Strengthening global nursing profession
Global Nursing was first and foremost published in Western journals, mostly represented by the United Kingdom (UK) and the United States (USA). Both educational and practice settings were presented and the participants were nursing students, nurses with varying educational levels and faculty members.
Global Nursing is described by key findings resulted in five categories; Global Nursing Arena, Global Nursing Working Environments, Global Nursing Workforce Management, Global Nursing Competencies and Global Nursing Networking. Overview of the explanatory categories in the included studies is presented in Table 5 .
Overview of the authors and the explanatory categories
Authors | Global Nursing Arena | Global Nursing Working Environments | Global Nursing Workforce Management | Global Nursing Competencies | Global Nursing Networking |
---|---|---|---|---|---|
Brunetto et al. | X | X | |||
Garner et al. | X | X | X | X | |
Gerrish & Griffith | X | X | X | ||
Gutierrez et al. | X | X | X | ||
Harrowing et al. | X | X | X | ||
Havens et al. | X | X | X | ||
Kim et al. | X | X | X | X | X |
Lesia & Roets | X | X | X | ||
Meum et al. | X | X | |||
Ortiga | X | X | X | X | |
Squires & Juárez | X | X | X | ||
Swenson et al. | X | X | |||
Toren et al. | X | X | X | ||
Tourangeau et al. | X | X | X | ||
Zhou et al. | X | X | X | ||
Zinsli & Smythe | X | X | X | X | X |
Walton‐Roberts | X | X | X | X | |
Weng et al. | X | X | X | X | |
Wieck | X | X | X | ||
Wros et al. | X | X | X | X |
Different areas have been addressed in the Global Nursing Arena. At the beginning of the millennium, perspectives on nursing education and nursing values in global contexts were topics of concern (Gerrish & Griffith, 2003 ; Kim, Woith, Otten, & McElmurry, 2006 ; Swenson, Salmon, Wold, & Sibley, 2005 ; Wieck, 2003 ; Wros, Doutrich, & Izumi, 2004 ). Moving towards the mid‐2010s, global leadership, global competencies and networks have arisen as important questions in the Global Nursing debate (Garner, Metcalfe & Hallyburton, 2009; Harrowing, Mill, Spiers, Kulig, & Kipp, 2010 ). At the beginning of 2020, the use of nurses’ professional competence in relation to vulnerability in health on a global scale and forming nursing competence in international work has dominated the Global Nursing arena (Brunetto, Farr‐Wharton, & Shacklock, 2012 ; Gutierrez, Candela, & Carver, 2012 ; Lesia & Roets, 2013 ; Squires & Juárez, 2012 ; Toren, Zelker, & Porat, 2012 ; Walton‐Roberts, 2012 ; Zhou, Windsor, Theobald, & Coyer, 2011 ; Zinsli & Smythe, 2009 ). Finally, in the mid‐2020s, the question of global leadership, nursing faculty competence, and discussions on nurse professionals and nurse faculty retirement has been key issues (Havens, Warshawsky, & Vasey, 2013 ; Meum, Ellingsen, Monteiro, Wangensteen, & Igesund, 2013 ; Tourangeau et al., 2014 ). During recent years, the vulnerability of nurse professionals’ educational and work status has been addressed (Ortiga, 2014 ; Weng, Huang, Chen, & Chang, 2015 ).
In the articles, Global Nursing practice in dynamic working environments was influenced by predictors such as encouragement in the work place; an organizational culture that values diversity and an inclusive social atmosphere (Garner et al., 2008; Gerrish & Griffith, 2003 ; Harrowing et al., 2010 ; Havens et al., 2013 ; Kim et al., 2006 ; Toren et al., 2012 ; Tourangeau et al., 2014 ; Weng et al., 2015 ). Nurse professionals’ equal opportunities for professional practice, use of competence and collaboration in academic and practice contexts were described as essential in supportive environments (Garner et al., 2008; Gerrish & Griffith, 2003 ; Harrowing et al., 2010 ; Wros et al., 2004 ). Creating a supportive environment for Global Nursing practice and research was described to require an appropriate ethical framework based on the actual context (Harrowing et al., 2010 ; Weng et al., 2015 ; Wros et al., 2004 ). Hence, it was noted that the tendency towards paternalism that may accompany research based on Western ethical traditions could be moderated in a milieu of collaboration (Harrowing et al., 2010 ). However, the power of joint nursing values and ethics was recognized in supportive environments and highlighted by Wros et al. ( 2004 ) as in the following citation: “in reviewing the data, it is apparent that nursing values and ethical concerns transcend culture” (p. 134).
Challenges in global practice environments were mentioned and often linked to inequalities in nursing practice such as marginalization and differences in professional equality (Kim et al., 2006 ; Lesia & Roets, 2013 ; Squires & Juárez, 2012 ; Toren et al., 2012 ; Walton‐Roberts, 2012 ; Zhou et al., 2011 ; Zinsli & Smythe, 2009 ). Many nurse professionals live in countries plagued by social instability and civic unrest, which can hinder growth in nursing identity and development of professional competence (Ortiga, 2014 ; Walton‐Roberts, 2012 ; Zinsli & Smythe, 2009 ). This was explained to lead to the deprofessionalization of nurses and deskilling with limited employment prospects (Walton‐Roberts, 2012 ; Zhou et al., 2011 ). Moreover, it was also described that nurse professionals without resources are often stuck in their localities (Squires & Juárez, 2012 ). For example, medical supply inventory management issues were mentioned as good illustrations of how context matters, as nurses in high‐income countries would not expect to be without medications for more than a few hours or materials for patient care for more than a shift (Squires & Juárez, 2012 ). Zhou et al. ( 2011 ) and Walton‐Roberts ( 2012 ) explained how overseas nurses with low status or lack of practice in the field of specialty expressed feelings of social exclusion. Zhou et al. ( 2011 ) stated that differences are socially constructed and reveal the mechanisms underlying discrimination and racism.
Managing changes in gender, class and generational issues were described as essential when facilitating the Global Nursing practice (Brunetto et al., 2012 ; Havens et al., 2013 ; Lesia & Roets, 2013 ; Squires & Juárez, 2012 ; Toren et al., 2012 ; Wieck, 2003 ; Zhou et al., 2011 ; Zinsli & Smythe, 2009 ). For the nursing workforce, preferences on work engagement and subordinate communication followed generations (Brunetto et al., 2012 ; Gerrish & Griffith, 2003 ; Havens et al., 2013 ). According to Toren et al., the influence of gender and academic or non‐academic backgrounds were obvious when nursing students were choosing a workplace. Additionally, Wieck ( 2003 ) and Weng et al. ( 2015 ) explicated that the expectations from nurse professionals included a guarantee of growth in the nursing profession, less hierarchical environments, a determined innovation climate and support to work in various healthcare systems. Weng et al. ( 2015 ) also stated that, “Innovation climate fully mediated the relationship between transformational leadership and nurse innovation behaviour. Nurses could perceive the hospital's encouragement and a high degree of support for innovation in their hospitals” (p. 436).
Challenges in management were related to class, gender and power hierarchies, which negatively affected nurses’ perspectives on work (Brunetto et al., 2012 ; Gerrish & Griffith, 2003 ; Kim et al., 2006 ; Tourangeau et al., 2014 ; Zhou et al., 2011 ). For example, female nurse migration could perpetuate elements of patriarchy (Wros et al., 2004 ). Accordingly, nurses’ professional power with respect to diagnostic and prognostic disclosure has been negatively affected by hierarchies.
