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Impact of a Design Thinking Workshop on Students\u27 Knowledge, Confidence, and Perceived Benefits
No full textBackground: Design Thinking is gaining recognition as an innovative and creative approach to problem solving. Though nurse leaders need problem solving tools to address health care challenges, Design Thinking concepts are not commonly taught in nursing education. To introduce graduate level nursing students to Design Thinking, we held an educational activity focused on this content as part of required coursework.
Purpose: The purpose of this presentation is to describe and compare outcomes of a Design Thinking educational activity on students\u27 perceived knowledge, confidence, and benefits to nursing practice.
Methods: Graduate level nursing students participated in a 3-hour educational activity. After the session, students completed an anonymous 10-item survey of their perceptions of the educational activity.
Results: Students reported increased knowledge and confidence of communication strategies and Design Thinking concepts that would benefit their practice.
Conclusion: Nursing programs should include Design Thinking teaching and learning strategies in their curricula. Nurse educators can use examples shared in this presentation to replicate in their own programs
Postgraduation NGN Preparation Lived Experiences of Baccalaureate Nursing Graduates
No full textPurpose: The purpose of this study was to explore baccalaureate nursing graduates’ lived experiences of preparing for the Next Generation NCLEX (NGN) after graduation.
Background and Problem: The American Nurses Association (ANA) projects that by 2030, there will be approximately 194,000 nurse vacancies (American Nurses Association, 2023). Nursing programs must adequately prepare students for practice and to be successful on the licensure examination to address the nursing shortage. The newer licensure examination format of the Next Generation NCLEX (NGN) evaluates clinical judgment, an essential aspect of decision-making in patient care. (Nunn-Ellison et al., 2020). With the implementation of the NGN, first-time pass rates have continued to fluctuate (National Council of State Boards of Nursing, 2024). Nurse educators have been working diligently to prepare students for the NGN and to be safe, competent graduates ready for practice (Rhodes et al., 2023; Studivant & Allen-Thomas, 2022). Nursing faculty have used various innovative strategies to prepare students for the NGN (Boev, 2023; Jessee et al., 2023; Meehan & Barker, 2021). While faculty strive for NGN preparation, they have yet to understand what graduates experience after graduation to prepare for the NGN. Little is known about the NGN preparation experiences of baccalaureate nursing graduates during the time between graduation and completing the NGN. The domain of inquiry for this study is qualitative to help explore the experiences of baccalaureate nursing graduates’ preparation for the NGN after graduation.
Methodology: An interpretive phenomenological design was used. Baccalaureate nursing graduates (n= 9) from the Midwest were individually interviewed regarding their preparation experiences for the NGN after graduation. Braun and Clarke’s thematic analysis method was used to analyze the data. The following themes describe the lived experiences of graduate nurses preparing for the NGN after graduation: early NGN exposure, finding your style and resources, striving for mastery level, and study-life balance.
Implications: The findings from this study will help nurse educators better understand baccalaureate nursing graduates\u27 experiences preparing for the NGN after graduation. This study’s findings can improve nursing education initiatives, which can increase first-time pass rates and the number of baccalaureate-prepared nurses in the workforce, enhancing patient safety and quality outcomes
Adult Residents\u27 Knowledge, Attitude, and Involvement in Malaria Prevention in Ikot Ekpene, Nigeria
No full textINTRODUCTION:The sub-Saharan Africa has a high prevalence of malaria being one of the leading causes of mortality in the local population. This study were to investigate knowledge and attitude towards prevention, prevention strategies, vector control and materials needed for prevention. Five null hypotheses guided the study.
METHOD: This involved descriptive design and Focus Group Discussion FGD. The target and accessible population were 7862 and 1,534 residents from eight villages respectively. Subjects were 487 selected from 32 households using systematic random sampling. Questionnaire with Content Validity Index of .89 and test-retest reliability of .87 was used for data collection. FGDs involved 30 adults selected using purposive sampling. Descriptive data and hypotheses were analyzed using percentages and Pearson Product Moment Correlation Coefficient and Chi-square respectively. FGD data involved thematic analysis in themes.
