Purpose: Clinical reasoning is essential for nurses. Shift from third-person to first-person perspectives to enhance new nursing graduates’ clinical reasoning. The pilot study developed clinical reasoning learning and assessed the design to determine if it had contributed to enhancing new nursing graduates’ clinical reasoning.
Methods: Descriptive statistics were utilised to analyse sociodemographic data. The thematic analysis explored the open-ended questions concerning new nursing graduates’ perspectives on the design.
Results: The thematic analysis uncovered four key learning themes that promoted the utilisation of the design.
Conclusions: The results suggested that the design for learning suited new nursing graduates, and they expressed satisfaction with using it. More extensive studies are needed to gain deeper insights into the design for learning incorporated into clinical nursing education.
Objective: To investigate the current status of geriatric nursing competence among dermatology nurses and analyze its potential related factors.
Methods: A cross-sectional quantitative study was conducted with 550 dermatology nurses from 20 medical institutions in China. Data were collected using a questionnaire containing sociodemographic variables and the Geriatric Nursing Competency Assessment Scale for Clinical Nurses, which includes primary, secondary, and tertiary dimensions. Multivariate linear regression was used for analysis.
Results: The overall mean score for geriatric nursing competence among dermatology nurses was 2.36 ± 0.90. Among the three primary dimensions, “professional competence” received the highest score (2.46 ± 0.89). Of the ten secondary dimensions, “critical thinking” achieved the highest score (2.48 ± 0.96), while “research and innovation” received the lowest score (2.15 ± 1.05). Experience in caring for elderly patients, the duration of geriatric nursing training, and the presence of patients aged ≥ 60 years were the main factors related to geriatric nursing competence. The level of the healthcare institution, educational background, work experience, and the degree of specialization in geriatric nursing training were statistically significant factors influencing dermatology nurses’ competence.
Conclusions: The geriatric nursing competence of dermatology nurses is moderate. There is an urgent need to strengthen research development and promote professional growth.
Background and objective: Nursing students face challenges in nursing education. Prior research has identified depression and fatigue as prevalent issues among nursing students, attributing these concerns to inadequate support from faculty and disorganised coursework, which contribute significantly to student exhaustion. Consequently, this study aimed to explore the relationship between stress and educational fatigue among final-semester nursing students to provide evidence that can help prevent stress and its negative health impacts, ultimately enhancing the well-being of nursing students.
Methods: This cross-sectional study investigated 56 final-semester nursing students using self-administered questionnaires: the Karolinska Exhaustion Disorder Scale (KEDS) and the Higher Education Stress Inventory (HSEI). Data were analysed using descriptive statistics and bivariate analysis using Spearman correlation coefficient.
Results: The study found that final-semester nursing students experienced high stress (Mean 21.84, SD = 7.065) due to workload (Mean 8.00, SD = 1.68), insufficient feedback (Mean 5.16, SD = 1.35), and faculty shortcomings (Mean 16.04, SD = 2.90). Significant positive correlations were noted between concentration and insufficient feedback (r =.29, p =.30) and low commitment (r =.27, p =.39). Physical stamina correlated significantly with workload (r =.41, p =.001) and low commitment (r =.36, p =.007). Memory and sleep showed no association with education-related stress.
Conclusions: The study found that final-semester nursing students reported workload and insufficient feedback as the factors related to education-related stress. There was no link between education-related stress and variables such as memory and sleep. These findings highlight the need to address a supportive learning environment and facilitate overall student health.
Background and objective: In ambulatory care settings, effective nurse-patient communication is often hindered by workload pressures and time constraints. A major contributing factor is the lack of nurses’ communication-related knowledge, attitudes, and skills, which affects their ability to engage meaningfully with patients and deliver high-quality care. This study aims to evaluate the effectiveness of structured interventions in improving nurses’ communication-related knowledge, attitudes, and skills, with the goal of achieving over 95% compliance. Additionally, the study seeks to enhance patient satisfaction to at least 95% within ambulatory care settings.
Methods: This study employed a descriptive cross-sectional design to assess patient satisfaction and a one-group pretest-posttest design to evaluate the impact of the interventions on nurses’ communication with patients.
Results: Nurses’ overall communication compliance increased from 89.85% in the pre-test to 99.03% in the post-test, reflecting significant improvements across the knowledge, skills, and attitude domains. Patient satisfaction also demonstrated a substantial rise, increasing from 77.6% before the interventions to 97.92% afterward.
