Search Results (175)

Aims: This study aimed to determine the prevalence of nurses in a Latin American leadership school who meet advanced nurse standards. Design: A descriptive cross-sectional study was conducted. Methods: Data were collected between January and November 2024 from a total of 92 participants from the Latin American Leadership School of FUDEN-FEPPEN (Foundation for the Development of Nursing—Pan American Federation of Professional Nurses). The response rate was 13%. The Spanish version of the APRD (advance practice role delineation) was validated in Spanish. The study was approved by the Social Ethics Committee of UCLM (Universidad Castilla-La Mancha). Inference analysis was performed to examine factors associated with advanced practice domains. Results: A total of 92 nurses participated in the study. Among the participants, 35.86% (33 nurses) met the requirements for advanced practice nurses and the minimum training required by the International Council of Nurses. Nurses in both primary care and specialized care perform more advanced practice activities in direct care; however, nurses practicing teaching and research perform more advanced practice activities in the indirect practice domains (training, research and teaching). Conclusions: The percentage of nurses participating in the Latin American leadership school who met the standards was determined, with the most frequent domains those related to direct care, such as expert care planning, integrated care, and inter-professional collaboration. Implications for the profession and patient care: To our knowledge, this is the first study that describes the profile of advanced practice nurses in the Latin American context. This study shows that advanced practice activities exist and are practiced, but there is no clear delimitation or regulation of these activities. Reporting method: The study was conducted following the STROBE guidelines. Public contribution: This study did not include patient or public involvement in its design, conduct, or reporting. Full article

Breast cancer (BC) is the most frequently diagnosed malignancy in women. Currently, BC is treated with a holistic and multidisciplinary approach from diagnostic, surgical, radio-oncological, and medical perspectives, and advances including in early detection and treatment methods have led to improved outcomes for patients in recent years. Yet, BC remains the second most common cause of cancer-related deaths among women and there is an array of gaps to achieve optimal care. To close gaps in cancer care, here we describe a collaborative Request For Proposals (RFP) framework supporting independent initiatives for metastatic breast cancer (MBC) patients and aiming at improving their quality of care. We set up a collaborative framework between Pfizer and Sharing Progress in Cancer Care (SPCC). Our model is based on an RFP system in which Pfizer and SPCC worked together ensuring the independence of the funded projects. We developed a three-step life cycle RFP. The collaborating framework of the project was based on an RFP with a USD 1.5 million available budget for funding independent grants made available from Pfizer and managed in terms of awareness, selection, and monitoring by SPCC. Our three-step model could be applicable and scalable to quality improvement (QI) initiatives that are devoted to tackling obstacles to reaching optimal care. Through this model, seven projects from five different European countries were supported. These projects covered a range of issues related to the experience of patients with MBC: investigator communication, information, and shared decision-making (SDM) practices across Europe; development, delivery, and evaluation of a scalable online educational program for nurses; assessment of disparities among different minority patient groups; development of solutions to improve compliance or adherence to therapy; an information technology (IT) solution to improve quality of life (QoL) of patients with MBC and an initiative to increase awareness and visibility of MBC patients. Overall, an average of 171 healthcare professionals (HCPs) per project and approximately 228,675 patients per project were impacted. We set up and describe a partnership model among different stakeholders within the healthcare ecosystem―academia, non-profit organizations, oncologists, and pharmaceutical companies―aiming at supporting independent projects to close gaps in the care of patients with MBC. By removing barriers at different layers, these projects contributed to the achievement of optimal care for patients with MBC. Full article

