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Nurse Education Today May 2021To synthesize the definitions of nursing students' academic outcomes and provide a quantitative synthesis of their associated and predictive factors. (Meta-Analysis)
Meta-Analysis Review
OBJECTIVES
To synthesize the definitions of nursing students' academic outcomes and provide a quantitative synthesis of their associated and predictive factors.
DESIGN
Systematic review and meta-analysis.
DATA SOURCES
Four scientific databases were searched until January 2020.
REVIEW METHODS
Observational studies describing undergraduate nursing students' academic outcomes were included. Studies were analytically synthesized and meta-analyses were performed utilizing the Odds Ratio or Cohen's d as effect sizes.
RESULTS
Eighteen studies, published from 1979 to 2018, were included in the review, nine were meta-analyzed. Studies involved 10,024 undergraduate nursing students and were mostly retrospective cohort (55.6%). Students were mostly female (75.4%) with a mean age ranging from 21.3 to 27.0 years. Meta-analysis revealed that being female (OR = 1.65, 95% CI = 1.26 to 2.12), having attended a Classical, Scientific or Academic high school (OR = 1.30, 95% IC = 1.16 to 1.46), and having reported higher final grades at the upper-secondary high school (Cohen's d = 0.42, 95% CI = 0.18 to 0.65) was significantly associated with student's ability to graduate within the regular duration of the program. Sensitivity analyses confirmed meta-analytic results and meta-analyses heterogeneity depended on study design. Contrasting and limited evidence were found for other investigated factors, and for academic outcomes different from graduation within the regular duration of the program.
CONCLUSIONS
Despite meta-analytic results, gender and upper-secondary school would be unethical students' entry selection criteria. Final upper-secondary school grades should be considered for this scope and purpose. Conflicting and limited evidence found for other factors, such as students' background, suggested the influence of local contexts on the phenomenon and its investigation. Investigating the role of modifiable individual variables, such as empathy and critical thinking, could contribute to the open debate about students' entry selection strategies. An improvement in methodological quality of future studies is recommended and expected.
Topics: Adult; Education, Nursing, Baccalaureate; Female; Humans; Male; Retrospective Studies; School Admission Criteria; Students, Nursing; Thinking; Young Adult
PubMed: 33676348
DOI: 10.1016/j.nedt.2021.104823 -
Journal of Pediatric Health Care :... 2023This concept analysis aims to provide a conceptual definition for school-based health centers (SBHCs). Despite growing evidence of SBHC growth and impact, there is a gap...
INTRODUCTION
This concept analysis aims to provide a conceptual definition for school-based health centers (SBHCs). Despite growing evidence of SBHC growth and impact, there is a gap in the conceptual clarity of SBHCs.
METHOD
A systematic review using Walker and Avant's 8-step method of concept analysis produced 369 articles, of which 17 were analyzed. PubMed, CINAHL, Embase, PsycINFO, and Cochrane Library were searched with no time limit to capture the history and development of SBHCs. Search terms included "school-based health" and "school-based health center."
RESULTS
Accessible and advanced practitioners, heterogeneity, integrated care and location, and youth-friendly provide defining attributions to SBHCs. Antecedents, consequences, and empirical referents are discussed.
DISCUSSION
This concept analysis highlights evidence supporting the potential impact of SBHCs as a health service model for advancing health equity. Clear criteria contribute to understanding SBHCs and serve as a basis for ongoing research and stakeholder collaboration.
Topics: Adolescent; Humans; School Health Services
PubMed: 36470799
DOI: 10.1016/j.pedhc.2022.11.005 -
Nurse Education Today Apr 2020Synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across countries. (Review)
Review
OBJECTIVE
Synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across countries.
DESIGN
Systematic review DATA SOURCES: Peer reviewed studies published from 2008 to December 2018 were searched in CINAHL, Web of Science, Medline (OVID), PsycINFo and four biomedical databases originating from China (China National Knowledge Infrastructure, WanFang Data, VIP and CMB).
