Factors influencing foot care behaviour among patients with diabetes: An integrative literature review.

AIM: The aim of the study was to examine factors influencing diabetic foot care behaviours (DFCBs) among patients with diabetes. DESIGN: An Integrative review using the Whittemore & Knafl five-stage framework. METHODS: A systematic search was performed to retrieve relevant peer-reviewed literature published in English between 2011 and 2021 across three electronic databases: CINAHL, Medline (PubMed) and Scopus. Following the quality appraisal, 35 papers were included in this review. RESULTS: This review revealed that patients' DFCBs were suboptimal. Additionally, four emerging themes were identified as the predictors of DFCB, namely: demographic characteristics as predictors of diabetic foot care behaviour; illness beliefs and perceptions as predictors of diabetic foot care behaviour; foot care knowledge as a predictor of diabetic foot care behaviour and foot care education as a predictor of diabetic foot care behaviour. This calls for nurses to devise educational strategies that adequately address these determinants to drive long-term positive DFCB among patients.

Nurses' experiences in voluntary error reporting: An integrative literature review.

OBJECTIVE: This integrative review aimed to examine and understand nurses' experiences of voluntary error reporting (VER) and elucidate factors underlying their decision to engage in VER. METHOD: This is an integrative review based on Whittemore & Knafl five-stage framework. A systematic search guided by the PRISMA 2020 approach was performed on four electronic databases: CINAHL, Medline (PubMed), Scopus, and Embase. Peer-reviewed articles published in the English language from January 2010 to December 2020 were retrieved and screened for relevancy. RESULTS: Totally 31 papers were included in this review following the quality appraisal. A constant comparative approach was used to synthesize findings of eligible studies to report nurses' experiences of VER represented by three major themes: nurses' beliefs, behavior, and sentiments towards VER; nurses' perceived enabling factors of VER and nurses' perceived inhibiting factors of VER. Findings of this review revealed that nurses' experiences of VER were less than ideal. Firstly, these negative experiences were accounted for by the interplays of factors that influenced their attitudes, perceptions, emotions, and practices. Additionally, their negative experiences were underpinned by a spectrum of system, administrative and organizational factors that focuses on attributing the error to human failure characterized by an unsupportive, blaming, and punitive approach to error management. CONCLUSION: Findings of this review add to the body of knowledge to inform on the areas of focus to guide nursing management perspectives to strengthen institutional efforts to improve nurses' recognition, reception, and contribution towards VER. It is recommended that nursing leaders prioritize and invest in strategies to enhance existing institutional error management approaches to establish a just and open patient safety culture that would promote positivity in nurses' overall experiences towards VER.

Nursing students' views and satisfaction of their clinical learning environment in Singapore.

Aims: This study aims to investigate final-year nursing students' actual perception of their clinical learning environment in Singapore. Design: Descriptive cross-sectional survey. Methods: An online survey based on the clinical learning environment inventory (CLEI; "Actual" version) was administered to final-year (third year) nursing students (N = 301) in a polytechnic in Singapore between May-July 2018. Results: Most nursing students reported moderate satisfaction with their clinical learning environment, reflecting their positive (although not strongly positive) perceptions. Among the six constructs of the CLEI, the higher scores of the constructs of "Personalization" and "Task orientation" implied their greater contribution to the positive view. Conversely, the lower scores of "Individualization" and "Innovation" implied their lesser contribution. Additionally, the positive correlation between "satisfaction" and the other five CLEI constructs was found to be statistically significant.

The experience of transition from nursing students to newly graduated registered nurses in Singapore.

OBJECTIVES: To investigate the experience of newly graduated registered nurses (NGRNs) in Singapore following their initial 6-12 months of transition from nursing student to registered nurse. METHODS: This mixed-methods study consisted of two phases. In the first phase, data were collected via the administration of the online survey to 30 NGRNs. The questionnaire contained 42 items of the four-point Likert scale survey. In the second phase, a focus group interview was conducted with 5 NGRNs to gather complementary information regarding the major findings from the first phase. RESULTS: The survey revealed despite most NGRNs (80%) in this study expressed overall satisfied with their transition, the item score was (2.97±0.61) out of 4, the majority (83.3%) also perceived their transition to professional practice being stressful, the item score was (3.07±0.74) out of 4.Three themes emerged from the interview, 'personal transition experience', 'professional transition experience', and 'organizational transition experience', which are entwined to construct overall NGRNs' transition experiences. CONCLUSIONS: This study reaffirms the theory-practice gap phenomenon. This signifies the need for closer collaboration between educational, healthcare industry and regulatory stakeholders to examine and address factors that influence their transition experience to better support them for workforce readiness.