DEVELOPMENT OF NURSING AS A PROFESSIONAL DISCIPLINE. DIFFERENCES IN THE LATIN AMERICAN CONTEXT / DESARROLLO DE LA ENFERMERÍA COMO DISCIPLINA PROFESIONAL. DIFERENCIAS EN EL CONTEXTO LATINOAMERICANO

It is a reflection on the consolidation of nursing as a professional discipline and the elements that, according to the scientific literature, make up this development. From there, the progress of nursing development in the Latin American context is analyzed and some aspects that may be influencing this development are identified. The academic field is pointed out as a strategic space to study and intervene in if the aim is to analyze the differentiated progress that nursing has had according to the context, and it is recognized that it is these spaces ­ the nursing training schools ­ from which the discussions that have underpinned the most significant developments of nursing as a professional discipline have been led with greater force.

Se trata de una reflexión sobre la consolidación de la enfermería como disciplina profesional y los elementos que de acuerdo con la literatura científica configuran este desarrollo. A partir de allí se analiza el avance del desarrollo de la enfermería en el contexto Latinoamericano y se identifican algunos aspectos que pueden estar influyendo sobre este desarrollo. Se señala el ámbito académico como un espacio estratégico por estudiar e intervenir si lo que se pretende es analizar el avance diferenciado que ha tenido la enfermería según el contexto, y se reconoce que son esos espacios ­las escuelas de formación en enfermería­ desde donde se han liderado con mayor fuerza las discusiones que han apuntalado los desarrollos más significativos de la enfermería como disciplina profesional.

The effectiveness of the Escape Room as an educational methodology in the Infarction Code.

OBJECTIVE: To evaluate the efficacy of an educational intervention (escape room) in the acquisition and retention of knowledge in relation to the Infarction Code, and to compare the knowledge of other teaching methodologies related to the Infarction Code. METHODS: A pre-post study was designed without a control group. After one month of the master class on the Infarction Code given to master's degree (doctors and nurses), an educational intervention was carried out consisting of an Escape Room on the same content, with a questionnaire that collected various sociodemographic data, and a knowledge test on the Infarction Code, which was repeated immediately after the activity and at the end of 2 months after the activity, and a test of knowledge on the Infarction Code. immediately after the activity and 2 months after the master class. Likewise, after the activity, a gamified experience evaluation questionnaire (GAMEX) was completed. RESULTS: Thirty-two students received the educational intervention (12 physicians and 20 nurses), and differences were observed between medical and nursing professionals in terms of initial knowledge of simulation and gamification. After the activity, and based on the initial knowledge test, the score increased by 3.49 points, an increase that was also reflected in the test taken two months after the master class, where an increase of 2.08 points was maintained. The participants rated the experience positively, with no significant overall differences between the two professional groups. CONCLUSIONS: The nurses had greater knowledge and contact with clinical simulation, virtual reality and gamification. The escape room showed to be a valid method for the assimilation and retention of knowledge in master's degree students. Medical professionals experienced a greater degree of immersion in the activity.

Self-efficacy mediates the effect of professional identity on learning engagement for nursing students in higher vocational colleges: A cross-sectional study.

BACKGROUND: Learning engagement is a crucial predictor of academic achievement. It is essential to understand the factors influencing learning engagement among nursing students, especially from the learner's perspective, which is notably scarce but vital for designing effective educational interventions. OBJECTIVES: This study aims to investigate the mediating effect of self-efficacy on the relationship between professional identity and learning engagement for nursing students in higher vocational colleges. DESIGN: A cross-sectional electronic survey was conducted. SETTING: The study was conducted in four higher vocational colleges located in Guangdong Province, China. PARTICIPANTS: A total of 944 first- and second-year nursing students participated in the study between October and November 2022. METHODS: Data were collected with questionnaires on general information, professional identity, self-efficacy, and learning engagement and analyzed with SPSS 26.0 and PROCESS v4.1 (Model 4), exploring relationships among professional identity, self-efficacy, and learning engagement through Pearson correlations, multivariate regression, and mediation analysis with 5000 bootstrap samples. RESULTS: The participants exhibited moderate levels of professional identity (85.37 ± 13.52), self-efficacy (25.58 ± 5.74), and learning engagement (71.26 ± 16.17), which were all significantly correlated with each other (P < 0.01). In the model of the mediating effect, professional identity directly (ß = 0.811, t = 27.484, P < 0.001) and indirectly [ß = 0.112,95%CI (0.074-0.154)] significantly predicts college students' learning engagement; professional identity has a significant positive predictive effect on self-efficacy (ß = 0.182, t = 14.459, P < 0.001) and self-efficacy significantly predicts learning engagement (ß = 0.614, t = 8.292, P < 0.001). Furthermore, the direct effect of professional identity on learning engagement (0.699) and its mediating effect (0.112) account for 86.19 % and 13.81 % of the total effect (0.811), respectively. CONCLUSION: Participants exhibited moderate levels of professional identity, self-efficacy, and learning engagement. Professional identity and self-efficacy are interconnected and positively correlated, influencing learning engagement among nursing students, which highlights the need to foster these qualities to enhance education and future practice.