REVIEW METHODS
Adhering to the preferred reporting items for Systematic Reviews and Meta-analyses guidelines, eight databases were searched. Twelve studies, which met the inclusion criteria, were extracted, and subject to quality appraisal by two researchers.
RESULTS
In total, 12 papers were included. Outcome analysis revealed the level of resilience as moderate; stress levels were high and the incidence of negative psychological health accounts for a proportion of nursing students. The interaction between resilience and stress and well-being was high. Resilience and low stress were found to better predict well-being. All the studies cited recommendations to inform educational policy and practice in relation to resilience, well-being, and stress among undergraduate nursing students.
CONCLUSIONS
This was the first systematic review to synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across cultural settings. Evidence confirms the importance of resilience in nursing students influencing stress and psychosocial morbidity. Nursing educational strategies that foster and enhance resilience is recommended.
PubMed: 32353643
DOI: 10.1016/j.nedt.2020.104440 -
Nursing Outlook 2023Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) people experience discrimination and health disparities compared to heterosexual cisgender people. Clinicians...
BACKGROUND
Lesbian, gay, bisexual, transgender, and queer plus (LGBTQ) people experience discrimination and health disparities compared to heterosexual cisgender people. Clinicians report discomfort and insufficient preparation for providing care to LGBTQ people and nursing has been slow to integrate LGBTQ health into curricula.
PURPOSE
Conduct a systematic review to examine and critically appraise peer-reviewed literature on nursing student knowledge, skills, and attitudes (KSAs) regarding LGBTQ health and the development/evaluation of LGBTQ health content in nursing curricula.
METHODS
A systematic review was conducted (N = 1275 articles from PubMed, LGBT Health, CINAHL, ERIC, and Health Source-Nursing/Academic Edition).
FINDINGS
Twenty articles met inclusion criteria. Twelve studies described curricular interventions; however, there were few validated tools to evaluate content coverage or KSAs. Four themes emerged specific to LGBTQ health content inclusion.
DISCUSSION
While an emerging science of LGBTQ nursing education has been identified, more work is needed to build and evaluate a comprehensive curricular approach for full programmatic integration of LGBTQ health.
CONCLUSION
As nursing programs build LGBTQ content into nursing curricula, care must be taken to integrate this content fully with the depth of curricular content in population health, social determinants of health, social justice, intersectionality, cultural competence, and political advocacy.
TWEETABLE ABSTRACT
Greater integration of LGBTQ health content into nursing education should be a priority for nursing education.
Topics: Female; Humans; Education, Nursing; Sexual Behavior; Education, Graduate; Sexual and Gender Minorities; Students, Nursing
PubMed: 36623984
DOI: 10.1016/j.outlook.2022.12.003 -
Nurse Education Today Jan 2022The aim of this review was to synthesize qualitative evidence on nursing students' experiences with service learning (SL). (Review)
Review
OBJECTIVE
The aim of this review was to synthesize qualitative evidence on nursing students' experiences with service learning (SL).
DESIGN
A systematic review.
DATA SOURCES
Comprehensive searches were performed using databases including PubMed, MEDLINE (Ovid), Embase (Ovid), CINHAL (EBSCO), ProQuest Dissertations and Theses, Web of Science, Wangfang (Chinese), CNKI (Chinese), Google Scholar, and Baidu Scholar (Chinese).
REVIEW METHODS
The Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research was used to assess the methodological quality of the included studies. We conducted a meta-aggregation to synthesize the findings of the included studies. The Confidence in the Output of Qualitative Research Synthesis (ConQual) approach was used to assess confidence in the synthesized findings.
RESULTS
Forty-two studies were identified, and 39 studies were included in the meta-aggregation. One hundred and sixty-seven findings, 16 categories, and 6 synthesized findings were identified. The six synthesized findings identified from the 39 studies concerned the following topics: adaption and emotion shifting, knowledge translation and skills development, leadership and collaboration in multidisciplinary teams, cultural sensitivity, discovery of nursing roles and professional growth, and overall appraisal and suggestions.
