Necessary prerequisites for evidence-based practice:results of investigating nurses'informatics competency and information literacy skills

This study aimed to evaluate the correlation between nursing informatics(NI)competency and information literacy skills for evidencebased practice(EBP)among intensive care nurses.This cross-sectional study was conducted on 184 nurses working in intensive care units(ICUs).The study data were collected through demographic information,Nursing Informatics Competency Assessment Tool(NICAT),and information literacy skills for EBP questionnaires.The intensive care nurses received competent and low-moderate levels for the total scores of NI competency and information literacy skills,respectively.They received a moderate score for the use of different information resources but a low score for information searching skills,different search features,and knowledge about search operators,and only 31.5%of the nurses selected the most appropriate statement.NI competency and related subscales had a significant direct bidirectional correlation with information literacy skills for EBP and its subscales(P<0.05).Nurses require a high level of NI competency and information literacy for EBP to obtain up-to-date information and provide better care and decision-making.Health planners and policymakers should develop interventions to enhance NI competency and information literacy skills among nurses and motivate them to use EBP in clinical settings.

Factors that Influence Professional Socialization in Nursing Students: A Multigroup Analysis

Background: Nursing professional socialization significantly influences the sustainable development of nursing students’ careers. This study aims to examine the factors that influence professional socialization in nursing students. Methods: This is a quantitative study of a sample of 108 nursing students (80 females and 28 males). The Simulation Learning Effectiveness Scale, Caring Assessment Report Evaluation Q-sort, Self-Reflection and Insight Scale, and Holistic Nursing Competence Scale were used to collect the data on the independent variables. The Team Skills Scale, Nursing Image as a Profession questionnaire, and Nursing Professional Commitment Scale were used to assess the level of students’ nursing professional socialization, which is an outcome construct variable. A multigroup analysis was used to examine the professional socialization research model. Results: The full model findings show that individual learning effectiveness had a significantly positive effect on nursing students’ caring behavior and on self-reflection and insight. In addition, caring behavior and self-reflection and insight had a significantly positive effect on nursing competence. Finally, nursing competence also had a significantly positive effect on nursing professional socialization. Overall, all independent variables were significant predictors of nursing professional socialization, explaining 36.7% of the variance in the integrated model of professional socialization. In addition, a permutation test revealed no differences in the two comparisons’ path coefficient estimates in the model (female vs. male). Conclusion: It is important to further strengthen nursing students’ self-learning effectiveness to promote their self-reflection and caring behavior. Increasing students’ nursing competence is a key factor in improving their professional socialization.

Active Learning Improves Nursing Student Clinical Performance in an Academic Institution in Macao

Objective： To assess the outcome of the application of active learning during practicum among nursing students using clinical assessment and evaluation scores as a measurement. Methods： Nursing students were instructed on the basics of active learning prior to the initiation of their clinical experience. The participants were divided into 5groups of nursing students （ n = 56） across three levels （years 2-4） in a public academic institute of a bachelor degree program in Macao. Final clinical evaluation was averaged and compared between groups with and without intervention. Results： These nursing students were given higher appraisals in verbal and written comments than previous students without interventian. The groups with the invention achieved higher clinical assessment and evaluation scores on average than comparable groups without the active learning intervention. One group of sophomore nursing students （year 2） did not receive as high of evaluations as the other groups, receiving an average score of above 80. Conclusions＂ Nursing students must engage in active learning to demonstrate that they are willing to gain knowledge of theory, nursing skills and communication skills during the clinical practicum.

Diversified Teaching Methods in Nursing:Using Animal Experimentation to Promote Core Professional Competencies in Basic Nursing Training

Objective： The aim of this project was to train highly professional and specialized nursing students from medical colleges to adapt to bedside clinical care by exploring and discussing various methods of injection and IV infusion in animal experimentation to hone the core professional nursing competencies. Methods： Two classes from the 2012 senior graduating nursing class were randomly selected by a computer to conduct the diversified practical teaching methods based on animal experimentation. A hospital environment was simulated by requiring students to perform different types of injections and practical IV infusion techniques. A comprehensive evaluation of the core professional competencies, as well as other integrated competencies, was conducted to determine the effectiveness of the teaching methods. Results： Two-sampled, pairwise u-tests were performed between the scores of the experimental （nursing class 2） and control （nursing class 1） groups. These findings showed that the overall test scores were significantly higher in the experimental group compared to the control group and that the average P-values for the competencies in various categories were 〈0.01, which indicated statistically significant results. Conclusions： Based on the data from this project, diversified teaching methods for basic nursing training founded on animal experimentation can help nursing students perfect their core professional competencies and improve their overall professional standing. The introduction of animal experimentation requires further verification, and an increased acknowledgement of its benefits through the widespread dissemination of this information.

