An ever-changing healthcare landscape requires today’s nurses to have a solid foundation in knowledge and clinical judgment to provide safe care to patients. Nurse educators must implement teaching strategies that help develop the knowledge and clinical judgment that nursing students will need upon graduation and entry into healthcare. Simulation-based experiences have been shown to help develop clinical judgment when used as part of a clinical practicum. However, few studies have examined the effectiveness of simulation-based experiences as a classroom teaching strategy. A quasi-experimental study was conducted to examine knowledge acquisition, clinical judgment, and general self-efficacy in undergraduate nursing students who participated in simulation-based case studies as a classroom teaching strategy versus those students who attended a traditional lecture. Students in the intervention group rotated through four simulation-based case study stations. Results indicated that there was not a significant difference in knowledge, clinical judgment, or general self-efficacy found between nursing students participating in simulation-based case studies versus those attending a traditional lecture. Additionally, relationships between demographic characteristics and clinical judgment scores in undergraduate nursing students were explored. There were no statistically significant relationships found between demographic characteristics and clinical judgment in this sample. Further analysis indicated that both teaching strategies are effective in promoting knowledge acquisition, clinical judgment, and general self-efficacy. The findings of this study demonstrate that both participation in simulation-based case studies and attending a traditional lecture are effective classroom teaching strategies in promoting knowledge acquisition, clinical judgment, and general self-efficacy in nursing students. Nurse educators are encouraged to continue to explore simulation-based experiences as a teaching strategy in the classroom.

Simulation in nursing education has become a standard method of instruction to provide nursing students with a realistic and safe environment in which to practice and hone clinical skills. There are three components to a nursing simulation: prebriefing, the simulation experience, and debriefing. While there is a list of minimum criteria recommended for the prebriefing experience at the time of this dissertation there were no published frameworks or models for prebriefing. A quasi-experimental pretest/posttest study assessed the impact of a structured prebriefing method on sophomore level nursing students’ (N = 55) clinical judgment, perception of their ability to care for patients, and their perceptions of the prebriefing and simulation experiences when compared to a group that was exposed to only the standard prebriefing criteria. All participants had the same simulation scenario. Participants were placed in groups of four then groups were randomly assigned to the structured prebriefing (intervention) or standard prebriefing (control). The instruments used in this study were the Satisfaction and Confidence in Learning Scale (SCLS), Prebriefing Experience Scale (PES), Lasater Clinical Judgment Rubric (LCJR), and the Perception to Care in Acute Situations (PCAS). This dissertation includes two chapters based on the same study as well as a chapter of lessons learned with commentary on completing nursing education research with postpandemic nursing students. The first dataset reported are results from the SCLS and PES. These instruments are posttest only and were completed after the prebriefing and simulation experience. The second dataset reported are results from the LCJR and the PCAS. The LCJR was used by two faculty members to rate student demonstration of clinical judgment during the simulation scenario. The PCAS was implemented as pretest/posttest; participants completed it upon arrival to their scheduled simulation then again after the simulation scenario was finished. All data were collected prior to debriefing as the groups had different debriefing experiences. The findings of this study indicate that all participants were satisfied with the simulation and prebriefing experiences. No statistically significant differences were found between group perceptions of confidence, satisfaction, or prebriefing. There was a statistically significant increase from pretest to posttest scores on the PCAS on which participants rated themselves higher in their perceptions to care for patients. There was no interaction as there was not a statistically significant interaction between group and time. There were no statistically significant differences between groups for participant clinical judgment scores as rated by two faculty members. Unprecedented attrition and retention were seen in the participant cohort. Though not an aim of this study, this phenomenon is attributed to the changes being seen in the postpandemic learner. More students did not return after their first year than in previous years and 49% were unsuccessful in the Fundamentals of Nursing course compared to the usual 5%. These results show that while participants were satisfied with both interventions, and their confidence in their ability to provide care did increase after the simulation, there may not be a difference between structured and standard prebriefing. Additional studies are needed with different cohorts to determine if structured prebriefing has an effect on nursing student clinical judgment or if the unique variables caused by COVID-19 had lingering effects on these participants.