Background: The European Doctoral Conference in Nursing Science provides a unique platform for doctoral students in nursing and health sciences to present their research in a supportive environment. Celebrating its 20th anniversary, the 2024 conference embraced the motto “looking back and looking forward,” offering an opportunity to reflect on the development of nursing science and future challenges. Results: Held at the Medical University of Graz, Austria, the conference hosted 90 participants from 13 countries. It featured two keynote lectures, three workshops, 48 presentations, and a science slam. Abstract submissions underwent peer review to ensure the quality of presentations. The presentations highlighted key challenges and opportunities across nursing practice, healthcare work environments, education and digitalization in nursing, and health perspectives. Topics included, for example, workforce retention, artificial intelligence in nursing practice, leadership in error management, and culturally sensitive care. The keynotes emphasized the importance of patient and public involvement in research and the benefits of survey data in nursing science. Workshops imparted knowledge and skills regarding funding acquisition, guideline development, and effective research presentation. A science slam introduced innovative and creative ways to present research. Conclusions: The conference showcased the evolving landscape of nursing science, emphasizing the importance of evidence-based practice, supportive working conditions, and constructive collaboration. It demonstrated the enthusiasm and readiness of a new generation of researchers to advance nursing science in a rapidly changing healthcare environment. Full article

Background/Objectives: Novice nurses often struggle to assertively voice patient safety concerns due to limited clinical experience and hierarchical healthcare environments. Immersive virtual reality simulation (IVRS) may provide opportunities to practice assertive communication skills essential for interprofessional collaboration in a psychologically safe environment. This study aimed to evaluate the short- and long-term effectiveness of an IVRS speak-up training program in enhancing communication clarity and collaborative attitudes, as well as reducing experiences of nursing malpractice among novice nurses. Methods: A quasi-experimental study was conducted with 36 novice nurses (18 participants each in control and experimental groups). The experimental group received a 200 min IVRS speak-up training program incorporating TeamSTEPPS communication strategies through four virtual reality scenarios. The control group received a 110 min conventional group lectures and discussions on communication training covering the same TeamSTEPPS strategies. Communication clarity and collaborative attitudes were measured at baseline, immediately post-intervention, and 6 weeks post-intervention. Nursing malpractice experiences were assessed at 6 weeks post-intervention. Results: Communication clarity showed no significant interaction effect between groups and time points (F = 0.84, p = 0.437), though both groups demonstrated immediate post-intervention improvements. Collaborative attitudes showed a significant interaction effect (F = 4.23, p = 0.020), with the experimental group exhibiting significantly greater and sustained improvements at immediate and 6-week follow-up compared with the control group. No significant difference in nursing malpractice experiences was observed between groups (Z = 0.16, p = 0.872). Conclusions: The IVRS speak-up training program effectively enhanced novice nurses’ assertive communication skills in immersive, interactive environments tailored for realistic practice compared to conventional group discussion-based training. This program improved communication clarity in the short term and enhanced collaborative attitudes up to 6 weeks. Integrating or boosting IVRS training into novice nurses’ communication education may foster interprofessional collaboration and advance patient safety in clinical practice. Full article

Background: Although evidence-based practice is widely promoted in nursing, direct care nurses remain underrepresented in research activities. This study aimed to assess nurses’ attitudes toward research, their perceptions of the organizational research environment, and their levels of involvement, as well as identify key barriers and facilitators to engagement within a comprehensive healthcare system. This study also explored how racial and ethnic diversity within the nursing workforce may shape research engagement and contribute new perspectives to the field. Methods: A cross-sectional electronic survey was administered to registered nurses across 10 hospitals in a Northeast U.S. health system. The survey instrument assessed research attitudes, environment, involvement (past, present, future), and demographics. Descriptive and inferential statistics, including matched-pairs t-tests, were used to analyze responses. Results: Of 7655 invited nurses, 1094 responses were analyzed. Respondents were predominantly female (88.5%), White (56.8%), and employed full-time (87.1%) as clinical staff nurses (77.3%). While 54.8% had completed a formal research course (mainly within the past 1–3 years), informal research and statistics training were uncommon (17.4% and 5.4%, respectively). Nurses reported highly positive attitudes toward research (composite M = 2.15, SD = 0.51), especially its role in guiding practice, professional growth, and education. However, actual involvement was low. The most common current activities included practice change based on research (20.7%) and participation in committees (18.8%). Anticipated future engagement increased substantially, particularly in collaboration (+21.3%), committee participation (+20.6%), and IRB submission (+18.2%). The research environment was perceived as under-resourced, particularly in terms of protected time, funding, and mentorship. Statistically significant gaps were observed between perceived present and desired future supports (p < 0.01 for all 15 items). The Research Awareness Index revealed high rates of uncertainty about available resources (e.g., 66.1% did not know if internal funding existed). Conclusions: Nurses demonstrate strong positive attitudes and a desire to engage in research, including more advanced roles. Yet structural and informational barriers, particularly a lack of protected time, mentorship, and awareness of existing supports, limit participation. Investments in infrastructure, communication, and accessible development pathways are needed to translate nurses’ readiness into active research engagement. Implications: Institutions should prioritize making research support more visible and navigable while investing in mentorship, protected time, and user-friendly infrastructure. Addressing both facets will empower a highly motivated nursing workforce to engage in and lead practice-relevant research. Full article

