Relevant bibliographies by topics / Nursing theory

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Nursing theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 28 July 2024

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Journal articles on the topic "Nursing theory"

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Sousa, Valmi, and Laura Hayman. "Nursing theory development." Online Brazilian Journal of Nursing 1, no. 2 (August 2, 2002): 2–9. http://dx.doi.org/10.17665/1676-4285.20024786.

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This paper analyzes knowledge and theory development in the discipline of nursing. Nursing theory development is characterized by nursing’s unique perspective: a distinct focus of the discipline of nursing. In a recognized nursing theory, the nursing metaparadigm’s concepts of person, environment, health, and nursing are defined, and the interrelationships among those concepts are described. Knowledge development in the discipline of nursing has generated and continues to generate philosophical, theoretical, and scientific knowledge, which serve as a basis for further reflections, investigations, and refinement, and as a source of new knowledge. In addition, nursing theory development has been related to borrowed or shared theories from or with other disciplines such as anthropology, education, sociology, and psychology.
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Baumann, Steven L. "Family Nursing: Theory-Anemic, Nursing Theory-Deprived." Nursing Science Quarterly 13, no. 4 (October 2000): 285–90. http://dx.doi.org/10.1177/08943180022107979.

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Karnick, Paula M. "Nursing Theory." Nursing Science Quarterly 26, no. 2 (April 2013): 130–31. http://dx.doi.org/10.1177/0894318413477210.

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Donnelly, Gloria Ferraro. "Nursing theory:." Holistic Nursing Practice 1, no. 1 (November 1986): 1–7. http://dx.doi.org/10.1097/00004650-198601010-00004.

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Silver, Janis I. "Nursing Theory." JONA: The Journal of Nursing Administration 21, no. 2 (February 1991): 11. http://dx.doi.org/10.1097/00005110-199102000-00004.

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&NA;. "Nursing Theory." Gastroenterology Nursing 18, no. 3 (May 1995): 113–14. http://dx.doi.org/10.1097/00001610-199505000-00012.

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Flanagan, Jane. "Nursing Theory." Clinical Nurse Specialist 19, no. 2 (March 2005): 73. http://dx.doi.org/10.1097/00002800-200503000-00028.

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Taylor, Susan G. "Nursing Theory and Nursing Process." Nursing Science Quarterly 1, no. 3 (August 1988): 111–19. http://dx.doi.org/10.1177/089431848800100306.

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Orem's general theory of nursing, referred to as the self-care deficit nursing theory, is described as a theory that can be used for organizing and structuring nursing knowledge and nursing practice. The technolog ical nursing process appropriate to the theory is described. The use of the self-care deficit nursing theory is illustrated through a case study. The relationship between the case situation and the technological proc ess of nursing is explored.
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Aggleton, Peter. "Nursing research, nursing theory and the nursing process." Journal of Advanced Nursing 11, no. 2 (March 1986): 197–202. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01237.x.

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Laurent. "A nursing theory for nursing leadership." Journal of Nursing Management 8, no. 2 (March 2000): 83–87. http://dx.doi.org/10.1046/j.1365-2834.2000.00161.x.

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Dissertations / Theses on the topic "Nursing theory"

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Reed, Pamela G., Shearer Nelma B. Crawford, Jo-Ann Marrs, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/7102.

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Book Summary: Perspectives on Nursing Theory is a comprehensive anthology of important articles addressing diverse theoretical and philosophical perspectives on the nature of theory and knowledge development in nursing. This informative and contemporary resource features some of the most widely read and cited articles that facilitates thought and discussion among nurses, researchers, students, and teachers.Features 52 of the most widely read and frequently cited articles reflecting seminal, modern, and futuristic perspectives on nursing theory. Includes new articles reflecting current, cutting-edge views of nursing theory and trends. Includes biographical information about each author that provides insight into the author's perspective.
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Marrs, Jo-Ann, and Lois W. Lowry. "Nursing Theory and Practice: Connecting the Dots." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/7104.

