List of Titles

Factors influencing hand hygiene practice of nursing students : a descriptive, mixed-methods study

- Zimmerman, Peta-Anne, Sladdin, Ishtar, Shaban, Ramon, Gilbert, Julia, Brown, Lynne

Authors: Zimmerman, Peta-Anne , Sladdin, Ishtar , Shaban, Ramon , Gilbert, Julia , Brown, Lynne
Date: 2020
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 44, no. (2020), p.
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Description: Developing nursing students' knowledge and practice of infection prevention and control (IPC) is fundamental to safe healthcare. A two-phase descriptive, mixed-method study conducted within a Bachelor of Nursing program at an Australian university aimed to explore: (i) theoretical knowledge of IPC, highlighting hand hygiene, of nursing students and; (ii) nursing students' and clinical facilitators' perceptions of factors influencing these practices during clinical placement. Phase One utilised an anonymous validated questionnaire assessing students' knowledge; identifying variables influencing students' IPC practices, subjected to descriptive and inferential analysis. Phase Two were semi-structured interviews exploring clinical facilitators' experiences/perceptions of students during clinical placement, analysed thematically. Students' demonstrated satisfactory knowledge of IPC in their second and third year, but clinical facilitators perceived that. students lacked awareness of the importance of these practices. Five themes arose from the interviews: (i) understanding workplace culture; (ii) students' modelling local behaviour; (iii) enhancing and consolidating knowledge for practice; (iv) adjusting to practice reality and; (v) accessing additional hand hygiene resources. Factors specific to workplace setting and culture were perceived to influence nursing students' socialisation. Future practice/education strategies could address these factors by ensuring students receive adequate supervision during clinical placement, and having strong advocates/role models present in the workplace. © 2020 Elsevier Ltd

Nursing students’ attitude and preparedness for nurse prescribing and its relationship with self-efficacy

- Haririan, Hamidreza, Rahmani, Azad, Porter, Joanne, Heidarzadeh, Mehdi, Azadi, Arman

Authors: Haririan, Hamidreza , Rahmani, Azad , Porter, Joanne , Heidarzadeh, Mehdi , Azadi, Arman
Date: 2021
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
Full Text: false
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Description: Aim: The number of countries where nurses are allowed to prescribe has increased over the past two decades. Nursing students’ self-efficacy has the main impact on their clinical and cognitive skills. The aim of this study is to determine nursing students’ attitudes and preparedness for nurse prescribing and its relationship with their perceived self-efficacy. Design: The descriptive-correlational study Methods: This study was conducted at five Nursing and Midwifery schools of Tabriz, Ardebil, Ilam, Ramsar, and Mashhad, Iran from March to July 2018. Through random sampling 250 undergraduate nursing students from the different geographical areas of Iran were selected. The research tool consisted of three parts including demographic information, nurse prescribing questionnaire, and a questionnaire on self-efficacy in patient care. Results: Nursing students had a positive attitudes and relatively high levels of preparedness for nurse prescribing. However, near to half of the participants (48.4%) mentioned that they have not good knowledge of pharmacology. Also there was a significant positive correlation between the students’ self-efficacy and their attitudes and preparedness to nurse prescribing (p < 0.001, rs= 0.467;p = 0.00, rs= 0.633). Conclusions: Given the nursing students’ positive attitude to and their preparedness for nurse prescribing, it is possible to make them more prepared for this new role by increasing their pharmacological knowledge and improving their accountability, management, and leadership skills. © 2021 Elsevier Ltd. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Joanne Porter” is provided in this record**

Nursing degree students’ clinical placement experiences in Australia: A survey design

- Luders, Elise, Cooper, Simon J., Cant, Robyn, Waters, Donna, Tower, Marion

Authors: Luders, Elise , Cooper, Simon J. , Cant, Robyn , Waters, Donna , Tower, Marion
Date: 2021
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
Full Text: false
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Description: Aim: This study aimed to evaluate Australian nursing students’ views of placements at seven tertiary education institutions with the use of the Placement Evaluation Tool (PET). Background: Clinical placements are a core element of healthcare education programs around the world (Chuan and Barnett, 2012) with undergraduate nursing students required to complete a prescribed number of hours as part of their degree. The quality of nursing clinical placements varies with a range of positive and negative learning experiences. Design: A survey design was used with a contemporary survey tool– the Placement Evaluation Tool (PET). Using Qualtrics software (Qualtrics, 2005) the on-line survey was distributed to approximately 6265 undergraduate nursing students at six Australian universities and one Technical and Further Education (TAFE) college where Bachelor of Nursing degree students were enrolled. Three Australian States were covered. Sites were selected where a project team member was employed. Methods: A total of 1263 nursing students completed the Placement Evaluation Tool (PET) − 19 items (rated 1–5), one global rating (rated 1–10) − following placement in three Australian States (July 2019−February 2020). Most - 618 (48.9%) completed a placement in acute care with placements positively rated overall. Results: The total PET mean score was 78.3% with 29.8% being ‘extremely satisfied’ (10 out of 10 – Item 20). However, 11.0% were dissatisfied with global ratings of four or less, whilst ratings between States differed significantly (p = <0.001). One third of respondents answered a free text statement relating to placement experiences, with significantly more comments from older students (p = <0.001) and from those with ratings in the lower range (p = <0.001). Three core themes emerged: 1. Staff Attitudes to Students, 2. Environment and 3. Lifestyle. Conclusions: Whilst students’ clinical experiences in Australia tend to be positive a minority reported exposure to negative staff attitudes, in unsafe environments, with lifestyle detriments. Further work is required to understand and enhance student experiences. © 2021. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elise Luders, Simon Cooper, Robyn Cant" is provided in this record**

Nurse educator knowledge, attitude and skills towards using high-fidelity simulation : a study in the vocational education sector

- Akhter, Zainab, Malik, Gulzar, Plummer, Virginia

Authors: Akhter, Zainab , Malik, Gulzar , Plummer, Virginia
Date: 2021
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 53, no. (2021), p.
Full Text: false
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Description: High-fidelity simulation has become an essential educational approach in nurse education globally. Several studies have explored the experience of undergraduate nursing students and educators with high-fidelity simulation; however, none have explored the experience of students in the vocational educational sector. The aim of the study was to explore nurse educators’ knowledge, attitude and skills toward using high-fidelity simulation in the setting of vocational education. An anonymous on-line survey design was conducted at three campuses of a major Australian Technical and Further Education vocational education setting. Forty-eight nurse educators teaching into Diploma of Nursing program for at least six months were invited to participate, 29 participated in the study, a response rate of 60%. Participants expressed lack of knowledge in managing technological issues, simulation facilitation procedures and conducting scenarios. Most participants had positive attitude towards high-fidelity simulation and rated their skills as ‘novice’. An urgent need for nurse educator training was identified to enhance knowledge and skills in technical and scenario management of high-fidelity simulation. A program of supportive mentoring by nurse educator mentors experienced in high-fidelity simulation, engaging with existing simulation associations, will enhance and sustain nurse educator knowledge, attitude and skills in a protected environment further, so that they can optimise training they provide to students for safe quality care of patients in the future. © 2021 Elsevier Ltd

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