ANALYSIS OF ARTICLES ON NURSING EDUCATION

                                     ANALYSIS OF ARTICLES ON NURSING EDUCATION

¹ Maryam Khan ² Dr. Muhammad

Laureate Folks International

ERC Pakistan

https://laureatefolks.blogspot.com

laureatefolks@gmail.com, WhatsApp: +923334446261

 

1.1 PURPOSE OF THE STUDY

Nursing research has a significant impact on future and existing nursing practitioners, making it an essential component of the educational process. I chose two publications for a comprehensive report on nursing education. The first is about peer learning in nursing studies. The second is about related nursing professions and is called A peer learning intervention for nursing students in clinical practice education. These two papers describe undergraduate nursing students' learning experiences who have been given a chance to work as a team and assist their colleagues in their nursing education. The research study explores the many learning opportunities and various kinds of tasks performed by the understudy, and the advantages and results are all shown in the study. The researcher hopes that by sharing knowledge and experiences, everyone can benefit and enjoy their studies with enthusiasm.

The capacity of a medical caretaker has changed significantly in the twenty-first century. Medical attendants work in various settings, including emergency clinics, study halls, local area wellbeing divisions, organizations, home medical care, and research centers. Although each capacity has different obligations, the center target of an expert medical caretaker continues as before: to be the customer's boss and convey the best therapy dependent on logical discoveries.

In the United States, baccalaureate programs train understudies for section-level nursing callings. The essential objective is to give care to individuals for the duration of their lives. Course books, homeroom and Web-based preparing, reenactment, and clinical experiences are utilized to acquire information. The goal of all projects is for understudies to graduate as protected, passage-level experts who have had a balanced prologue to the nursing area. All through their schooling, understudies are presented to confirm nursing practice; in any case, time apportioned for nursing research is frequently limited. For nursing research, many schools just need one 3-credit hour course. Notwithstanding the gigantic extent of nursing examination and its effect on present and future nursing care, this measure of time is limited.

Exploration isn't regularly one of a section-level medical attendant's errands. Many medical attendants work in either direct quiet consideration or organization of medical care. Nursing research is a prospering discipline where experts might offer a broad scope of abilities and encounters to study nursing care. There are numerous mistaken assumptions concerning what nursing research involves. Specific individuals don't have a clue where to start concerning characterizing nursing research. Nursing research, as indicated by Li & Puntillo, (2006) is:

Nursing research is basic to professional nursing practice, and its association in undergrad schooling couldn't possibly be more significant. Just through openness and practice would students be able to start to get a handle on the idea and meaning of nursing research.

1.2 CRITERIA OF DATA USED IN THE STUDY

In both publications, the Qazi experimental design has been employed to conduct research. I'm not going to go into detail about the Qazi experimental design. The nonequivalent gatherings plan is the most frequently used Qazi experimental design (indeed, it may be the most commonly used of all methods). Its most basic form necessitates a pretest and a posttest for a treatment and examination group. It's indistinguishable from the Analysis of Covariance configuration, with the difference that a random job doesn't generate the gatherings. You will observe that the lack of an arbitrary goal and the possibility of nonequivalence between the groups complicates the accurate evaluation of the nonequivalent gatherings plan.

1.2.1 Data Setting for Peer Learning of Nursing Education Article

All student nursing understudies partaking in their first clinical practice at a Swedish establishment were approached to participate. The nursing understudies were in the second semester of a three-year educational program. The preparation was done at one of the space's three public facilities, with a scope of teachers, shift changes, and patients with complex clinical and nursing requests. Clinical experience makes up around 33% of the nursing guidance program educational plan. As preceptors, enrolled clinical overseers were enlisted; their assignment was to help understudies in the learning system while guaranteeing patient prosperity. Besides, understudies were permitted by a clinical speaker who was accountable for the nursing understudies' advancement and accomplishment, which included evaluating and analyzing the understudies (Löfmark and Thorell Ekstrand, 2004). The intervention (peer learning) was coordinated in eight of twenty workplaces employing organizations between the school and region state-run organizations, with understudies from these divisions including the intercession bunch. The principal examination was an objective to-treat assessment that incorporated all people who had been appointed and had discoveries accessible following fourteen days. At the point when design information was gathered, two understudies were missing, and of the 85 understudies who stayed, 70 (82 percent) finished studies at both norm and follow up (42 of 46 (91 percent) in the mediation pack and 28 of 39 (72 percent) in the relationship bundle).

1.2.2 DATA SETTING FOR THE NURSING PROFESSIONALISM EVALUATION MODEL

The examination was done in the clinical, cautious, and fundamental consideration areas of Damanhur National Medical Institute. (N=210). N=55 clinical unit (N=48) careful units and 107 real consideration sectors (Concentrated consideration units, just as crisis recuperation) The General Hospital is linked to the Damanhour National Medical Institute. The Organization for Teaching Hospitals and Institutes is in charge of El-major Beheira's exhibiting medical clinic.