RESULTS: Majority 62.6% had good knowledge of malaria prevention and 61% had positive attitude towards prevention while 37.6% never adopted any protective strategy; About 57.1% were not involved in vector control. There was significant relationship between knowledge, attitude, and involvement in malaria prevention among subjects (p\u3c 0.05). Gender was significantly associated with knowledge and involvement in prevention (p\u3c 0.05) with males being better 35.3% and 26.3% than females 27.3% and 16.6% respectively; Vector control significantly differed based on educational status (p\u3c 0.05) with Senior School Certificate holders better involved 11.9% than those with no formal education 6.4% and Ph.D. holders .8%. Majority 90.8% desire provision of materials for malaria control. FGDs showed four themes: range of involvement, adopted strategies, attitude towards prevention and vector control strategies.
CONCLUSION: Many residents were not adopting any protective strategy and were not involved in vector control. Males consistently outperformed with knowledge of prevention and involvement in malaria control than females. Attitude towards involvement in control, adoption of protective strategies and involvement in vector control all require improvement.
RECOMMENDATIONS: Nurses and midwives should target women at MCH clinics, market and town halls for health education on malaria prevention also sensitising residents for greater involvement in prevention and vector control. Advocacy to support supply of vector control materials is essential
Medication Administration Simulation for Undergraduate Pharmacology Nursing Students
No full textMedication administration and safety constitute vital components of a nurse\u27s clinical practice, necessitating a comprehensive understanding of pharmaceuticals, informatics, and clinical judgment. Research indicates that up to 30% of newly licensed nurses are involved in medication errors, with 23% lacking the requisite competencies to make informed clinical decisions .1,2 Simulation offers an opportunity for students to apply theoretical knowledge within a controlled, risk-free environment, thereby enhancing clinical judgment and mitigating medication administration errors.3The objective of this study was to evaluate the satisfaction and self-confidence of undergraduate nursing students engaged in a simulation activity integrated into a didactic pharmacology course. The intent was to ascertain whether simulation enhances both the educational experience and the student\u27s confidence in applying pharmacological knowledge to clinical situations.A low-fidelity simulation exercise was conducted involving 102 students throughout the 2023-2024 academic year. Participants navigated simulated patient scenarios utilizing an electronic health record system and demonstrated medication administration within a controlled setting. The exercise assessed their understanding of essential medications and their capability to identify and rectify medication errors.A post-survey showed that the spring cohort reported higher satisfaction and self-confidence following a simulation exercise. This increase may be due to refinements in the activity\u27s instructions and scheduling, as well as the smaller cohort size allowing for individualized faculty support. These findings align with literature advocating simulation to bridge the theory-practice gap in pharmacology and medication administration. While didactic teaching remains crucial, incorporating experiential learning through simulations and clinical scenarios enhances application skills.Implications for nursing practice and education suggest that simulations not only build confidence but also prepare students to make real-time decisions, such as when to hold a medication. Incorporating experiential learning enhances clinical readiness, but time constraints and dense course content necessitate innovative scheduling and curriculum adjustments in nursing programs. Although the study evidenced positive outcomes in the short term, further research is required to evaluate the long-term implications of simulation on clinical practice
Measurement-Based Mental Health in Adolescents
No full textMeasurement-Based Care (MBC) is a data-driven approach that enhances mental health management by enabling real-time feedback and treatment adjustments. Through validated screening tools integrated into clinical workflows, MBC provides standardized measures of symptoms and progress, helping clinicians make evidence-based decisions tailored to individual patient needs. This approach fosters collaboration between clinicians, patients, and caregivers, ensuring patient-centered care and improving engagement and treatment outcomes.MBC advances evidence-based practice (EBP) by using validated screening tools to identify symptoms, track progress, and refine treatment goals. Tools such as the PHQ-9 and GAD-7 provide actionable insights that guide decisions for both pharmacological and therapeutic interventions. By focusing on measurable outcomes, MBC aligns clinical practice with current research, improving consistency and care quality.A key strength of MBC is its ability to facilitate collaboration among all stakeholders. Patients and families actively participate by reporting symptoms and monitoring progress, which strengthens the therapeutic alliance and empowers patients