Thesis (MCur (Nursing Science))--University of Stellenbosch, 2008. / ENGLISH ABSTRACT: The purpose of this study was to determine the knowledge of Universal Precautions Policy by Registered Nurses at Kenyatta National Hospital (Kenya) and their perception of occupational risk of exposure to blood-borne pathogens. The study also assessed management of blood and body fluids of patients and identified the types and frequency of occupational exposure common among these Registered Nurses. A structured 24-item, self-administered questionnaire was distributed to 185 randomly sampled Registered Nurses in selected departments at this hospital. Compliance with Universal Precautions practices was also observed using a checklist. Data analysis was done by use of a computer software package, Statistical Package for Social Sciences (SPSS) version 11.0. The study findings suggest: 1) lack of continuous education demonstrated by a high level of non-response about knowledge of Universal Precautions Policy with only 19% of the respondents having attended an in-service course in Universal Precautions Policy, and 2) inaccurate understanding of transmission modes of blood-borne pathogens. The majority of nurses surveyed were using Universal Precautions; with indications that nurses were not as familiar with Universal Precautions as they think they were. Respondents admitted modifying personal protection habits based on subjective judgment regarding patient’s perceived blood-borne infectious state. Non-compliant behaviours with barrier precautions were identified, which included failure to use gloves, gowns and protective eyewear, failure to wash hands, and recapping used needles. Compliance with barrier precautions was associated with patients’ perceived blood-borne status. The study revealed a high level of occupational exposures, of which the majority went unreported. Although respondents were aware of the risk of occupationally acquired blood-borne infections, their irregular practice of Universal Precautions Policy is likely to perpetuate the risks. The findings suggest a need for more educational interventions, which may result into integration of concepts into practice. Educational programmes should focus on the epidemiology of occupationally acquired blood-borne pathogens and their modes of transmission, risk of occupationally acquired blood-borne infections at work place, and with emphasis on the principle and practice of Universal Precautions Policy and current protocol of reporting mechanisms in Kenya.

published_or_final_version / Education / Master / Master of Education

Bakgrund: Forskningen idag visar att psykisk ohälsa ökar globalt. I samhället kan vi se en stigmatiserande och diskriminerande attityd gentemot personer med psykisk ohälsa. Det framgår att denna patientgrupp har ett större behov av vård men att de känner sig orättvist bemötta och behandlade inom hälso- och sjukvården. Syfte: Litteraturöversikten ämnar beskriva attityder hos sjuksköterskor inom somatisk vård gentemot personer med psykisk ohälsa. Metod: Litteraturöversikten har en integrativ metod vilket innebär att både kvalitativa (9) och kvantitativa artiklar (2) har använts för resultatet. Artiklarna är tagna från databaserna MEDLINE, CINAHL och PsycINFO. Alla artiklar har genomsökts för att svara på litteraturstudiens syfte och har kvalitetsgranskats enligt riktlinjer för Hälsohögskolan i Jönköping. Resultat: Efter analys framkom tre teman: Att ha en dömande attityd mot patienten, Undvikande attityder och Empatiska attityder. Slutsats: Diskriminerande och positiva attityder kan hittas hos sjuksköterskor. Däremellan fanns sjuksköterskor som bortprioriterar att vårda patienter med psykisk ohälsa relaterat till yttre och inre omständigheter såsom ansvarsuppfattning, vårdkultur, brist på tillgångar, maktlöshet, hopplöshet. Utbildning och erfarenhet kan enligt litteraturöversiktens resultat ge positiva attityder hos sjuksköterskan under rätt förutsättningar men samhällets syn på personer med psykisk ohälsa verkar vara en stark faktor som påverkar sjuksköterskors attityd. Sjuksköterskans attityd mot personer med psykisk ohälsa korrelerade med samhället hen levde i. / Background: Today's research shows that mental illness is increasing globally. In society, we can see a stigmatizing and discriminatory attitude towards people with mental illness. It appears that this patient group has a greater need for care, but that they feel unfairly treated and cared for in the health and medical care. Aim: The literature review aims to describe attitudes of nurses in somatic care towards people with mental illness. Method: This literature review has an integrative method which means that the result is based on both qualitative (9) and quantitative articles (2) from databases MEDLINE, CINAHL and PsycINFO. All articles have been read thoroughly to correlate to the studys’ aim and their quality has been assessed with guidelines from the School of Health and Welfare in Jönköping. Result: Three main themes emerged: Having a judgmental attitude towards the patient, avoiding attitudes and empathetic attitudes. Conclusion: Discriminatory and positive attitudes can be found in nurses. In between, there are nurses who prioritize caring for patients with mental illness related to external and internal circumstances such as perception of responsibility, care culture, lack of assets, powerlessness and hopelessness. Education and experience can, according to the results of the literature review, give positive attitudes to the nurse under the right conditions, but society's view of persons with mental illness seems to be a strong factor that influences nurses' attitude. The nurse's attitude towards people with mental illness correlated with society lived in.

