PURPOSE: This study was undertaken to develop directions for research on nursing practice education and also for standardization of contents of Fundamental Nursing Practice (FNP) by identifying and analyzing the present content and inconsistency in FNP textbooks. METHOD: Eleven FNP textbooks published between 2007 and 2013 were selected and itemized nursing contents were compared and analyzed. Nursing professors and practicingnurses prioritized contents identified from an actual condition survey based on theoretical reason and clinical guides for each item. RESULTS: Inconsistencies were found for 34 domains with 219 sub items and of them, 21 domains and 84 items needed to be standardized. Number of items that showed consistency between professors and nurses (ICC > or = .800) was 29 (34.5%) and for complete consistency (ICC=1), 4 (4.8%). Number of items that showed inconsistency between the groups (ICC< .600) was 30 (35.7%) and very low consistency (ICC=0), 10 (11.9%). CONCLUSION: The results indicate a difference between understood validity of content by professors and by nurses and technical differences among FNP textbooks. Therefore confirmation of the items needing to be standardized and differences in understanding content by professors and by nurses shows a need for standardization of practice education between course and clinical practice. These results provide basic data for developing standardized form of FNP education.
Education* ; Education, Nursing ; Nursing*

Background: In Malaysia the percentage of diploma registered nurses outnumber the percentage of degree registered nurses. Internationally, most registered nurses earn associate degrees or bachelor’s degrees in nursing. Malaysia is in the pipeline of ensuring that its registered nurses are professionally qualified with nursing degree by year 2020. Registered nurses with diploma qualification are feeling the pressure to upgrade their qualification to degree. There are concerns as to why these nurses are not pursuing their post registration nursing degree. Objective: To determine factors that are deterring the registered nurses of a private hospital in Penang from pursuing the post registered nursing degree. Methods: This descriptive study utilised a convenient sample of 150 registered nurses from Lam Wah Ee Hospital in Penang. The instrument of this study was developed based on literature search and the conceptual framework of Force Fields Analysis developed by Kurt Lewin in 1952. Results: The deterring factors for registered nurses not pursuing post registration nursing degree from this hospital were determined through negative mean score, which was valued at less than 2.5. The top 3 deterring factors identified were: high educational cost, with a score of 1.92; financial commitment, with a score of 2.22 and time constraints and high workload, with a score of 2.27. Conclusions: High educational cost, financial commitment, time constraint and high workload were the main factors deterring the registered nurses from this hospital from pursuing their post registration nursing degree. Thus it is timely for the organisational management to consider workable measures to assist and motivate their nurses to upgrade themselves with nursing degree in line with Malaysia’s vision to meet the increasing challenges and complex needs in the care of clients in health services.
Education, Nursing

PURPOSE: This scoping review aims to describe the factors affecting the National Council Licensure Examination-Registered Nurses (NCLEX-RN) performance of internationally educated nurses (IEN). BACKGROUND: The United States relied heavily on IEN to help address the nursing shortage. However, IEN face challenges in passing the NCLEX-RN with almost half failing the NCLEX-RN the first time. There is a lack of studies on IEN, in general, and factors affecting their NCLEX-RN performance, in particular. METHOD: A literature review of IEN NCLEX-RN studies from 1994 to 2020 was conducted. The Preferred Reporting for Items for Systematic Reviews and Meta-Analysis (PRISMA) was used to describe the search process. FINDINGS: Based on the review of the available literature, the most commonly identified factors affecting IEN NCLEX-RN performance include proficiency with the English language, differences in nursing education, and unfamiliarity with the NCLEX-RN. Language, country of nursing education, healthcare experience, support system, the Commission on Graduates of Foreign Nursing Schools certification exam, (CGFNS CE), and time-lag between graduation or initial licensure and NCLEX-RN are statistically significant predictors of NCLEX-RN performance. CONLUSION: Individual, academic, and environmental factors influence IEN NCLEX-RN performance. Identifying these factors can help in designing individual and multi-level interventions to assist IEN to pass the NCLEX-RN.
Education, Nursing

The results of this study highlighted the respondents’ views to the management on the importance to align the approach of sponsoring CPD courses according to the nurses’ needs in order to meet their context of practice. The management also ought to take into consideration the identified challenges encountered by the nurses to participate in CPD upon achieving their mandatory CPD points specified by MNB.
Education, Nursing

