Care, lead, and inspire: Infusing innovation into nursing research and evidence‐based practice course

Abstract

Background

Today's nursing workforce is expected to know how to identify and understand research methods and procedures and apply the most current evidence into daily practice. However, teaching evidence-based practice (EBP) in an undergraduate nursing curriculum poses unique challenges in overcoming students' perception of content relevancy to their educational experience, but also offers opportunities for innovation to facilitate critical thinking and clinical application.

Aims

The aim of this article is to report on how teaching and learning innovation was infused into a research and evidence-based practice course and the effect on students' perceptions of course values and effectiveness.

Methods

We used a Plan-Do-Study-Act approach to introduce innovation in an undergraduate course within a university setting. Final student course evaluations were used to measure outcomes on a 5-point Likert scale (1 = low and 5 = high) on the following dimensions: (1) value of overall educational experience, (2) relevancy of course content, (3) improvement in critical thinking, and (4) level of student-instructor interaction.

Results

Overall course evaluation scores improved greatly from 2.69 to 3.90 between Spring 2020 and Fall 2021. This finding remained relatively consistent across subsequent semesters (3.79 [Spring 2022], 3.84 [Fall 2022]). Students also reported appreciation and increased engagement and interest with the material after transitioning from examinations to a project-based assignment that allowed them to walk through the steps of EBP in class.

Linking Evidence to Action

We identified and implemented several innovative strategies to improve student outcomes and increase the relevance of the course content. These innovations can be easily incorporated at other universities to enhance delivery and student engagement in this content that is essential to advancing quality care in nursing and developing future nurse scientists and practice leaders who care, lead, and inspire.

Beyond coping: The role of supportive relationships and meaning making in youth well‐being

Abstract

Introduction

The purpose of this study was to identify coping strategies, resources, and strengths that predict well-being in a community-based sample of youth with varying levels of adversity.

Design

Grounded in the resilience portfolio model, we used a mixed methods approach with data from a cross-sectional sample of 231 youth ages 8–17.

Materials and Methods

Data were collected using a survey, participant-generated timeline activity, and brief interview. Measures included assessments of coping and appraisal, resilience resources and assets, and subjective well-being and depression.

Results

Active and passive coping strategies predicted subjective well-being and depression. Controlling for demographics and coping, meaning making strengths and supportive relationships were significant predictors of subjective well-being and lower depression, and decreased the impact of adversity on these outcomes.

Discussion

The results of this study provide support for the resilience portfolio model in a community-based sample of youth, with relationships as predicted for subjective well-being and symptoms of depression. For both outcomes, family relationships held the strongest associations with positive well-being and lower symptoms of depression. Supportive relationships with peers, meaning making strengths, interpersonal strengths, less passive coping, and fewer adverse life events were also associated with better outcomes.

Conclusions

These findings underscore the need to assess youth resources and strengths and to design interventions that target these protective factors for all youth, regardless of exposure to adversity.

Clinical Relevance

A theory-informed understanding of resources and strengths that predict youth well-being is essential to inform strengths-based interventions for pediatric research and practice. The resilience portfolio model is a useful framework for understanding predictors of youth well-being.

Healthcare needs and assets of gender diverse older adults: A systematic integrative review

Abstract

Introduction

Gender diverse older adults often endure health disparities, encounter discrimination in healthcare settings, and experience lack of access to healthcare. However, members of this population also have assets that help to mitigate these healthcare challenges. A systematic integrative review was performed to synthesize recent studies of the healthcare needs and assets of gender diverse older adults living in the United States.

Methods

A search of PubMed, CINAHL, Web of Science, PsycINFO, and Google Scholar was conducted. Findings from selected studies were organized by theme and subtheme.

Results

Thirty-five articles met inclusion criteria. Seven themes were identified: (1) Inclusivity and acceptance, (2) Antidiscrimination protections, (3) Community, (4) Care of mind, body, and spirit, (5) End of life preparations, (6) Financial security, and (7) Intersectionality. These themes were further divided into 20 healthcare needs and 9 healthcare assets.