The development of global competencies was explained as one of the great opportunities the nursing profession is facing in the future (Garner et al., 2009 ; Kim et al., 2006 ; Wieck, 2003 ). In the studies, these competencies were closely linked to global leadership. It was also stated that global leaders have knowledge about political operations, politically charged environments and their role in international nursing organizations (Garner et al., 2009 ; Kim et al., 2006 ). The view that global competencies could be extended by new educational models, allocated creative projects, and skilled nursing faculty was presented in the studies (Garner et al., 2009 ; Gutierrez et al., 2012 ; Kim et al., 2006 ; Meum et al., 2013 ; Tourangeau et al., 2014 ). In addition, education could teach students to apply leadership theories, co‐constructing global standards, collaborative activities in nursing research and an active use of nursing values or nursing ethics (Gutierrez et al., 2012 ; Meum et al., 2013 ; Wieck, 2003 ). Broadened perspectives of global competencies and effective leadership skills were noted by Garner et al. ( 2009 ) who stated that “The students gained awareness of Global Nursing issues (advocacy), presented research on topics of interest (activism) and contributed to a continuing education workshop based on their experiences (professional accountability)” (p. 105).
In the studies, there were descriptions of challenges with regard to global competencies (Ortiga, 2014 ; Walton‐Roberts, 2012 ; Zinsli & Smythe, 2009 ). This could, for example, be lack of equal recognition of knowledge in the field of nursing, inability to demonstrate nurse autonomy and negative connotations ascribed to nurses’ professional competence (Ortiga, 2014 ; Zinsli & Smythe, 2009 ). Challenges in terms of inequalities were further described by Ortiga ( 2014 ), when nurse educators outside the Western world are forced to negotiate an overloaded curriculum, due to the influx of aspiring migrants into nursing programmes. Differences were also indicated for international disaster and emergency nurses, when their growth in global competence was diminished due to personal danger and overwhelming needs (Zinsli & Smythe, 2009 ).
Global strategies were explained to build stronger international bodies (Kim et al., 2006 ; Swenson et al., 2005 ). Garner et al. ( 2009 ) also stated that global networking is promoted by global strategies and could be further developed in joint creative projects. In these projects, it was important to discuss activities for global networking (Garner et al., 2009 ; Kim et al., 2006 ; Swenson et al., 2005 ). It was also stated that the understanding of the impact of politics on healthcare provision and how it affects global networking could broaden the global perspectives (Garner et al., 2009 ; Harrowing et al., 2010 ; Ortiga, 2014 ; Walton‐Roberts, 2012 ; Zinsli & Smythe, 2009 ). Furthermore, growth in leadership competencies and an increased sense of both professional and personal nursing community was described as essential (Garner et al., 2009 ; Kim et al., 2006 ; Weng et al., 2015 ).
In the studies, it was stated that political differences in global networking are challenging. In some Global Nursing contexts, political disparities still exist, for example, international nurse migration has not been addressed (Ortiga, 2014 ; Walton‐Roberts, 2012 ; Wros et al., 2004 ; Zinsli & Smythe, 2009 ). According to Ortiga ( 2014 ), many countries bear the burden of nursing employability and nations lower down the chain supply labour to wealthier countries, “Nurse educators expressed wanting their students to be resourceful and quick on their feet, given the lack of proper facilities in many local hospitals. Yet, as schools became focused on producing nurses for export, the educators faced the dilemma of teaching students how to practice ‘first world’ nursing in a ‘third world’ context” (p. 67).
The aim of this study was to describe key findings of Global Nursing in empirical nursing studies. The findings are described in five categories. The Global Nursing Arena category showed that the focus has shifted from an interest in education and values to a focus on how a nursing faculty can adopt sustainable strategies to engage in Global Nursing leadership (cf. Garner, et al., 2008). Therefore, we suggest that education for nurses has to contain broadened fundamental knowledge and awareness of dominant areas such as economics, demographics, politics and social constitutions. Our interpretation is that technological developments and policy changes during recent decades have increased the meaning and implication of Global Nursing in both nursing education and practice. The debate has matured considerably and become more extensive over time.
In the Global Nursing Working Environments category, discrepancies in work environments due to globalization might transform evidence‐based nursing practice or research to support inequalities in the global village (cf. Harrowing et al., 2010 ). Our concern is that global care chains demonstrate the south to north migration of nurses and this global movement reinforces inequities. Migration is structured by the power hierarchies embodied in class, ethnicity, gender, nationality and race especially in the era of Global Nursing shortage (cf. England, 2015 ; Xu, 2015 ). Widding Isaksen ( 2012 ) described how the Norwegian welfare state is becoming a global employer and global nurse recruitment generates transnational spaces of care. Furthermore, international nurse recruitment is not a win–win situation and the idealized image of social justice and gender equality needs to be critically examined. We suggest that power hierarchies and global justice or fairness as a deeper human right need to be discussed in practical contexts in nursing education. By training nurses to discover stereotypical behaviour, hidden prejudices and normative structures, nursing education has the opportunity to explain how to counteract inequities. Consequently, it is important that the use of suitable solutions follows local contexts in nursing practice and research.
The consequences of power hierarchies in healthcare systems cause differences in nursing, a loss of identity for nurses and a risk for deskilling in the profession (cf. Toren et al., 2012 ; Widding Isaksen, 2012 ). Gender and class are often constituted as “otherness”. Moreover, identity such as the Self is relative and changing compared with the Other (Eriksson‐Baaz, 2005 ). Said ( 1978 ) argued that Western societies have used their hegemonic position of interpretation to antagonize those who are non‐Western. Throughout colonial history, there have been descriptions of qualities such as the Other; to be childish, irrational and depraved in contrast to the Self which has been ascribed with qualities as rational, mature, virtues and normal (Eriksson‐Baaz, 2005 ; Said, 1978 ). White Western culture, historically and still today, has monopolized science, knowledge, clinical practice and health‐promoting models. Anderson et al. ( 2009 ) claimed that it is our lack of concern about the social disadvantage of “others” at local, national and global levels that leads to serious health disparities. Furthermore, social justice is highlighted as being of importance for nurses. Our interpretation is that these cases have to be further investigated. Education can prevent inequalities by training nurses to make conscious choices in nursing activities when power hierarchies occur in healthcare systems.
The Global Nursing Workforce Management category highlighted transformational leadership, growth in the nursing profession, nurse innovation behaviour and high mobility. However, nurse migration and the export of nurses create business and profits for many countries, organizations and agencies (cf. Zhou et al., 2011 ). This raises the question of how inequality in nurse migration has become a moral problem. England ( 2015 ) concluded that analyses of linkages between globalization, migration and care are essential. In countries with nurse export, there is a lack of healthcare professionals, which in turn results in a lack of health care, an economic imbalance and vulnerability among people (cf. Kaelin, 2011 ). Accordingly, in developing countries, nurse recruitment hinders people in their ability to make use of their political liberties (ibid.). Thus, The World Health Organization calls for principles of transparency, fairness and the promotion of sustainability of health systems in developing countries (2010). Our interpretation is that nursing education and practice are challenged in meeting the expectations of nurse professionals and in guaranteeing growth in the nursing profession.
Global Nursing Competencies have shifted in focus to engagement in a global leadership and professional activism (cf. Garner et al., 2009 ). Based on the findings, we stress that nursing education provides a great opportunity to promote global competencies and explain diminishing aspects important for the nursing profession in nursing practice. Furthermore, a mission is to prepare students to train global awareness by actions and reflection on their experiences. According to our findings, we recommend an ethical framework and nursing actions as useful tools in the efforts to reduce inequities and inequalities in Global Nursing practice (cf. Grootjans & Newman, 2013 ; Gutierrez et al., 2012 ; Meum et al., 2013 ; Wieck, 2003 ).
Global Nursing Networking explained strategies that could be helpful and used to further develop joint creative projects (cf. Garner et al., 2009 ; Kim et al., 2006 ; Swenson et al., 2005 ). Moreover, global leadership was described as being of vital importance. One solution for change in nursing challenges is proposed by Nardi and Gyurko ( 2013 ). They highlight that Global Networking can be used to design new education models that suit global healthcare needs, pooling teaching resources, designing and using databases across organizations to track and project faculty needs. Accordingly, there is a need for innovation in nursing practice to accommodate the huge challenges facing the future of nursing (ibid.). We claim that work in different healthcare systems and team building together with a long‐term innovation climate is important for Global Nursing Networking. In both nursing education and practice, there are great opportunities for nurse professionals and faculty to collaborate in the global community.