The problem of this investigation was threefold: ascertaining differences in degrees of burnout as a function of registered nurses' educational tracks in Texas, ascertaining degrees of burnout for registered nurses as a function of job tenure, and examining certain demographic variables and their relationships with registered nurses' educational tracks. Nurses were classified by educational track (diploma, associate degree, baccalaureate degree) and employment (full time, part time, not active). The instrument employed comprised the Pines and Aronson Tedium-Burnout Diagnosis, for which reliability and validity were previously established, and a demographic questionnaire.

The diploma thesis is about the current problem of the lack of nurses, in particular general, children and practical nurses in the environment of the Czech health care. In the introduction of the theoretical part, there is an overall view of the current lack of workers in these professions and the consequences that this deficit brings to the Czech hospitals. Furthermore, the theoretical part is about several topics that are generally identified as causes of the lack of interest in this profession due to the lack of nurses. These are especially the issues of education of nurses, salaries and also the prestige of a nurse's profession. The area of competence in nursing professions is elaborated as a supplement chapter, to the overall view of current issues. The empirical part includes eleven interviews with nurses in senior positions (ward and head nurses in hospitals), the topics of which are processed in the theoretical part. The interviews were processed as thematic analysis with the help of open coding. Particularly, data obtained from a discussion group of nurses on social networks was used to illustrate the situation. The final part of the thesis contains the evaluation of the interviews, the answers to the research questions, the comparison of the opinions of the respondents with the publicly...

Nurse managers are essential in providing safe and effective patient care. The nurse manager position is a professional role necessary for the overall success of a hospital, clinic, or home health agency. The national education minimum for the initial entry to practice for registered nurses in the United States varies from diploma-training school to collegiate education at Associate, Bachelor, and Masters levels. Other professional healthcare workers need a Doctoral degree upon entry into practice. Nurse managers who lead multidisciplinary teams of other professionals are not required to achieve higher academic credentials in the United States beyond the initial entry to practice minimum. This study examined the relationships among nurse manager education levels, leadership style, and empowerment. It explored how the nurse managers' levels of education and empowerment correlate to the patient safety chain of transformational leadership that leads to a safety culture. Additionally, the variable Magnet designation was examined. The investigation was an observational one-sample study design (N = 142). An electronic survey was used to assess perceived leadership style, empowerment, and safety culture. Data were collected on professional social media platforms, including LinkedIn. Additionally, Nurse managers at the 2022 ANCC Magnet/Pathways Conference were approached to complete the online survey. The investigation results suggest that education does not influence leadership style or empowerment; however, this study's findings suggest that nurse managers with an undergraduate degree are significantly more effective in their leadership abilities than nurse managers with graduate degrees (p =.036). In this investigation, Doctoral-prepared nurse managers were more likely to use a transactional form of leadership than Bachelor or Masters prepared nurse managers (p = .029). The participants' empowerment levels were lower than in similar nurse manager studies before 2020. This finding may be a post-pandemic symptom. Moreover, nurse managers who work in Magnet–designated facilities are more likely to perceive their work environment as safe (p = .006). Magnet status was additionally associated with nurse managers' ability to create success and influence their team (p = .037). The ANCC Magnet and Pathways Programs may blueprint an effective, safe nursing service.