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The authors propose connecting the dots among theory, practice, and research by adopting an expanded conceptual-theoretical-empirical structure of nursing knowledge and matrix process to guide the placement of nursing knowledge in a contextual whole. An overview of the theoretical journey of nursing knowledge development is contrasted with the journey from practice resulting in a theory-practice disconnect. Both approaches are united to present an integrated view of the dimensions of the knowledge development of nursing as a professional discipline.
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Marshall, Hazel Brown. "Diffusing nursing theory through nursing continuing education: knowledge, beliefs, and practices of nursing continuing education providers." Diss., Virginia Polytechnic Institute and State University, 1989. http://hdl.handle.net/10919/54236.

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Continuing education (CE) is that arm of the nursing educational system charged with the responsibility to disseminate nursing theory to those nurses whose formal education did not include nursing theory. This study examined the extent to which nursing theory was disseminated through CE programs in nursing. Subjects were continuing education providers (CEPs) employed by schools and hospitals who offered state or nationally approved CE programs during the 1987 calendar year. The results of the study were based on responses from 187 CEPs of which 91 respondents (49%) were from schools and 96 respondents (51%) were from hospitals. Data for the descriptive survey were collected by an investigator developed self-administered questionnaire. The major findings from data analyses follow. CEPs gained knowledge about nursing theory at all levels of formal education with the majority having nursing theory in the masters program. The usual pattern was to have multiple theories as part of several courses in one formal education program. The respondents were most knowledgeable about nursing theories enunciated by Orem, Roy, Peplau, and Rogers. The respondents perceived that nursing theory was essential for selected nursing functions, nursing practices, and for establishing nursing as a profession. Of all CE programs offered during the 1987 calendar year, the total number of programs without nursing theory slightly exceeded the number of programs that included nursing theory. In those programs, nursing theory was presented most frequently as part of a program for a particular nursing intervention, or as a major objective of a clinical course. Level of knowledge was associated with the number of formal education programs, education, and type of employing agency. Beliefs ascribed to nursing practice were related to formal education and were significantly different when categorized by the number of theory courses and by the number of theories presented. Characteristics of a theory that influenced a decision regarding nursing theory were significantly different when classified by the number of formal education programs in which one had nursing theory. Significant differences existed in the CEPs' level and sources of knowledge, beliefs, education, and years as a registered professional nurse when categorized according to program type. Recommendations in the following areas were made for further research and the diffusion of nursing theory: (a) social systems and adoption, (b) program outcomes, (c) expectations for continuing education providers, (d) reevaluation of nursing theory courses, (e) teaching strategies, (f) instrument validation, and (g) responsibilities of the American Nurses’ Association and the National League for Nursing.
Ed. D.
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Weierbach, Florence M., and Sharon D. Loury. "Nursing Theory: Education to Practice in Southern Appalachia." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/7388.

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Neehoff, Shona Maree, and n/a. "Pedagogical possibilities for nursing." University of Otago. School of Social Science, 1999. http://adt.otago.ac.nz/public/adt-NZDU20051020.183802.

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Nursing practice is a very physical business. The work that most nurses do involves the use of their bodies as the primary tool of their work. Nurses take their physical selves to patients in order to carry out that work, the body of the nurse is often in direct contact with the bodies of patients that they care for. This thesis is about what I have called the �invisible bodies of nursing�, and I describe these throughout the body of the thesis. The physical body of the nurse, the body of practice, and the body of knowledge. The physical body of the nurse is absent in most nursing literature, it is sometimes inferred but seldom discussed. My contention is that the physical body of the nurse is invisible because it is tacit. Much nursing practice is invisible because it is perceived by many nurses to be inarticulable and is carried out within a private discourse of nursing, silently and secretly. Nursing knowledge is invisible because it is not seen as being valid or authoritative or sanctioned as a legitimate discourse by the dominant discourse. I approach these issues through an evolving �specular� lens. Luce Irigaray�s philosophy of the feminine and her deconstructing and reconstructing of psychoanalytic structures for women inform my work. Michel Foucault�s genealogical approach to analysing discourses is a powerful tool for exploring the history of the creation of the nurse and offers critical insights in to how nursing is perceived today. Maurice Merleau-Ponty�s phenomenology provides the flesh for my discussions about the embodied practice of nurses as beings in the world. Nursing�s struggle for recognition is ongoing. I discuss strategies that nurses could use to make themselves more �visible� in healthcare structures. The exploration of the embodied self of the nurse and through this the embodied knowledge of nursing is nascent. I hope to provide for nurses some food for both thought and discussion.
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Laschinger, Heather Kathleen. "Learning styles of baccalaureate nursing students and attitudes towards theory-based nursing practice a validation study of Kolb's experiential learning theory." Thesis, University of Ottawa (Canada), 1987. http://hdl.handle.net/10393/5223.

