Spiritual needs, prayer and cardiac function changes in healthy young women – the interconnection of spirituality with human physiology

The aim was to assess the cardiac function of healthy women by applying the spiritual intervention, i.e. a prayer, in different circumstances. Methods: a descriptive, intervention study design was used. The data were collected during three weeks in May, 2019. A total of 39 women with normal physiologic health at the age of 25-50 years who considered themselves as religious persons participated in the study. The cardiac-spiritual intervention process consisted of nine episodes with the heart rate measurements applied. For data recording and analysis researchers used ECG system Kaunas-Load that was developed at Lithuanian University of Health Sciences. With the ECG record RR interval, HRV and ST interval amplitude were analysed. The Spiritual Needs Questionnaire (SpNQ) was used to assess the spiritual needs of participants. Data were recorded and analyzed using the Statistical Package for Social Sciences (IBM SPSS Statistics) version 25.0. Results: Religious and Existential needs were the most important spiritual needs for women. Existential needs the most strongly correlated with Religious needs and needs of Inner peace. The reactions to prayer were more expressed in women of older age. The general tendency of increase in RR average during the praying episodes was observed; at resting position women’s heart rate decreased. During all phases of the study, the HR spectrum power was higher in the group of women with stronger expression of their unmet spiritual needs and the general physiologic condition of these women was also better. The increasing significant (p < 0.1) relationship between spiritual needs scores and changes of women heart rate was observed during pray episodes of spiritual intervention process. Conclusions: changes in the heart rate of healthy women during separate episodes of spiritual intervention demonstrated the reaction toward prayer. Individual or group praying caused the calming effect for women under the study. Assessment of unmet spiritual needs of women and the relationship with the heart rate changes during spiritual intervention process supported the idea that heart activity depends on the level of personal religiosity and spirituality

Mentors' self‐assessed competence in mentoring nursing students in clinical practice: A systematic review of quantitative studies

Aims and objectives: To examine registered nurses' self‐evaluation of their competence in mentoring nursing students in clinical practice. Background: Clinical mentors have significant roles and responsibility for nursing students' clinical learning. Moreover, the mentors' role is becoming increasingly important internationally, as the role of nurse teachers in mentoring students in clinical practice has declined. However, in most EU countries there are no specific educational requirements for clinical mentors, although they need targeted education to increase their competence in mentoring nursing students. Design: The systematic review of quantitative studies was designed according to guidelines of the Centre for Reviews and Dissemination and PRISMA protocol. Methods: Studies published during 2000–2019 that met inclusion criteria formulated in PiCOS format were systematically reviewed by three independent reviewers. CINAHL (Ebsco), PubMed (MEDLINE), Scopus, ERIC and Medic databases were used to retrieve the studies. Three independent reviewers conducted the systematic review process. The studies were tabulated, thematically compared and narratively reported. Results: In total, 16 peer‐reviewed studies met the inclusion criteria. The studies identified various dimensions of mentors´ competence and associated environmental factors. Generally, participating mentors rated competences related to the clinical environment, mentoring, supporting students' learning processes and relevant personal characteristics fairly high. They also rated organisational practices in their workplaces, resources in the clinical environment and their mentor–student and mentor–stakeholder pedagogical practices, as respectable or satisfactory. Conclusion: The results indicate considerable scope for improving mentors' competence, particularly through enhancing organisational mentoring practices and relevant resources in clinical environments. Relevance for clinical practice: Pedagogical practices of mentors in relations with both students and stakeholders should be enhanced to improve future nurses' learning. This systematic review addresses a gap in knowledge of mentors' self‐evaluated competence that could assist the formulation of effective educational programmes for mentors internationally and improving clinical environments.We would like to acknowledge European Commission, Erasmus+, KA2: Strategic partnership for providing funding for the project Quality mentorship for developing competent nursing students (QualMent)

Development of an evidence-based nurse mentor’s competence model

ERASMUS+ KA2: Strategic partnership. RESEARCH AND DEVELOPMENT PROJECT: QUALITY MENTORSHIP FOR DEVELOPING COMPETENT NURSING STUDENTS. "This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Directrices para el desarrollo de competencias de tutoría de enfermeras mentoras clínicas

La guía se basa en evidencia de investigación evaluada críticamente y se ha desarrollado durante los años 2018-2021 a través del proyecto Erasmus +: Mentoría de Calidad para el Desarrollo de Estudiantes de Enfermería Competentes (QualMent) bajo el liderazgo de un equipo internacional de expertos con amplios conocimientos y experiencia en tutoría.Proyecto Erasmus + Mentoría de Calidad para el Desarrollo de Estudiantes de Enfermería Competentes (QualMent) 2018-1-SI01-KA203-04708

Posttraumatic growth in women after a childbirth experience: The influence of individual characteristics and intrusive and deliberate rumination.

