Going global yet focusing on the local : a programme for nurse educators

Global health emphasizes transnational health issues, determinants and solutions (Koplan et al. 2009). Globalization has implications for the nursing profession (Affara et al., 2020; Dressel Mkandawire-Valhmu, 2019). Connecting global and local learning is indicated. The need to teach local-based care within the global context is growing. A programme, “Global health: Empowering nurse educators in the changing world” sought to equip nurse educators with an understanding of the relation between global health issues and one's own context. Initially, the nurse educators were tasked to explore their own cultural background and local needs are in the context of specific global health issues. They were to adjust respective pre-registration nursing curricula to address the identified needs. The online delivery of the unit was advantageous because it favorably enabled the participation of students and experts from all over the globe. The varying awareness, sensitivity and understanding about different global health issues amongst the international participants may have also dampened the leverage acquired in this regard. An evaluation exercise however revealed significant effectiveness of the collaborative learning approach which had been adopted. Reflections on the design of, going global yet focusing on the local, are discussed. Recommendations are shared in view of informing similar initiatives.peer-reviewe

Nurse educator education in six European countries:A descriptive study

Objectives: Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results: The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions: The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.peer-reviewe

El desarrollo del liderazgo a través de un congreso organizado por estudiantes. Estudio pre-post intervención

[EN] A Student led Conference, planned and organized by nursing students enrolled in two elective modules (Interdisciplinary Care of Older Adults and Old Age and Dependency) across two academic years (2018-19 and 2019-20). Students participate actively in the conference, with oral communications (as part of their course assignment), or moderating a rounded table. The results shown a significative increase of the level of leadership in the students that led the conference, and a high level of satisfaction in the participants in the conference. This innovative teaching method, may be of intereset and applied in different ambits, as it is necessary to implement methodologies that help to develop competences as leadership and communication.[ES] Presentamos una Student Led Conference planificada y organizada por estudiantes de enfermería matriculados en dos asignaturas optativas (Abordaje Interdisciplinar al Anciano y Ancianidad y Dependencia). Los estudiantes también participaron activamente en el congreso, presentando comunicaciones orales (como parte de la evaluación de la asignatura), o moderando una mesa redonda. Los resultados muestran un incremento significativo del nivel de liderazgo en los estudiantes que organizaron el congreso, así como un alto nivel de satisfacción en los participantes en el mismo. Este método docente innovador, puede ser de interés y aplicado en numerosos ámbitos, ya que es necesario implementar metodologías que ayuden a desarrollar competencias como liderazgo y comunicación.De Juan Pardo, M.; Fuster-Linares, P.; Gallart Fernández-Puebla, A.; Rodriguez, E.; Wennberg, L.; Martín-Ferreres, M. (2021). El desarrollo del liderazgo a través de un congreso organizado por estudiantes. Estudio pre-post intervención. En IN-RED 2021: VII Congreso de Innovación Edicativa y Docencia en Red. Editorial Universitat Politècnica de València. 1533-1539. https://doi.org/10.4995/INRED2021.2021.13780OCS1533153

Psychometric testing of the facilitative student–patient relationship scale within six EUROPEAN countries

Aim: The aim of the study was to test the psychometric properties of the Facilitative Student-Patient Relationship (FSPR) Scale in clinical practicum in hospital settings within six European countries.Design: A multi-country, cross-sectional survey design was applied.Methods: A convenience sample of graduating nursing students (N = 1,796) completed the FSPR Scale. Psychometric testing was carried out through explorative factor analysis and confirmatory factor analysis. Internal consistency was assessed using Cronbach's alpha.Results: Both validity and reliability of the scale were confirmed. The explorative factor analysis yielded a two-factor construct explaining 47.7% of the total variance, identifying two sub-scales: caring relationship and learning relationship. Confirmatory factor analysis confirmed the two-factor structure. The Cronbach alpha coefficients (0.8-0.9) indicated acceptable reliability of the scale.Keywords: clinical; education; nursing; psychometric; student-patient relationship; students; surveys.</p

Utility of "The empowering nurse educators in the changing world" study programme