Finally, we discuss why we only found two studies that were published outside the Western world although Global Nursing exists in the entire world. Furthermore, the results showed that the UK and the USA are active participants writing about Global Nursing issues, which means that it is essentially a Western perspective that is being shown. This is a question of concern as the concept of a global representation might also be connected to values that have their origin in colonialism. We stress the importance of postcolonial awareness in nursing when dealing with matters of globalization. Postcolonialism has been described as the response to the marginalization of Western cultures’ values and norms (cf. Said, 1978 ; Shakib, 2011 ). This is a concern as the Western context needs to undergo a series of changes to tackle its colonial past even in nursing. We would like to add that this is a critical aspect in advocating for a global agenda in nursing.
The data collection and data analysis in this review will be critically discussed based on various parts linked to trustworthiness (cp. Sandelowski, 1993 ; Rolfe, 2006 ).
Credibility involves aspects such as how to source articles, how to select key components and how well the explanatory categories cover the data. Careful considerations have been taken when planning and working with the appraisal of each phase in the review process.
The appraisal was based on inclusion and exclusion criteria in the search strategy. Subjective reading and evaluation with the modified checklist with evaluation sections related to Kmet et al. ( 2004 ). For the studies with qualitative methods, the appraisal process for each study included has been taken into account through an investigation of the reflexivity of the researcher, the participants and the description of context. For the surveys included, the appraisal process has been taken into account through an investigation of validity and reliability of sample, data collection, analysis methods, setting and participants, to enhance the understanding of the findings in this evaluation.
Transferability refers to the extent to which findings can be transferred to other settings. The number of organizations taking part in the study, where they are based and the number of participants involved have carefully been described to get sufficient contextual information about the studies included. Accordingly, the data collection methods that were employed and the time period over which the data were collected, has been reported. However, it is up to the reader to decide whether it is possible to transfer outcomes to other contexts.
Dependability of the data analysis was ensured by showing the procedure of coding and formulating the explanatory categories according to Evans ( 2002 ). In this review, the two authors who conducted the analysis reflected on and discussed the content and categorization models. To address the dependability issue, the processes in the study have been reported in detail and include the researcher design and how it was carried out. For this review, only the term Global Nursing in the field of nursing was accepted in the search and research literature. Other related terms were excluded due to the large amount of material and the intention to obtain a clear description with respect to the Global Nursing phenomenon. In addition, some research articles had to be excluded due to non‐availability or translation problems from the original language into English. Consequently, these aforementioned issues might limit the search and cause selection bias. Confirmability is the investigator's comparable concern to objectivity. In this review, a detailed methodological description allows the reader to determine how far the data and constructs emerging from it may be accepted.
This literature review emphasized that nursing education provides a great opportunity to promote global relationships through global networking. Global Nursing offers wider awareness in nursing knowledge and contributes to a nursing profession equipped for today's challenges and global work with inequalities.
The authors declare no conflict of interest or external support in the form of grants.
MK, AK, AMRH, HE: Study design, data collection, data analysis and manuscript preparation.
All the Authors have agreed on the final version and meet at least one of the following criteria [recommended by the ICMJE ( http://www.icmje.org/ethical_1author.html )]:
We thank The Swedish Red Cross University College, Department of Care and Nursing, Huddinge, Sweden, for giving a grant to the corresponding researcher, which made this review possible.
Kraft M, Kästel A, Eriksson H , Hedman A‐MR. Global Nursing—a literature review in the field of education and practice . Nursing Open . 2017; 4 :122–133. https://doi.org/10.1111/nop2.79 [ PMC free article ] [ PubMed ] [ Google Scholar ]
What is a nursing research paper.
Writing a research paper is a massive task that involves careful organization, critical analysis, and a lot of time. Some nursing students are natural writers, while others struggle to select a nursing research topic, let alone write about it.
If you're a nursing student who dreads writing research papers, this article may help ease your anxiety. We'll cover everything you need to know about writing nursing school research papers and the top topics for nursing research.
Continue reading to make your paper-writing jitters a thing of the past.
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A nursing research paper is a work of academic writing composed by a nurse or nursing student. The paper may present information on a specific topic or answer a question.
During LPN/LVN and RN programs, most papers you write focus on learning to use research databases, evaluate appropriate resources, and format your writing with APA style. You'll then synthesize your research information to answer a question or analyze a topic.
BSN , MSN , Ph.D., and DNP programs also write nursing research papers. Students in these programs may also participate in conducting original research studies.
Writing papers during your academic program improves and develops many skills, including the ability to:
When do nursing students write research papers.
You may need to write a research paper for any of the nursing courses you take. Research papers help develop critical thinking and communication skills. They allow you to learn how to conduct research and critically review publications.
That said, not every class will require in-depth, 10-20-page papers. The more advanced your degree path, the more you can expect to write and conduct research. If you're in an associate or bachelor's program, you'll probably write a few papers each semester or term.
Most of the time, you won't be designing, conducting, and evaluating new research. Instead, your projects will focus on learning the research process and the scientific method. You'll achieve these objectives by evaluating existing nursing literature and sources and defending a thesis.
However, many nursing faculty members do conduct original research. So, you may get opportunities to participate in, and publish, research articles.
In your maternal child nursing class, the professor assigns the class a research paper regarding developmentally appropriate nursing interventions for the pediatric population. While that may sound specific, you have almost endless opportunities to narrow down the focus of your writing.
You could choose pain intervention measures in toddlers. Conversely, you can research the effects of prolonged hospitalization on adolescents' social-emotional development.
Your professor should provide a thorough guideline of the scope of the paper. In general, an undergraduate nursing research paper will consist of:
Introduction : A brief overview of the research question/thesis statement your paper will discuss. You can include why the topic is relevant.
Body : This section presents your research findings and allows you to synthesize the information and data you collected. You'll have a chance to articulate your evaluation and answer your research question. The length of this section depends on your assignment.
Conclusion : A brief review of the information and analysis you presented throughout the body of the paper. This section is a recap of your paper and another chance to reassert your thesis.
The best advice is to follow your instructor's rubric and guidelines. Remember to ask for help whenever needed, and avoid overcomplicating the assignment!
The sheer volume of prospective nursing research topics can become overwhelming for students. Additionally, you may get the misconception that all the 'good' research ideas are exhausted. However, a personal approach may help you narrow down a research topic and find a unique angle.
Writing your research paper about a topic you value or connect with makes the task easier. Additionally, you should consider the material's breadth. Topics with plenty of existing literature will make developing a research question and thesis smoother.
Finally, feel free to shift gears if necessary, especially if you're still early in the research process. If you start down one path and have trouble finding published information, ask your professor if you can choose another topic.
You have endless subject choices for nursing research papers. This non-exhaustive list just scratches the surface of some of the best nursing research topics.
The best nursing research advice we can provide is to follow your professor's rubric and instructions. However, here are a few study tips for nursing students to make paper writing less painful:
Avoid procrastination: Everyone says it, but few follow this advice. You can significantly lower your stress levels if you avoid procrastinating and start working on your project immediately.
Plan Ahead: Break down the writing process into smaller sections, especially if it seems overwhelming. Give yourself time for each step in the process.
Research: Use your resources and ask for help from the librarian or instructor. The rest should come together quickly once you find high-quality studies to analyze.
Outline: Create an outline to help you organize your thoughts. Then, you can plug in information throughout the research process.
Clear Language: Use plain language as much as possible to get your point across. Jargon is inevitable when writing academic nursing papers, but keep it to a minimum.
Cite Properly: Accurately cite all sources using the appropriate citation style. Nursing research papers will almost always implement APA style. Check out the resources below for some excellent reference management options.
