Undergraduate nursing simulation facilitators lived experience of facilitating reflection-in-action during high-fidelity simulation: A phenomenological study.
Mulli Jessica,Nowell Lorelli,Swart Ruth,Estefan Andrew
Nurse education today
BACKGROUND:Reflective practice is an essential step to learning in high-fidelity simulation, yet, reflection-in-action is an often overlooked yet important opportunity to support student learning. OBJECTIVES:To explore and describe the lived experience of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. DESIGN:A descriptive phenomenological study. SETTING:A western Canadian province. PARTICIPANTS:Undergraduate nursing simulation facilitators with experience in nursing education and simulation facilitation. METHODS:We conducted 11 semi-structured interviews and utilized Colaizzi's seven step process of analysis to discover the essence of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. RESULTS:Simulation facilitators were able to identify reflection-in-action during high-fidelity simulation when students paused, collaborated, shared their thinking aloud, and changed their course of action. Barriers to reflection-in-action included learner fear and anxiety, poor simulation design, and inadequately prepared students and facilitators. Simulation facilitators supported reflection-in-action through prebriefing, facilitator curiosity, and providing cue, prompts, and facilitated paused. Some of the noted benefits to reflection-in-action include promoting collaborative learning, building confidence and critical thinking, and embedding reflection into practice. CONCLUSIONS:The insights from this research can be used to guide reflection-in-action strategy development and future research in high-fidelity simulation.
10.1016/j.nedt.2021.105251
Nursing students' processes of taking role models and being role models: A descriptive phenomenological study.
Nurse education today
BACKGROUND:Role models are frequently viewed as a means of motivating people to adopt new behaviors and inspiring them to establish ambitious targets. Role models play a significant role in the characters of individuals and can be effective in shaping their career choices, education, and identities. Within the nursing profession, role models are integral to nursing students' journey towards understanding the nursing role and professional responsibility. For this reason, it is very important for nursing students to identify role models that support the development of students growth and development. OBJECTIVES:This study aimed to investigate the qualities of nurses who serve as role models for senior undergraduate nursing students in shaping their professional attitudes and behaviors, identify the motivations behind selecting these individuals as role models. DESIGN:A descriptive phenomenological research method was used. SETTINGS:The research was conducted at a state university nursing school. PARTICIPANTS:The study was conducted with the participation of 16 senior nursing students. METHODS:Data collected from one-on-one interviews. A thematic analysis was used to analyze the data. RESULTS:Student nurses mostly took clinical nurses and lecturers as professional role models. They were most impressed by their role models' knowledge, strong communication skills, and respect for human beings. To imitate their role models, students were willing to work in the clinic to improve their communication and psychomotor abilities and engaged in research and inquiry in areas where they felt insufficient. However, they also reported that most clinical nurses were not positive role models. They avoided taking nurses as role models because they had low communication skills, did not guide the student, and did not value human beings. CONCLUSIONS:The study's findings indicated that student nurses were primarily influenced by clinical nurses and viewed them as both positive and negative role models, and they aspired to emulate the qualities of the nurses they considered positive role models while actively avoiding behaviors and traits associated with those seen as negative role models. Clinical nurses, who are in contact with prospective nurses the most, have an important role in guiding them.
10.1016/j.nedt.2023.106015
Exploring racial microaggression experiences among ethnic minority nursing students: A descriptive phenomenological study.
Nurse education today
BACKGROUND:The increasing pursuit of enhanced educational opportunities has led to a significant rise in international student enrollment in various fields, including nursing. Nursing is currently in its early stages and faces challenges related to racial microaggression. Understanding the dynamics of racial microaggression is crucial in countries like Turkey, where students from diverse ethnic backgrounds are accommodated. OBJECTIVE:To explore and achieve a more profound insight into the lived encounters of ethnic minority nursing students confronting racial microaggression. METHOD:The study employed a descriptive phenomenological approach. Data collection involved conducting in-depth interviews from February 1, 2023, to June 1, 2023. Analysis was performed utilizing Colaizzi's analysis method. RESULTS:Each participant in the study encountered at least one type of microaggression. The analysis identified three clear themes: "challenges in social interactions," "unfavorable learning atmosphere," and "aspirations for the future." CONCLUSION:This study highlights the crucial need to establish secure and inclusive environments that foster authentic discussions within academic settings. Faculty and educators should strengthen their ability to consider diverse perspectives in various scenarios. Moreover, integrating an up-to-date and comprehensive curriculum, along with the adoption of inclusive language, into the nursing program is essential for effectively addressing these concerns.
10.1016/j.nedt.2024.106297
Motherhood experiences of nurses receiving postgraduate education: A phenomenological research study.