Developing a pediatric nursing simulation scenario template in South Korea: applying real-time Delphi methods.

PURPOSE: This study aimed to describe the process of developing a validated pediatric nursing simulation scenario template using the real-time Delphi method. METHODS: A panel of 13 pediatric nursing experts participated in a real-time Delphi survey conducted over two rounds. Initially, 83 items were included in the questionnaire focusing on the structure and content of the simulation scenario template. Data analysis involved calculating the content validity ratio (CVR) and the coefficient of variation to assess item validity and stability. RESULTS: Through iterative rounds of the Delphi survey, a consensus was reached among the experts, resulting in the development of a pediatric nursing simulation scenario template comprising 41 items across nine parts. The CVR values ranged from 0.85 to 1.0, indicating a high consensus among experts regarding the inclusion of all items in the template. CONCLUSION: This study presents a novel approach for developing a pediatric nursing simulation scenario template using real-time Delphi methods. The real-time Delphi method facilitated the development of a comprehensive and scientifically grounded pediatric nursing simulation scenario template. Our template aligns with the International Nursing Association for Clinical Simulation and Learning standards, and provides valuable guidance for educators in designing effective simulation scenarios, contributing to enhanced learning outcomes and better preparation for pediatric clinical practice. However, consideration of cultural and contextual adaptations is necessary, and further research should explore alternative consensus criteria.

Acidentes de trabalho com exposição a material biológico entre profissionais de enfermagem no Paraná / Work accidents with exposure to biological material among nursing professionals in Paraná / Accidentes de trabajo con exposición a material biológico en profesionales de enfermería en Paraná

Objetivou-se analisar o perfil epidemiológico das notificações de acidentes de trabalho com exposição a materiais biológicos entre profissionais de enfermagem no Paraná, por meio da série histórica determinada pelos anos de 2013 a 2022. Estudo epidemiológico observacional descritivo do tipo levantamento, fundamentado na epidemiologia descritiva, a partir de dados do Sistema de Informações de Agravos de Notificação e do Cadastro Nacional de Estabelecimentos de Saúde. Foram Identificados 48.405 casos, com prevalência de 98,54/1.000 profissionais. Destaca-se maior ocorrência no ano de 2019, na Regional de Saúde Metropolitana, entre técnicos de enfermagem, do sexo feminino, com faixa etária entre 31 e 40 anos. Entre enfermeiros, a faixa etária prevaleceu entre 18 e 30 anos, com evolução de alta sem conversão sorológica e fontes negativas para doenças. Destaca-se o alto número de tratamentos abandonados e subnotificações. Investir na formação profissional, na educação permanente, em equipamentos de proteção de qualidade e na efetivação dos protocolos para tratamento profilático é fundamental para prevenir o agravo.

The objective was to analyze the epidemiological profile of notifications of work accidents with exposure to biological material among nursing professionals in Parana, through the historical series determined for the years 2013 to 2022. Descriptive observational epidemiological study of the survey type, based on descriptive epidemiology, based on data from the System Information on Notifiable Diseases and the National Registry of Health Establishments. 48,405 cases were identified, with a prevalence of 98.54/1,000. More occurrences among female nursing technicians aged between 31 and 40 years old, from the Metropolitan Health Regional Facilities, in year 2019, stand out. Among nurses, the age range was between 18 and 30 years old, with discharge progressing without serological conversion and negative sources of disease. The high number of abandoned treatments and underreporting stands out. Investing in professional training, continuing education, quality protective equipment and implementing protocols for prophylactic treatment are essential to prevent the disease.

El objetivo fue analizar el perfil epidemiológico de las notificaciones entre profesionales de enfermería de Paraná, a través de la serie histórica determinada para los años 2013 a 2022. Estudio epidemiológico observacional descriptivo, tipo encuesta, con base en epidemiología descriptiva, a partir de datos del Sistema de Información de Enfermedades de Notificación Obligatoria. Se identificaron 48.405 casos, con una prevalencia de 98,54/1.000. Sobresalen más ocurrencias en 2019 entre técnicos de enfermería, del sexo femenino, edades entre 31 y 40 años, en la Regional de Salud Metropolitana. Entre los enfermeros, el rango de edad estuvo comprendido entre 18 y 30 años, progresando el alta sin conversión serológica y focos negativos de enfermedad. Destaca elevado número de tratamientos abandonados y subregistro. Invertir en formación profesional, educación continua, equipos de protección de calidad e implementar protocolos de tratamiento profiláctico son fundamentales para prevenir la enfermedad.