The provision of care to critically ill patients demands specialized training. Virtual reality (VR) has emerged as an effective tool in nursing education, promoting active learning and fostering the development of essential care competencies. Therefore, this study aimed to map the existing literature on the content related to the teaching of adult critical care nursing practices that have been modeled in VR environments. This study employed a scoping review methodology, guided by the Joanna Briggs Institute (JBI) and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines. A comprehensive search was conducted across 13 data sources, including grey literature. A total of 27 studies were included, highlighting key content areas such as cardiopulmonary resuscitation, tracheostomy care, and mechanical ventilation. The findings indicate that VR has a positive impact on knowledge acquisition, technical skill development, critical thinking, and the enhancement of student and professional confidence and safety. VR demonstrates considerable promise as a pedagogical tool for nursing education in complex clinical settings. However, methodological and technical limitations persist and require further attention. This review contributes to the scientific advancement by systematically organizing the evidence on the use of immersive technologies in health education. Full article

Background/Objectives: In haematology, a wide range of blood disorders are hereditary. The thalassaemias are hereditary anaemias characterised by a high burden of disease at the public health level, challenging the resources of many health systems. This review focuses on thalassaemias for which many countries have developed screening and prevention programmes. To manage this heavy burden, two approaches were introduced over the years. The first one focused on reducing the annual affected births consequent to appropriate non-directive genetic counselling, offering to the parents the chance to make an informed choice concerning their reproductive lives. The second approach was related to the development of curative treatments such as haematopoietic stem cell transplantation (HSCT) in the early years, with continued ongoing efforts for improvements, followed by successful advances in gene-based holistic cures in more recent years. Genetic counselling is a vital component in successful prevention, aiming at informing individuals who are found to be carriers and couples who are both carriers with a 25% risk at every pregnancy of having an affected child in the case of recessive, Mendelian inheritance. The issues are many, and that may have to be discussed, highlighting the level of skills which a genetic counsellor is expected to possess and utilise appropriately in every counselling session. The concern is that such trained and skilled professionals are few in number and not well integrated into the multidisciplinary groups addressing the control of these complex disorders. It is our experience that for blood disorders, counselling is rarely in the hands of qualified scientists. It is our firm belief that it is necessary to incorporate genetic counselling as an integral part of haematology services. Methods: To investigate current practices we have drawn on the experience of existing programmes, as well as published literature. Results: Currently, in almost all haemoglobinopathy prevention programmes, counselling is offered by the clinicians in charge of clinical care or, in some settings, by the nurse of the clinic or the screening laboratory scientist. Conclusions: The Thalassaemia International Federation suggests and is in the process of developing special training in counselling as part of haematology training, as well as professional development modules for those already in practice. Considering the complexity of the issues that must be discussed, a multidisciplinary approach to counselling should be considered where possible. Full article

