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: Maryamsadat Emrani, Zohreh Khoshnood, Jamileh Farokhzadian, Mohammad Sadeghi

المصدر: BMC Nursing, Vol 23, Iss 1, Pp 1-8 (2024)

مصطلحات موضوعية: Service-based learning, Health education competencies, Students, Nursing education, Nursing internships, Nursing, RT1-120

الوصف: Abstract Aim This study investigated the impact of service-based learning on the health education competencies of students in community health nursing internships. community health nursing internship is one of the areas where students acquire health education competencies. Studies have shown that some students have poor health education competencies, and new educational interventions, such as service-based learning, can help improve their competencies. Method This quasi-experimental study was conducted in 2021–2022. The participants were final-year nursing students affiliated to Kerman University of Medical Sciences. All participants (n = 72) were selected via the census method and randomly divided into intervention and control groups (36 participants in each group). The students in the intervention group attended a service-based learning program for 20 days. The data were collected before and one month after intervention using a 48-item health education qualification questionnaire. The collected data were analyzed using SPSS22 software. Results The results showed that the mean health education competencies scores were lower before intervention in the intervention and control group (165.75 ± 23.09) (170.16 ± 28.58)(p > 0.05). There was no significant difference between the two groups in terms of their mean scores on health education competencies(p > 0.05). The health education competencies score increased significantly for the participants in the intervention group (191.58 ± 28.35) compared to the control group (165.97 ± 28.11) after intervention. Conclusion Nursing administrators and professors need to take effective steps to empower nursing students as much as possible and incorporate service-based learning techniques in clinical education programs for nursing students.

وصف الملف: electronic resource

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

URL الوصول: https://doaj.org/article/7d4bb62919944f418ca1eafe30d1f879

المؤلفون: Mohammad Sadeghi, Monirsadat Nematollahi, Jamileh Farokhzadian, Zohreh Khoshnood, Mostafa Eghbalian

المصدر: BMC Nursing, Vol 22, Iss 1, Pp 1-9 (2023)

مصطلحات موضوعية: Core competencies, Scenario, Scenario-based education, Nursing students, Nursing, RT1-120

الوصف: Abstract Introduction Competency is defined as the variety of skills and knowledge required to perform a specific task. Due to the specificity of pediatric nursing, students face some challenges in acquiring core competencies. Therefore, the use of new training methods in pediatric nursing is necessary. One of the modern learning methods is learning based on clinical scenarios. Thus, this study aimed to investigate the effect of scenario-based education on the core competencies of nursing students. Method This quasi-experimental study employed a pre-test and post-test design. All participants (n = 72) were selected via the census method and randomly divided into intervention (N = 33) and control groups (N = 40). The data were collected using a demographic information questionnaire and the Nursing Students’ Clinical Competencies Questionnaire. Before the intervention, both groups completed the pre-tests. After one month, the students in both groups completed post-tests. Results The average score of core competencies for the students in the intervention group after the training (247.05, SD = 36.48) increased compared to before the intervention (229.05, SD = 36.58) (P > 0.05). The average score of the core competencies for the students in the control group after the training was 240.76 (SD = 35.36) compared to 235.56 (SD = 27.94) before the intervention, with no significant difference (P 0.05). Conclusion The results indicated the effectiveness of scenario-based training on the core competencies of students in the intervention group. Accordingly, nursing administrators and professors are recommended to incorporate new scenario-based teaching and learning methods in educational programs of universities. It is also necessary to conduct more research into the effectiveness of this method in combination with other training methods like team-based and problem-based training.

وصف الملف: electronic resource

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

URL الوصول: https://doaj.org/article/b79567d7c1314bceba1c11c5a9eae020

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: Sadeghi, Mohammad, Nematollahi, Monirsadat, Farokhzadian, Jamileh, Khoshnood, Zohreh^{Aff2, IDs12912023014422_cor4}, Eghbalian, Mostafa

المصدر: BMC Nursing. 22(1)

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: Farokhzadian, Jamileh, Farahmandnia, Hojjat, Tavan, Asghar^{Aff2, Aff3}, Taskiran Eskici, Gülcan, Soltani Goki, Faezeh^{Aff5, IDs12912023014971_cor5}

المصدر: BMC Nursing. 22(1)

المؤلفون: Alshammari, Mohammed Hamdan, Alenezi, Atallah^{Aff2, IDs12912023014748_cor2}

المصدر: BMC Nursing. 22(1)

المؤلفون: Li, Zhiying, Cai, Xiaoyan, Zhou, Kebing, Qin, Jieying, Zhang, Jiahui, Yang, Qiaohong^{Aff1, IDs12912023012811_cor6}, Yan, Fengxia^{Aff1, IDs12912023012811_cor7}

المصدر: BMC Nursing. 22(1)