Nurse educators' competence requirements are constantly evolving. Continuous professional development opportunities vary and there are very few programmes that utilize international collaboration. An Erasmus+ funded New Nurse Educator project developed and implemented a 30 ECTS study programme for nurse educator education and continuous professional development. The aim of the current study is to report the evaluation of the utility of the Empowering Nurse Educators in the Changing World (ENEC) study programme. International descriptive multi method study with a pre-test post-test design was conducted. Evaluation of the impact of the programme on the participants utilized five different instruments and participants' learning diaries. Programme participants were nurse educators and nurse educator candidates from six European countries (n = 42). Analyses indicate that the participants' competence increased in all areas measured after the programme, and that their competence is good. Participants highly valued the international collaboration and exchange of experiences and expertise. The evaluation indicates that international nurse educator education programmes are beneficial for both seasoned and aspiring nurse educators. This study provides novel information on the development and enhancement of nurse educator competence. For further development of continuing professional development, it is crucial to support the development of nurse educator education study programmes in Europe

Final clinical practicum shapes the transition experience and occupational commitment of newly graduated nurses in Europe—A longitudinal study

Aims: The aim of the study was to examine the association between the characteristics of a nursing student's final clinical practicum and the success of transition of newly graduated nurses (NGNs) in six European countries.Design: A longitudinal design with two data collections points (pre- and post-graduate).Methods: The data were collected with an online survey between May 2018 and April 2020 from graduating nursing students (n = 1796) in Finland, Germany, Iceland, Ireland, Lithuania and Spain. Altogether, 642 NGNs responded to the second questionnaire 1 year after graduation. Logistic and linear regression analyses were used to examine the associations between five clinical practicum characteristics and three indicators for the success of transition (ease of transition, turnover intentions and occupational commitment). Models were adjusted for demographic and background/workplace factors and professional competence.Results: Several associations were observed between the different clinical practicum characteristics and the indicators for a successful transition. Good pedagogical atmosphere and good supervisory relationship were associated with higher likelihood of an easy transition. Good leadership style of the ward manager, good premises of nursing care on the ward and a good supervisory relationship were associated with higher occupational commitment. No consistent association with turnover intention was found.Conclusion: Having a good final clinical practicum before graduation can contribute to an easier transition experience for newly NGNs and strengthen their commitment to the nursing profession.Impact: This study adds to the limited existing knowledge about the importance of final clinical practicums in shaping the transition process and occupational commitment of NGNs. Investing in creating a good final practicum experience could help healthcare organizations engage new nursing professionals and thus alleviate the existing shortage of nurses.</p

Enfermería Pediátrica y Cuidados Centrados en la Familia

La hospitalización pediátrica, incluso si es de poca duración, familia y niño se ven afectados. Este efecto, estudiado a lo largo de la historia, ha dado lugar a una evolución del cuidado, hasta incorporar a la familia en el proceso de atención. En este sentido, el Modelo de Cuidados Centrado en la Familia (MCCF), responde a este contexto, aumentando la presencia e implicación familiar en el proceso. Sin embargo, a pesar su buena base teórica, la aplicabilidad en diferentes áreas de cuidado y su variabilidad de elementos, dificultan su implementación de forma completa según algunos autores. Por otro lado, la mayoría de investigaciones en el área del Cuidado Centrado en la Familia (CCF) son descriptivas, argumento también aparentemente importante sobre su difícil implementación y medición. En este estudio, se propone por un lado clarificar la aplicabilidad del MCCF, además de aportar evidencias sobre la homogeneidad de sus elementos y la diversidad e idoneidad de los diferentes instrumentos disponibles para medirlo. Por otro lado, se plantea la necesidad de disponer de un instrumento válido y fiable en el contexto español para evaluar el CCF. Se responde a estos objetivos a través de; una Revisión Integrativa (RI) centrada en cómo medimos el CCF en las áreas de atención pediátrica, y de la validación y adaptación cultural del “Shields and Tanner FCC Questionnaire” para poder medir y evaluar la percepción del CCF, en profesionales y familiares de niños atendidos en unidades hospitalarias en el contexto español. Los resultados obtenidos en la RI concluyen que el MCCF es aplicable y sus elementos pueden identificarse. Por otro lado, la traducción y adaptación cultural del cuestionario “Shields and Tanner FCC Questionnaire”, proporciona una herramienta válida y fiable para medir y comparar la percepción del CCF en profesionales y familiares. Sin embargo, se precisarán posteriores estudios, para volver a analizar la dimensionalidad de la misma. La clarificación de la información sobre aplicabilidad y uso de instrumentos de medida, y sobre los elementos del CCF por áreas de atención, cubren un vacío de información necesaria sobre su aplicabilidad y evaluación que facilitará el desarrollo de futuras investigaciones