Half of all Canadians will develop cancer at some point in their lifetimes. These rates have increased substantially over the last decade alongside increasing effectiveness and complexity of treatment options. Therefore, the need for patients to receive both an early diagnosis and ongoing care has never been so important. In Alberta, referrals to oncology specialty care have increased 18% in the last 7 years with no commensurate increase in the number of oncology health care professionals. Challenges with oncologic care access and provider recruitment are not unique to Alberta. In 2004, Cancer Care Alberta, specifically the Cross Cancer Institute (CCI), embarked on an initiative focusing on nurse practitioner (NP) care provision, aiming to address these gaps. The purpose of this article is a description of four distinct NP care models: the Assigned model, Consultative model, Partner model, and Most Responsible Provider (MRP model) significantly contributing to enhanced and expanded cancer care delivery at CCI. To the best of our knowledge, we are the first to demonstrate how NPs can significantly address the rapidly expanding demands for specialist oncology care. This work highlights roles and exemplars of NP care to meet the evolving needs of cancer patients, the multidisciplinary care team and the health system. Full article

Background/Objectives: In today’s rapidly evolving healthcare landscape, fostering a culture of innovation and continuous improvement is essential—especially within a nursing association that leads individual and organizational credentialing. Methods: Colleagues from the American Nurses Enterprise (ANE) Innovation Department and the Institute for Nursing Research and Quality Management collaborated to develop the Culture of Innovation and Quality Model^TM. This process involved conducting a literature review, developing a survey instrument, and administering a pilot pre-survey to ANE employees to collect baseline data. Future research will include a comparison with a post-survey after interventions aimed at strengthening the culture of innovation and quality. Results: The results of the pilot pre-survey were high overall and guided the team in identifying areas with the greatest opportunities for improvement. Based on these findings, interventions are being developed that will be implemented at ANE to enhance the practice of and promote the synergy between innovation and quality. Conclusions: Achieving and sustaining high-quality standards of care and advancing the professional development of nurses requires a culture where staff feel safe and have opportunities to create, innovate, improve, and learn. This will help promote an environment where people thrive while ensuring that the nursing profession and practice remain cutting-edge and aligned with emerging technologies and evolving healthcare complexities. The Culture of Innovation and Quality Model^TM may provide a blueprint for organizations who seek to advance innovation and quality knowledge, engagement, and practices and assist their employees in providing better service to colleagues, partners, and customers while adapting to the evolving healthcare environment. Full article

Background: In health sciences education and particularly, in healthcare education, nursing education, and medical education, augmented reality is being increasingly used due to the changes and benefits to teaching and learning approaches it can yield. However, as the field advances, it is important to systematically map the current literature and provide an overview of the field. Aim: By analyzing the current literature, this study focuses on examining the use of augmented reality in healthcare, nursing, and medical education and training. Method: The study adopts a systematic mapping review approach and analyzes 156 studies that were published during 2010–2025. Results: The results revealed that augmented reality is an effective educational tool that can support teaching and learning of diverse subjects in the context of health education, as it enables learners to combine their theoretical knowledge with practical applications within interactive and immersive learning environments and simulations without risking patient safety. Increased learning outcomes, including hands-on acquisition of practical skills and clinical competencies, engagement, performance, knowledge gain and retention, as well as their critical thinking and decision-making were observed. The potential of augmented reality to offer realistic and interactive visual representations, to support procedural training, to provide cost-effective solutions, to enhance collaborative learning, and to increase accessibility to education, even in resource-limited settings, was highlighted. Education stakeholders expressed positive attitudes and perspectives toward the adoption and integration of augmented reality into health sciences education. Discussion: The results emphasize the role of augmented reality in supporting and improving health education. Additionally, the study revealed six main topics, identified current research gaps, and provided future research directions. Conclusions: When appropriately applied, augmented reality has the potential to effectively support and enrich nursing, healthcare, and medical education and training. Full article

