The effect of teamwork, communication skills, and structural empowerment on the provision of patient-centered care among nurses in Eswatini: A cross-sectional study.

AIMS: To identify the influence of teamwork, communication skills, and structural empowerment on providing patient-centered care among nurses in Eswatini. DESIGN: A quantitative, cross-sectional survey was used. METHODS: This survey conducted in Eswatini selected registered nurses working as full-time nurses with more than 3 months of working experience using convenience sampling. Different measures were adopted and used to collect data among 130 eligible nurses from February to March 2022. Data were analyzed using Statistical Program for Social Sciences version 26.0. RESULTS: A total of 123 nurses responded in the study and the mean age was 31.05 years with a standard deviation of 5.49. The overall response rate was 94.6% in this study. Hierarchical multiple regression analysis revealed that teamwork (ß = 0.236, p < 0.05) and communication skills (ß = 0.328, p < 0.05) were significant predictors of the provision of patient-centered care among nurses. CONCLUSION: Team-building exercises and management interventions to empower nurses should be established to improve the provision of patient-centered care among nurses. Nurses should be empowered to provide patient-centered care in health facilities by encouraging them to provide their input in management procedures and planning programs. IMPACT: Clinical practice requires nurses to use effective communication skills and work as a team. Nursing care established on teamwork, respect, empathy, and communication skills allows patients to express their concerns and views in health facilities as they feel involved in care. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution in this paper. This study only involved registered nurses as health professionals.

Factors Influencing Training Transfer Among Infection Control Professionals Participating in Infectious Disease Training.

INTRODUCTION: Infectious disease training is considered vital in health care systems to improve knowledge, skills, and work performance of infection control professionals. However, the extent to which trainees effectively transfer knowledge, skills, and attitudes that they acquire through training has received little attention. This study aimed to identify factors influencing training transfer of infection control professionals receiving infectious disease training. METHODS: This cross-sectional study selected infection control professionals who completed an infectious disease training program provided by Korea Human Resources Development Institute for Health and Welfare. A self-reported questionnaire was used to collect data on sociodemographic variables, trainee characteristics, training design, work environment, and training transfer. Data analysis was conducted using SPSS (version 26.0). RESULTS: The mean age of the 139 participants was 41.45 years, and 77% were female participants. Regression analysis indicated that the following factors significantly influenced the training transfer of infection control professionals and thereby decrease morbidity and mortality: for trainee characteristics, transfer experience (ß = 0.205, P = 0.012) and motivation to learn (ß = 0.196, P =0.016); for training design, learning objectives (ß = 0.269, P = 0.021), goals (ß = 0.356, P =0.023), and methods (ß = 0.365, P = 0.020); and for the work environment, supervisor support (ß = 0.275, P =0.024) and colleague support (ß = 0.474, P = 0.022). CONCLUSION: Future training programs for improving training transfer should focus more on strategies to improve the motivation for training transfer. Trainees should be guided on (1) how to apply training knowledge in specific clinical contexts to improve their performance and (2) potential methods to get support from their supervisors and colleagues during training.

Development of a Standardized Curriculum for Nursing Informatics in Korea.

OBJECTIVES: This study explored the current status of nursing informatics education in South Korea and developed a standardized curriculum for it. METHODS: Data were collected in two stages: first, an online survey conducted from December 2020 to February 2021 among 60 nursing schools to analyze the current status of nursing informatics education; and second, a two-round Delphi survey with 15 experts from March to April 2021 to determine the mean and standard deviation of the demand for each learning objective in nursing informatics education. A standardized curriculum proposal was developed based on the results of the two-round Delphi survey. RESULTS: Nursing informatics was most commonly taught in the fourth year (34%), with two credits. The proportion of elective major subjects was high in undergraduate and graduate programs (77.4% and 78.6%, respectively), while the proportion of nursing informatics majors was low (21.4%). The curriculum developed included topics such as nursing information system-related concepts, definitions and components of healthcare information systems, electronic medical records, clinical decision support systems, mobile technology and health management, medical information standards, personal information protection and ethics, understanding of big data, use of information technology in evidence-based practice, use of information in community nursing, genome information usage, artificial intelligence clinical information systems, administrative management systems, and information technology nursing education. CONCLUSIONS: Nursing informatics professors should receive ongoing training to obtain recent medical information. Further review and modification of the nursing informatics curriculum should be performed to ensure that it remains up-to-date with recent developments.