Nurse education today
OBJECTIVE:Trying to juggle multiple roles and responsibilities as a student, nurse, and mother can be challenging due to pressures from overlapping time management. This study was conducted to explore the experiences of graduate students who work as nurses and are mothers. METHODS:The qualitative phenomenological data for this study were gathered from nurses at a training and research hospital between August and November 2022, utilizing face-to-face interviews. The study cohort comprised twelve nurses aged 28 to 48, all actively engaged in postgraduate education. Data were collected using a descriptive information form and semi-structured interviews. Thematic analysis was executed through inductive coding, facilitated by the Max Qualitative Data Analysis (MAXQDA) Analytics Pro2022 software. RESULTS:Four central themes were developed: "Experiences During the Breastfeeding Process," "Positive Effects," "Encountered Challenges," and "Expectations." CONCLUSIONS:The findings underscored that nurses who are mothers and pursuing postgraduate education encounter difficulties throughout their academic pursuits, notably attributed to working conditions and professional cultural values.
10.1016/j.nedt.2024.106227
Motivators for nurse educators to persist in their profession: A phenomenological research study.
Nurse education today
BACKGROUND:Nursing education has increasing challenges for recruiting and retaining nurse educators. Qualitatively understanding nurse educators' motivators to persist within the field assisted in understanding nursing education practices that retained participants. OBJECTIVES:This study explored nurse educators' motivators to uncover factors that influenced their decisions to persist in the profession. DESIGN:Phenomenological qualitative study. SETTINGS:Participants worked in one of three purposefully selected universities-two in the midwestern and one in the southwestern United States. PARTICIPANTS:Nurse educators (n = 16) who were teaching in nursing academic settings, had taught in academia for at least five concurrent years, and planned to continue teaching in nursing. All participants had worked as nurses in clinical settings prior to becoming nurse educators. METHODS:This qualitative study followed Moustakas' (1994) phenomenological methodology, utilizing criterion sampling, semi-structured interviews, and verbatim transcription. Analyses included open coding, theming, and horizontalization. Researchers established methodological rigor through data saturation, audit trails, confirmability audits, dependability audits, emic and etic triangulations, epoche, member checking, inquiry audit, negative case analysis, prolonged engagement with data, reflexivity, and thick descriptions. RESULTS:Findings included intrinsic and extrinsic motivators comprising participants' persistence in the professional field of nursing education. Sub-aspects of intrinsic motivators included love of teaching, desire to learn more, satisfaction from professional service, and seeking professional challenges. Sub-aspects of extrinsic motivators included flexibility and professional advancement/opportunities. CONCLUSIONS:Participants experienced more intrinsic than extrinsic motivators regarding their persistence in the profession. Nurse educators were attracted to and remained in academia when academic settings provided them with the opportunity to advance their formal education.
10.1016/j.nedt.2023.105725
The benefits of virtual learning abroad programs for higher education students: A phenomenological research study.
Nurse education today
BACKGROUND:Higher education institutions offer in-country learning abroad programs to provide healthcare students with the opportunity to gain the intercultural and global competencies they need to work in a globally interconnected world. During the Covid-19 pandemic, institutions offered virtual learning abroad programs as an alternative to the in-country programs, however, little is known about whether they provide comparable benefits to students. OBJECTIVES:The purpose of this study was to investigate, and identify, the benefits gained by higher education healthcare students through their participation in a virtual learning abroad program. DESIGN/METHODS:This research implemented a qualitative approach, conducting semi-structured interviews with four higher education students enrolled in the final year of their healthcare studies. Data were analyzed using interpretative phenomenological analysis. RESULTS:The results revealed that virtual programs provide a range of benefits students can use in their future careers. They also provide students with a positive learning experience and an opportunity for personal growth. However, although the benefits students gain from virtual learning abroad programs are similar to those they gain from in-country programs, they are not identical. While virtual learning abroad programs are a viable alternative for in-country programs and offer many benefits, they fail to replicate the intercultural and global competencies that in-country programs offer to students. CONCLUSION:This study focusses on virtual learning abroad programs and whether the benefits healthcare students gain from them are comparable to the traditional in-country programs. Students gain personal and professional benefits from these programs without the risks and costs associated with international travel. However, the identified lack of increased global awareness has implications for how the benefits of virtual learning abroad programs should be promoted to students.
10.1016/j.nedt.2024.106133
Anticipated nursing care: findings from a qualitative study.
