particularly the COVID-19 pandemic. Appropriate e-learning short courses contributed to student preparation for clinical practice acting as a substitute to clinical experience. The learning outcomes for student nurses included enhanced teamwork, demonstration of leadership, relevant learning that enabled completion of the Bachelor of Nursing programme with work readiness.

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A look at how dental nurses can contribute to best infection control practices

Effective online learning strategies for leadership and policy undergraduate courses for nursing students: a rapid review.

OBJECTIVES: Due to the importance of developing leadership competencies during nursing education, it is critical to make evidence-based decisions regarding the transformation from face-to-face to online delivery of leadership and policy courses for nursing students in the wake of the COVID-19 pandemic. This rapid review aims to identify effective learning strategies for creating online leadership and policy courses for undergraduate nursing students. DATA SOURCES AND REVIEW METHODS: A rapid review methodology was used. Searches in CINAHL and ERIC yielded 4112 records. After screening, seven articles were included. The Criteria for Describing and Evaluating Training Interventions in Healthcare Professions (CRe-DEPTH) tool was used for quality appraisal and data extraction. A narrative synthesis approach was used to summarize the data. RESULTS: The learning activities were heterogeneous in terms of content and format. Articles described the use of discussion forums, case studies, virtual clinical learning experiences, microblogging, and video clips. The methods of evaluation for these learning activities also varied greatly. CONCLUSION: The findings will act as a steppingstone to help develop an online undergraduate leadership and policy nursing course. This review also demonstrated the need for rigorous evaluation of learning activities. The use of a tool such as the CRe-DEPTH can help instructors plan and report on their learning interventions or courses.