المؤلفون: Warda Mohammed Elsayed Shurab, Sanaa Abd Elazim Ibrahim, Marwa Mohamed Abdelaalem, Samar Atiya Abosaleh Gabal, Takwa Rashwan Mohamed Abdelhady

المصدر: BMC Nursing, Vol 23, Iss 1, Pp 1-16 (2024)

مصطلحات موضوعية: Authentic, Competencies, Leadership, Mindfulness, Nursing management, Nurse managers, Nursing, RT1-120

الوصف: Abstract Background Authentic leadership is an emerging perspective in leadership that focuses on leaders' values and beliefs. while the mindfulness perspective permits nurse managers to be fully present, aware of themselves and their impact on others, and aware of their reactions in stressful situations. so, authentic leadership and mindfulness if combined create nurse managers who have clearer, more focused thinking, and a growth mindset that help subordinates improve and grow. as well as mindfulness-based interventions help them to improve interpersonal relationships with patients and colleagues, and to take better care of themselves and others. Aim The present study aims to; explore the effect of authentic leadership and mindfulness educational program on nursing managers' competencies in hospital. Methods A quasi-experimental design (Quantitative pre-, post-, and follow-up design) was used to conduct the study at Shirbeen General Hospital, Egypt. The study subjects consist of a purposive sample of 70 nurse managers and 226 nurses. Three tools used for data collection consisted of; the authentic leadership questionnaire, the five Facet Mindfulness Questionnaire, and the managerial competencies of Nurse Managers. Data analysis was performed using SPSS version 20, Qualitative categorical variables were compared using the chi-square test. A significant level value was considered when the p-value ≤ 0.05, and Cohen's d was used to measure the effect size which indicated there was a large effect of educational program on post and follow-up knowledge, authentic leadership, mindfulness, and managerial competencies scores. Results The current study revealed that there were significant differences between nurse managers’ knowledge, authentic leadership, mindfulness, and managerial competencies (P = 0.001) pre-, post-, and after 3 months of the program. As determined by Cohen’s d test, there was a large effect of educational program on post and follow-up knowledge, authentic leadership, mindfulness, and managerial competencies scores. Conclusion The educational program about authentic leadership and mindfulness had a positive effect on nurse managers’ managerial competencies. Trial registration number (TRN) The study protocol was approved by the Research Ethics Committee of the Faculty of Nursing, Port Said University, Egypt (code number: NUR 13/3/2022–11).

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/3a569357c5854edbbafdd82305d681a8

المؤلفون: Yasmin Ibrahim Abdelkader Khider, Shaimaa Mohamed Elghareeb Allam, Mohamed A. Zoromba, Heba Mohammed Mahmoud Elhapashy

المصدر: BMC Nursing, Vol 23, Iss 1, Pp 1-10 (2024)

مصطلحات موضوعية: Nursing students, Patients’ safety, Competencies, Nursing, RT1-120

الوصف: Abstract Background Nurses constitute the largest body of healthcare professionals globally, positioning them at the forefront of enhancing patient safety. Despite their crucial role, there is a notable gap in the literature regarding the comprehension and competency of nursing students in patient safety within Egypt. This gap underscores the urgent need for research to explore how nursing students perceive patient safety and the extent to which these competencies are integrated into their clinical and educational experiences. Understanding these perspectives is essential for developing targeted interventions that can significantly improve patient safety outcomes. The objective of this study was to fill this gap by assessing the perspectives of nursing intern students on patient safety competencies, thereby contributing to the global efforts in enhancing patient safety education and practice. Methods In this research, a cross-sectional study design was employed to investigate the topic at hand. A purposive sample of 266 nursing intern students was enrolled from the Faculty of Nursing at Mansoura University. The data were collected using a patient safety survey. Subsequently, the collected data underwent analysis through the application of descriptive and inferential statistical techniques using SPSS-20 software. Results Among the studied intern nursing students, we found that 55.3% and 59.4% of the involved students agreed that they could understand the concept of patient safety and the burden of medical errors. Regarding clinical safety issues, 51.1% and 54.9% of the participating students agreed that they felt confident in what they had learned about identifying patients correctly and avoiding surgical errors, respectively. Concerning error reporting issues, 40.2% and 37.2% of the involved students agreed that they were aware of error reports and enumerated the barriers to incident reporting, respectively. There was a statistically significant difference between the nursing student patient safety overview domain and their age (p = 0.025). Conclusions Our study's compelling data demonstrated that intern students who took part in the patient safety survey scored higher overall in all patient safety-related categories. However, problems with error reporting showed the lowest percentage. The intern students would benefit from additional educational and training workshops to increase their perspectives on patients' safety competencies.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/68f62a8521b84bd8b89458e0270cacaa