1.3 THE PREPROCESSING METHOD USED IN THE STUDY

1.3.1 Nursing Professionalism Evaluation Model Study

The study's goal is to assess the significance of nursing studies. Official approval was received from the medical director of Damanhur National Medical Institute before collecting data from the Faculty Ethical Committee. The researcher also met with the hospital's director and explained the study's goals and the data-gathering technique. Before beginning data collection, the researcher described the study's objectives to the respondents. Before expressing the study report orally, consent was obtained from the nurses. Every goal of the study was explained to the respondents, and they were assured that their information would be kept private and used solely for research purposes. The research was piloted with 21 nurses, and the instruments were refined via expert review. There are recommendations for format, correctness, relevance, consistency, and layout.

1.3.2 A Peer Learning Intervention in Nursing Students

All understudies got chronic management for the initial fourteen days of clinical practice, which implied that one preceptor checked each nursing understudy like this. Following that, throughout the most recent fourteen days of the course of action, understudies in the intercession bunch got peer guidance. For instance, two understudies who picked comparable systems were consolidated and educated by a solitary preceptor. Both worked a similar shift, helped and abetted each other, and ingested with and from each other. In the two models, the preceptor's obligation was to help, consider, and investigate the understudy. Generally, the preceptor went about as a mentor, and the understudy did the work utilizing the preceptor's information and experience, for instance, by watching and imitating the preceptor. With peer learning, the preceptor's capacity was more repressed. The pair shared liability regarding a gathering of patients; they initially worked together on thought works out, bobbed ideas off each other, and afterward educated their preceptor concerning their arranged exercises before regulating treatment. The preceptor's job was to help the understudy in settling any clinical issues that could emerge. Every month, the connection parcel's understudies were dealt with regularly. Each ward was appointed a clinical instructor who visited quite often. If an understudy or a couple of understudies experienced an issue, the clinical speaker was answerable for tending to it. The primary maker kept in touch with the clinical educators to confirm that the understudies in the intervention bunch were taking part in peer learning as arranged. The clinical educators knew about both sidekick learning and regular checking.

1.4 METHODOLOGY OF THE STUDIES

The two assessments utilized the Qazi test arrangement. In February and March of 2014, studies were used to get design and follow-up information. The example information assortment happened during the members' second seven-day stretch of clinical practice under standard watch. The accompanying information was gathered fourteen days after the norm, at the finish of the instructional course for the individuals. After each talk, understudies were given the review, which they might finish nearby or at home. The people who tended to the survey close by were given a reasonable envelope to embed the review and a holder into which each understudy might put their envelope. At-home review respondents were furnished with a ventured reaction envelope addressed to the creator. It took around 30 to 40 minutes to complete the review. Nine instruments were used, on the whole, eight for primary discoveries and one for optional discoveries. Furthermore, individuals' demo practical information was recalled (age, sex, living game points, earlier high-level training, and professional understanding in clinical consideration). There was only one change. The other article acquired information through three surveys: The primary poll is a self-directed survey that includes questions on the individuals' socio-segment characteristics, for example, age, sex, job location, marital status, capacity, and length of experience. The following survey is a polished nursing skill, which intends to assess medical caregivers' proven expertise.

The scientist modified it in light of Kim et al. (2017). The survey includes 28 items divided into three categories: clinical competency, up close and personal audit, and friend audit. Everything was graded on a 3-point Likert scale of "rarely, in some situations, and regularly." The third survey is a nursing capacity result that has been modified from Sastre-Fullana et al. (2017) for assessing nursing skill results. This poll contains 32 items divided into eight categories: "Evaluation and Intervention Skills, relational abilities, Critical reasoning, Human Caring, and Relationship Skills, Management Skills, initiative abilities, showing abilities, and information coordinating abilities." Each item was evaluated on a 3-point Likert scale "occasionally, occasionally, and consistently."

1.5 ARTICLES CONTRIBUTION TO THE LITERATURE STUDY

These publications are critical in my literature review. The study's goal was to investigate the significance of nursing studies. I chose these two papers from the literature review to write a report on. Both are critical. The first is concerned with peer learning outcomes in undergraduate nursing education, while the second concerns the nursing professionalism assessment model. Both types of research were experimental. Article 1 creates two groups. There are two groups: the intervention group and the comparison group. In the literature review, I investigated all of these groups and the results of these tests. In all investigations, data were analyzed in SPSS, and the researcher then reported its study findings in short.

1.6 UNDERSTANDING OF RESULTS

At the point when contrasts in self-ampleness were contemplated after some time between the intervention and relationship gatherings, we distinguished inconsistencies in self-sufficiency (NSE [p = 0.002]), with the mediation bunch working on over the long haul and the assessment bunch falling apart. For a considerable length of time/tests, there were no distinctions in long haul changes between the two gatherings. Nonetheless, when each social affair was inspected autonomously as time went on, for example, follow-up, the outcomes showed progressions in the intervention bunch for definitive thinking (three out of four elements and outright scale [p-values range from b0.001 to 0.003]). After a timeframe, the assessment bunch shown gains in unequivocal reasoning (CTLS, one part and hard and fast scale [p-values 0.004 and 0.012, respectively]), satisfaction with gave care (NSC [p = 0.012]), and mental strength (outright scale [p = 0.040]).

