Human ; Education, Continuing ; Nursing Research

This reflective paper explored the philosophical foundations of lifelong learning and impactful research in the field of nursing. Anchored in personal experience and supported by scholarly literature, it illustrated the transformative power of continuous learning, the cultivation of research competence, and the moral responsibility of contributing meaningfully to society. A nurse researcher's journey is not defined by awards or accomplishment but by an unwavering dedication to knowledge creation, community involvement, and evidence-based practice. The "emptying one's cup" metaphor embodies intellectual humility, a mindset that keeps the mind open to learning, self-improvement, and meaningful service throughout one's career.

Self-efficacy is central to effective academic nursing leadership since it influences decision-making, resilience, and organizational outcomes. This phenomenological study described the essence of leadership self-efficacy among nurse leaders in Philippine higher education institutions. Using Colaizzi's method, data was collected through semi-structured interviews (n=10) and one focus-group discussion (n = 8). Analysis yielded three interwoven essences: (1) Personal Capacities of a SelfEfficacious Leader (decisiveness, resilience, reflective composure), (2) Relational–Communicative Doing of Leadership (ethical consistency, collaboration, mentoring), and (3) Professional–Organizational Grounding (resource navigation, quality assurance, continuous learning). Recognition indicators of achieved self-efficacy included sustained goal attainment, composed decision-making, entrustment by stakeholders, reduced self-doubt, and ethical consistency. Findings suggested that academic nurse leaders' self-efficacy is a multi-dimensional structure rather than a linear developmental process. Implications were offered for leadership preparation, mentoring, and appraisal.

Virginia Henderson defined that the primary role of nurses for individuals, whether sick or well, is to assist them in regaining their health and promoting their independence in activities of daily living (Halloran, 2018). The gap that is noted in the definition of Henderson’s role of nurses is the lack of direction as to how will a nurse render care that is unique and satisfying to an individual, knowing that the demand of expectation rises. Thus, it motivated this paper to study the concept of the dynamic care nurse. This concept paper utilized Walker and Avant (2005) method of analysis. The attributes associated with the dynamic care nurse are (1) continuous learning; and (2) the utilization of best practices. The antecedents identified include (1) initiative, and (2) compassion (ICN, 2012, Hemberg et al., 2020, Kroning, et al., 2019). Dynamic care nurse exemplifies the attributes of continuous learning and the utilization of best practices. Nurses can bridge the gaps in the practice through these attributes and by possessing initiative and compassion, it is not by afar to achieve a better health care service and positive health outcomes.
Practice Guidelines as Topic ; Education, Continuing ; Nursing Care ; Empathy

PURPOSE: This study was done to identify the factors involved in ageism in nurses.METHODS: The participants in this study were 178 general hospital nurses. Data were collected in March 2019 using self-report questionnaires, and were analyzed using descriptive statistics, independent t-test, Mann-Whitney U test, one-way ANOVA, Kruskal-Wallis test, and stepwise multiple linear regression.RESULTS: The total score for ageism was 39.75±5.44 out of a maximum of 72. Ageism had a statistically significant relationship with contact experience (r=-.47, p < .001), attitude (r=.40 p < .001), and aging anxiety (r=.35 p < .001). The determining factors affecting ageism were contact experience (β=-.45, p < .001), attitude(β=.20, p=.002), work place (β=.22, p < .001), marital status (β=.21, p < .001), geriatric nursing preference (β=.18, p=.006), geriatric education (β=.17, p=.006), and aging anxiety (β=.14, p=.041). The explanation power of these variables was 39%.CONCLUSION: The results suggest that contact experience with elders had the largest influence on ageism in nurses. Therefore, it is necessary to develop tailored education programs by hospital type to increase positive contact experience and promote understanding of older patients in acute care settings. Furthermore, the importance of the perception of ageism needs to be highlighted in nursing education and continuing education for nurses.
Ageism ; Aging ; Anxiety ; Education ; Education, Continuing ; Education, Nursing ; Geriatric Nursing ; Hospitals, General ; Humans ; Linear Models ; Marital Status ; Workplace

Scholarly article writing and publishing in international peer-reviewed journals can become an overwhelming task for many medical, nursing, and healthcare professionals in a university setting, especially in countries whose native language is not English. To help improve their scientific writing skills and publishing capacity, a university-based editing system and writing programs can be developed as educational platforms. These are delivered by a team of specialist editors composed of tenured faculty members who have a strong medical background and extensive experience in teaching courses on medical research, editing, writing, and publishing. For the editing system, the specialist editors provide comprehensive editing, personalized consultation, full editorial support after peer review, guidance with online submissions/resubmissions, and detailed editorial review at different stages of the manuscript writing. In addition, the specialist editors can develop writing programs such as medical writing and editing internships, academic courses in medical writing or research study designs and reporting standards, special interactive lectures and sessions on predatory publishing, seminars on updated editorial guidance of global editorial associations, academic visits on medical writing and editing, medical writing mentoring program, networking programs in scholarly communication, and publication resources in medical writing and scholarly publishing. These editing system and writing programs can serve as integrated platforms for improving scientific writing skills and publishing capacity by providing continuing education in medical writing, editing, publishing, and publication ethics.
Delivery of Health Care ; Education, Continuing ; Ethics ; Humans ; Internship and Residency ; Lectures ; Medical Writing ; Mentors ; Nursing ; Peer Review ; Publications ; Specialization ; Writing*