المؤلفون: Heba Moussa Hagrass, Sanaa Abd El-Azeem Ibrahim, Rasha Ibrahim El-Sayed Anany, Heba E. El-Gazar

المصدر: BMC Nursing, Vol 22, Iss 1, Pp 1-10 (2023)

مصطلحات موضوعية: Nursing education, Mentorship, Mentors, Nursing students, Competencies, Performance, Nursing, RT1-120

الوصف: Abstract Background Mentorship is a vital part of the nursing profession to improve role transition, job satisfaction, and job retention while facilitating socialization, emotional well-being, and the acquisition of new skills. Aim The present study aimed to evaluate the effect of an educational program about mentorship competencies on nurse mentors’ performance at Port Said Healthcare Authority hospitals. Methods A quasi-experimental study design (pre-test and post-test one group) was used to conduct the study at seven Healthcare Authority hospitals in Port Said Governorate, Egypt. The study subjects were consisted of a purposive sample of 30 nurse mentors and 60 intern nursing students. Data were collected using three tools consisted of the Mentor Knowledge Questionnaire, Mentor Competencies Instrument (MCI), and Nurse Mentor Performance Assessment. Data analysis was performed using SPSS version 20, Student’s t-test was used to measure differences between the pretest and post-test, and Qualitative categorical variables were compared using the chi-square test. A significant level value was considered when the p-value ≤ 0.05, and Cohen’s d was used to measure the effect size. Results the post-test scores of mentorship competencies and performance after implementation of the educational program significantly improved in the studied nurse mentors 56.1 ± 13.2, 60.5 ± 4.9 compared with pre-test scores with 37.1 ± 4.1, 49.7 ± 6.9 (P

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/97d35f12689c41f5a2e9902794e1a74e

المؤلفون: Wit, Renate F.^{Aff1, Aff2, IDs12912023015143_cor1}, de Veer, Anke J.E., Batenburg, Ronald S.^{Aff1, Aff2}, Francke, Anneke L.^{Aff1, Aff3}

المصدر: BMC Nursing. 22(1)

المؤلفون: Renate F. Wit, Anke J.E. de Veer, Ronald S. Batenburg, Anneke L. Francke

المصدر: BMC Nursing, Vol 22, Iss 1, Pp 1-11 (2023)

مصطلحات موضوعية: Nursing, Competencies, Professional Competency Frameworks, Registered nurse, RT1-120

الوصف: Abstract Background Nursing competency frameworks describe the competencies; knowledge, skills and attitudes nurses should possess. Countries have their own framework. Knowledge of the content of professional competency frameworks in different countries can enhance the development of these frameworks and international collaborations. Objective This study examines how competencies and task divisions are described in the current professional competency frameworks for registered nurses (RNs with a Bachelor’s degree) in the Netherlands, Belgium, the United Kingdom (UK), Canada and the United States (US). Methods Qualitative document analysis was conducted using the most recently published professional competency frameworks for registered nurses in the above-mentioned five countries. Results All the competency frameworks distinguished categories of competencies. Three of the five frameworks explicitly mentioned the basis for the categorization: an adaptation of the CanMEDS model (Netherlands), European directives on the recognition of professional qualifications (Belgium) and an adapted inter-professional framework (US). Although there was variation in how competencies were grouped, we inductively identified ten generic competency domains: (1) Professional Attitude, (2) Clinical Care in Practice, (3) Communication and Collaboration, (4) Health Promotion and Prevention, (5) Organization and Planning of Care, (6) Leadership, (7) Quality and Safety of Care, (8) Training and (continuing) Education, (9) Technology and e-Health, (10) Support of Self-Management and Patient Empowerment. Country differences were found in some more specific competency descriptions. All frameworks described aspects related to the division of tasks between nurses on the one hand and physicians and other healthcare professionals on the other hand. However, these descriptions were rather limited and often imprecise. Conclusions Although ten generic domains could be identified when analysing and comparing the competency frameworks, there are country differences in the categorizations and the details of the competencies described in the frameworks. These differences and the limited attention paid to the division of tasks might lead to cross-country differences in nursing practice and barriers to the international labour mobility of Bachelor-educated RNs.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/bb45b7c227604def932ace59b1e32090

المؤلفون: Shurab, Warda Mohammed Elsayed^{Aff1, IDs1291202401976z_cor1}, Ibrahim, Sanaa Abd Elazim, Abdelaalem, Marwa Mohamed, Gabal, Samar Atiya Abosaleh, Abdelhady, Takwa Rashwan Mohamed

المصدر: BMC Nursing. 23(1)

