Using the Donabedian framework to examine transitional care for cardiac patients and family caregivers.

PURPOSE: This study aims to examine how health-care managers in acute care and post-acute care facilities support and plan to improve transitional care for cardiac patients and their family caregivers, to better manage care in the home. DESIGN/METHODOLOGY/APPROACH: A qualitative descriptive approach, guided by appreciative inquiry was used in this study. A purposive sample of 16 participants were engaged in the study. Participants completed a demographic questionnaire, the caregiver policy lens questionnaire and participated in one of four focus group interviews. The semi-structured focus group interviews were audio-recorded and analyzed using thematic analysis. FINDINGS: Using Donabedian's framework, six major themes contributed to how health-care managers can improve transitional care: structure included supporting personnel and continuing education; process included enacting approaches of care, coordinating care among the health-care team and calling to work upstream; and outcomes included needing to clarify expectations of home care services and witnessing the impact of the caregiver role. ORIGINALITY/VALUE: These findings demonstrate the importance of Donabedian's core dimensions of structure and processes in influencing caregiver outcomes. These results emphasize the central role of the manager in influencing system change to improve transitional care.

Impact of Undergraduate Research Experience on Professional Career Outcomes of Nurses.

BACKGROUND: The benefits of engaging undergraduate nursing students in research have been well-identified; however, little research has documented the long-term outcomes of this research assistant (RA) experience on nurses' professional careers. This study evaluated the impact of undergraduate research experience on participants' nursing professional career outcomes. METHOD: A comparative cross-sectional study was conducted with a purposive sample of two groups (N = 94; RAs = 32 and non-RAs = 62). The questionnaire was administered online. RESULTS: A comparison of participants' responses revealed statistically significant differences regarding scholarship activities and attitudes toward evidence-based practice. RAs had a greater likelihood of involvement in professional development and higher educational aspirations than non-RAs. CONCLUSION: Undergraduate nursing research experience appears to have a positive impact on evidence-based practice, professional involvement, continuing education, and scholarship activities. These findings support future investment in undergraduate nursing research experiences to build a knowledge-based workforce and advanced nursing scholarship. [J Nurs Educ. 2021;60(10):570-576.].

Evaluating the impact of an arts-based multimedia knowledge translation assignment on undergraduate nursing students.

BACKGROUND: Despite the expectation that nurses utilize research to provide excellent patient care, students often fail to recognize the value of learning about evidence-informed practice. Experiential, creative pedagogical approaches are needed to engage undergraduate nursing students in evidence-informed practice. In two undergraduate courses, we implemented an innovative assignment in which students created an arts-based multimedia knowledge translation presentation to communicate systematic review findings to patients. OBJECTIVE: To evaluate how the assignment affected nursing students' satisfaction, learning, and anticipated behaviour changes regarding evidence-informed practice and to assess what factors influenced their evaluation of the assignment. DESIGN AND METHODS: Kirkpatrick's Evaluation Model and Groff's Theory of Whole-Mindedness informed our study, incorporating an observational cross-sectional survey design. We recruited a convenience sample of nursing students (N = 242) from two baccalaureate programs. We collected data with an online survey comprised of closed- and open-ended questions. Quantitative data were analyzed with descriptive statistics, univariate analysis, and general linear models, and qualitative data with content analysis. RESULTS: Most students were satisfied (68%) and reported learning (77%) and benefits for their future practice (75%). Age, enjoyment of and experience with the arts, type of motivation, and valuing evidence-informed practice were significant predictors (p < 0.01) and the model predicted 59% of the variance in positive student perceptions of the assignment. Students reported experiencing relational and engaged learning, translating research findings creatively and clearly, understanding complex research concepts through experiential learning, and having frustrations and pragmatic concerns. CONCLUSION: Creative approaches that contextualize research findings hold potential to deepen students' understanding of evidence-informed practice. This study identified key factors that influenced students' evaluation and experience of the assignment. These results provide valuable insights to inform effective implementation of arts-based assignments in nursing education.

The development of academic identity in graduate nursing students: An interpretive descriptive study.

BACKGROUND: Mentorship is an important element in the development of academic identity among graduate students in nursing. Although most often occurring within the context of faculty advisor-student relationships, mentorship should extend beyond formal advisor-advisee relationships. Peer mentorship is known to be beneficial for graduate students, yet little is known about how peer mentorship specifically impacts the development of academic identity. OBJECTIVE: The purpose of this study was to explore how peer mentorship, within the context of an international research conference, impacts the development of academic identity. DESIGN: Qualitative descriptive study. Graduate nursing students from a research-intensive university in Canada were invited to participate in a peer mentorship initiative. Data were collected through reflective journals. Data analysis was conducted iteratively and collaboratively using an interpretive descriptive approach. PARTICIPANTS: Eight mentees, two peer mentors and five faculty mentors participated in the initiative. With the exception of one faculty mentor, all participants provided reflective journals on their experiences, in response to journal prompts. RESULTS: Findings centered on five themes: walking through quicksand, navigating a complex academic world, developing academic identity through relationships, intentional cultivation of community, and finding solid ground. Our findings highlight the relational nature of academic identity development, and the significant benefit of providing mentorship to graduate nursing students outside of formal learning spaces. CONCLUSIONS: Given the urgent need to increase the numbers of nurses with advanced research training, it is important that effective strategies like this innovative mentorship initiative, that enhance professional identity development, are integrated into graduate education programs.

Undergraduate nursing students' perspectives of intercultural communication: A qualitative descriptive study.

BACKGROUND: Problematic communication in nurse-client relationships is a contributory factor to healthcare disparities and negative health outcomes. Information and practice sessions about intercultural communication in nursing education are vital to equip the future health workforce. Limited evidence was located regarding undergraduate nursing students' perspectives on intercultural communication, which is crucial in determining the effectiveness and appropriateness of incorporating intercultural communication in nursing curricula. OBJECTIVE: This study explored the perceptions of undergraduate nursing students regarding intercultural communication in their nursing program. DESIGN: This study used a qualitative descriptive design guided by the Integrated Model of Intercultural Communication Competence. SETTING: A Western Canadian university. PARTICIPANTS: Ten fourth-year undergraduate nursing students. METHODS: Participants volunteered to participate in a semi-structured, one-on-one interview. Interviews were digitally recorded, transcribed verbatim, and analyzed using content analysis. Another data source was the first author's reflective journal. Member checks were conducted. RESULTS: Participants perceived that limited intercultural communication content existed in nursing curricula; however, they acknowledged that learning about and engaging in intercultural communication facilitated more empathetic and culturally safe nursing practice. Barriers identified during intercultural communication in students' clinical practice included language, power differentials, gender, and limited staffing. However, students' cultural background, experiences, social media, and learning within culturally diverse environments were perceived to enable them to facilitate intercultural communication. Based on the findings, recommendations were formulated to integrate a cultural component in health assessment protocols with the addition of active teaching strategies to equip nursing students with the requisite skills and knowledge for effective intercultural communication. CONCLUSION: This study highlighted the perceived barriers, facilitators, and outcomes of intercultural communication education. Participating nursing students described how they developed empathetic intercultural communication skills and adjusted care with culturally diverse clients. Findings indicate that nurse educators use active teaching strategies that offer students opportunities to engage with culturally diverse clients.