Revise and Edit: Once you finish your first draft, put it away for one to two hours or, preferably, a whole day. Once you've placed some space between you and your paper, read through and edit for clarity, coherence, and grammatical errors. Reading your essay out loud is an excellent way to check for the 'flow' of the paper.
Purdue OWL (Online writing lab) has a robust APA guide covering everything you need about APA style and rules.
Grammarly helps you edit grammar, spelling, and punctuation. Upgrading to a paid plan will get you plagiarism detection, formatting, and engagement suggestions. This tool is excellent to help you simplify complicated sentences.
Mendeley is a free reference management software. It stores, organizes, and cites references. It has a Microsoft plug-in that inserts and correctly formats APA citations.
Don't let nursing research papers scare you away from starting nursing school or furthering your education. Their purpose is to develop skills you'll need to be an effective nurse: critical thinking, communication, and the ability to review published information critically.
Choose a great topic and follow your teacher's instructions; you'll finish that paper in no time.
Joleen Sams is a certified Family Nurse Practitioner based in the Kansas City metro area. During her 10-year RN career, Joleen worked in NICU, inpatient pediatrics, and regulatory compliance. Since graduating with her MSN-FNP in 2019, she has worked in urgent care and nursing administration. Connect with Joleen on LinkedIn or see more of her writing on her website.
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Aim: This paper reports on a literature review conducted to explore whether there is evidence that postgraduate nursing education at master's level affects patient care.
Background: Continued nursing education has been shown to benefit nurses' development, though little research has been conducted in relation to patient benefit. It is increasingly widespread that nurses pursue education to master's level.
Method: Following a systematic review of the literature fifteen studies of mixed methodology and design were examined and data extracted using thematic analysis. Five common themes emerged relating to master's level nursing education that may ultimately affect patient care: increased confidence and self esteem; enhanced communication; personal and professional growth; knowledge and application of theory to practise; and analytical thinking and decision making.
Conclusion: It is apparent that there are positive gains for nurses who undertake postgraduate nursing study at master's level related to professional and personal qualities which may provide direct benefit to patients. The supportive evidence extracted from the literature was scant, however. Future research needs to focus on developing measurable and observable criteria against which the educational and skill based outcomes for master's level performance can be evaluated including constraints that may adversely affect a nurse's ability to apply knowledge and skills acquired.
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BMC Nursing volume 23 , Article number: 550 ( 2024 ) Cite this article
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Patient-centered care aims to prevent disease and promote well-being by actively involving patients in treatment and decision-making that is based on respecting the patients and their families. However, no scales have been developed to assess patient-centered care from the nurse’s perspective. This study aimed to develop a scale to measure nurses’ level of patient-centered communication and confirm its validity and reliability.
A methodological cross-sectional study was adopted to develop and validate the Patient-Centered Communication Scale (PCCS). The items were developed through a literature review and online interviews with nurses. Content validity was assessed by experts and the content validity index was calculated. A pretest of the questionnaire was conducted with 10 clinical nurses. To evaluate the factor structure and internal consistency reliability, the PCCS was administered online to 325 nurses in South Korea. Data were analyzed using descriptive statistics, explanatory factor analysis (EFA), and confirmatory factor analysis (CFA).
The final instrument consisted of 12 items and three factors: (1) information sharing, (2) patient-as-person, and (3) therapeutic alliance. EFA revealed a distinct three-factor structure, explaining 59.0% of the total variance. CFA confirmed the adequacy of the model fit and validated the inclusion of the final items. The Cronbach’s alpha values ranged from 0.60 to 0.77, indicating acceptable internal consistency. Convergent validity was evidenced by the correlation between the PCCS and a measure of interpersonal communication competence.
The 12-item PCCS showed good reliability, construct validity, and convergent validity. The scale has utility for measuring the level of patient-centered communication skills in nurses.
Peer Review reports
Communication is a vital component for nurses to establish therapeutic relationships with patients and their families, as well as to maintain cooperative relationships with other healthcare providers [ 1 ]. According to the Beryl Institute, key elements in the nursing experience of consumers include effective communication, which encompass active listening and clear conversations between healthcare providers and patients, and using understandable language when interacting with patients and their families [ 2 ]. However, in clinical practice, nurses often encounter challenges in communicating with patients, their families, and other healthcare providers. These difficulties not only diminish the quality of care but also elevate the risk of medication errors, potentially resulting in adverse outcomes or even fatalities [ 3 ]. Recent studies have shown that improved communication skills among nurses correlate with reduced medical errors, enhanced quality of care, better nursing performance, increased job satisfaction, stronger organizational commitment, and higher self-efficacy [ 2 , 4 , 5 ].
Current trends in the healthcare system emphasize the importance of nurses providing patient- and family-centered care (PFCC). This approach represents a philosophical shift in medical care, emphasizing collaboration between healthcare providers and patients along with their families [ 6 ]. PFCC represents the ideal direction for healthcare systems and policies, as it promotes active involvements of patients and their families in decision-making based on their values, preferences, and needs [ 7 ]. Previous studies have emphasized nurses’ communication competency as the primary factor in performing PFCC. Additionally, communication has been identified as a significant associating factor [ 8 , 9 ]. To align with this trend, a number of communication programs have been developed by healthcare providers to enhance PFCC, such as the situation, background, assessment, recommendation (SBAR) tool and assertiveness training programs for nurses [ 10 ]. These programs not only improve communication skills, the level of clinical performance, critical thinking skills, job satisfaction, and self-efficacy but also reduce turnover intention in nurses [ 11 , 12 ].
In clinical practice, nurses’ communication should be goal-oriented and focus on enhancing patients’ physical and mental health, which is consistent with patient-centered communication (PCC) [ 13 ]. PCC aims to prevent disease and promote well-being by actively involving patients in their treatment and decision-making that is based on respecting patients and their families [ 14 ]. However, there is no study evaluated nurses’ level of PCC, who communicate the most with patients and their families in clinical settings. Furthermore, the commonly used scales to measure PCC were not developed for clinical nurses.
Thus far, the scales developed for measuring general communication skills or for communication competencies of nursing students in simulation courses have been used [ 11 , 15 ]. For example, Hur [ 15 ]’s global interpersonal communication competence scale is often utilized to assess clinical nurses’ communication skills, although it was not designed specifically for nurses in clinical settings. Some PCC scales that assess the patient’s perspective have been developed [ 16 , 17 ]. Moser et al. [ 16 ]'s PCC scale evaluated patients' experiences of PCC, while Reeve et al. [ 17 ] validated communication measures specifically from colorectal cancer patients. However, these instruments solely reflect the patient’s viewpoint and not that of the providers. There exists a instrument primarily developed by researchers for their own studies that evaluates nurses’ perspectives, yet it has not been validated [ 18 ]. Furthermore, another instrument evaluates nurses' attitudes towards patients communication [ 19 ], while a tool specifically assesses PCC in older patients with acute myeloid leukemia [ 20 ], limiting its applicability. Moreover, these existing instruments have limitations in evaluating PCC from the perspective of nurses, as they do not fully capture the attributes of the therapeutic relationship between nurses and patients. Therefore, it is necessary to develop and analyze the psychometric properties of an instrument that comprehensively measures PCC in nurses.
This study aimed to develop the Patient-Centered Communication Scale (PCCS) for clinical nurses and evaluate the reliability and validity of the scale.
This was a methodological cross-sectional study to develop and validate the PCCS for nurses.
Conceptual framework of the patient-centered communication scale (pccs).
In this study, the concept of PCC was defined as a set of actions aimed at empowering patients or their families, including providing adequate information, addressing emotions, expressing empathy, actively reflecting their values and preferences in decision-making, and involving them in therapeutic decisions. We adopted five domains from the PCC model [ 14 ]: biopsychosocial, patient-as-person, sharing power and responsibility, therapeutic alliance, and provider-as-person.