Conclusions: The implementation of structured interventions—including communication skill development, team collaboration, ongoing training, and motivational initiatives—led to significant improvements in nurses’ communication practices and a marked increase in patient satisfaction within ambulatory care settings. These findings underscore the value of continuous, well-designed communication training in fostering effective nurse-patient interactions and enhancing the overall patient experience.
Artificial Intelligence (AI) has very quickly become a part of our daily lives, and nursing is no exception. Different types of AI are already becoming standard tools in nursing practice as healthcare comes to rely more on these powerful technologies to augment human capabilities. Nursing regulators and educators are realising that nurses will need new skills and competencies to use these tools safely, ethically, and responsibly in their practice. This paper explores important considerations that nursing educators must reflect on in the usage of AI and in particular, the unique conditions that they are expected to operate within. The paper will firstly introduce the current and emerging policy context of how AI is being constructed within healthcare and in particular what is emanating from a nursing education context. Secondly, the paper presents some overarching considerations that have emerged for nursing education following the rapid embedding of AI within nursing and wider healthcare delivery. Finally, we introduce a promising curricular framework, ‘Constraints Led Approach’ (CLA), the theoretical and applied foundations of which are in sport and skill acquisition, but which shows potential for structuring the inclusion of AI in nurse education.
Background and objective: Cognitive impairment, including delirium, is common among patients with advanced cancer receiving palliative care, yet it often goes undetected. For the past 14 years, the Mini-Mental State Examination (MMSE), a globally recognized and validated tool, has been used by palliative care physicians in Qatar to assess cognitive function at the time of patient acceptance into the palliative care program. The aim of the study was to enhance the initial assessment of delirium and cognitive function in patients with advanced cancer by evaluating the feasibility and clinical utility of the Assessment Test for Delirium and Cognitive Impairment (4AT) screening tool alongside the MMSE.
Methods: A quality improvement initiative was conducted using the Plan-Do-Study-Act (PDSA) methodology. Fifty-three patients with advanced cancer were assessed using both the MMSE and the 4AT tools (in Arabic and English) on the first day of acceptance into the palliative care program. Pre- and post-intervention surveys were used to capture palliative care physicians’ perceptions and experiences with both tools.
Results: Physicians reported that the 4AT tool was simpler and faster to administer (100%), effective in assessing cognitive status (75%), provided useful clinical information (62.5%), and was well accepted by patients (100%). While the MMSE remains a well-established assessment tool, the 4AT was viewed as a more practical option for routine use in busy clinical settings.
Conclusions: The 4AT tool demonstrates strong potential as a complementary or alternative approach to the MMSE for initial cognitive screening in palliative care. Its brevity, ease of use, and patient acceptability make it well-suited for routine clinical practice, particularly in settings requiring rapid cognitive assessment.
Background and aim: Peer Learning is a pedagogical model in which students can share experiences and knowledge as well as reflect together. Research on Peer Learning has shown that when working together in pairs, the students can use and support each other to mirror and reflect on mutual insecurities. Peer Learning is a preceptorship model where two students are supervised by one preceptor. Considering the increasing shortage of radiographers, the method could be useful due to requiring fewer preceptors. The aim was to describe the strengths and challenges associated with a Peer Learning model in a magnetic resonance imaging setting from preceptors’ and undergraduate radiography students’ perspectives.
Methods: Design: Qualitative design with an inductive approach. Settings: Radiology departments in seven hospitals in Sweden and the third year Bachelor radiography programme at a university in southern Sweden, during which students attend four weeks of clinical practice pertaining to the use of magnetic resonance imaging. Participants: 12 students and 14 preceptors were interviewed about peer learning in a magnetic resonance imaging setting Methods: Focus group and individual interviews followed by conventional qualitative content analysis.
Results: The results showed that students and preceptors were positive towards peer learning and saw many advantages. Preceptorship in Peer Learning required a significant amount of support and guidance from the radiology department. The students and preceptors indicated that they needed more education about peer learning.
Conclusions: A prerequisite for the implementation of Peer Learning at clinical placements in a magnetic resonance imaging setting is education and training in peer learning for both students and preceptors, as well as support and guidance from universities and radiology departments.