User experience and interface assessment for metaverse platforms on nurses and nursing students: A cross-sectional study.

BACKGROUND: The metaverse, a rapidly evolving virtual environment, offers new opportunities for healthcare education. The effectiveness of the metaverse as a learning tool depends on user readiness and platform characteristics. AIM: This study aimed to examine the current use of metaverse platforms among nurses and nursing students in South Korea and explore the relationship between user characteristics and their metaverse experience, focusing on presence, usability, and user experience. DESIGN: This was a cross-sectional descriptive study. SETTINGS: Registered nurses and nursing students from various healthcare settings and educational institutions in South Korea participated in this study. PARTICIPANTS: This study included 428 participants, comprising 188 nurses and 240 nursing students. METHODS: Between September and November 2022, participants provided voluntary informed consent. The participants engaged with one of the following two metaverse platforms: ZEPETO (mobile-based) or Gather (screen-based). After four structured exploration phases, the participants completed online questionnaires. These surveys assessed general characteristics, metaverse self-efficacy, sense of presence, usability, and user experience. RESULTS: Most participants had previous experience with the metaverse and rated their metaverse self-efficacy at 3.60. Nurses scored higher than nursing students in terms of presence, usability, and user experience in the metaverse. Higher work self-efficacy in nurses and academic self-efficacy in nursing students were associated with more positive experiences in the metaverse. Nurses consistently rated higher across all subdomains of presence, usability, and user experience than nursing students. The type of metaverse platform also significantly influenced user experience. CONCLUSIONS: A significant proportion of Korean nurses and nursing students are familiar with the metaverse, reflecting a global trend towards virtual environments in education and healthcare. Although the metaverse holds promise for healthcare education, its effectiveness depends on user readiness, platform characteristics, and the development of a reliable, structured, and user-friendly educational programme.

Early Career Nurses' Experiences of Engaging in a Leadership Role in Hospital Settings.

BACKGROUND: Early career nurses (ECNs) can be expected to assume shift charge nurse leadership roles quickly upon entering practice. Since the emergence of the COVID-19 pandemic, junior nurses may find their leadership capabilities tested further as the challenges of leadership are made increasingly complex in the context of an infectious disease outbreak. PURPOSE: The purpose of this qualitative study was to explore early career registered nurses' (RNs) experiences of engaging in shift charge nurse roles in hospital settings. METHODS: This study used an interpretive descriptive (ID) approach. Semi-structured, in-depth interviews were conducted with 14 RNs across Ontario, who had up to three years of experience and who had engaged in a shift charge nurse role in a hospital setting. Recruitment and data collection took place from January to May 2021 during the COVID-19 pandemic. Interviews were recorded, transcribed, and analyzed following the principles of content analysis. RESULTS: Content analysis of the 14 participant interviews revealed four main themes: nominated and necessitated into leadership, diverse and demanding responsibilities, factors that help and hinder, and leadership as an impactful experience. CONCLUSIONS: Study findings provide insights into potential strategies to support ECNs in shift charge nurse roles, during the remaining course of the COVID-19 pandemic and beyond. Greater support for nurses who engage in these roles may be achieved by promoting collaborative unit and organizational cultures, prioritizing leadership training programs, and strengthening policies to provide greater clarity regarding charge nurse role responsibilities.

Application of an Antiracism Framework to Improve Pediatric APRN Education.

Poor health outcomes for children are directly tied to poor social determinants of health and systemic, embedded health care inequities. To prepare the next generation of pediatric advanced practice registered nurses (APRNs), nursing schools must educate students to address inequities through innovative curricular models and teaching modalities. The purpose of this manuscript is to describe the application of an antiracism framework to a graduate APRN program. This article describes the application of this framework, which led to significant administrative, curricular, and course changes to prepare pediatric-focused APRN students to address the health inequities and poor social determinants of health facing children today. By describing our journey to embed an antiracism framework, other nursing schools can make substantive changes necessary to prepare their students to address these health inequities.

Exploring the live experiences of the nursing faculty, working in public sector institutions of Punjab regarding educational transformation from diploma to degree programme.

The objective of the study was to explore the faculty's views regarding nursing education transformation from diploma to degree programme. Phenomenological descriptive qualitative approach was adopted to explore the experiences of 10 nursing faculty members who were teaching for more than two years in two public sector nursing colleges (inclusion criteria) in Punjab-College of Nursing, Jinnah Hospital Lahore, and College of Nursing, Nishtar Hospital, Multan-from 2021 to 2022. Data was collected by in-depth interviews of the 10 participants. It was tape recorded, transcribed, and analysed by using Braun and Clarke`s thematic analysis technique. Seven themes were derived, in which good transition, change in instructional methodology, several strengths of degree programme, higher authorities' ignorance, lack of resources, resources can be managed at government level as well as institutional level, positive impact, improved skills in all dimensions were the main elements. This transition is facing challenges, and authorities need to pay proper attention, while policy formation for smooth implementation is needed.

