The emerging global needs call for an expanded role of public health nurses in global health. Their competency is essential in responding to the emerging health challenges and to contribute to the attainment of Millennium Development Goals and Sustainable Development Goals. This paper determined the self-assessed level of confidence of public health nurses on the global health competencies. The study utilized a quantitative, descriptive research design. A survey tool that contains a list of the global health competencies on global burden of disease, health implications of travel and displacement, social and environmental determinants of health, globalization of health and health care, health care in low resource settings, health care as a human right and development resource was utilized. A total of 17 public health nurses from the 16 health centers in Baguio City, Philippines were recruited through total enumeration. Higher scores were given to the competencies on social and environmental determinants of health while lower scores were found on competencies related to globalization of health and health care. Overall, the public health nurses in Baguio City assessed themselves as often confident on the global health competencies. The study highlights areas for improved education and training, which are essential in attaining the global health competencies. Integration of global health concepts in the practice of public health nurses is required to enhance their competency in dealing with global health issues and challenges. This study recommends global health training for public health nurses to enhance their awareness, preparation, and confidence in the global health competencies.

Human ; Male ; Female ; Adult ; Nurses, Public Health ; Global Health ; Philippines ; Global Burden Of Disease ; Goals ; Health Resources ; Internationality ; Surveys And Questionnaires ; Awareness ; Human Rights ; Conservation Of Natural Resources

PURPOSE: Mentoring is an essential variable in the learning process of student nurses. This study aimed to identify effective mentoring practices in the clinical placement of student nurses. DESIGN AND METHODS: Systematic review and meta-analysis were conducted. The main databases used were PubMed, Cochrane Central Register of Controlled Trials, JBI Database of Systematic Reviews and Implementation Reports, CINAHL, and Medline. The risk of bias was assessed utilizing the JBI appraisal tool. The data were summarized and statistically analyzed using the Comprehensive Meta-Analysis version 3.0 software. RESULTS: Out of 17,946 records screened, six studies met the inclusion criteria. Peer and nurse-led mentoring practices were reported to have positive outcomes in the students' clinical placement. Meta-analysis revealed a statistically significant effect of mentoring in the students' clinical placement (SMD 0.357, 95% CI 0.038, 0.677, I2 = 69.26%, p = 0.028). A subgroup analysis resulted in a statistically significant effect of mentoring by nurses and peers in the improvement of students' knowledge and skills (SMD = 0.426, 95% CI, 0.202, 0.650, I2 = 0%, p = 0.000). CONCLUSIONS: Mentoring can positively influence the interaction between a conducive clinical learning environment and positive learning outcomes. Specifically, this meta-analysis suggests that student nurses can benefit from peer and nurse-led mentoring in improving knowledge and skills. It is suggested that effective mentoring practices be utilized to inform the development of a student mentoring program.
Mentoring ; Mentors ; Students

The concept of mentoring is important in nursing. Mentoring allows opportunities for a mentor to transfer knowledge and expertise in both theory and practice and a mentee to improve performance. This concept analysis aims to clarify the meaning of 'mentoring'. Attributes, antecedents, consequences, and a model case are presented to clarify this concept further. Review of literatures was conducted by using databases which include EBSCO, MEDLINE, and Google scholar. Findings showed that mentoring allows personal and professional growth of mentees. Closing the gap between theory and practice is achieved through an expert supervision of a mentor to a mentee. Mentoring plays a central role in the development of novice nurses as they integrate theoretical concepts into their practice. The benefits of mentoring are illuminated in the increasing competency of nurses in performing their roles to be globally competitive.

 

Mentors ; Mentoring ; Medline ; Knowledge ; Social Behavior

BACKGROUND

The capability of nurse educators to teach and practice quality improvement (QI) is crucial in assisting students in their transition to becoming professionals. Understanding the strengths and limitations of nurse educators on QI can be a logical start to determine if they can keep up with the expectations.

OBJECTIVES

This paper aimed to determine the nurse educators' knowledge, preparation, application, and participation in QI, as well as the differences when grouped according to years of teaching and BSN degree completion.

METHODS

A descriptive correlational design was utilized involving nurse educators from six nursing schools in Baguio City, Philippines. Only full-time nurse educators with official teaching load during the data gathering, regardless of academic background and position, were eligible. Faculty members who were on leave were excluded. A self-made tool (CVI 0.90, Cronbach's alpha 0.90) was used to gather data. Unpaired t-tests and ANOVA were used to determine the significant differences in the scores. Multiple regression was utilized to compute the relationship between knowledge, preparation, and participation in applying QI.

RESULTS

104 nurse educators responded. Results show that they are knowledgeable (x̄= 15.82; SD = 0.11), somewhat prepared (x̄= 2.93; SD = 0.08), and participated reasonably well (x̄= 2.77; SD = 0.11) on QI. Higher scores were given to the application of QI in the nursing courses (x̄= 2.44; SD = 0.08) and teaching-learning strategies (x̄= 0.83; SD = 0.07), compared with its application in improving Self as educators (x̄= 2.30; SD = 0.11), and improving student's learning outcomes (x̄= 2.13; SD = 0.11). Scores of nurse educators with more than ten years of teaching experience significantly differed in the extent of knowledge, application in teaching-learning strategies, and application of QI tools to improve Self and participation compared to those with less teaching experience. The scores did not significantly vary when grouped according to BSN degree completion. A positive relationship was observed between preparation and the application of QI tools to improve Self (p = 0.00). Data also showed a positive relationship between participation with application in nursing courses (p = 0.00), application of QI tools to improve Self (p = 0.00), and student learning outcomes. (p = 0.00).

CONCLUSION

The results of this study are encouraging and show the potential of nurse educators to apply quality improvement in the nursing curriculum. The adept use of technological tools in producing QI projects can augment the strength of nurse educators in meeting patient-centered care. Teaching experience can contribute to a better grasp of the concepts and maximum integration of quality improvement in nursing students' learning. Identifying, mobilizing, and supporting QI champions to spearhead the mentoring of new faculty members on QI may be a viable strategy to sustain a culture that values quality improvement. It further calls for the attention of educational institutions to develop policies to inform nurse educators in applying QI concepts.

Human ; Nurses ; Quality Improvement