Conclusion

The findings call for increased training for healthcare providers to provide safe, gender-inclusive care environments; policy to combat discrimination across all healthcare settings; supportive community resources and healthcare advocacy; empowerment of gender diverse older adults through acknowledgment of their healthcare assets; and more research to discern the role of intersectionality in the applicability of the identified themes to gender diverse older adults of various sociodemographic backgrounds.

Clinical relevance

This review benefits clinicians by suggesting practice changes to address healthcare needs of gender diverse older adults while describing healthcare assets of this population for integration into health promotion initiatives.

Changing behaviour in pregnant women: a scoping review

Improving health and wellbeing is a major goal in healthcare all over the world (WHO, 2015). Midwives and other healthcare professionals play a key role in educating women about healthy pregnancies (WHO, 2013a). During the course of pregnancy, women may experience a variety of psychological changes, including developing the motivation to change their lifestyle habits (Lindqvist et al., 2017). To support “behaviour change through a life-course approach” and to implement the WHO strategy for strengthening nursing and midwifery towards the achievement of the “Health 2020” goals (WHO, 2015, p.4), it is important for healthcare professionals to increase their knowledge of behaviour change programmes (BCPs) during pregnancy.

The development of Midwifery Unit Standards for Europe

The WHO Global Strategy for Women's, Children's and Adolescents’ Health 2016-2030 emphasises the importance of maternity services in preventing illness and promoting optimal clinical outcomes (Every Woman Every Child, 2015). Midwifery has been recognised as having huge potential for transformation; worldwide, over 50 health outcomes could be improved by expanding provision and access to quality midwifery care (Renfrew, et al., 2014). Midwifery care is also associated with efficient use of resources (Renfrew, et al., 2014).

Perinatal contraceptive counselling: Effectiveness of a reinforcement intervention on top of standard clinical practice

To assess the effectiveness of supplemental perinatal contraceptive counselling in addition to standard Spanish postpartum contraceptive counselling with regard to contraceptive use and use of effective contraception up to 1 year postpartum. Women's satisfaction with counselling and the method chosen was also assessed.

Developing and introducing a post birth care plan (PBCP): An action research project

The concept of ‘postnatal’ is open to interpretation both in terminology and meaning and referred to in several ways such as ‘post-birth’ and ‘postpartum’ and in some contexts refers to ‘…the period from childbirth to the 42nd day following delivery…’ (World Health Organization, 2014), and elsewhere extending to 8 weeks post-birth. Generally greater emphasis is placed on pregnancy and less on women's postnatal individual needs and wishes (Kleppel et al., 2016). Post-birth care continues to receive the least focus (Declercq et al., 2013; Zadoroznyi et al., 2015).

The characteristics and prevalence of phobias in pregnancy

The primary objective was to estimate the population prevalence of specific phobias (including pregnancy related specific phobias) and associated mental disorders. The secondary objective was to investigate the effectiveness of routinely collected screening tools (depression and anxiety screens, Whooley and GAD-2 respectively) in identifying specific phobias. Specific phobias are the most common anxiety disorder to occur during pregnancy, but studies on prevalence and clinical correlates of specific phobias, including pregnancy related specific phobias are lacking.

Evaluation of women's worries in different strategies for the prevention of early onset group B streptococcal disease in neonates

: Early onset group B streptococcal (EOGBS) disease is an important cause of neonatal morbidity and mortality. EOGBS preventive strategies aim to reduce the risk of neonatal complications. Two new strategies to prevent EOGBS were implemented in two regions in the Netherlands: a risk-based and a combination strategy and were compared to the Dutch strategy in a third region. Little is known how women feel about preventive EOGBS strategies, the consequences for management during labour, side effects such as harm caused by over prescribing of antibiotics or anxiety caused by screening.