BMC nursing
BACKGROUND:Contrary to Missed Nursing Care, some anecdotal data and sparse evidence has documented the tendency of nurses to anticipate some nursing interventions. However, no study has been conducted to date with the purpose of understanding this phenomenon and its underlying mechanisms and consequences. The aim of this study was to describe the phenomenon of delivering anticipated nursing care, its antecedents and consequences as perceived by nurses. METHOD:A descriptive qualitative study. The Consolidated Criteria for Reporting Qualitative Research guidelines were followed. A purposeful sample of 17 clinical nurses and nurse managers working in three Italian hospitals were interviewed in depth in 2019. The audio-recorded interviews were verbatim transcribed and thematically analysed. RESULTS:'Anticipated Nursing Care' is delivered significantly earlier than when expected by nurses in their care plan, by patients, by caregivers and by other members of the team. Medication administration, mobilisation of patients, hygiene care, changes of dressing, vital parameter monitoring, blood sampling and administrative activities were reported as interventions delivered before rather than when expected. Clinically stable patients have been reported to be at risk of receiving anticipated nursing care. Individual values and attitudes, group attitudes of being always ready for the , implicit group norms to , high workloads, intertwined activities and work processes inside the units, have been reported as reasons for Anticipated Nursing Care. Effects of this phenomenon have been reported at the patients' and at the nurses' level. CONCLUSION:Anticipated Nursing Care occurs when nurses perform interventions earlier than expected according to an implicit or explicit decision and not as a consequence of a request. The phenomenon requires future studies to detect its diffusion and to accumulate evidence. Its presence in daily practice, if confirmed, suggests that Missed Nursing Care studies should also consider the combined effect of these two phenomena as, on one hand, there may be the tendency to postpone and, on the other hand, the tendency to anticipate interventions.
10.1186/s12912-020-00486-y
Supporting the nurse educator in clinical education - a qualitative evaluation of a digital educational resource DigiVIS.
BMC nursing
BACKGROUND:Despite the increased use of technology for teaching and learning in clinical nursing education, relatively little attention seems to be directed toward the usefulness of digital educational resources (DERs) to support nurse educators' educational role in clinical nursing education. METHODS:An interpretive descriptive qualitative study design was conducted to evaluate the usefulness of a DER to support nurse educators in clinical nursing education. Data were collected through two focus group interviews with part-time and novice educators (n = 5) and full-time, more experienced educators (n = 5), after they had overseen student nurses in nursing home placements. Data were analyzed using thematic analysis and Standards for Reporting Qualitative Research guidelines were used for this study. FINDINGS:The analysis identified three themes related to nurse educators' experiences of the usefulness of a DER to support their educational role while overseeing first-year students on clinical placements in nursing homes: (1) Provides academic support and a sense of security (2) promotes pedagogical efficacy, and (3) represents a flexible resource for educational planning. CONCLUSION:This study shows that a digital educational resource can be an efficient and useful supplementary strategy to support the nurse educator's role in clinical nursing education. Future research is required to systematize knowledge about the impact of DERs on orientation and training, as well as motivation and facilitators for, and barriers to, their use to enhance quality and strengthen the nurse educator's role in clinical nursing education.
10.1186/s12912-023-01599-w
Exploring the core competencies of clinical nurses in chinese tertiary hospitals: a qualitative content analysis.
BMC nursing
BACKGROUND:With the changes in social and medical environments and people's health needs, the nursing core competency should be updated and developed promptly. This study aimed to explore the core competencies of nurses in Chinese tertiary hospitals under the new health development strategy. METHODS:Descriptive qualitative research was conducted using qualitative content analysis. 20 clinical nurses and nursing managers from 11 different provinces and cities were interviewed via purposive sampling. RESULTS:Data analysis revealed 27 competencies, which were grouped into three major categories according to the onion model. These categories were motivation and traits (responsibility, enterprise, etc.), professional philosophy and values (professionalism, career perception, etc.), and knowledge and skills (clinical nursing competency, leadership and management competency, etc.). CONCLUSION:Based on the onion model, core competencies for nurses in Chinese tertiary hospitals were established, revealing three layers of core competencies and giving a theoretical reference for nursing managers to conduct competency training courses based on the competency levels.
10.1186/s12912-023-01337-2
Nurses' perceptions of continuing professional development: a qualitative study.
BMC nursing
BACKGROUND:Continuing professional development is regarded as one of the important approaches to maintaining skills and motivation for work. However, there is a lack of qualitative studies to explore Chinese nurses' continuing professional development. The study aims to explore Chinese nurses' perceptions of continuing professional development and challenges they face. METHODS:The study was conducted in a tertiary hospital located in the central region of China from July to August 2020. Purposive sampling was used to recruit 14 nurses and face to face semi-structured interviews were conducted from July to August 2020. Then the recorded data were analysed and collated according to the thematic analysis. This study followed the consolidated criteria for reporting qualitative research (COREQ). RESULTS:Four themes were extracted: improving specialty ability; different development phases; the importance of personal effort; the obstacle of work-family conflict. CONCLUSIONS:This study contributed to our understandings of nurses' continuing professional development. Nurses held a positive attitude towards continuing professional development and they faced challenges in the meantime. Special attention and targeted supports should be provided to promote the continuing professional development of nursing staff.
10.1186/s12912-022-00940-z