The biopsychosocial domain encompasses the biomedical, psychological, and sociological aspects of illness, emphasizing information exchange for patients and families. The patient-as-a person domain involves understanding patients’ unique personalities beyond their illness. The sharing power and responsibility domain includes actively engaging the patient or family members in treatment decision-making and reaching an agreement on the care plan. The therapeutic alliance domain focused on the quality of the relationship between healthcare providers and patients. Mutual understanding of treatment goals, a personal bond, or a patient's trust or perceptions of healthcare providers can influence the quality of the relationship. The provider as-a-person domain involves effectively engaging with other healthcare providers in patients’ care or treatment and recognizing one’s own emotions experienced while caring patients [ 14 , 21 ].
To develop the preliminary items of the PCCS, the literature reviews and e-mail interview were conducted. Firstly, we searched PubMed, the Cumulative Index to Nursing & Allied Health Literature, the Research Information Sharing Service, and the Korean-Studies Information Service System databases using the keywords such as “patient-centered communication,” “therapeutic communication,” “communication skill,” and “nurs*. Through this literature review, we developed initial 50 items.
We conducted an e-mail interview consisting of four open-ended questions regarding the concept of PCC, distinctions between PCC and non-PCC approaches, specific methods or strategies for implementing PCC, and the essential competencies for nurses to effectively engage in PCC. For interviews, we selected 10 nurses using purposive sampling, as suggested by Sandelowski [ 22 ], which is considered adequate for qualitative study when contextual factors among participants are similar. Inclusion criteria were bedside nurses in hospitals with over 300 beds, with a minimum of one year of clinical experience caring for patients. Exclusion criteria were nurses with less than one year of hospital experience, nurse managers or those not directly involved in bedside patient care.
We distributed the questions to 10 nurses using their individual e-mail addresses and received responses. The collected data were analyzed using content analysis [ 23 ]. To analyze the content, we collected descriptions from 10 nurses for each item and thoroughly reviewed them, selecting meaningful statements and grouping similar responses together. After reviewing the grouped content and holding team meetings, we established categories based on five domains of PCC and added 20 items.
According to the results of the literature review and e-mail interviews, a total of 70 items were created. These items were then classified by the first author according to the five domains of the PCC concept and later discussed within the research team. Using a team to develop items benefits from the fact that people express similar ideas in diverse ways [ 24 ].
Subsequently, during research team meetings, we refined the classification and removed 19 items. This included: 1) items with duplicate or similar meanings, especially those related to providing information to patients and their families, engaging them in care processes, and demonstrating respect for their needs, values, and preferences; and 2) items that were not directly relevant to PCC by nurses. Consequently, 51 items were selected as the preliminary items for the PCCS.
Experts were used to evaluate the content validity of the PCCS. Four clinical nurses with more than 10 years of work experience and three nursing professors participated as the expert panel. Following the recommendation of Burns and Grove (2005), seven experts were recruited to assess the content validity of the PCCS [ 25 ]. The expert panel consisted of four nurses and nurse managers with over 10 years of clinical experience and have master’s degrees or higher. Additionally, three nursing professors who have experience in communication-related education and research, as well as scale development research, were included.
A 4-point Likert scale was used for the evaluation of the content and to determine the item content validity index (CVI) (I-CVI; higher than 0.80) and scale CVI (S-CVI; higher than 0.90) [ 26 ]. The response options were categorized based on the degree of agreement with the content validity of each item, ranging from 'Not valid at all' (1-point) to 'Very valid' (4-points). Additionally, experts were asked to provide reasons for any item rated 2 points or lower, as well as overall opinions on items that needed to be revised, deleted, or added. Furthermore, based on the experts’ feedback, we had research team meetings to discuss, modify, integrate, and extract items. Items that were ambiguous or confusing were removed from the preliminary scale.
The I-CVI ranged from 0.57 to 1.0, and 13 items had a value less than 0.80. The S-CVI average was 0.86. Based on the experts’ feedback and study team meetings, 11 of the 13 items with a CVI of less than 0.80 were deleted [ 26 ]. The deleted items were difficult to link directly to communication and were highly abstract. However, the two items that had a value less than 0.80 were retained being modified. Furthermore, based on the feedback from the experts, items that were 0.80 or higher and had duplicate content were integrated into one item. Through this process, we developed a 31-item questionnaire.
Based on a previous study that developed an instrument for nurses [ 27 ], a pretest of the 31-item questionnaire was conducted with 10 bedside clinical nurses to evaluate the understandability of the items, the time it took to complete the questionnaire, the appropriateness of the arrangement, and the length of each item. Then, among the 10 nurses who participated in the pretest, five were selected for telephone interviews to identify the items. Then, among the 10 nurses who participated in the pre-test, five were selected for telephone interviews to identify the items. Based on feedback suggesting that providing more specific examples or clarifying ambiguous terms would enhance clarity, we revised the items accordingly. It took 9.40 ± 3.86 min to complete the questionnaire. The understandability of the items, appropriateness of the items’ arrangement, and time to complete the questionnaire received more than 3 out of 4 points. The expressions of three items were modified in keeping with the participants’ feedback.
Study participants.
The study participants were bedside nurses working at hospitals in South Korea. The inclusion criteria were nurses (1) working at a hospital with more than 300 beds, (2) who had at least one year of work experience, and (3) working as a bedside nurse. Exclusion criteria were nurses (1) who were working at a specialized hospital, such as dentistry, oriental medicine, or nursing home, or (2) who were a charge nurse or unit manager.
To evaluate construct validity using exploratory factor analysis (EFA), a sample of five times the minimum number of items is required [ 28 ] and a confirmatory factor analysis (CFA) requires a minimum sample size of 150 participants [ 29 ]. The preliminary PCCS consisted of 31 items; therefore, 155 participants were needed for the EFA and 150 for the CFA. Considering a 90% valid response rate, a total of 339 nurses were recruited. After excluding questionnaires that had duplicate or inappropriate answers, questionnaires from 325 participants were included in the analysis.
The PCCS consisted of 31 items that participants responded to using a 5-point Likert scale, where 1 = “strongly disagree” and 5 = “strongly agree.” The scale was constructed with eight items for the biopsychosocial domain, nine items for patient-as-person, three items for sharing power and responsibility, four items for therapeutic alliance, and seven items for the provider-as-person. Higher scores indicate a higher level of PCC.
To evaluate convergent validity, we used the Global Interpersonal Communication Competence (GICC) Scale [ 15 ], which is based on Rubin’s [ 30 ] eight communication skills (self-disclosure, empathy, social relaxation, assertiveness, interaction management, expressiveness, immediacy, supportiveness), and seven more concepts (concentration, goal detection, noise control, efficiency, assertiveness, conversational coherence, responsiveness) on interpersonal communication. Participants responded to the 15 items using a 5-point Likert scale. Higher scores indicate a higher degree of interpersonal communication skills. Hur [ 15 ] reported a Cronbach’s alpha of 0.74 for the scale.
Data were collected through self-report on the following participant characteristics: gender, age (year), education, marital status, religion, work experience (year), and work unit.
Data were collected through online survey via the Survey Monkey website from June 27, 2022 to July 15, 2022. A recruitment notice that included a URL address to participate in the study was posted in two online communities freely opened to the nurses across the country. After accessing the URL link, potential participants were asked to read the informed consent form, and those who decided to participate in the study clicked on “agree” to go to the next page. Then, participants were asked about each inclusion/exclusion criterion, ensuring that only those who answered "yes" to all criteria were eligible to participate in the survey. We permitted only one IP address to submit a single response to minimize duplicate participation. All the questions required a response to prevent missing values. We distributed an online coffee coupon to the participants who completed the questionnaire.
The data were analyzed using IBM SPSS/Win 28.0 (IBM Corp., Armonk, NY, USA) and R version 4.2.1 (R Foundation for Statistical Computing, Vienna, Austria). The process included the following steps.
The characteristics of the participants were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Differences between the CFA and EFA groups were analyzed using the chi-square test and independent t-test.