With the translation of knowledge, we may reason that nursing understudy who was considered in a peer-learning environment demonstrated more effective job since they study collaboratively and every one of the companions helps one another. They have shown more self-sufficiency.

According to the characteristics centered on medical attendants, this research discovered that the average age of attendants was 36.549.91 years, and the average number of interactions was 14.68.31. These findings are supported by H. S. Kim et al., (2019) who discovered that the average time spent by medical caregivers was 33.997.64 minutes. However, these findings contradict the research conducted by Münstedt (2019) which stated that the mean of attendants' lengthy periods of engagement was 6.35 2.36. In terms of the capacity of the focus on medical attendants, this research revealed that not quite 50% of them had specialist training, 33% had optional education, and a large portion of them worked in basic consideration units. These findings contradict the findings of Leung et al. (2016) and Pfeifer et al., (2016) who found that the majority of the focused-on attendants had a Bachelor's degree in nursing. According to polished nursing methodology, the current review discovered a marked improvement in clinical ability, up close and personal meeting, and companion survey post-application model of medical caretakers with a measurably huge contrast at (P= 0.01) between pre/post-application model of attendants. These outcomes are provided as part of the preparation program based on the results of the pretest and the use of terminology and language appropriate for participation, as well as the technique for clarification to work with data access. These findings are consistent with Kim et al. (2017) and Barnish, M. (2018). The inclusion of retracted studies in systematic reviews: A response to Barnish, (2018), who said that the preparatory program improves polished nurse skills. Similarly, Nashir et al., (2019) reported that a succession of education and preparation programs promoted the yield as enlarged knowledge and mentalities about nurturing polished talent.

1.7 DISADVANTAGE OF THE STUDIES

Both the studies are limited to only one organization. Future researchers should also conduct investigations in a vast area and should include more than one nursing university. Future Researchers should also compare the other cities' nursing colleges for the study. The purpose of the study is to explore the importance of nursing studies. The study is limited to only one subject. Future research should conduct the study by including other topics. The study did not have the factors that enhance the competency of nursing.

1.8 CONCLUSION

The analysis was about the nursing studies. The results and findings of the selected research reports have supported the hypothesis of the studies. Nursing professionalism is essential to enhance nursing competency, and peer learning helps achieve high grades. Nurses with limited work experience indicate the greater need for PC education. Development of seminars for training of nurses should be timely conducted. When nurses work in a team, the efficiency of work will enhance and get the team spirit. Peer learning helps the nurses with critical thinking, decision-making, discussing various ideas, and much more.

2. REFERENCES

Pålsson, Y., Mårtensson, G., Swenne, C. L., ÄDel, E., & Engström, M. (2017). A peer learning intervention for nursing students in clinical practice education: A quasi-experimental study. Nurse Education Today, 51, 81–87.

Elhanafy, E. Y., & El Hessewi, G. M. S. (2020) Applying Nursing Professionalism Evaluation Model on Nurses' Competency Outcomes:  A quasi-experimental study.

Barnish, M. (2018). The inclusion of retracted studies in systematic reviews: A response to Gray et al. (2018). International Journal of Nursing Studies, 80, 90–91.

Kim, H. R., & Kim, H. S. (2017). Autonomy-supportive, Web-based lifestyle modification for cardiometabolic risk in postmenopausal women: Randomized trial. Nursing & Health Sciences, 19(4), 509–517.

Kim, H. S., Han, E., Jang, W., Kim, M., Kim, Y., Han, K., Kim, H. J., & Cho, B. (2019). Germline CEBPA mutations in Korean patients with acute myeloid leukemia. Leukemia Research, 76, 84–86.

Li, D. T., & Puntillo, K. (2006). A pilot study on coexisting symptoms in intensive care patients. Applied Nursing Research, 19(4), 216–219.

Lofmark, A., & Thorell-Ekstrand, I. (2004). An assessment form for clinical nursing education: a Delphi study. Journal of Advanced Nursing, 48(3), 291–298.

Münstedt, K. (2019). Topical application of honey in the management of chemo/radiotherapy-induced oral mucositis: Comment on Yang et al., 2019. International Journal of Nursing Studies, 92, 57.

Nashir, H., Qodir, Z., Nurmandi, A., Jubba, H., & Hidayati, M. (2019). Muhammadiyah’s Moderation Stance in the 2019 General Election: Critical Views from Within. Al-Jami’ah: Journal of Islamic Studies, 57(1), 1–24.

Pfeifer, E., Manojlovich, M., Adler-Milstein, J., & Holmgren, A. (2016). A Novel Survey to Examine the Relationship between Health IT Adoption and Nurse-Physician Communication. Applied Clinical Informatics, 07(04), 1182–1201.

Sastre-Fullana, P., Morales-Asencio, J. M., Sesé-Abad, A., Bennasar-Veny, M., Fernández-Domínguez, J. C., & de Pedro-Gómez, J. (2017). Advanced Practice Nursing Competency Assessment Instrument (APNCAI): clinimetric validation. BMJ Open, 7(2), e013659.