Understanding the processes, practices and influences of calibration on feedback literacy in higher education marking: A qualitative study.

BACKGROUND: In the University setting, striving for consistency and reliability of assessment evaluation is essential to reducing the impact of marking variations. Marking processes such as consensus calibration have the potential to reduce issues which arise from the influence of markers professional knowledge and experience, as well as fixed and acquired marking habits. Furthermore, the influence of marker feedback which supports learning development is associated with the feedback literacy of both the teacher and the student. A gap is currently present in the literature as these practices are not discussed together. OBJECTIVES: To explore how nursing academics perceive and understand calibration practices and associated feedback literacy. DESIGN: Theoretical underpinnings in participatory and person-centred research methodology supported the critical ontological perspective of this study where the intent of the research was to explore the reality that exists within the context where the research was conducted. SETTING: A single School of Nursing in an Australian University with six campuses spanning metropolitan, regional and rural sites. PARTICIPANTS: Nursing academics and casual tutors with various levels of experience in assessment marking and feedback. METHODS: Semi-structured group interviews that were analysed using reflexive thematic analysis. RESULTS: Four overarching themes were identified; rubrics, calibration, feedback and justice. CONCLUSION: Calibration improves staff cohesion, fosters better practices and consistency, and permits nuanced interpretation of assessments while maintaining uniformity. Enhanced feedback literacy that integrates principles of equity, justice, and learner-centeredness is required. Fundamentally calibration guides educators toward holistic approaches that foster consistency, equity, and thorough feedback practices.

Inquiry in uncertainty-nursing students' learning experience in challenge-based learning: A qualitative study.

BACKGROUND: Currently, nursing students face a significant lack of preparedness in efficiently addressing complex issues. The use of challenge-based learning, a student-centred situational learning method that utilizes practice scenarios to solve complex problems, can help alleviate the challenges in nurse education. However, there remains to be more extensive exploration on the application of challenge-based learning in nurse practice education. OBJECTIVES: This study aims to explore the learning experiences of nursing students in challenge-based learning to gain a deeper understanding of the ways and mechanisms through which challenge-based learning enhances specific learning abilities. DESIGN/METHODS: This study utilized a hermeneutic phenomenological design, employing semi-structured interviews and thematic analysis. SETTINGS: A university in Hunan, China, hosted the nursing skills competition based on the principles of challenge-based learning, targeting senior students from nursing schools in Hunan province. PARTICIPANTS: A total of 24 fourth-year students from six colleges, including one male and twenty-three female students. RESULTS: Two themes and seven sub-themes emerged from the study. Theme 1 Constructing a knowledge system in complex scenarios with sub-themes: Case-based education centred on comprehensive knowledge promotes knowledge linkage; Reverse reasoning promotes knowledge differentiation; Making mistakes helps finding the correct path of knowledge; Traps inspire identification of potential problems. Theme 2 Inquiry in uncertainty with sub-themes: Unexpected changes promote exploration of general principles; Combining knowledge with diverse case scenarios promotes flexible thinking; The uncertainty of knowledge fosters independent thinking. CONCLUSIONS: The complexity and variability inherent in challenging learning situations promote the construction of students' knowledge systems and the cultivation of an inquisitive spirit. The identification of these mechanisms contributes to the optimization of instructional environment design, the development of a culture of continuous learning and innovation, and effectively tackling complex issues within an ever-evolving global context.

A respiratory critical care nurse training program for settings without a registered respiratory therapists: A protocol for a multimethod study.

BACKGROUND: The increasing elderly population and prevalence of chronic diseases have raised the need for ICU beds. However, limited bed availability often causes delays in admission, leading to wasted treatment time. OBJECTIVES: This study aims to create and implement a training program for respiratory critical care nurses (RCCNs) in settings without registered respiratory therapists (RRTs). METHODOLOGY/DESIGN: The study will use a multimethod sequential research design, including a scoping review, content analysis, Delphi methods, and a randomized clinical trial. The scoping review will gather extensive information on respiratory care for critically ill patients and the responsibilities of RCCNs. Content analysis and expert interviews will identify opportunities and challenges in RCCNs' provision of respiratory care. The Delphi method will integrate the results to develop a comprehensive training program for RCCNs. Subsequently, five RCCNs will undergo theoretical and practical examinations after completing the three-month training program, and the impact of RCCNs on critically ill patients' outcomes will be evaluated through a clinical trial. ANTICIPATED FINDINGS: The study aims to provide a comprehensive training program for RCCNs and investigate its impact on the outcomes of critically ill patients through a clinical trial. CONCLUSION: The training program will equip RCCNs with the necessary skills and knowledge to provide respiratory critical care from the emergency department to hospital discharge. This pioneering study aims to improve patient outcomes in settings without RRTs by offering a unique program for RCCNs. IMPLICATIONS FOR CLINICAL PRACTICE: The development and implementation of this training program for RCCNs in settings without RRTs will address the gap in respiratory care and potentially improve patient outcomes. By empowering RCCNs with specialized training, healthcare facilities can ensure the provision of high-quality respiratory care throughout a patient's critical illness journey, enhancing the efficiency and effectiveness of healthcare teams, especially in resource-limited settings.