Integrating BIM curriculum into traditional construction management (CM) programs is essential to meet the increasing industry demand for BIM-ready graduates. However, academia struggles with BIM curriculum integration due to unfamiliar emerging BIM technologies, and the increased workload associated with curriculum transformation. Disciplines including nursing, health science, and medical overcame the same challenges using the ability-desire-knowledge-ability-reinforcement (ADKAR) change management model, while CM programs have not explored this model for BIM curriculum development. Thus, this research introduces the ADKAR change management lens to BIM curriculum development by proposing a practically modified and replicable ADKAR model for CM programs. Focus group interviews with 14 academics from the UK, USA, Korea, and Australia, revealed establishing a sense of urgency by appointing a BIM champion is the most critical step before the BIM curriculum development. Instant advice demystifying uncertain BIM concepts is recognised the most effective motivation among academia. Well-balanced BIM concept integrations is ‘sine qua non’ since excessively saturating BIM aspects across the program can dilute students’ essential domain knowledge. Students’ evaluation over the BIM curriculum were collected through a six-year longitudinal focus group interviews, revealing that progressive BIM learnings scaffolded from foundational concepts to advanced applications throughout their coursework is the most valuable. Full article

Background/Objectives: Evidence-based nursing practice (EBNP) is essential in high-acuity settings such as intensive care units (ICUs) and emergency departments (EDs), where nurses are frequently required to make time-critical, high-stakes clinical decisions that directly influence patient safety and outcomes. Despite its recognized importance, the implementation of EBNP remains inconsistent, with frontline nurses often facing barriers to accessing and applying current evidence. Methods: This descriptive, cross-sectional study systematically mapped and prioritized clinical questions generated by ICU and ED nurses at a tertiary hospital in South Korea. Using open-ended questionnaires, 204 clinical questions were collected from 112 nurses. Each question was coded and classified according to the Nursing Interventions Classification (NIC) taxonomy (8th edition) through a structured cross-mapping methodology. Inter-rater reliability was assessed using Cohen’s kappa coefficient. Results: The majority of clinical questions (56.9%) were mapped to the Physiological: Complex domain, with infection control, ventilator management, and tissue perfusion management identified as the most frequent areas of inquiry. Patient safety was the second most common domain (21.6%). Notably, no clinical questions were mapped to the Family or Community domains, highlighting a gap in holistic and transitional care considerations. The mapping process demonstrated high inter-rater reliability (κ = 0.85, 95% CI: 0.80–0.89). Conclusions: Frontline nurses in high-acuity environments predominantly seek evidence related to complex physiological interventions and patient safety, while holistic and community-oriented care remain underrepresented in clinical inquiry. Utilizing the NIC taxonomy for systematic mapping establishes a reliable framework to identify evidence gaps and support targeted interventions in nursing practice. Regular protocol evaluation, alignment of continuing education with empirically identified priorities, and the integration of concise evidence summaries into clinical workflows are recommended to enhance EBNP implementation. Future research should expand to multicenter and interdisciplinary settings, incorporate advanced technologies such as artificial intelligence for automated mapping, and assess the long-term impact of evidence-based interventions on patient outcomes. Full article

Academic English support is crucial for English as an Additional Language (EAL) nursing students in English-medium nursing education programmes. However, empirical research on content and language integrated learning (CLIL) within this specific context remains limited. This study, informed by recent advancements in translanguaging and trans-semiotising (TL-TS) theory, investigates the patterns of teacher collaboration in nursing CLIL and its impact when employing a TL-TS pedagogical approach. Analysis of students’ pre- and post-tests and multimodal classroom interactions reveals that effective collaboration between nursing specialists and language experts in CLIL can be fostered by (1) aligning with language education principles through the incorporation of internally persuasive discourse (IPD) about language learning and TL-TS practices; (2) simulating potential professional contingencies and co-developing coping strategies using TL-TS; and (3) elucidating nursing language norms through TL-TS and IPD. We advocate for re-imagination of CLIL in English-medium nursing education through an organistic–procedural TL perspective and highlight its potential to enhance EAL nursing students’ development of language proficiency and professional competencies. Full article