Objective: This study targets women who had a self-defined traumatic childbirth experience to (a) explore the differences between sociodemographic-, obstetric-, and trauma-related variables in relation to the rumination style; (b) determine differences between intrusive and deliberate rumination in relation to posttraumatic growth (PTG) dimensions, and (c) test whether intrusive rumination is associated with deliberate rumination, which in turn is associated with PTG dimensions. Method: A cross-sectional study design was employed using a web-based survey method for data collection. In total, 202 women who identified their childbirth experience as traumatic participated in this study. Results: Intrusive rumination and deliberate rumination were positively associated with all dimensions of PTG in women following the traumatic childbirth event. Deliberate rumination fully explained the relationship between intrusive rumination and PTG aspects of relating to others, new opportunities, and personal strength, and partially explained the relationship between intrusive rumination and PTG aspects of spiritual changes and appreciation of life. Conclusions: The results suggest that deliberate rumination can contribute to explain the occurrence of PTG. These findings could help develop psychosocial interventions to maximize opportunities for deliberate rumination for women with traumatic childbirth experiences

Mentoring of nursing students—A comparative study of Japan and five European countries

Aims: This study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan. Methods: The study implemented a cross-sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K-clustering and structural equation modeling were used for data analysis. Results: Four mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring. Conclusion: Mentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses

Individualized care for older adults with diabetes and its relationship with communication, psychosocial self‐efficacy, resources and support for self‐management and socio‐demographics

Abstract Aim To examine the relationship between patient–provider communication, psychosocial patient self‐efficacy, resources and support for self‐management and socio‐demographics within individualized care of older adults with diabetes. Design A quantitative study with a cross‐sectional survey design. Methods Data were collected from September 2019 to January 2021 using: Individualized Care Scale, The Communication Assessment Tool, The Diabetes Empowerment Scale and The Resources and Support for Self‐Management Scale. Patients with either Type 1 or Type 2 diabetes mellitus that were 65 years old and over (N = 145) participated in the study. Results The most positive aspects of patient–provider communication were respect and creating a comfortable environment for the patient. A significant relationship was observed between patients' perceptions and support of individualized care and diabetes‐related measures. Effective communication was the main factor associated with support for individualizing care, and together with education level, empowerment and access to resources, explained 23% of the variance

Measuring the validity and reliability of the Lithuanian missed nursing care in infection prevention and control scales using Rasch analysis

Willis, EM ORCiD: 0000-0001-7576-971XAIM: The aim was to translate and validate the Missed Nursing Care in Infection Prevention and Control Survey for its use in the Lithuanian context. METHODS: A convenience sample of 331 nurses was surveyed. The study instrument explored missed care in the context of infection prevention and control practices. Rasch analysis was undertaken using Winsteps® Rasch measurement computer program and the generalized item response modelling software. RESULTS: The Missed Nursing Care in Infection Prevention and Control Survey in the Lithuanian language demonstrated unidimensionality and provided evidence of item fit to the modified instrument. The reliability of both sub-scales was 0.78 and 0.98, respectively. Differing consensus between the nurses based on their perceived frequencies and reasons of missed care was demonstrated. CONCLUSIONS: The final Lithuanian version of the Missed Nursing Care in Infection Prevention and Control Survey consists of 29 items that assess type and frequency of missed care and 17 items that identify reasons for missed care. IMPLICATIONS FOR NURSING MANAGEMENT: Unit managers will be able to use the modified scales to generate evidence as to the sources of missed infection control practices in their clinical areas and the rationale for the breaks in the hierarchy of mandatory infection prevention

Mentors' competence in mentoring nursing students in clinical practice: Detecting profiles to enhance mentoring practices

Aims: To describe the mentoring competence of clinical practice nurse mentors and identify different mentor profiles. Design: Cross-sectional research design, secondary analysis. Methods: An international, cross-sectional study design was performed in five European countries. A total of 1 604 mentors from 33 healthcare organizations participated in the study between 2016–2019. The Mentors' Competence Instrument (MCI), which includes seven sub-dimensions and 44 items, was used to collect data. K-means cluster and binary regression analyses were performed to detect mentor profiles and determine how various factors affect competence, respectively. Results: The K-means cluster analysis identified three distinct profiles: A (n = 926); B (n = 566); and C (n = 85). The profiles showed significantly different values (p < .001) across all seven areas of mentoring competence. In comparison with the other profiles, nurses in profile A were older, had more work experience and were more probably to have completed mentoring-specific training.We would like to acknowledge European Commission, Erasmus+and KA2: Strategic partnership for providing funding for the project Quality mentorship for developing competent nursing students (QualMent)