Enhancing competency in infection prevention and control: Identifying priorities for clinical nurse educational needs.

BACKGROUND: Healthcare-associated infections (HAIs) have become a significant concern globally, posing risks to patients and imposing social and economic burdens. Competency in infection prevention and control (IPC) practices is essential for nurses to effectively reduce the risk of transmission. However, there is a lack of research on educational needs for competency in IPC practices. OBJECTIVES: This study aimed to assess and prioritize educational needs for the development of educational content focused on the IPC practices of clinical nurses. DESIGN: A descriptive cross-sectional design was utilized. SETTINGS: This study was conducted at six general hospitals located in five urban regions in South Korea, each with 100 to 300 beds. PARTICIPANTS: A total of 226 nurses were recruited as participants for this study. METHODS: Data were collected from June to July 2021. A total of 226 nurses participated in this study. After examining the perceived importance and current performance of attributes related to IPC, educational needs were identified by paired-sample t-test, importance-performance analysis, Borich's needs analysis, and the Locus for Focus model. RESULTS: Items related to IPC were found to have lower performance than importance, highlighting the need for education. Educational needs were the highest for items in the "IPC practices according to microorganisms" category, such as MRSA, VRE, antimicrobial-resistant organisms, Clostridium difficile, scabies, and AIDS. Items in the "isolation precautions" category, including standard precautions, transmission-based precautions, management of isolation rooms, and wearing PPE, also demonstrated high priority in terms of educational needs. The findings suggest the need for training programs for clinical nurses with a focus on specific areas for improving IPC competency. CONCLUSIONS: The development and implementation of training modules tailored to the educational needs of clinical nurses may enhance their skills, knowledge, and attitudes, ultimately resulting in improved performance.

O papel do enfermeiro educador no desenvolvimento da liderança / The role of the nurse educator in leadership development

Compreender o papel do enfermeiro educador no desenvolvimento da liderança. Método: Trata-se de um relato de experiência, realizado com cinco grupos de enfermeiros com a temática de acordo com as suas especializações: pediatria, gestão, cuidados paliativos, centro cirúrgico e geriatria no Hospital Cruz Azul de São Paulo, no período de 2021 até 2023. Resultados: Notou-se progresso nos pontos elencados a partir do plano estratégico anteriormente desenvolvido nos setores de gestão, cuidados paliativos e clínica cirúrgica. Na perspectiva de autonomia e participação, o enfermeiro docente é peça chave na promoção de mudanças no ensino, como também, deve ser responsável pela criação de medidas para fomentar o pensamento crítico e criativo de sua equipe. Conclusão: A inserção de práticas pedagógicas bem como a aproximação dos indivíduos em desenvolvimento de liderança à equipe multidisciplinar são estratégias metodológicas exitosas na formação de enfermeiros-líderes.(AU)

To understand the role of nurse educator in the development of leadership. Method: This is an experience report, conducted with five groups of nurses with the theme according to their specializations: pediatrics, management, palliative care, surgical center and geriatrics at the Cruz Azul Hospital of São Paulo, from 2021 to 2023. Results: Progress was noted in the points listed from the strategic plan previously developed in the management, palliative care and surgical sectors. From the perspective of autonomy and participation, the teaching nurse is a key player in promoting changes in teaching, as well as being responsible for creating measures to foster critical and creative thinking of his team. Conclusion: The insertion of pedagogical practices as well as the approach of individuals in leadership development to the multidisciplinar team are successful methodological strategies in training nurses-leaders.(AU)

Comprender el papel del enfermero educador en el desarrollo del liderazgo. Método: Se trata de un relato de experiencia, realizado con cinco grupos de enfermeros con la temática de acuerdo con sus especializaciones: pediatría, gestión, cuidados paliativos, centro quirúrgico y geriatría en el Hospital Cruz Azul de São Paulo, en el período de 2021 hasta 2023. Resultados: Se notó progreso en los puntos enumerados a partir del plan estratégico anteriormente desarrollado en los sectores de gestión, cuidados paliativos y clínica quirúrgica. En la perspectiva de autonomía y participación, el enfermero docente es pieza clave en la promoción de cambios en la enseñanza, como también, debe ser responsable por la creación de medidas para fomentar el pensamiento crítico y creativo de su equipo. Conclusión: La inserción de prácticas pedagógicas así como el acercamiento de los individuos en desarrollo de liderazgo al equipo multidisciplinar son estrategias metodológicas exitosas en la formación de enfermeros-líderes.(AU)

Child health nursing in the Solomon Islands: A qualitative evaluation of the impact of the 'Bachelor of nursing - Child health'.