Background/Objectives: The integration of AI chatbots in nursing education, particularly in simulation-based learning, is advancing rapidly. However, there is a lack of structured evaluation models, especially to assess AI-generated simulations. This article introduces the AI-Integrated Method for Simulation (AIMS) evaluation framework, a dual-phase evaluation framework adapted from the FAITA model, designed to evaluate both prompt design and chatbot performance in the context of nursing education. Methods: This simulation-based study explored the application of an AI chatbot in an emergency planning course. The AIMS framework was developed and applied, consisting of six prompt-level domains (Phase 1) and eight performance criteria (Phase 2). These domains were selected based on current best practices in instructional design, simulation fidelity, and emerging AI evaluation literature. To assess the chatbots educational utility, the study employed a scoring rubric for each phase and incorporated a structured feedback loop to refine both prompt design and chatbox interaction. To demonstrate the framework’s practical application, the researchers configured an AI tool referred to in this study as “Eval-Bot v1”, built using OpenAI’s GPT-4.0, to apply Phase 1 scoring criteria to a real simulation prompt. Insights from this analysis were then used to anticipate Phase 2 performance and identify areas for improvement. Participants (three individuals)—all experienced healthcare educators and advanced practice nurses with expertise in clinical decision-making and simulation-based teaching—reviewed the prompt and Eval-Bot’s score to triangulate findings. Results: Simulated evaluations revealed clear strengths in the prompt alignment with course objectives and its capacity to foster interactive learning. Participants noted that the AI chatbot supported engagement and maintained appropriate pacing, particularly in scenarios involving emergency planning decision-making. However, challenges emerged in areas related to personalization and inclusivity. While the chatbot responded consistently to general queries, it struggled to adapt tone, complexity and content to reflect diverse learner needs or cultural nuances. To support replication and refinement, a sample scoring rubric and simulation prompt template are provided. When evaluated using the Eval-Bot tool, moderate concerns were flagged regarding safety prompts and inclusive language, particularly in how the chatbot navigated sensitive decision points. These gaps were linked to predicted performance issues in Phase 2 domains such as dialog control, equity, and user reassurance. Based on these findings, revised prompt strategies were developed to improve contextual sensitivity, promote inclusivity, and strengthen ethical guidance within chatbot-led simulations. Conclusions: The AIMS evaluation framework provides a practical and replicable approach for evaluating the use of AI chatbots in simulation-based education. By offering structured criteria for both prompt design and chatbot performance, the model supports instructional designers, simulation specialists, and developers in identifying areas of strength and improvement. The findings underscore the importance of intentional design, safety monitoring, and inclusive language when integrating AI into nursing and health education. As AI tools become more embedded in learning environments, this framework offers a thoughtful starting point for ensuring they are applied ethically, effectively, and with learner diversity in mind. Full article

Nursing students encounter several challenges as they progress through their educational journey, particularly in integrating theoretical knowledge with practical applications using simulation-based learning (SBL). This study aimed to comprehensively assess the effects of SBL on nursing competence, self-efficacy, and overall satisfaction among undergraduate nursing students at Tabuk University, Saudi Arabia. A total of 136 students participated in this study, which employed a mixed-methods sequential explanatory design including a quantitative cross-sectional survey complemented by qualitative interviews to capture a holistic view of their experiences with SBL. The findings revealed high levels of satisfaction and self-confidence among students participating in SBL, indicating its effectiveness as an academic tool for enhancing learning outcomes. Significant positive correlations were observed among nursing competence, satisfaction, and self-confidence in the SBL context. This suggests that successful engagement in this educational approach can lead to improved clinical skills and preparedness for real-world challenges. The qualitative findings further illuminated the emotional and cognitive engagement experienced by students during the SBL sessions. The participants emphasized the importance of skill mastery in a safe and controlled environment and the positive impact of advanced technologies, such as virtual simulations, on their learning experiences. Full article