A framework for capacity enhancement of Rwandan nurse educators and preceptors facilitating nursing students to learn pediatric pain management
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SUBMITTER: Uwimana P
PROVIDER: S-EPMC10874038 | biostudies-literature | 2024 Jan
REPOSITORIES: biostudies-literature
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Project description:BackgroundTechnological platforms provide online support systems for teaching and learning colleges and universities. However, some colleges seem to be not benefiting from these online support systems. The current paper explores the use of technological platforms in nursing education colleges by incorporating the e-learning Context Design Delivery and Outcomes (el-CDDO) framework to demonstrate the benefit of applying the technological platforms. The e-learning Context Design Delivery and Outcomes (el-CDDO) framework has been applied and is beneficial in non-nursing disciplines; however, there has been little scholarly attention paid to the use of this framework to support the delivery of information and communication technology (ICT) platforms in nursing education.AimTo adopt the el-CDDO framework in exploring the perceptions of learner nurses and nurse educators about information and communication technology platforms at the Limpopo College of Nursing.MethodThe exploratory-descriptive qualitative research design was adopted to explore the perceptions of learner nurses and nurse educators regarding ICT platforms that support teaching, learning, and assessment in the colleges of nursing within Limpopo Province. Focus group discussions were held with purposively selected learner nurses and nurse educators to collect qualitative data. Thematic qualitative data analysis was used to make sense of collected data according to the five dimensions of the el-CDDO framework.ResultsSix dimensions of the framework highlighted the perceptions of learner nurses and nurse educators about the use of ICT platforms. The perceptions are summarised as the learning context, benefits, enabling and barriers as influencing factors. Benefits include enhanced skills, knowledge, and quick thinking necessary for academic progress and patient care. Enabling factors include the willingness of learner nurses and nurse educators to use ICT platforms. Barriers include insufficient training on ICT platforms, lack of a structured ICT-integrated curriculum, and inadequate ICT skills among lecturers.ConclusionThe el-CDDO framework proved effective in exploring the perceptions of learner nurses and nurse educators about the use of ICT platforms in nursing education institutions. We recommend using the framework to assess the state of ICT platforms in nursing education institutions.
| S-EPMC11918404 | biostudies-literature
Project description:Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. Overall, preceptors communicated their desire and commitment to doing the best job possible. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession.
| S-EPMC3169838 | biostudies-literature
Project description:The gradual increase in the number of learners admitted into a nursing college in Gauteng resulted in an increase in class size without a proportional increase in the number of nurse educators.To explore and describe the experiences of nurse educators teaching in large classes at a nursing college in Gauteng in order to present recommendations to facilitate teaching and learning.A qualitative, exploratory, descriptive, and phenomenological research design which is contextual in nature was used. A total of 20 nurse educators were selected through purposive sampling, and in-depth phenomenological semi-structured individual interviews were conducted between January and February 2013. Data were analysed together with the field notes, using Tesch’s open coding protocol of qualitative data analysis. Lincoln and Guba’s four principles were used to ensure trustworthiness.The themes that emerged from this study were that nurse educators experienced difficulty in recognising learners as individuals in a large class, using innovative pedagogical strategies, and managing a large class. These findings had a negative impact on meaningful teaching and learning as they interfered with an enabling learning environment.Nurse educators should be empowered with facilitative skills in order to effectively manage a large class and hence to achieve teaching and learning abilities.There is a need for nurse educators to finding alternative ways to overcome challenges associated with teaching in large classes and prepare learners to render individualised, caring and holistic nursing care to each unique patient in the healthcare setting.