to take ownership of their mental health. Clinicians gain a clearer understanding of patient needs, enabling more targeted interventions. This shared understanding fosters transparency and trust.MBC’s scalability allows it to be integrated across various healthcare settings, from primary care clinics to mental health facilities. Its standardized care delivery ensures consistent, high-quality treatment, addressing disparities in mental health care by serving diverse populations. MBC’s continuous feedback loop enables real-time treatment adjustments, reducing the risk of ineffective treatment and improving patient outcomes.Wider adoption of MBC offers a pathway to a more effective, equitable, and data-informed healthcare system. By standardizing care and incorporating evidence-based tools, MBC improves individual outcomes and contributes to systemic advancements in mental health care. Its focus on collaboration, real-time adjustments, and patient-centered care positions MBC as a cornerstone of modern psychiatric practice, transforming mental health management and paving the way for more accessible and impactful care
From Classroom to Bedside: Sense-Making and Embodied Information Practices of Nurses
No full textDervin’s Sense-Making Methodology (SMM) represents the process of translating knowledge into actual practice [3, 11]. Embodied information practices are associated with actions, habits, and intuitions acquired through both cognitive and physical experiences, and play a crucial role in nursing skill acquisition [7]. This study explored the role of information practices in education and professional development of nurses by examining how nurses acquire and apply knowledge and skills.Researchers conducted interviews in July-August 2024 with seven registered nurses to explore the transition from classroom learning to bedside practice. The interview questions were constructed in an open-ended, semi-structured approach that allowed the participants to convey a guided yet exploratory conversation throughout the data collection.In addition to the findings from interviews, return demonstration is a key instructional strategy where nurses learn essential nursing skills [4]. The step-by-step learning process serves as a crucial foundation in nursing education, promoting the mastery of the nursing skill and is effective to prepare nurses application in real-world settings [8]. Reflective learning, coupled with positive feedback, ensured that the nurse understood the skill [2].Structured learning fosters a strong sense of readiness and competence in nurses by providing a framework grounded in both theoretical and practical knowledge [5]. Nurses can progressively develop their expertise through structured learning, which boosts their confidence when transitioning to real patient care [1]. By engaging in structured learning and supervised practice, nurses build their expertise, ultimately improving the quality of care they provide to patients [10].However, when the nurse transitions in the bedside to gain experience, the nurse is subjected to situations that are not ideal that can influence the overall outcomes for patients. Additionally, gaining a thorough understanding of nursing skills is crucial for building competence and mastering those skills [6]. As nurses transition to expert roles, embodied practices help them build confidence and solidify their competence [9]. Over time, these practices enable nurses to make sound clinical decisions, relying on both their theoretical knowledge and practical experience
“Ready, Set, Prepared!” Promoting Household Emergency Preparedness of Older Adults
No full textAbstract Text: Introduction Older adults are at-risk for injury, illness, or death following a disaster or public health emergency, especially if they have chronic health conditions or other functional needs. Understanding their unique perspectives may inform education efforts to improve their household emergency preparedness (HEP) and safety.
Purpose This study investigated self-reported levels of HEP among community-dwelling older adults, exploring feasibility and effectiveness of offering group education virtually and in-person. It built on previous studies of the Nurses Taking on Readiness Measures intervention that examined short-term effectiveness of one-on-one HEP education.
Methods The design was a non-randomized before-after feasibility study of educational sessions conducted by a nurse interventionist. Participants were English-speaking older adults in the southwestern US. Each session included a presentation and instruction booklet about creating evacuation and communication plans and identifying community resources. The Household Emergency Preparedness Instrument (HEPI) was administered online prior to and 4-8 weeks post-intervention. We also gathered data about demographics and barriers and facilitators of HEP.
Results Of those completing the pre-intervention survey (N=30), the majority were married, white, female, retired homeowners, had at least some college education, and took at least one prescription medication. One third lived in ZIP codes at high risk for wildfires. HEPI Preparedness Actions and Planning scores for those completing the pre- and post-interventions surveys (N = 16) increased significantly from 4.97 (95% CI 3.79 –6.15) pre-intervention to 9.69 post-intervention (95% CI 7.04 –12.33).