المؤلفون: Khider, Yasmin Ibrahim Abdelkader^{Aff1, IDs12912024019661_cor1}, Allam, Shaimaa Mohamed Elghareeb, Zoromba, Mohamed A.^{Aff2, Aff3}, Elhapashy, Heba Mohammed Mahmoud

المصدر: BMC Nursing. 23(1)

المؤلفون: Gabrielle Chicoine, José Côté, Jacinthe Pepin, Louise Boyer, Geneviève Rouleau, Didier Jutras-Aswad

المصدر: BMC Nursing, Vol 21, Iss 1, Pp 1-24 (2022)

مصطلحات موضوعية: Competencies, Competency development, Continuing education, Co-occurring disorders, Interpretive description, Project ECHO, Nursing, RT1-120

الوصف: Abstract Background Individuals with co-occurring mental health and substance use disorders (i.e., concurrent disorders) have complex healthcare needs, which can be challenging for nurses to manage. Providing optimal care for this subpopulation requires nurses to develop high-level competencies despite limited resources at their disposal and the isolated settings in which many of them work. The Extension for Healthcare Community Outcomes (ECHO®) is a promising collaborative learning and capacity building model that uses videoconference technology to support and train healthcare professionals in the management of complex and chronic health conditions. The aim of this study was to explore the experiences and perceptions of nurses participating in a Canadian ECHO programme on concurrent disorders about the competencies they developed and used in their clinical practice, and which factors have influenced this process. Methods The study was qualitative, guided by an interpretive description approach. Individual semi-structured interviews were held with ten nurses who had participated in the programme between 2018 and 2020. A thematic analysis was conducted iteratively using an inductive approach to progressive data coding and organization. Results Four themes and eighteen sub-themes were identified. During their participation in ECHO, the nurses perceived as having further developed eight clinical nursing competencies. Nurses viewed ECHO as a unique opportunity to open themselves to their peers’ experiences and reflect on their own knowledge. Learning from experts in the field of concurrent disorders helped them to build their confidence in managing complex clinical situations. The nurses’ sense of belonging to a community further enhanced their engagement in the programme, and learning was facilitated through the programme’s interprofessional environment. Nevertheless, the lack of contextualized educative content linked to local realities, the limited resources in concurrent disorders, and time constraints were experienced as factors limiting competency development. Conclusions ECHO is a promising alternative to conventional, in-person continuing education programmes to improve the development of advanced competencies among nurses providing care to individuals with chronic and complex health conditions. These findings can inform clinicians, educators, researchers, and decision makers who are developing, implementing, evaluating, and escalating future educational interventions in the field of CDs.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/99d46c5c40f84bf6806a8084384360b3

المؤلفون: Faith Nawagi, John Mukisa, Josephine Nambi Najjuma, Rose C. Nabirye

المصدر: BMC Nursing, Vol 21, Iss 1, Pp 1-11 (2022)

مصطلحات موضوعية: Elderly health care, Training, Uganda, Nursing, Competencies, RT1-120

الوصف: Abstract Background Nurses contribute the largest portion of Uganda’s health workforce providing care to individuals of all ages and communities. However, despite the growing number of the elderly population in Uganda with improved life expectancy, there is hardly any study that has looked at the elderly health care competencies in the nursing training programs at various levels. This paper provides an overview of the gaps in elderly health care competencies in nursing education in Uganda. Methods We conducted a descriptive qualitative cross-sectional study that involved document review, Key Informant Interviews (KIIs) with nursing leaders, and Focus Group Discussions ( FGDs) with faculty at all levels of nursing training and nurses in practice. Data was analyzed using latent and manifest content analysis with Open Code software 4.03. Common categories were identified and incorporated into a matrix to create themes. Results Almost all the curricula and minimum standards for training nurses at certificate, diploma, and degree levels lack a module and nursing competencies on elderly nursing care. This is aggravated by a lack of faculty trained in elderly health care skills, and a lack of specialized wards for nursing elderly care clinical training among others. Conclusions There is hardly any elderly health care training module and elderly nursing competencies at all levels of nursing training in Uganda.

وصف الملف: electronic resource

Relation: https://doaj.org/toc/1472-6955

URL الوصول: https://doaj.org/article/be50955dacf54cea93280be5c6eaf1fd

المؤلفون: Chicoine, Gabrielle^{Aff1, Aff2, Aff3, IDs1291202200943w_cor1}, Côté, José^{Aff1, Aff2, Aff3}, Pepin, Jacinthe^{Aff1, Aff4, Aff5}, Boyer, Louise^{Aff1, Aff4, Aff5}, Rouleau, Geneviève^{Aff3, Aff6}, Jutras-Aswad, Didier^{Aff2, Aff7, Aff8}

المصدر: BMC Nursing. 21(1)