AIM: To explore graduates' perceptions of the impact on nursing practice of a new postgraduate course in child health, developed and implemented in the Solomon Islands in 2016. BACKGROUND: The Bachelor of Nursing - Child Health was implemented in 2016 to develop nurses' knowledge and skills in child health and paediatric care with the intent to improve national child health outcomes. DESIGN: A qualitative exploratory, descriptive design was used to evaluate the impact of the Bachelor of Nursing - Child Health on graduates' nursing practice. METHODS: Fourteen nurses who graduated from the first cohort of students enrolled in the child health course were purposively selected to participate. Participants engaged in individual semi-structured interviews, conducted between August and December 2018. A thematic analysis was undertaken following Braun and Clarke's six-phase process. RESULTS: Findings from the study demonstrate positive impacts of the course on graduates' nursing practice. These include a perceived enhanced quality of care through their commitment to evidence-based practice, the ability to contribute to capacity building of colleagues, the reinforcement of provincial public health programmes and expanded participation in managerial activities. Following graduation, most alumni took on senior roles and greater responsibilities, felt more confident in managing unwell children, felt there was better access to and quality of child health care at the community and broader country levels and felt recognised by colleagues and communities. Some graduates faced resistance from colleagues to change practice and felt that despite being given greater responsibilities, nursing levels and salaries remained unchanged. This reflected a potential lack of recognition from hospital or provincial managers, the Nursing Council as the regulatory body for the nursing profession, and the Ministry of Health and Medical Services. A lack of human and material resources also impacted quality of care. IMPLICATIONS FOR NURSING AND HEALTH POLICY: Findings from this study underline the need for the Solomon Islands National University, the Nursing Council, the Public Service and the Ministry of Health and Medical Services to concord and delineate formal accreditation standards for child health nurses. Overall, collaborative efforts and commitments at local, regional and global levels are required to support child health nurses in their ability and ambition to improve national child health outcomes. CONCLUSIONS: Findings from this study demonstrate positive impacts of the course on graduates' nursing practice. The impact of increasing nurses' knowledge and skills on national child health outcomes could be significant. Ongoing implementation and recognition of this course in the Solomon Islands, as well as more broadly across the Pacific region, are recommended.

An integrative review of teaching strategies to support clinical judgment development in clinical education for nurses.

OBJECTIVES: Historically, emphasis on task-completion and lack of intentional approaches that develop students' thinking skills have dominated clinical education. One contributing factor may be the limited literature about teaching to develop clinical reasoning and clinical judgment in the clinical environment. This integrative review accessed available literature to answer the question, What strategies are used to develop clinical judgment in the clinical education environment? DESIGN: The Whittemore and Knafl approach framed the integrative review. The framework includes the following steps 1) problem identification, 2) literature search, 3) data evaluation, 4) data analysis, and 5) presentation. DATASOURCES: The data bases CINAHL Plus with Full Text, OVID, and ProQuest were searched through the period of January 2000 through July of 2022. REVIEW METHODS: The PRISMA protocol informed review and screening of the literature. Authors assessed articles for eligibility via first screening by abstract review, followed by review of the full text. Both authors reviewed the articles, assessing qualification for inclusion and evaluating the content. Data from eligible articles were analyzed and synthesized to answer the research question. RESULTS: Of the initial 427 articles, a total of 20 articles met inclusion criteria for final analysis. Five general themes emerged for clinical judgment during clinical education. The findings identified the teaching strategies nurse educators use. Many of the teaching methods include deliberateness and intentionality in planning and implementing the strategies. In addition to evaluating clinical judgment, nurse educators guided and mentored student thinking. Finally, this review identified reported outcomes and results of the teaching strategies and methods. CONCLUSIONS: A limited number of articles describing teaching for clinical judgment in clinical environment were found. The articles analyzed found that nurse educators used a variety of teaching strategies for the purpose of developing students' clinical judgment. More research is needed to guide best-practices in clinical education. We must move the science forward to transform and leverage clinical education more deliberately to teach thinking in practice and decision-making about patient care.

Trainee nursing associates in England: A multisite qualitative study of higher education institution perspectives.