An EFA was performed using principal axis factoring to extract meaningful structures common to all the items. We performed direct oblimin rotation to minimize the inter-factor correlations and make the factor more interpretable [ 31 ]. The Kaiser-Meyer-Olkin (KMO) test and Bartlett’s test for sphericity were conducted to determine whether the collected data were suitable for factor analysis.
A CFA was performed to test the accuracy of the structure revealed by the EFA; weighted least squares means and adjusted variance (WLSMV) were used. WLSMV is known as an appropriate estimation method to conduct CFA for Likert scales, with fewer than five points in medium-to-small sample sizes [ 32 , 33 ]. Absolute fix and incremental fit indices were evaluated. The fit indices included χ 2 statistic ( p -value), normed χ 2 (chi-square/degrees of freedom [CMIN/df]), goodness of fit index (GFI), standardized root mean square residual (SRMR), root mean square error of approximation (RMSEA), Tucker-Lewis index (TLI), and comparative fit index (CFI). The reference values for each fitness index were p > 0.05, χ 2 (CMIN/df) ≤ 3.0, GFI ≥ 0.90, SRMR ≤ 0.08, RMSEA ≤ 0.08, TLI ≥ 0.90, and CFI ≥ 0.90.
The Pearson correlation coefficient for the PCCS and GICC scale [ 16 ] was calculated to verify convergent validity.
Cronbach’s alpha coefficient was analyzed to evaluate the internal consistency reliability of the scale.
We received the approval of the Institutional Review Board of Eulji University prior to the study (IRB No. EUIRB2022-013).
All study participants were informed about the aims and the method of the study, and they were asked to provide written informed consent.
A total of 325 bedside nurses participated in the study (175 for the EFA and 150 for the CFA). Most of the participants were women (95.4%), and the mean age was 32.15 ± 3.93 years. Most participants had a bachelor’s degree (86.2%), followed by a diploma (9.2%), or master’s degree or higher (4.6%). Mean years of work experience was 6.25 ± 3.55 years, and the working units were medical (37.8%), surgical (29.5%), obstetrics gynecology, pediatrics (14.5%), intensive care (11.1%), and emergency room (6.2%). There were no significant differences in gender, age, education, marital status, religion, or the working units between the EFA and CFA groups (Table 1 ).
The item analysis revealed the mean score for the 31 items was 3.73 ± 0.48, and the range was 3.42–4.03 (standard deviation 0.71–1.01). Skewness and kurtosis were less than ± 2.00 on all the items, so normality was satisfied. The item-total correlations were more than 0.30 and less than 0.80, implying that no items deviated from the standard (see Supplementary file 1) [ 34 ].
The KMO value of the data was 0.87, and Bartlett’s test of sphericity was χ 2 = 632.95 ( p < 0.001); therefore, the conditions for the EFA were satisfied. After checking repeatedly for communality and factor loadings, three factors with an eigenvalue of 1.0 or greater were derived, and 16 items were deleted. The reasons are those items exhibited less than 0.40 in communality or cross loaded on two or more factors and the difference in the factor loading value was less than 0.20. The standard criteria were set at 0.40 [ 35 ], and prior study on scale development for nurses [ 36 ]. Additionally, three items did not load on any factor. Consequently, 12 items were confirmed and accounted for 59.0% of the variance. Factor 1 (information sharing) comprised five items and explained 38.2% of the variance. Factor 2 (patient-as-person) comprised four items and explained 10.6% of the variance. Factor 3 (therapeutic alliance) comprised three items and explained 9.8% of the variance (Table 2 ).
A CFA was performed on the three factors and 12 items of the PCCS. All items had a standardized factor loading of 0.40 or higher. The fitness indices were as follows: χ 2 = 57.601 ( p < 0.001), CMIN/df = 1.12, GFI = 0.98, SRMR = 0.05, RMSEA = 0.03, TLI = 0.98, CFI = 0.98. All the fit indices satisfied the criteria (Table 3 ).
The correlation coefficient between the PCCS and GICC scale was 0.68 ( p < 0.001), providing support for convergent validity.
The Cronbach’s alpha of the total scale was 0.84. The Cronbach’s alpha for the three factors were 0.77, 0.72, and 0.60 (Table 4 ).
This study aimed to develop and validate a Patient-Centered Communication Scale (PCCS) for clinical nurses, comprising three factors and 12 items. The PCCS demonstrated good reliability and validity as a measure of PCC in clinical nurses. The scale could be considered as a useful tool for evaluating and designing improvements of clinical nurses’ skill of PCC. This study developed the scale based on the domains of PCC, which including biopsychosocial, patient-as-person, sharing power and responsibility, therapeutic alliance, and provider-as-person [ 14 ].
Regarding the validity of the instrument, study findings showed an adequate content validity for the questionnaire. Thus, the items that make up the instrument accurately and clearly reflect what it is meant to measure and the domain in which it is meant to measure. In terms of construct validity, factor analysis was conducted. In the EFA, 12 items and three dimensions were extracted. The factor loadings of the items were all greater than 0.4. In the CFA, a well-fitting model was obtained, with all indices in the acceptable range. The three-factor structure of the scale had an appropriate fit.
The first subscale extracted in the EFA was the information sharing, which is consistent with the biopsychosocial perspective domain in the PCC conceptual framework [ 14 ]. The factor consists of five items and has the most explanatory power among the three factors at 38.17%. The items are related to explaining interventions and procedures about medical treatment and nursing care. The Institute of Patient- and Family-Centred Care (IPFCC) emphasized the importance of delivering information which is timely, complete, and accurate [ 37 ]. According to these items, the biopsychosocial domain was a large portion of nurses’ communication with patients and their families, primarily addressing acute biomedical issues such as vital signs, technical matters, medical history, and nursing interventions [ 14 ]. Therefore, it is an essential component and considered as one of the core concepts in PCC. Additionally, this factor consists of items wherein nurses assess patients’ and families’ understanding and allowing them sufficient time to ask questions. This emphasizes the bidirectional communication of patient-centered care. Furthermore, patients are not solely providing information about their medical symptoms and illness, they are actively participating in a reciprocal exchange of disease-related information [ 16 ].
The second subscale of the PCCS was patient-as-person, which has four items. This factor is consistent with the patient-as-person domain in the PCC conceptual framework, which emphasizes the aspects of caring that include sharing emotions and understanding individual worries and concerns related to the disease rather than focusing only on curing the disease [ 14 ]. Open ended questions are used to encourage patients and families to express their emotions. PCC includes eliciting the patient’s agenda through open-ended questions and engaging in focused active listening. The key features of PCC involve understanding the patient’s perspective on the illness and demonstrating empathy [ 38 ]. This understanding encompasses exploring the patient’s feelings, ideas, concerns, and experiences related to the impact of the illness, as well as recognizing the patient’s expectations from health care providers [ 39 ].
Non-verbal communication is critically important to express empathy and achieve patient-centered communication [ 40 ]. However, some preliminary items in this study about using non-verbal communication methods (e.g., touch and non-verbal expressions of empathy) and casual conversation with patients were deleted during factor analysis due to their low communality. This finding may be derived due to barriers on patient-centered care and communication. In previous studies, nurses spent less time on interactions with patients due to poor staffing ratios, higher workload, and lack of institutional and healthcare system support [ 1 , 8 ]. This may be reflected in the relatively lower performance of PCC, such as having a daily conversation with a patient or understanding their feelings, because nurses frequently experience a great amount of pressure to accomplish a large amount of work within their duty hours [ 41 , 42 ].
The third subscale of the PCCS was therapeutic alliance, which is consistent with the therapeutic alliance and provider-as-person domains in the PCC conceptual framework [ 14 ]. The factor consists of three items regarding introductions of other departments or organizations to the patient or family, collaborating across disciplines, and communicating and sharing emotions with colleague. However, in the PCCS, 3 items were correlated to alliance between healthcare providers, without including collaboration with patients and their families. According to the IPFCC, alliance refers not only to the care of patients and families, but also to health care providers involved in the development, implementation, and evaluation of policies beyond patients’ basic care [ 37 ]. Despite this expanded definition, there remains a lack of consensus between patients and healthcare providers [ 43 ], and Interprofessional collaboration among healthcare providers is more commonly addressed than collaboration between patients and healthcare providers in clinical settings [ 44 ]. This alliance ultimately occurs as a result of patient centered communication and enhances the quality of patient-and family-centered care [ 43 ]. Further studies are recommended for clearly establishing the concept and strategies to enhance the alliance between patients and health care providers.