CONCLUSIONS
We recommend empowering nursing students by developing their self-confidence in their leadership abilities and their identities before they participate in SL programs. During SL, educators should provide sufficient space for students and should not become involved in students' teams to avoid decreasing their self-confidence in their leadership abilities. After SL programs, maintaining long-term relationships between the university and the community is a prerequisite for students working smoothly in the community and is a key factor for program sustainability.
Topics: Clinical Competence; Humans; Learning; Qualitative Research; Students, Nursing; Translational Science, Biomedical
PubMed: 34773814
DOI: 10.1016/j.nedt.2021.105206 -
Nursing & Health Sciences Dec 2023The aim of this systematic review was to examine the association of nursing workload on patient outcomes in intensive care units. The primary outcome measure was patient... (Review)
Review
The aim of this systematic review was to examine the association of nursing workload on patient outcomes in intensive care units. The primary outcome measure was patient mortality, with adverse events (AE), the secondary outcome measures. Electronic search of databases including MEDLINE, CINAHL, Cochrane, EMCARE, Scopus, and Web of Science were performed. Studies were excluded if they were in non-ICU settings, pediatric, neonatal populations, or if the abstract/full text was unavailable. Risk of bias was assessed by the ROBINS-I tool. After screening 4129 articles, 32 studies were identified as meeting inclusion criteria. The majority of included studies were assessed as having a moderate risk of bias. The nursing activities score (NAS) was the most frequently used tool to assess nursing workload. Our systematic review identified that higher nursing workload was associated with patient-focused outcomes, including increased mortality and AE in the intensive care setting. The varied approaches of measuring and reporting nursing workload make it difficult to translate the findings of the impact of nursing workload on patient outcomes in intensive care settings.
Topics: Infant, Newborn; Humans; Child; Workload; Critical Care; Nursing Care; Intensive Care Units; Outcome Assessment, Health Care
PubMed: 37784243
DOI: 10.1111/nhs.13052 -
Nurse Education Today Apr 2018To examine the global prevalence of depression among nursing students and the variation in depression rates influenced by demographic and educational factors. (Meta-Analysis)
Meta-Analysis Review
OBJECTIVES
To examine the global prevalence of depression among nursing students and the variation in depression rates influenced by demographic and educational factors.
BACKGROUND
Depression affects approximately 350 million people worldwide and is the world's leading cause of disability. Nursing students struggle to cope with not only stressors common in higher education institutions but also anxiety towards clinical placements. Evidence has suggested high prevalence of depression among them, but no reviews have been conducted to report a consolidated prevalence.
DESIGN
Systematic review and meta-analysis.
REVIEW METHODS AND DATA SOURCES
A search was conducted from November 2015 to January 2016 on CINAHL, EMBASE, Medline OVID, Medline ProQuest, PsycINFO, PubMed, ScienceDirect, and SCOPUS, using a combination of keywords "depression", "nursing students", "mood disorder", "affective disorder", 'undergraduate nursing', "nursing education", "nursing undergraduate", and "nursing diploma".
RESULTS
A total of 27 cross-sectional studies were included. The sample comprised 8918 nursing students and the mean age ranged from 17.4 to 28.4 years. Among these studies, the proportion of female students ranged from 79.0% to 100.0%. A high pooled prevalence of depression of 34.0% was reported among nursing students. Significant differences in depression prevalence were noted for different subgroups of age, with a higher prevalence noted in younger students (41.0%), and for different geographical regions, with Asian nursing students experiencing a higher prevalence of depression (43.0%). No significant difference was noted between nursing and non-nursing students.
CONCLUSION
The findings suggest a high prevalence of depression among nursing students. This serves as an impetus for educational reforms in nursing schools and proposes for further research to aid prospective nurses in safeguarding their psychological wellbeing. In the long run, it is imperative that competent nurses be nurtured to improve the standards of healthcare and patients' quality of life.
Topics: Depression; Education, Nursing; Female; Humans; Prevalence; Stress, Psychological; Students, Nursing
PubMed: 29432998
DOI: 10.1016/j.nedt.2018.01.009 -
Journal of the American Medical... May 2020Despite recommendations to integrate palliative care into nursing home care, little is known about the most effective ways to meet this goal. (Review)
Review
BACKGROUND
Despite recommendations to integrate palliative care into nursing home care, little is known about the most effective ways to meet this goal.