PURPOSE: Using a quantitative approach, this study aims to assess Indonesian nurses' perception of their knowledge, skills, and preparedness regarding disaster management. METHODS: This study was a descriptive comparison in design. The research samples are Indonesian nurses working in medical services and educational institutions. The variables of nurses' preparedness to cope with disaster victims were measured using the Disaster Preparedness Evaluation Tool (DPET), which was electronically distributed to all nurses in Indonesia. Data were analyzed using a statistical descriptive one-way Analysis of Variance (ANOVA) and t-test with a significance level of 95%. RESULTS: In total, 1341 Indonesian nurses completed this survey. The average scores of preparedness to cope with disasters, the ability to recover from disaster, and evaluation of disaster victims were 3.13, 2.53, and 2.46, respectively. In general, nurses surveyed in this study are less prepared for disaster management, and do not understand their roles both during the phase of disaster preparedness, and when coping with a post-disaster situation. CONCLUSION Nurses' preparedness and understanding of their roles in coping with disasters are still low in Indonesia. Therefore, their capacity in preparedness, responses, recovery, and evaluation of disasters needs improvement through continuing education. The efforts needed are significant due to potential disasters in Indonesia and adequate nurses resources.
Adaptation, Psychological ; Adult ; Civil Defense ; Cross-Sectional Studies ; Disaster Planning ; Disaster Victims ; Education, Nursing, Continuing ; Female ; Health Knowledge, Attitudes, Practice ; Humans ; Indonesia ; Male ; Middle Aged ; Nurses ; psychology ; Perception ; Professional Role ; Surveys and Questionnaires ; Young Adult

PURPOSE: For this study an examination was done of relationships between intensive care unit (ICU) nurses' knowledge related to sedation and their clinical competencies in sedation practice. METHODS: Ninety one ICU nurses were recruited from two tertiary hospitals in South Korea. A self-report questionnaire was used to examine the levels of knowledge related to sedation and nursing practice competence based on Ajzen's theory of planned behavior. Descriptive statistics, independent t-tests, one-way ANOVA, and Pearson correlations were performed using the IBM SPSS 21.0 RESULTS: ICU nurses are more knowledgeable about general information on sedation rather than up-to-date information. Continuing education on sedation was related to difference in knowledge levels. However, the levels of knowledge were not related to competence in sedation practice. Instead, a positive attitude toward sedation practice was significantly related to the subjective norms; orders and goals, perceived behavioral control, practice of sedation, and intention to use. CONCLUSION: The results of this study provide fundamental information on levels of knowledge related to sedation practices of Korean ICU nurses. Continuing education should emphasize up-to-date information on sedation practice and need for positive attitudes which influence all other competencies towards sedation practices to achieve optical care of sedation in the ICU.
Clinical Competence ; Clinical Protocols ; Critical Care ; Education, Continuing ; Hypnotics and Sedatives ; Intensive Care Units ; Intention ; Korea ; Mental Competency ; Nursing ; Tertiary Care Centers

PURPOSE: This study was a cross-sectional study done to determine the relevance and impact factors of nursing practice environment and self-esteem on critical thinking disposition in clinical nurses. METHODS: A survey was conducted from March to May 2015 with self-report questionnaire. Participants were 281 registered nurses working in one tertiary hospital. Data were analyzed using descriptive statistics, t-test, ANOVA, Pearson correlation, and multiple regression with SPSS/WIN 21.0. RESULTS: Factors affecting the nurses' critical thinking disposition included age (F=7.23, p<.001), educational background (F=7.82, p<.001), position (F=14.95, p<.001), clinical career (F=7.66, p<.001). Further, critical thinking disposition had a positive correlation with nursing practice environment (r=.60, p<.001) and self-esteem (r=.41, p<.001). Self-esteem and nursing practice environment accounted for 43% of the variance in critical thinking disposition. CONCLUSION: The study findings show that critical thinking disposition is influenced by nursing foundations for quality of care and the collegial nurse-physician relations of nursing practice environment. Therefore, it's necessary to provide continuing education for clinical nurses to reconstruct the organizational culture of nurses and physician partnerships. In addition, increasing self-esteem through various motivational programs should increase critical thinking disposition.
Cross-Sectional Studies ; Education, Continuing ; Foundations ; Humans ; Nurses ; Nursing* ; Organizational Culture ; Physician-Nurse Relations ; Tertiary Care Centers ; Thinking*

PURPOSE: This exploratory study aims to identify various factors influencing the rehabilitation nursing competencies (RNC) of nurses in various types of health institutes. METHODS: The researcher developed a questionnaire consisting of 45 items based on the ARN rehabilitation nursing competency model. Subjects were 434 nurses working at general hospitals, long-term care facilities, or community health centers. RESULTS: Nurses' RNC were significantly higher among those who have higher levels of education, receive continuing education in rehabilitation nursing, and practice more frequently in rehabilitation nursing. Age and duration of nursing career were significant only for interprofessional care domain. General hospital nurses scored highest in every domain while nurses working at long-term care facilities scored lowest in every domain. Multiple regression analysis showed that practicing daily or more than twice per week in rehabilitation nursing, achieving master's degree or higher, and working at long-term care facilities were statistically significant factors with RNC. These factors explained 31.1% of the total variability in RNC in this sample. CONCLUSION: Currently, there is no official certification program for rehabilitation nurse practitioners in South Korea. The results of this study would be useful in developing RNC training programs for Korean nurses, and provide strong evidence for necessity of certified rehabilitation nurse specialists.
Academies and Institutes ; Certification ; Community Health Centers ; Education ; Education, Continuing ; Hospitals, General ; Humans ; Korea ; Long-Term Care ; Nurse Practitioners ; Nursing ; Rehabilitation Nursing* ; Rehabilitation* ; Specialization