This dissertation investigates the pressing issue of education in cardiac arrest during pregnancy, an emergency of life-threatening significance that necessitates a coordinated response from maternal and neonatal healthcare teams. The study encompasses three primary chapters, each addressing a crucial facet of this intricate scenario. In the chapter titled "Cardiac Arrest in Pregnancy: A Scoping Review on Knowledge and Confidence in a Maternal & Neonatal Response," an extensive examination of existing literature illuminated substantial knowledge gaps in the resuscitation of pregnant individuals, a concern that has persisted for over a decade. These gaps encompass critical domains, including a dearth of high-quality research with a heavy reliance on limited experimental designs, small sample sizes that curtail the generalizability of findings, a lack of comprehensive comparisons among various teaching strategies for enhancing knowledge and confidence, an emphasis on short-term outcomes without adequate longitudinal assessments of knowledge retention and clinical impact, a need for tailored education programs catering to diverse healthcare professionals, and a scarcity of research on collaborative learning experiences, particularly concerning neonatology teams. These identified gaps offer valuable opportunities for future research aimed at fortifying the evidence base, refining educational approaches, and ultimately enhancing the management of cardiac arrest during pregnancy and neonatal resuscitation. This manuscript underscores the pressing need to expand educational initiatives beyond obstetrical units and to foster interdisciplinary collaboration among healthcare teams. The chapter titled, "Escaping PowerPoint: Enhancing Knowledge, Satisfaction, and Self-Confidence in Cardiac Arrest in Pregnancy," introduces an innovative teaching strategy known as the Virtual Escape Room (VER). The randomized controlled study compares the effectiveness of this virtual gamified approach with a traditional online PowerPoint method in improving knowledge acquisition, learner satisfaction, and self-confidence. The findings demonstrate the statistically significant superiority of the VER in enhancing these critical outcomes, highlighting the potential of immersive learning experiences in healthcare education. Notably, the data reveal a substantial increase in mean scores from the knowledge pre-test (M = 59.58, SD = 16.30) to the knowledge post-test (M = 68.24, SD = 17.42), t(64) = 5.635, p < .001 . The assessment tools employed included a knowledge quiz and The National League for Nursing (NLN) Student Satisfaction and Self-Confidence instruments. The chapter titled "Puzzling Out the Correlates of Learner Engagement and Exploring Motivational States within a Virtual Escape Room," delves into the intricate aspects of learner engagement within the gamified learning environment of the VER. It uncovers the relationships between engagement, learner satisfaction, and specific engagement components such as enjoyment, creative thinking, and dominance. This manuscript underscores the multifaceted nature of engagement and highlights the imperative need for further research to achieve a more profound comprehension of its role in shaping learning outcomes. The study employed the Gameful Experience Scale (GAMEX) and the Telic/Paratelic State Measure (TPSI) instrument. Notably, statistically significant positive correlations were observed, including r = 0.346 (p = 0.005) between the Enjoyment Score and knowledge post-test, r = 0.305 (p = 0.013) between the Creative Thinking Score and knowledge post-test, and r = 0.255 (p = 0.04) between the Dominance Score and knowledge post-test. Additionally, a significant interaction effect emerged between the T/PSI score (pre vs. post) and the educational intervention (VER vs. control group). T/PSI score increased from 35.83 (SD = 8.67) before the intervention to 38.86 (SD = 9.91) after the intervention, indicating a substantial change. In contrast, there was no statistically significant difference in T/PSI scores before and after the traditional PowerPoint intervention for the control group, where the mean scores changed from 35.89 (SD = 7.02) to 35.57 (SD = 7.94). These findings strongly suggest that the VER condition contributes to a paratelic state among participants when compared to the control condition. This dissertation underscores the paramount importance of effective education in managing cardiac arrest during pregnancy, given the persistent knowledge gaps among resuscitation teams. The introduction of the VER as an innovative educational strategy represents a significant advancement in addressing these deficits. Furthermore, the exploration of engagement and motivational states within the gamified learning environment offers valuable insights into the complexities of learner engagement, paving the way for more effective educational strategies in healthcare settings. Ultimately, these findings have the potential to empower healthcare teams, potentially reducing maternal mortality rates and improving neonatal outcomes in the face of this critical emergency.

In contemporary American society, the nursing profession is predominantly made up of white women. Currently, males make up only 6.8 percent of the three million nursing professionals in the U.S. and they are considered gender minorities within the nursing profession and within nursing education. As gender minorities, male students are identified as experiencing nursing programs and the practice of nursing differently than their female counterparts. The purpose of this single instrumental, within site case study was to explore the learning environment for male nursing students and to investigate the nature of the interactions between nursing faculty and male undergraduate students in a Pacific Northwest medical university nursing program. Data was collected in the educational setting through observations, participant interviews, and document analysis. In addition, this study used Kanter's theoretical framework of tokenism to uncover if male nursing students were perceived as tokens in the educational environment. The findings showed that the faculty-student interactions were largely positive; they also revealed that having other males in the class was an instrumental factor in their positive perception of their educational experience. However, the male nursing students also identified areas of discomfort in the educational setting, specifically when practicing clinical skills with female peers, feeling pressured to volunteer and to expose skin during in-class demonstrations, and anticipating that they would be excluded from certain clinical situations. This research indicated that gender differences are present within nursing education and contributed to instances of discomfort for male students. Specific barriers occurred most often when men engaged with female peers and were in clinical settings. These findings provide new insight into when and where men begin to experience gender barriers in the educational environment and are pertinent to understanding the educational environment for men in nursing. Recommendations specifically geared towards assisting students in their first term are suggested for nursing faculty and administrators to ensure that the learning environment is welcoming for men. These recommendations include consciously placing males together in cohort groups and in clinical experiences, reducing instances of visibility and pressure on men in the clinical setting, building faculty awareness of perceived and real barriers for men in the educational setting, and providing faculty with tools to assess and address barriers that are present in the classroom environment.