| S-EPMC6091727 | biostudies-literature
Project description:Background/aimsSince the emergence of generative AI (GenAI) in fall 2022, its impact on higher education has been significant yet under-researched, leading to mixed reactions among nurse educators, ranging from enthusiasm to skepticism. A preliminary search of seven databases found no scoping reviews specifically that addressed nurse educators' concerns about using GenAI. Therefore, this study aims to map the existing literature on nurse educators' concerns regarding the use of GenAI in nurse education.Inclusion criteriaIncluded are any types of sources (peer-reviewed and nonpeer-reviewed) in English and from any country and were authored by an academic nurse educator that reported on "academic nurse educators," and "artificial intelligence" (such as GenAI, Generative AI, ChatGPT, large language models) in nursing education. Articles that did not report "nurse educator concerns," or were focused on clinical practice were excluded.MethodsThis protocol (see PRISMA-P in Appendix 1) establishes the study parameters for the planned scoping review, which will be conducted from April to July 2024. We will follow Joanna Briggs Institute, a comprehensive methodology, to ensure a rigorous approach. The final review will include relevant literature from eight academic databases published from Fall 2022 through April 2024. Data will be reported using the PRISMA-ScR checklist and flow diagram (2020) along with other visual diagrams to add validity to our findings. An inductive analysis approach will be used to code the evolving data, identify recurring themes, and pinpoint potential gaps in the literature.ResultsThe final scoping review will present the search results, the study inclusion process, and the data analysis.ConclusionOur planned review will potentially provide crucial insights into nurse educators' concerns on using GenAI, pinpointing gaps within the literature, and providing direction for future research.Review registrationThis protocol was registered on May 8, 2024, on Open Science Framework (OSF). The registry number is OSF.IO/SZ8WR. This registration ensures the transparency and credibility of our research process, as it provides a public record of our study design and methods.
| S-EPMC11779745 | biostudies-literature
Project description:BackgroundImproving understanding about dementia in nursing is a priority area for educators and policymakers. This is due to poor professional understanding about dementia and suboptimal healthcare practice. While many educational interventions exist, there has been a paucity of research which has considered the use of artist-produced photobooks to improve knowledge and understanding about dementia. The aim of this study is to understand the impact of an artist-produced photobook on nurses' attitudes and beliefs about dementia.ResultsFollowing a thematic analysis of four focus group interviews with 22 nurses and nursing students from Northern Ireland, three themes emerged. Theme one was about how the artist-produced photobook helped participants to humanise the person living with dementia. Theme two related to how the artist-produced photobook supported participants to actively construct their own meanings about dementia based on their previous professional and personal experiences. Theme three explored how an artist-produced photobook could be successfully used to complement existing dementia education in the future.ConclusionsUsing an artist-produced photobook was an innovative way to learn about dementia for nurses and nursing students. The photobook functioned as a tool underpinned by arts-based pedagogy (ABP), supporting nurses to understand the person behind the dementia disease. As such, an artist-produced photobook has the potential to be a useful complementary resource for supporting professional education about dementia.
| S-EPMC9406272 | biostudies-literature
Project description:AimsTo review the contemporary international literature on nurse preceptor competencies and map the components and their descriptors.Review methodsA mapping review.Data sourcesArticles reporting evidence-based and validated Registered Nurse (RN) preceptor competencies published between 2013 and 2022 were identified. Open access databases such as PubMed and Google Scholar and the library healthcare databases Scopus and CINAHL were searched. The authors collaborated at each review stage that included screening, article selection, tabulation, mapping and preparation of findings.ResultsSeven quantitative studies were included. Three were based on existing nurse preceptor competency data sets and four were purposely developed using collaborative research methods. Each study validated findings through a survey of nurse stakeholders. Three key competencies shared across all studies were 'facilitating teaching', 'being a role model' and 'evaluating student's performance'. The number of competency categories ranged from three to 10 and the accompanying item descriptors from 9 to 83. Although terminology describing data sets was inconsistent, similarity was seen across competency domains.ConclusionThe contemporary nursing preceptor role is considered an emerging specialist education role. The results offer a set of validated preceptor competency descriptors, applicable to practice, that provide insight into ways employers may recruit, support and retain nurse preceptors.Implications for the professionThe mapped results provide a concise summary of nurse preceptor competency research internationally that can inform further development of RN preceptors.ImpactThis review addresses the lack of consensus around nursing preceptor competencies for clinical supervision of undergraduate nursing students. Seven competency domains were identified describing key preceptor role capabilities. The domains Facilitator', 'Role model' and 'Evaluator' featured across the included studies: 'More than 300 competency descriptors were reported'. Our review results could better prepare RN preceptors for their important role. Employers of RN preceptors could use the results to design performance competencies that may enhance nursing preceptorship.Reporting methodThis review adheres to the PRISMA-ScR EQUATOR guidelines as the recommended reporting method for mapping reviews.
