Nursing Research Education

Like many other fields and subfields within the social sciences, education, and medicine, nursing education research has a long history of giving p-values associated with common statistical tests a position of primary importance in interpreting study findings. Global, transdisciplinary efforts are underway to diminish the role p-values play in making judgements about the significance of study findings by changing the threshold p-value used to pronounce statistical significance, through the use of Bayesian statistics, and through efforts to report effect sizes alongside p-values. In this month's Methodology Corner installment, the focus is on effect sizes and their role in enhancing the value and utility of nursing education research studies. [J Nurs Educ. 2017;56(11):645-647.].

Measurement error must always be considered when planning a research project and interpreting its results. The accuracy of some data collected during a study can often be confidently assured, but more than one measurement or observer is needed to assess exposure and outcomes status in cases where clinical measurement is prone to measurement error. Little attention is paid in nursing research to misclassification and measurement error. Bias is often discussed in nursing research education, but not its potential consequences or measures that can be taken to improve the study's quality. To present examples of random measurement error - misclassification of a binary outcome - in a continuous exposure and outcomes variable, to address this gap in nurses' research training. The article discusses the relationship between exposure and outcome in the absence and presence of measurement error using risk (relative risk) and association using correlation. It provides methods to estimate the true value of these measures of risk and association, when only given the clinical measurements with errors. If the assumption of random error holds, attenuation of risk or association towards the null will occur. Understanding the effect of measurement error including misclassification will enable researchers to interpret the results of their studies, and to take into consideration this potential error when planning and conducting a study.

Background This study aimed to conduct a literature search to determine research hotspots in the field of gerontological care education in China and abroad. A knowledge of the focus of research conducted abroad may assist Chinese educators in determining the shape of gerontological care education in the future. Methods The “Web of Science Core Collection” and “CNKI” databases were searched for literature on gerontological care education published from 2010 to 2020. CiteSpace software was used to display the knowledge map of co-occurrence of keywords, and an evolution trend map of research hotspots in recent 10 years was constructed. Results From 2010 to 2020, the focus of foreign gerontological nursing education research was on the training of gerontological nursing personnel; the development of elderly care services; and education and training in dealing with patients with senile delirium and dementia. The focus of gerontological nursing education research in China was primary care education, training of senior elderly nursing personnel, talent training mode reform, training of nursing staff, and career development paths for geriatric nursing staff. Conclusions Foreign geriatric nursing education research focuses on cultivating talents, mental health services for the elderly, innovating the mode of pension, and the care of patients with disorders such as dementia and delirium, while in China, the emphasis remains on gerontological nursing personnel training. Attention to research developments in other countries may assist Chinese educators to promote the development of geriatric nursing education in our country.

Methodologies in Nursing Education Research: The Blueprint to Advance Nursing Education and Practice.

Nursing education research: An editor's view.

Background: Stigma education for nursing students has focused solely on stigma reduction, with studies showing temporary improvements in attitudes. However, nursing education research should also emphasize the importance of critical reflection and self-reflection to enhance attitudes, beliefs, topic comprehension, and learning satisfaction. This study aimed to evaluate the effectiveness of the “This is me” intervention regarding knowledge, attitudes, and communication skills of senior undergraduate nursing students in responding to mental illness-related stigma. Methods: This study employed a psychoeducational intervention for reducing mental illness stigma, using a questionnaire survey to assess pre- and post-intervention effects, with 37 eligible nursing students undergoing clinical training in psychiatric services between 16 May and 15 July 2022. Instruments included sociodemographic and health questions, the MICA-4 scale to evaluate students’ attitudes toward mental illness, the MAKS to measure mental health knowledge, the Empathy Scale (JSPE-S), the Intergroup Anxiety Scale (SS-12), and the Attribution Questionnaire (AQ-27). Results: Most students were female (73.0%) and single (70.3%), with a mean age of around 29 years. After implementing the psychoeducational program, there was a statistically significant increase in overall stigma-related knowledge (MAKS: Z = −1.99, p < 0.05), a decrease in intergroup anxiety (IAS: Z = −3.42, p < 0.05), and reductions in the perceptions of patients as dangerous (AQ27—Dangerousness: Z = −2.399, p < 0.05) and fear (AQ27—Fear: Z = −2.415, p < 0.05). Additionally, there was an improvement in empathy, specifically in Perspective Taking (JSPE: Z = −2.555, p < 0.05). Conclusions: This program may contribute to mental health literacy related to stigma, positively impacting therapeutic relationships and communication with people with mental illness and resulting in more effective care practices.