AIM: To explore the experiences of university employees on the development and implementation of the nursing associate programme. BACKGROUND: As part of wider policy initiatives to address workforce shortages, provide progression for healthcare assistants and offer alternative routes into nursing, England recently introduced the nursing associate level of practice. Little research has yet considered university perspectives on this new programme. METHODS: An exploratory qualitative study reported following COREQ criteria. Twenty-seven university staff working with trainee nursing associates in five universities across England were recruited. Data, collected via semi-structured interviews from June to September 2021, were analysed through a combined framework and thematic analysis. RESULTS: Three themes developed: 'Centrality of partnerships' considered partnerships between employers and universities and changing power dynamics. 'Adapting for support' included responding to new requirements and changing pedagogical approaches. 'Negotiating identity' highlighted the university's role in advocacy and helping trainees develop a student identity. CONCLUSIONS: Nursing associate training in England has changed the dynamics between universities and healthcare employers, shifting learners' identity more to 'employee' rather than 'student'. Universities have adapted to support trainees in meeting academic and professional standards whilst also meeting employer expectations. While challenges remain, the ability of nurse educators to make adjustments, alongside their commitment to quality educational delivery, is helping establish this new training programme and thereby meet government policy initiatives. IMPLICATIONS FOR NURSING POLICY: The international movement of apprenticeship models in universities has the potential to change the status of the learner in nursing educational contexts. National policies that encourage this model should ensure that the implications and challenges this change of status brings to learners, employers and education institutions are fully considered prior to their implementation.

Implications of clinical simulation in motivation for learning: scoping review

ABSTRACT Objective: To identify, synthesize, and analyze the scientific knowledge produced regarding the implications of using clinical simulation for undergraduate nursing or medical students' motivation for learning. Methods: The search for articles was conducted between July 28 and August 3, 2022, on the PubMed/MEDLINE, Scopus, Web of Science, and SciELO databases. The following was used for the search: P - undergraduate students attending Nursing or Medicine courses; C - motivation for learning, and C - skills and clinical simulation laboratory. The following research question guided the study: "What are the implications of clinical simulation on the motivation for learning of undergraduate students of nursing and medicine?" Of the 1,783 articles found, 13 were included in the sample for analysis. All stages of the selection process were carried out by two independent evaluators. The results were presented as charts and a discursive report. Results: The studies analyzed indicated the beneficial effects of clinical simulation on students' motivation, in addition to other gains such as competencies, technical and non-technical skills, knowledge, belonging, autonomy, clinical judgment, critical and reflective thinking, self-efficacy and decreased anxiety, self-management, and improvements in learning and learning climate. Conclusion: Clinical simulation provides a positive learning environment favorable to the development of technical and interpersonal skills and competencies, and raising the level of motivational qualities.

Cognitive maturity of Portuguese nursing students to intervene in disasters: initial training contribution / Madurez cognitiva de estudiantes Portugueses de enfermería para intervenir en desastres: contribución de la formación inicial / Maturidade cognitiva do estudante de enfermagem Português para intervir em desastres: contribuição da formação inicial

ABSTRACT Objective: To understand whether, from the perspective of coordinators/directors of nursing courses and nurses with skills in the field of disasters, nursing students have the necessary cognitive maturity to articulate the various dimensions inherent to the area of disasters, allowing efficient performance. Method: A study with a qualitative methodological approach, based on inductive reasoning and rigorous phenomenon description, based on exploratory research. Results: Given the specificity and complexity of these phenomena, the inclusion of the disaster domain in the teaching-learning process, supporting valid knowledge construction and allowing the development and maturity of nursing students' cognitive processes, is crucial. Conclusion: Currently, reduced technical-scientific training in the field of disasters in Portugal constitutes a barrier in the development of nursing students' cognitive maturity, impeding their ability to respond when faced with phenomena of this complexity.

RESUMEN Objetivo: Comprender si, desde la perspectiva de los coordinadores/directores de carreras de enfermería y enfermeros con competencias en el área de desastres, el estudiante de enfermería tiene la madurez cognitiva necesaria para articular las diversas dimensiones inherentes al área de desastres, permitiendo desempeño eficiente. Método: Estudio con enfoque metodológico cualitativo, basado en razonamientos inductivos y descripción rigurosa de los fenómenos, basado en investigación exploratoria. Resultados: Dada la especificidad y complejidad de estos fenómenos, la inclusión del dominio de desastres en el proceso de enseñanza-aprendizaje, para apoyar la construcción de conocimientos válidos y permitir el desarrollo y madurez de los procesos cognitivos del estudiante de enfermería, es crucial. Conclusión: Actualmente, la reducida formación técnico-científica en el campo de los desastres en Portugal constituye una barrera en el desarrollo de la madurez cognitiva de los estudiantes de enfermería, impidiendo su capacidad de respuesta ante fenómenos de esta complejidad.

RESUMO Objetivo: Compreender se, na perspectiva dos coordenadores/diretores dos cursos de licenciatura em enfermagem e enfermeiros com competências no domínio de desastres, o estudante de enfermagem apresenta a necessária maturidade cognitiva para articular as diversas dimensões inerentes à área de desastres, permitindo um desempenho eficiente. Método: Estudo de abordagem metodológica qualitativa, sustentado no raciocínio indutivo e na descrição rigorosa dos fenômenos, alicerçado na pesquisa exploratória. Resultados: Diante da especificidade e da complexidade desses fenômenos, a inclusão do domínio de desastres no processo de ensino-aprendizagem, para subsidiar a construção de conhecimento válido e permitir o desenvolvimento e maturidade dos processos cognitivos do estudante de licenciatura em enfermagem, é determinante. Conclusão: Atualmente, a redutora formação técnico-científica no domínio de desastres em Portugal constitui uma barreira no desenvolvimento da maturidade cognitiva do estudante de enfermagem, impedindo a sua capacidade de resposta quando confrontado com fenômenos dessa complexidade.