Enfermería Pediátrica y Cuidados Centrados en la Familia

La hospitalización pediátrica, incluso si es de poca duración, familia y niño se ven afectados. Este efecto, estudiado a lo largo de la historia, ha dado lugar a una evolución del cuidado, hasta incorporar a la familia en el proceso de atención. En este sentido, el Modelo de Cuidados Centrado en la Familia (MCCF), responde a este contexto, aumentando la presencia e implicación familiar en el proceso. Sin embargo, a pesar su buena base teórica, la aplicabilidad en diferentes áreas de cuidado y su variabilidad de elementos, dificultan su implementación de forma completa según algunos autores. Por otro lado, la mayoría de investigaciones en el área del Cuidado Centrado en la Familia (CCF) son descriptivas, argumento también aparentemente importante sobre su difícil implementación y medición. En este estudio, se propone por un lado clarificar la aplicabilidad del MCCF, además de aportar evidencias sobre la homogeneidad de sus elementos y la diversidad e idoneidad de los diferentes instrumentos disponibles para medirlo. Por otro lado, se plantea la necesidad de disponer de un instrumento válido y fiable en el contexto español para evaluar el CCF. Se responde a estos objetivos a través de; una Revisión Integrativa (RI) centrada en cómo medimos el CCF en las áreas de atención pediátrica, y de la validación y adaptación cultural del “Shields and Tanner FCC Questionnaire” para poder medir y evaluar la percepción del CCF, en profesionales y familiares de niños atendidos en unidades hospitalarias en el contexto español. Los resultados obtenidos en la RI concluyen que el MCCF es aplicable y sus elementos pueden identificarse. Por otro lado, la traducción y adaptación cultural del cuestionario “Shields and Tanner FCC Questionnaire”, proporciona una herramienta válida y fiable para medir y comparar la percepción del CCF en profesionales y familiares. Sin embargo, se precisarán posteriores estudios, para volver a analizar la dimensionalidad de la misma. La clarificación de la información sobre aplicabilidad y uso de instrumentos de medida, y sobre los elementos del CCF por áreas de atención, cubren un vacío de información necesaria sobre su aplicabilidad y evaluación que facilitará el desarrollo de futuras investigaciones

Nurse educator education in six European countries: a descriptive study / Ausbildung von Pflegepädagog/-innen in sechs europäischen Ländern – eine deskriptive Studie

Within Europe, education and licensing requirements for selected health professions have been harmonised in order to enable the free movement within a unified labour market. The regulations of these professions include requirements for the necessary level and content of education in each profession that help to meet the needs of the various healthcare systems and to ensure a minimum level of competence of health professionals throughout Europe (Directive 2013/55/EU, 2013, Art. 31). It is remarkable, however, that nurse educators are not considered in this goal of regulating and standardising the healthcare professions. In its Global Strategic Directions for Nursing and Midwifery, the World Health Organisation (WHO) identifies nurse education as highly important when it comes to meeting the global need for skilled nurses (WHO, 2021). Nurse educators who are educated with a high standard are an absolute necessity for meeting this need. At the same time, the WHO draws attention to a widely documented shortage of qualified nurse educators both in institutional educational settings and in nursing practice (WHO, 2021)—a paradox that urgently requires greater attention both politically and in research.A three-year development project funded by the European Union (EU) via ERASMUS+ addresses this paradox by examining the current practice of nurse educator education. Entitled A New Agenda for Nurse Educator Education Within Europe (webpage: https://new-nurse-educator.utu.fi), the project involves seven universities in the six European countries of Finland (FI), Germany (DE), Malta (MT), Slovakia (SK), Spain (ES), and the United Kingdom (UK). The main objectives are to narrow knowledge gaps in nurse educator educational preparation; to explore competencies and continuous education needs; to discuss strategies for the potential harmonisation of nurse educator education in these countries; and to develop, implement, and evaluate a joint study programme for future nurse educators in Europe.</p