Discussion and Conclusions Although the sample was not representative of all older adults, the lack of pre-intervention preparedness is concerning. Wildfire risk requires capability to evacuate on short notice, highlighting the importance of including transportation in HEP planning. Participants indicated after each session that the education was helpful, although evaluation of effectiveness was limited by attrition. Nevertheless, findings support the feasibility of group educational interventions to enhance HEP in community-dwelling older adults and the need to explore methods to promote their safety. Research on long-term impact of educational interventions on preparedness would be valuable. The protocol will be shared to encourage replication
Overcoming Stigma of Mental Health and Promoting Well-being with the 4Ws Framework ...Nursing Role
No full textNursing plays a pivotal role in addressing global health priorities. Mental health nursing is pivotal in the worldwide effort to overcome stigma, promote well-being, and address the complex landscape of mental health. By applying the 4Ws framework—What is, What if, What wows, and What works—nurses can strategically enhance their role in advocating for health equity and advancing mental health as a global priority.Assess the current global mental health crisis presents challenges like stigma, discrimination, and inadequate access to care. Reimagine the role by asking questions, brainstorming new strategies, and considering how mental health services can be integrated into primary care.Identify high-impact opportunities, such as spearheading anti-stigma campaigns, creating mental well-being programs, and collaborating across disciplines, thereby “wowing” stakeholders. Finally, nurses can implement these ideas through pilot programs, continuous feedback, and refining real-time solutions. This commitment to ongoing improvement and learning ensures that prototypes of new care models and interdisciplinary collaboration can be scaled to achieve a broader, lasting impact on mental health outcomes.By leveraging the 4Ws, nurses can strategically reshape mental health care, advocate for vulnerable populations, and promote well-being. Nursing power can change the world
Exploring Lived Experiences of Significant Others as Caregivers to Partners with Spinal Cord Injury
No full textAccording to the World Health Organization, 250,000 to 500,000 people worldwide have suffered a spinal cord injury. Significant others may become caregivers responsible for meeting the needs of the dependent partner. The focus of this study is on significant other caregivers’ experiences providing care for partners after a spinal cord injury.The effects of stress from providing care may be detrimental to caregivers\u27 psychological and physical well-being. Psychological distress, such as anxiety and depression in caregivers, is a significant public health issue that affects the quality of life for millions of individuals. There is a lack of studies focusing on the lived experiences of significant other caregivers in committed relationships with partners after a spinal cord injury. It is not known how caregivers navigate changes in their relationships and lives. Hence, a qualitative research study was conducted guided by a descriptive phenomenological methodology.The purpose of this study was to explore caregivers’ experiences. To add to nursing knowledge, the research question is, what is the lived experience of significant other caregivers who provide care to partners surviving a spinal cord injury? Through an analysis of in-depth interviews with significant other caregivers via Zoom, a detailed description of their lived experiences was provided, and the essence of their lived experiences was investigated. Nurses must know the caregivers’ lived experiences to provide anticipatory guidance adequately.Analysis of the interview data resulted in the identification of nine major themes. These themes illustrate the key points of the phenomenon investigated in this study as expressed by the participants. The identified themes portray the lived experiences of significant other caregivers who are providing care to partners who have survived a spinal cord injury. These themes emerged from the participants’ own words and reflect the challenges, complexities, effects on relationships, and coping mechanisms associated with being a significant other caregiver to a partner with a spinal cord injury
Developing the OCEAN Tool: An Instrument to Capture Nurses’ Work in Australian General Practice
No full textBackground: Nurses have been increasingly employed in Australian general practice to address the growing chronic health needs of the community. While it has been reported that funding and challenges in collaborating with doctors have constrained their role1, there has been limited investigation of this workforce and the tasks these nurses undertake within patient encounters.2,3Aim: This paper describes the development of an online tool, as part of a larger project, to capture the professional profile of general practice nurses and explore the nature of their encounters with patients.Methods: Initial drafts of the tool were created by researchers with combined expertise in nursing, health services research and methodology. This was followed by a process of user acceptance testing conducted as video interviews with the project officer using vignettes to provide exemplar encounter data. Data were collected via observation of participants completing the tool, audio-recording of the sessions and a short survey. Alpha testing was undertaken with 4 nurse academics and 2 health services researchers to undertake an initial tool assessment. After changes were made based on this feedback, beta testing was undertaken to facilitate testing of the tool by real-world users. This involved 13 nurses currently working in clinical practice.Results: Alpha testing resulted in some changes to the ordering of items, phrasing and wording of instructions. Beta testing demonstrated that the tool\u27s refinement ensured that it was relatively easy to use and reliably captured key encounter data from vignettes. Feedback about issues related to the use of standardised clinical terminology and tool formatting informed final tool refinement. Positive feedback focussed on how well the tool captured the depth of care provided in nursing encounters. Survey ratings showed that all participants agreed/strongly agreed that the tool would be useful in collecting encounter data, and the interface was easy to navigate and use.Implications: The process used in this study ensured that the tool is fit for purpose and acceptable to end-users. Ensuring user acceptability is vital to promote engagement and participation in the subsequent data collection phases. The exemplar process provided in this study could be applied to tool development in other nursing contexts