Two domains, provider-as-person and sharing power and responsibility, were conceptually validated but did not ultimately emerge as final domains; corresponding items were removed through the EFA process. Following clinical nursing circumstances likely influenced the exclusion of these domains from the final PCCS.
The provider-as-person domain, which assesses healthcare providers' self-evaluation of communication skills and participation in training programs, was removed. Nurses faced challenges in dealing with aggressive patients, communicating with seriously ill patients, and encountered barriers to training participation [ 45 ]. To address this, tailored communication education programs addressing actual clinical difficulties and incentive strategies for participation should be adopted for nurses.
Another excluded domain, sharing power and responsibility, promotes mutual equality between healthcare providers and patients, emphasizing active patient involvement in decision-making and consideration of their personal experiences [ 14 , 21 ]. However, nurses often felt distant from such interactions, deferring decisions to doctors perceived as having superior knowledge [ 46 ]. Additionally, nurses believed this domain was more prominent between patients, families, and physicians rather than nurses [ 15 ].
In this study, 70 initial items were developed; however, only 12 items were finally confirmed as part of PCCS. Initial items were developed to encompass a broad range of attributes related to PCC, with the aim of distinguishing them from existing PCC instruments and to maximize coverage of therapeutic relationships between patients and nurses in clinical settings. Despite recognizing PCC as crucial component in healthcare, paternalistic values persist, and nurses may lack perception of collaboration among healthcare providers, patients, and families. Various clinical situations and factors, including nurses' personal values and workplace culture, could influence the study results [ 44 ]. We recommend developing additional items for removed domains and conducting validity testing again.
Convergent validity was assessed by analyzing the correlation with GICC and PCCS, which yielded a value of 0.68. Based on the criterion that a correlation coefficient between 0.40 and 0.80 ensures convergent validity [ 47 ], this value was considered to be sufficient. The reliability was assessed using Cronbach's alpha for all the items, resulting in 0.84, and each subscale ranged from 0.60 to 0.77. Cronbach's alpha tends to decrease with fewer items, and the therapeutic alliance scale, comprised of three items, exhibited the lowest alpha value of 0.60. However, for both the overall scale and each subscale, values were above the criterion of 0.60 [ 47 ], indicating satisfactory internal consistency and reliability of the instrument.
This study has several limitations. Firstly, this study used convenience sampling, which may have contributed to sampling bias. Secondly, during the process of obtaining content validity from experts, we did not send revised items back for a second round of feedback. Re-evaluation could enhance the robustness of initial item development. Therefore, it may be necessary to consider incorporating this step in future tool development. Thirdly, the reliability coefficient of the therapeutic alliance factor is low, possibly due to the small number of items. Therefore, the reliability requires further evaluation using larger sample size. Fourthly, as this study was conducted in South Korea, cultural background may have influenced the study results. Therefore, further study is recommended to test the psychometric properties of the PCCS in various countries.
The PCCS developed in this study showed good validity and reliability. The scale consists of three factors and 12 items: information sharing (five items), patient-as-person (four items), and therapeutic alliance (three items). The scale can be used to assess the level of PCC in nurses, increase nurses’ understanding of PCC in a hospital setting, and promote patient-centered care. Further studies are recommended to test the validity of the PCCS in various hospital settings with a larger sample size and to explore factors associated with PCC in nurses.
All data generated or analyzed during this study are included in this article. The data can be made available upon reasonable request from the corresponding author.
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Youngshin Joo received a scholarship from Brain Korea 21 FOUR Project funded by National Research Foundation (NRF) of Korea, Yonsei University College of Nursing.
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Yeonsoo Jang
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Chang Gi Park
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You Lee Yang
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Youngshin Joo conceptualized, drafted, data collection, data analysis and wrote the manuscript, and Y.L.Y. participated in the conceptualized, drafted, data analysis, wrote the manuscript and supervised. Yeonsoo Jang and C.G.P. reviewed the manuscript, and all authors read and approved the final manuscript.
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Joo, Y., Jang, Y., Park, C.G. et al. Development and validation of a patient-centered communication scale for nurses. BMC Nurs 23 , 550 (2024). https://doi.org/10.1186/s12912-024-02174-7
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When it comes to conducting research in the field of nursing, a well-crafted literature review is the cornerstone of your academic journey. As a UK-based researcher, you understand the importance of aligning your work with the latest healthcare policies, guidelines, and research priorities. To help you on your path to excellence, we’ve compiled a curated selection of top nursing literature review examples that will not only inspire you but also provide practical insights into creating your own stellar literature review .
Table of Contents
Before we delve into the world of nursing literature review examples, let’s take a moment to appreciate the pivotal role this section plays in your research:
Given the significance of the nursing literature review , it’s essential to have access to high-quality examples that can guide you in creating a literature review that stands out.
Nursing literature review examples serve as beacons of inspiration for researchers at all levels. Here’s why they are so valuable:
Now, let’s explore where you can find these invaluable examples.
University libraries and academic databases are excellent starting points. Most universities provide access to digital dissertations, theses, and research papers through their library websites. Academic databases such as PubMed and CINAHL also host a vast collection of nursing literature reviews. You can search for literature reviews related to your specific nursing topic and access them online.
Numerous online platforms specialize in hosting academic research, including nursing literature reviews. Websites like ResearchGate and JSTOR offer a wealth of resources. These platforms often provide downloadable PDFs of research papers, dissertations, and theses.
Academic nursing journals frequently publish literature reviews as part of research articles. Journals like the “Journal of Advanced Nursing” and the “Journal of Nursing Scholarship” feature high-quality literature reviews. You can access these articles online and download them for reference.
Check the websites of nursing schools and departments at renowned universities. They often showcase exemplary student work, including literature reviews. These examples are typically curated to showcase exceptional research.
Another valuable source of nursing literature review examples is online academic writing services like ours. These services often maintain a repository of sample papers and dissertations that students and researchers can access for reference. These examples are typically well-crafted and can serve as a guide for your own work.
If you’re pursuing a nursing degree or conducting research in nursing, you may require literature review examples specific to your field. Here’s where to find an example of a nursing literature review PDF:
Nursing Research Organizations: Organizations like the American Nurses Association (ANA) or the Royal College of Nursing (RCN) in the UK may publish research papers and literature reviews on their websites.
Now that you know where to find nursing literature review examples, it’s crucial to understand how to make the most of these resources:
Adapt to Your Research: While examples provide valuable guidance, remember to adapt them to your specific research question and context. Your literature review should reflect your unique research focus.
In your journey to contribute to the field of nursing research, access to high-quality nursing literature review examples is a powerful asset. They offer guidance, structure, and inspiration to create a literature review that makes an impact. Whether you’re a student, a seasoned researcher, or a clinician seeking to integrate evidence-based practice, these resources can help you excel.
Nursing literature review examples provide a roadmap for your research journey. They help you navigate the complexities of academic writing, ensure the credibility of your sources, and demonstrate the relevance of your research. Embrace these examples as valuable tools on your path to excellence.
Remember that while examples are invaluable, your own research and unique contribution to the nursing literature are what truly matter. Use these examples as guides, build upon them, and embark on your journey to elevate nursing research in the UK and beyond. Your dedication and commitment will shape the future of healthcare and make a lasting impact in the field of nursing.
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C5 palsy after cervical disc arthroplasty: two case reports and literature review.
2. case presentation, 2.1. case 1, 2.2. case 2, 3. discussion, 4. conclusions, author contributions, institutional review board statement, informed consent statement, data availability statement, conflicts of interest.