A preliminary multicultural nursing competence instrument for assessing undergraduate student nurses

Purpose:To develop a multicultural nursing competence instrument for use in assessing undergraduate student nurses(SNs).Methods:This study enrolled 322 student nurses(SNs)employed at five hospitals in Hunan Province.The nurses were identified by the cluster sampling method.The items on the competence instrument were retained or deleted after analyzing their coefficient of variation,coefficient of correlation with the total score,t-test results.Reliability tests and correlation analysis were used to examine internal consistency,while exploratory factor analysis was used to determine construct validity.Results:After analyzing items,the final multicultural nursing competence instrument comprised a total of 49 items that evaluated five dimensions.The instrument showed good overall reliability(0.958),and the internal consistency of the five dimensions ranged from 0.884 to 0.952.Furthermore,the correlations among the five dimensions were statistically significant(P<0.01).An exploratory factor analysis of the five dimensions showed that five items incorporated aspects of cultural cognition(factor loading range,0.824-0.888),five items incorporated aspects of cultural attitude(factor loading range,0.629-0.815),twentytwo items involved cultural knowledge(factor loading range,0.587-0.792),seven items incorporated aspects of cultural skills(factor loading range,0.743-0.860),and 10 items involved cultural encounters(factor loading range,0.522-0.909).Conclusion:The multicultural nursing competence instrument for SNs demonstrated good reliability and validity,and can be utilized in nursing education programs and research.

Graduating Nurses in the Time of COVID-19

Nursing has been a leader in online education for more than two decades. Nursing students have taken advantage of the flexible scheduling and variety of online nursing programs to pursue their education due to distance, family, or work demands;however, since the outbreak of COVID-19, nursing schools in the United States have adapted by implementing an online alternative to assess students’ clinical skills required to graduate. Nursing faculty have been forced into this new learning culture, navigating the online landscape, learning new technologies and teaching methods, and adapting to clinical social distance education. Nursing is a performance-based profession in which the clinical learning environment plays an important role in developing skills and professional abilities. The purpose of this evidence-based teaching project is to, based on National League for Nursing (NLN), not only contribute to improvement but ensure educational quality for undergraduate nursing students by examining how online simulation compared to clinical experience with an actual patient, affects nurses’ clinical competence. Therefore, after reviewing 14 peer-reviewed articles, evidence shows benefits for undergraduate nursing students to retain better clinical competence when virtual simulation and clinical sites are combined;however, further research is recommended. Articles were selected as the evidence base for this project, following specific inclusion criteria. Inclusion criteria for evidence were articles within six years, including undergraduate nurse students with online clinical education;the exclusion criteria were studies including graduate nurse students and articles older than six years. Based on the project’s outcome, it is suggested that a nurse residency should follow online simulations to complete clinical hours. .

Effect of “Four Passes” Training and Assessment of Nurse Specialty Knowledge on the Cultivation of Core Competence of Clinical Nurses

Background: With the development of high quality nursing service, hospitals put forward higher requirements for nurses’ service level. In recent years, the number and quality of specialized nurses remain to be improved despite the remarkable achievements in the construction of specialized nurses. Objective: This study intended to explore a standardized training mode for nurses oriented by training and assessment of nursespecialty knowledge and to summarize the practical experience of this mode. Methods: The training and assessment program was formulated by starting from the objectives of training clinical front-line nursing staff in our hospital, and the standard training and assessment were carried out from four aspects: the specialized disease knowledge, the condition observation and reporting ability, emergency and severe disease nursing, and perioperative accelerated rehabilitation guidance. These four items are hereinafter referred to as “Four Passes” training and assessment, and it was practiced in the assessment and training of nurses in our hospital from 2020 to 2022. Results: A total of 915 front-line caregivers were surveyed in our study, including 772 nurses and 143 doctors. After two years of implementation, the self-evaluation of nurses increased from (2.96 ± 0.79) points to (3.64 ± 0.78) points, and the evaluation score by doctors increased from (3.94 ± 0.74) points to (4.26 ± 0.72) points. The core competence of specialty increased from (69.22 ± 16.53) points to (85.42 ± 14.44) points. The scores of all dimensions after training were higher than those before training, with statistical significances. Conclusion: The “Four Passes” training and assessment of nurse specialty knowledge can fully mobilize the enthusiasm of managers and nurses in all departments, ensure solid specialty knowledge, improve nurses’ core competence, improve nursing quality, and create a harmonious relationship between nurses and patients as well as between doctors and patients.