| S-EPMC10877447 | biostudies-literature
Project description:BackgroundThe rapid advancement of technology-enhanced learning opportunities has resulted in requests of applying improved pedagogical design features of digital educational resources into nursing education. Digital educational resources refers to technology-mediated learning approaches. Efficient integration of digital educational resources into nursing education, and particularly into clinical placement, creates considerable challenges. The successful use of digital educational resources requires thoughtful integration of technological and pedagogical design features. Thus, we have designed and developed a digital educational resource, digiQUALinPRAX, by emphasizing pedagogical design features. The nurse educators' experiences of the usefulness of this digital educational resource is vital for securing improved quality in placement studies.AimTo obtain an in-depth understanding of the usefulness of the pedagogical design features of a digital educational resource, digiQUALinPRAX, in supporting nurse educators' educational role in nursing home placements in the first year of nursing education.MethodsAn explorative and descriptive qualitative research design was used. Individual semi-structured interviews were conducted with six nurse educators working in first year of a Bachelor's of Nursing programme after using the digital educational resource, digiQUALinPRAX, during an eight-week clinical placement period in nursing homes in April 2022.ResultsTwo main categories were identified: (1) supporting supervision and assessment of student nurses and (2) supporting interactions and partnerships between stakeholders.ConclusionThe pedagogical design features of the digiQUALinPRAX resource provided nurse educators with valuable pedagogical knowledge in terms of supervision and assessment of student nurses, as well as simplified and supported interaction and partnership between stakeholders.
| S-EPMC10882782 | biostudies-literature
Project description:Background and aimsWith the drastic changes brought about by the Fourth Industrial Revolution (Industry 4.0) to nursing science and education, public-private collaboration efforts have been crucial in improving skills using technology. Nurse educators are expected to expand their knowledge and develop skills both in clinical and educational institutions to be able to implement evidence-based practice and develop professional competency. This study aimed to evaluate the knowledge related to competency of nurse educators before and after participating in an international outreach seminar for continuing nursing education in Myanmar.MethodsWe conducted an evaluation study to clarify the outcomes of an international outreach seminar before and after its implementation in Myanmar. The seminar focused on the development and improvement of nursing education, as well as research skills and knowledge of nurses. The two-day seminar was conducted at the University of Nursing, Mandalay in Myanmar on September 30, 2019 and October 1, 2019. Pre- and post-questionnaires were distributed before and after the seminar.ResultsThe seminar was attended by 60 participants who were affiliated with a university (41.7%), nursing school (8.3%), hospital (33.3%), and other institutions (16.7%). All the participants had 12.57 years of clinical experience on average. There was a significant increase in the total average score of knowledge from 31.08 (SD = 19.95) before the seminar to 44.15 (SD = 22.19) after the seminar (p = 0.002). Over 90% of the participants recognized changes in their self-efficacy as educators.ConclusionsThe participants acquired valuable up-to-date knowledge related to competency of nurse educators after attending the two-day international outreach seminar. They became keenly aware of the changes in their self-efficacy as educators. To our knowledge, this is the first study in Myanmar to evaluate knowledge related to competency of nurse educators who attended this seminar for continuing nursing education. This seminar was conducted as a mutual collaborative undertaking based on a long academic relationship built on trust and years of partnership between our universities. The findings imply that it is important for low- and middle-income countries to maintain a continuous international collaboration to be able to promote and support professional growth, knowledge, competency, and self-efficacy of their nursing educators.Tweetable abstractA two-day international outreach seminar on continuing education for clinical nurses and faculty members in Myanmar improved their knowledge related to competency and enhanced their recognition of changes in their self-efficacy as educators.
| S-EPMC10465934 | biostudies-literature
Project description: Not available
| S-EPMC2605025 | biostudies-literature
Project description:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations-requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.The sample included eight educators from two institutions in one Western state using a grounded theory design.The themes that emerged from participants' experiences consisted of the overarching concept, support for change, and central concept, finding meaning in the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.
| S-EPMC5759089 | biostudies-other