No abstract available.
Education ; Nursing

Purpose: Nurses play a significant role in maternal health. The nursing competency-based curriculum prepares students for this role. This study identified the competencies on safe motherhood expected of graduating nursing students, determined the degree of integration of these competencies in the curriculum, and described students' perceived levels of proficiency in performing said competencies. Design: This is a descriptive cross-sectional study. The authors deduced concepts and principles of safe motherhood in nursing based on the 2006 standard competencies. A complete enumeration of 55 graduating students of a college of nursing in a state university in Manila participated in the study. Methods: Students rated the competencies from A: “concepts were merely introduced” to D, “threaded through” in selected courses. The level of proficiency ranged from 1: “can perform well without supervision” to 4 “cannot perform despite supervision.” Ratings were analyzed using frequency counts, mode, and percentage distributions. Findings: Seventy competencies on safe motherhood were derived. Cognitive and affective competencies on the basic nursing processes were threaded through in foundation, intervention, and intensive nursing process courses. Students could perform the cognitive and affective competencies without supervision but required assistance in performance of skills. Conclusion The nursing curriculum prepares students to promote safe motherhood; however, students need to improve their clinical skills to be fully competent.
Education, Nursing

Background: Significant changes in healthcare and society prompted constant revisions in the nursing curriculum that resulted in content saturation in nursing education and challenged the delivery of effective instruction. Various factors contributed to content saturation in nursing education, which has produced adverse individual and institutional outcomes. Alack of literature on a theoretical framework limited understanding of this phenomenon. This article addressed this gap in the literature. Purpose: This article aims to describe the applicability of the Roy Adaptation Model (RAM) as a theoretical framework for understanding content saturation in nursing education. Methods: A literature review of published articles from the 1980s to 2020s on using RAM in nursing education was conducted. Walker and Avant's (2011) concept theory and derivation techniques were used to propose a new conceptual model based on RAM. Results: RAM is widely used in nursing research, practice, and education. However, it has not been used to describe content saturation in nursing education. The Content Saturation in Nursing Education Model (CSNEM) is proposed to explain this phenomenon. Conclusion RAM provides a theoretical lens for understanding content saturation in nursing education. The CSNEM can be a new framework to describe this phenomenon, contributing to knowledge development in nursing education.
Education, Nursing

PURPOSE: The purpose of this study was to evaluate changes regarding knowledge, attitude and practice toward end-of-life care in nursing university students. METHOD: This study adopted nonequivalent control group pretest-posttest design. The subjects consisted of 35 in the experimental group and 35 in the control group. The education was performed for 2 hours a session, once a week for 16 weeks. Data was analyzed by the SPSS/WIN 14 computer program, and included chi2 test, independent t-test, and repeated measure ANOVA. RESULTS: There were statistically significant differences in knowledge toward end-of-life care between the experimental group and the control group. CONCLUSION: Findings suggested that holistic education on end-of-life care was effective to change students' knowledge toward end-of-life care. Therefore, holistic education is recommended as nursing education for nursing university students.
Education* ; Education, Nursing ; Humans ; Nursing

Online learning in nursing is a controversial idea that is viewed as a hindrance to the holistic learning of an individual, however, it was the only solution to prioritize the safety of students during the COVID-19 pandemic. This concepts aims to give a clear approach to how online learning will occur successfully in nursing education. The method used in intellectualizing the concept was Walker and Avant’s approach. The attributes of online learning involve: 1.) platform with the use of devices to create a classroom community; 2.) virtual schooling at home; 3.) entertainment and leisure activity; and 4.) enhanced with synchronous online classes and asynchronous video instruction. Apart from these attributes, the schema of nursing students needs to be addressed and enhanced through the delivery of learning by giving importance to visual, audio, read and/or writing, and kinesthetic learning styles fueled with the right attitude and technological competency.
Education, Distance ; Education, Nursing ; Nursing

The Philippines continues to produce globally competitive nursing graduates. However, it performs poorly in international standards for quality education in nursing. This paper investigates the objective parameters of quality assurance: Commission on Higher Education (CHED) accreditation, Philippine Regulation Commission (PRC) licensure examinations, and other international and local standards to measure the quality of nursing education inputs and outputs. Results showed an accreditation rate of 3% for nursing programs, less than the national average of 10% for all programs across all professions (CHED 2018; CHED n.d. -a; CHED n.d. -b). Some highly regarded programs have advanced to Level IV (seven baccalaureate programs and two master's programs). Although there is a link between graduates' performance and effective instruction and sound evaluation in university procedures (Amanonce & Maramag, 2020), written board exams cannot assess some performance indicators to determine if a student has met program objectives. Although the country has produced globally competitive nursing graduates, steps must be taken to improve the program's compatibility with the concept of globalization. Strategies should be aimed at performance indicators in a global nursing education and profession landscape.
Curriculum ; Nursing ; Education, Nursing