OBJECTIVE
To examine the characteristics and effectiveness of nursing home interventions that incorporated multiple palliative care domains (eg, physical aspects of care-symptom management, and ethical aspects-advance care planning).
DESIGN
Systematic review.
METHODS
We searched MEDLINE via PubMed, Embase, CINAHL, and Cochrane Library's CENTRAL from inception through January 2019. We included all randomized and nonrandomized trials that compared palliative care to usual care and an active comparator. We assessed the type of intervention, outcomes, and the risk of bias.
RESULTS
We screened 1167 records for eligibility and included 13 articles. Most interventions focused on staff education and training strategies and on implementing a palliative care team. Many interventions integrated advance care planning initiatives into the intervention. We found that palliative care interventions in nursing homes may enhance palliative care practices, including processes to assess and manage pain and symptoms. However, inconsistent outcomes and high or unclear risk of bias among most studies requires results to be interpreted with caution.
CONCLUSIONS AND IMPLICATIONS
Heterogeneity in methodology, findings, and study bias within the existing literature revealed limited evidence for nursing home palliative care interventions. Findings from a small group of diverse clinical trials suggest that interventions enhanced nursing home palliative care and improved symptom assessment and management processes.
Topics: Advance Care Planning; Humans; Nursing Homes; Palliative Care; Symptom Assessment
PubMed: 31924556
DOI: 10.1016/j.jamda.2019.11.015 -
British Journal of Nursing (Mark Allen... Mar 2023While nursing education has been forecast to continue to grow, placement capacity is now the key factor precluding growth in supply.
BACKGROUND
While nursing education has been forecast to continue to grow, placement capacity is now the key factor precluding growth in supply.
AIMS
To provide a comprehensive understanding of hub-and-spoke placements and their ability to increase placement capacity.
METHOD
A systematic scoping review and narrative synthesis were used (Arksey and O'Malley, 2005). PRISMA checklist and ENTREQ reporting guidelines were followed.
FINDINGS
The search returned 418 results. After a first and second screen 11 papers were included. Results suggest that hub-and-spoke models were generally evaluated favourably by nursing students, with a range of benefits reported. However, many of the studies included in the review were small and of low quality.
CONCLUSION
Given the exponential increase in applications to study nursing, hub-and-spoke placements appear to have the potential to better meet these increased demands, while also providing a number of benefits.
Topics: Humans; Education, Nursing, Baccalaureate; Students, Nursing; Education, Nursing
PubMed: 36913336
DOI: 10.12968/bjon.2023.32.5.252 -
International Journal of Environmental... Mar 2022Despite an increasing focus on schools to deliver support and education around mental health and wellbeing, interventions are often not sustained beyond initial funding... (Review)
Review
Despite an increasing focus on schools to deliver support and education around mental health and wellbeing, interventions are often not sustained beyond initial funding and research. In this review, the barriers and facilitators to sustaining mental health and wellbeing interventions in schools are explored. A systematic review was conducted using keywords based on the terms: 'sustainability', 'school', 'intervention', 'mental health', and 'emotional wellbeing'. Six online databases (PsycINFO, Embase, MEDLINE, British Education Index, ERIC, and Web of Science) and relevant websites were searched resulting in 6160 unique references. After screening, 10 articles were included in the review and extracted data were qualitatively synthesized using thematic analysis. Data synthesis led to the identification of four sustainability factors at the school level (school leadership, staff engagement, intervention characteristics, and resources) and one at the wider system level (external support). These factors were separated into 15 themes and discussed as barriers and facilitators to sustainability (for example, school culture and staff turnover). Most articles included no definition of sustainability, and nearly all barriers and facilitators were discussed at the school level. The findings suggest that more longitudinal and theory-driven research is required to develop a clearer picture of the sustainability process.
Topics: Humans; Mental Health; School Nursing; Schools
PubMed: 35329276
DOI: 10.3390/ijerph19063587