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Carballo Cuello, C.; Flores Milan, G.; Baerga, N.; Greenberg, M.; Alikhani, P.; Hayman, E. C5 Palsy after Cervical Disc Arthroplasty: Two Case Reports and Literature Review. Surgeries 2024 , 5 , 719-725. https://doi.org/10.3390/surgeries5030056
Carballo Cuello C, Flores Milan G, Baerga N, Greenberg M, Alikhani P, Hayman E. C5 Palsy after Cervical Disc Arthroplasty: Two Case Reports and Literature Review. Surgeries . 2024; 5(3):719-725. https://doi.org/10.3390/surgeries5030056
Carballo Cuello, César, Gabriel Flores Milan, Nicolas Baerga, Mark Greenberg, Puya Alikhani, and Erik Hayman. 2024. "C5 Palsy after Cervical Disc Arthroplasty: Two Case Reports and Literature Review" Surgeries 5, no. 3: 719-725. https://doi.org/10.3390/surgeries5030056
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Once you have read and re-read your articles and organized your findings, you are ready to begin the process of writing the literature review. 2. Synthesize. (see handout below) Include a synthesis of the articles you have chosen for your literature review. A literature review is NOT a list or a summary of what has been written on a particular ...
A literature review is a systematic review of the published literature on a specific topic or research question. The literature review is designed to analyze—not just summarize—scholarly writings that are related directly to your research question. ... Tags: cinahl, College of Nursing, dnp, doctor of nursing practice, ebp, education ...
A literature review is a comprehensive and up-to-date overview of published information on a subject area. Conducting a literature review demands a careful examination of a body of literature that has been published that helps answer your research question (See PICO). Literature reviewed includes scholarly journals, scholarly books ...
Implementing evidence into practice requires nurses to identify, critically appraise and synthesise research. This may require a comprehensive literature review: this article aims to outline the approaches and stages required and provides a working example of a published review. Literature reviews aim to answer focused questions to: inform professionals and patients of the best available ...
Furthermore, novice nursing researchers may receive little formal training to develop the skills required to generate a comprehensive integrative review ( Boote and Beile, 2005 ). Aveyard and Bradbury-Jones (2019) also emphasised the limited literature providing guidance surrounding integrative reviews. Therefore, novice nursing researchers ...
Literature Review. • Describes the existing body of knowledge by integrating and synthesizing the literature to create something new. o Topic: Blood Donation. Paragraph 1: Information/research findings on red blood cells pulled from multiple sources. Paragraph 2: Information/research findings on platelets pulled from multiple sources.
Literature Reviews for Education and Nursing Graduate Students is an open textbook designed for students in graduate-level nursing and education programs. Its intent is to recognize the significant role the literature review plays in the research process and to prepare students for the work that goes into writing one. Developed for new graduate students and novice researchers just entering ...
Literature Review Steps. Graphic used with permission: Torres, E. Librarian, Hawai'i Pacific University. 1. Choose a topic and define your research question. Try to choose a topic of interest. You will be working with this subject for several weeks to months.
A type of literature review based on a systematic, structured literature search ... Nursing Literature Reviews by Martin Lipscomb. ISBN: 9781315211442. Publication Date: 2019-07-19. Literature reviews are undertaken by students, researchers, clinicians and educationalists - that is, almost all nurses. Despite much excellent work, exploring the ...
A literature review is a piece of research which aims to address a specific research question. It is a comprehensive summary and analysis of existing literature. The literature itself should be the main topic of discussion in your review. You want the results and themes to speak for themselves to avoid any bias.
How to Write a Literature Review Nursing: How to Write a Literature Review by Tricia Reinhart Last Updated Jun 18, 2024 2984 views this year
A literature review is an essay that surveys, summarizes, links together, and assesses research in a given field. It surveys the literature by reviewing a large body of work on a subject; it summarizes by noting the main conclusions and findings of the research; it links together works in the literature by showing how the information fits into the overall academic discussion and how the ...
The PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) flow diagram is a visual representation of the flow of records through different phases of a systematic review. It depicts the number of records identified, included and excluded. It is best used in conjunction with the PRISMA checklist.
Rapid review: Assesses what is known about an issue by using a systematic review method to search and appraise research and determine best practice. 2-6 months: 2: Scoping review: Assesses the potential scope of the research literature on a particular topic. Helps determine gaps in the research. 2-8 weeks: 1-2: Traditional (narrative ...
A literature review can be a short introductory section of a research article or a report or policy paper that focuses on recent research. Or, in the case of dissertations, theses, and review articles, it can be an extensive review of all relevant research. The format is usually a bibliographic essay; sources are briefly cited within the body ...
Abstract. Systematic reviews provide a synthesis of evidence for a specific topic of interest, summarising the results of multiple studies to aid in clinical decisions and resource allocation. They remain among the best forms of evidence, and reduce the bias inherent in other methods. A solid understanding of the systematic review process can ...
Doing a Literature Review in Nursing, Health and Social Care by Michael Coughlan; Patricia Cronin. Call Number: RT 81.5 .C68 2021. ISBN: 9781526497512. Publication Date: 2021-03-09. Literature Review and Synthesis by Susan Weber Buchholz; Kirsten A. Dickins. Call Number: RT 41 B83x 2023.
The following tips will guide you through the literature review process: This might sound obvious but it does make all the difference in keeping your interest and motivation.From this topic, identify a specific question that you can answer from the literature. The key is to find a question that is not too broad.
46 nurses [technical degree, BSN degree, advanced level nurse, MSc] Swenson et al. International Nursing Review, UK: ... This literature review emphasized that nursing education provides a great opportunity to promote global relationships through global networking. Global Nursing offers wider awareness in nursing knowledge and contributes to a ...
Clinical Nursing Research Topics. Analyze the use of telehealth/virtual nursing to reduce inpatient nurse duties. Discuss the impact of evidence-based respiratory interventions on patient outcomes in critical care settings. Explore the effectiveness of pain management protocols in pediatric patients. 2.
Aim: This paper reports on a literature review conducted to explore whether there is evidence that postgraduate nursing education at master's level affects patient care. Background: Continued nursing education has been shown to benefit nurses' development, though little research has been conducted in relation to patient benefit. It is increasingly widespread that nurses pursue education to ...
This study aimed to develop a scale to measure nurses' level of patient-centered communication and confirm its validity and reliability. A methodological cross-sectional study was adopted to develop and validate the Patient-Centered Communication Scale (PCCS). The items were developed through a literature review and online interviews with nurses.
Knowledge Synthesis: A nursing literature review is your opportunity to synthesize existing research and knowledge related to your topic. It allows you to identify key themes, trends, and gaps in the literature. Evidence-Based Practice: Nursing is a field where evidence-based practice is paramount. Your literature review provides the foundation ...
The aim of this literature review is to explore how the death of patients in a hospital setting impact on nursing staff. Methodology: A review of the literature was undertaken using the online databases CINAHL, Medline and PsychInfo. The search was limited to articles in the English language and those from peer reviewed journals. Results:
This paper presents an extensive literature review of research carried out in the 28 EU countries (including the United Kingdom until 2019 and excluding Romania, where data are limited), which presents the degree of effectiveness of the AKIS in each country, the advantages and disadvantages arising from the implementation of said system and ...
Postoperative C5 palsy (C5P) is a known complication after cervical spine surgery using both the anterior and posterior approaches. There has been significant literature published regarding C5P following cervical spine surgery with an overall incidence of 5.3-6% [1,2,3].C5P presents as new unilateral weakness of the deltoid and biceps muscles immediately or several days after surgery [4,5,6,7].
Answering questions well is critical for any nursing interview, but that is only part of the equation. Asking insightful questions during your interview shows a prospective employer your interest in the role, while also helping you determine whether the organization is the right fit for you.Sit down and prepare questions that demonstrate that you are enthusiastic and curious about the position.