Baby Date: a mobile application for teaching nursing care to newborns in primary care / Baby Date : aplicación móvil instructora de consulta de enfermería al recién nacido en atención básica / Baby Date : aplicación móvil instructora de consulta de enfermería al recién nacido en atención básica

Objective: to develop and validate a mobile application for teaching undergraduates about the first nursing visit to a newborn in primary care. Method: methodological study with an Instructional Design framework; content drawn up from scientific documents on caring for newborns and their families, supported by the results of an integrative review on the subject. The Integrated Development Environment Android Studio 4.0.1 tool and the IntelliJ IDEA platform were used to build the digital technology. Experts validated content and students evaluated navigability. Results: the final version of the mobile application contains 67 screens grouped into 12 sections with random access. The device is presented on the introductory screen; this is followed by content on the physical examination, neonatal screening, nutrition, oral health, the vaccination calendar, growth, development, danger signs, and accident prevention; at the end, there is a fact sheet and references. Audiovisual resources (texts, images, and videos) complement the application; experts presented a Content Validity Index (CVI) = 1.00; for nursing students all the items had a CVI = 1.00; only the item "layout and presentation" had a CVI = 0.95. Conclusion: the digital technology received a satisfactory evaluation from experts and students. It is innovative in child health care, with the potential to be used in the teaching-learning process of nursing students.

Objetivo: desarrollar y validar aplicación móvil para instrucción de estudiantes sobre la primera consulta de Enfermería al recién nacido en atención básica. Método: estudio metodológico con referencial Diseño Instruccional; contenido elaborado partiendo de documentos científicos sobre atención al recién nacido y su familia, respaldado en resultados de revisión integrativa del tema. Fueron utilizadas la herramienta Integrated Development Environment Android Studio 4.0.1 y la plataforma IntelliJ IDEA para construir la tecnología digital. Expertos validaron contenido, y estudiantes evaluaron navegabilidad. Resultados: la versión final de la aplicación móvil incluye 67 pantallas agrupadas en 12 secciones de acceso aleatorio. El dispositivo es presentado en la pantalla introductora, a continuación, se muestra contenido referente al examen físico, cribado neonatal, alimentación, salud bucal, calendario de vacunación, crecimiento, desarrollo, señales de riesgo, prevención de accidentes; al final, ficha técnica y referencias. Recursos audiovisuales (textos, imágenes y videos) complementan la aplicación; para expertos, Índice de Validez de Contenido (IVC)=1,00; y para estudiantes de Enfermería, todos los ítems presentaron IVC=1,00; solo el ítem " layout y presentación" obtuvo IVC=0,95. Conclusión: la tecnología digital fue evaluada satisfactoriamente por expertos y estudiantes; es innovadora en el área de salud del niño, con potencial uso en el proceso de enseñanza-aprendizaje de los estudiantes de Enfermería.

Objetivo: desenvolver e validar aplicativo móvel para o ensino de graduandos sobre a primeira consulta de Enfermagem ao recém-nascido na atenção básica. Método: estudo metodológico com referencial Design Instrucional; conteúdo elaborado a partir de documentos científicos acerca do cuidado ao recém-nascido e sua família, apoiado em resultados de revisão integrativa sobre o tema. A ferramenta Integrated Development Environment Android Studio 4.0.1 e a plataforma IntelliJ IDEA foram utilizadas para a construção da tecnologia digital. Experts validaram conteúdo e alunos avaliaram navegabilidade. Resultados: a versão final do aplicativo móvel contém 67 telas agrupadas em 12 seções com acesso aleatório. O dispositivo é apresentado na tela introdutória; na sequência, tem-se conteúdo referente ao exame físico, triagem neonatal, alimentação, saúde bucal, calendário vacinal, crescimento, desenvolvimento, sinais de perigo, prevenção de acidentes; ao final, ficha técnica e referências. Recursos audiovisuais (textos, imagens e vídeos) complementam o aplicativo; para experts Índice de Validade de Conteúdo (IVC)=1,00; para estudantes de Enfermagem, todos os itens apresentaram IVC=1,00; somente o item " layout e apresentação" obteve IVC=0,95. Conclusão: a tecnologia digital obteve avaliação satisfatória entre experts e estudantes; é inovadora para a área da saúde da criança, com potencial para uso no processo de ensino-aprendizagem dos estudantes de Enfermagem.