Preceptorship within clinical nurse teaching was introduced in Ireland in 2002. Little is known how this model has impacted upon the pedagogical practices of the preceptor or student learning in clinical practice. An international literature review highlighted the question of what constitutes effective teaching and learning in clinical practice which is the subject of this thesis. An exploratory qualitative design was used to examine the clinical teaching and learning within the Irish preceptorship model. The sample comprised 13 students and 13 preceptors working together on four clinical areas in one hospital. Data were collected using semi- structured interviews and documentary analysis relating to the teaching and assessment of BNSc (general) students. Main findings showed preceptors used strategies that fostered performance and understanding such as demonstration, coaching and scaffolding. Participants believed the key to effective learning was interactive dialogue and building the students' confidence within the confines of a consistent mutually respectful relationship where the preceptor had time to teach. Many variations in preceptors teaching practices were illuminated. Some preceptors' utilised teaching methods that had the potential to enhance problem solving and students' self-directed learning ability. However, many did not use or value these cognitive approaches. Yet all preceptors expected students to make appropriate judgements within the unpredictable environment of practice. The student role as learner in many preceptor- students' relationships was not well understood or valued. Some cases of good practice were elucidated where professional education was the focus of students learning. Conversely in many cases the findings suggest that the students' education was driven by service needs and values such as performance, team work and a work ethic. Other professional values such as patient empowerment and critical thinking were not a primary concern. A best practice clinical teaching and learning model is offered based on the evidence of this study; recommendations as to its further modification and development are discussed. The research demonstrated how concepts such as cognitive apprenticeship (Coli ins 2006), situated teaching and learning in communities of practice (Lave 2009, Wenger 2009), and scaffolding (Vygotsky 1978) can be helpful in understanding the processes entailed in preceptorship. Therefore the research should provide both pragmatic guidance for nurse education in Ireland and more widely, and the development of our understanding about nurse education. The latter will add to the relatively weak theoretical underpinnings of much of the existing literature in nurse education research.

The Critical Role of Environmental Health and Climate Change in Nursing Education Research.

This installment of the Methodology Corner discusses the important role of research and quality improvement project reporting guidelines in the development of a field's evidence base. Several prominent guidelines, all with relevance to nursing education researchers, are described. Research and quality improvement reporting guidelines can be useful to researchers and quality improvement leaders long before the dissemination stage of a project and should be consulted from the earliest stages of a project. Consulting these guidelines earlier, rather than later, can increase the likelihood that studies and quality improvement reports will contribute meaningfully to the literature to which nurse educators look when making evidence-informed decisions. [J Nurs Educ. 2019;58(2):69-71.].

Objective.The objective was to identify the presence of the capacity for reflexive-critical thinking or similar, in Nursing Curricula in Iberian America.Methodology..The article gathers the results of one of the objectives of the macro-project developed by the Iberian American Network on Nursing Education Research, titled Strategies to develop reflective and critical thinking in nursing students:Iberian America situation. To achieve this, a descriptive and exploratory research was conducted with qualitative approach. An instrument created for this project was used, along with some guiding questions to focus the information.Results.Eight countries participated (Bolivia, Brazil, Colombia, Ecuador, Spain, Mexico, Peru, and Venezuela), which contributed information from 189 curricular plans. The R&CT was found in the majority of the curricula, although with diverse denominations. The principal learning strategies used were problem-based learning, group dynamics, reflective reading, clinical practice, and simulation laboratories. The evaluation methods used are the knowledge test, case analysis, and practical exam.Conclusion.Significant stress exists in the discourse and curricular organization. Incongruences were found and a clear inclination toward the formation of professionals with broad technical skills under a traditional, memory, banking and knowledge accumulation education.

Protecting Student Anonymity in Research Using a Subject-Generated Identification Code.

A Conversation on Nursing Education Research With the 2018 Pat Griffin Scholar, Dr. Linda Ferguson

To describe nursing education research literature in terms of quality, content areas under investigation, geographic location of the research, research designs utilized, sample sizes, instruments used to collect data, and funding sources. Quantitative and qualitative research literature published between January 1991 and December 2000 were identified and classified using an author-generated Relevance Tool. 1286 articles were accepted and entered into the inventory, and an additional 22 were retained as references as they were either literature reviews or meta-analyses. Not surprisingly, 90% of nursing education research was generated in North America and Europe, the industrialised parts of the world. Of the total number of articles accepted into the inventory, 61% were quantitative research based. The bulk of the research was conducted within the confines of a course or within a program, with more than half based in educational settings. Sample sizes of the research conducted were diverse, with a bare majority using a sample between 50 and 99 participants. More than half of the studies used questionnaires to obtain data. Surprising, 80% of the research represented in these articles was not funded. The number of publications of nursing education research generated yearly stabilised at approximately 120 per year. Research programs on teaching and learning environments and practice in nursing education need to be developed. Lobbying is needed to increase funding for this type of research at national and international levels.

People living with HIV and AIDS (PLWHA) deserve equitable and high-quality care. Current HIV and AIDS nursing education may not adequately prepare student nurses for the complexities of caring for PLWHA, and the perspectives of student nurses have not been sufficiently revealed in nursing education research. This study aimed to explore the viewpoints of student nurses with AIDS care experience on methods to improve their care willingness for PLWHA and to identify their educational and training needs. A descriptive qualitative study design was employed, interviewing 18 undergraduate student nurses from 14 tertiary hospitals across 7 provinces in China. Content analysis of transcripts revealed insightful suggestions for improving nursing students' willingness, such as increased HIV and AIDS education and training, psychological preparation, positive role modeling, raising awareness about AIDS patients, and fostering nursing professionalism. Highlighted education and training needs include progress in HIV and AIDS treatment, preventive measures, psychological support for PLWHA, post-exposure protocols, and HIV-infected risk behaviors. These findings highlight the need for HIV and AIDS education, psychological support training, and stigma-reduction strategies. This study provides valuable insights that could inform policymakers, educators, and healthcare providers on preparing future nurses to meet the complex needs of PLWHA.

Exploring the status and critical issues in mixed methods research in doctoral nursing education in the Philippines