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Henderson, Jo-Anne. "A grounded theory study, nursing aides learning to care for nursing home residents with dementia." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0024/MQ62129.pdf.

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Wadensten, Barbro. "Gerotranscendence from a Nursing Perspective - from Theory to Implementation /." Doctoral thesis, Uppsala : Acta Universitatis Upsaliensis : Univ.-bibl. [distributör], 2003. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-3544.

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Roxburgh, Claire Michelle. "Practice learning and nursing education : rethinking theory and design." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21403.

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The significant influence that practice learning plays within undergraduate nurse education cannot be overstated. By practice learning, I mean work-based learning immersed in the activities of nursing practice, typically involving learning undertaken in placements at hospitals and other clinical worksites. Practice learning is intended to achieve standards defined by professional regulatory bodies, and aims to enhance learners' capability and employability. Learning here refers to processes through which student nurses develop capabilities to practice effectively, critically, confidently and professionally in health care settings. Practice is a key concept in this thesis, much contested in debates about professional learning in practice which I will examine in detail in chapter 2. In terms of current policy regarding practice learning, I would, however, suggest that what we have at the moment is an inherited legacy which to date has not been robustly scrutinised. Based on my experiences as a nursing educator I came to believe that it was timely for a re-examination of policies, practices and philosophies underpinning the duration and structure of the current practice learning model. Taken together, the above experiences led me to focus this thesis on the following research question: How might practice learning experiences be better designed to promote nursing capability? This thesis brings together six published papers reporting studies that I conducted to explore this question, as well as chapters explaining the background literature, theory and methodology guiding these studies. My overarching aim is to contribute to the improved practice learning experiences of undergraduate student nurses, retaining them on programmes and easing their transition into the role of newly qualified practitioners (NQP). Chapter 1 charts the history of nursing educational developments. The aim is to demonstrate the influence of government and professional policy over nursing’s development from an apprentice-style model to the current-day academic model. In charting these developments alongside reviewing the contemporary research literature, what is obvious is that the issues of support, retention, models of practice learning and curricula to prepare nurses are perennial challenges. However, as a practice-based discipline, the focus of preparation has always remained grounded in practice. Chapter 2 sets forth the theoretical constructs of this thesis. During the course of conducting the studies reported in the publications of this thesis, I became frustrated with the relative lack of emphasis on contemporary learning theory in nursing education, and the paucity of supporting evidence for the ‘reflective’ theory that seems to be dominant in nursing. The discussion presented in this chapter aims to provide an overview of the major traditions of constructivism and reflective practice, as well as their historical theoretical foundations, which have been widely adopted in nurse education. I discuss the strengths and limitations of these theories as they apply to undergraduate nurses’ practice learning and capability development. These are then contrasted via the means of a critical discussion with more novel alternative models. These include situated learning theory and legitimate peripheral participation, and practice-based learning theory as advocated by contemporary writers such as Schatzki (2002). These theories changed my thinking about practice learning and informed my efforts to develop a more cogent understanding of learning through, for and at work for undergraduate nurse education. In setting out Chapter 3, I am presenting a brief overview of these publications for a nursing education audience. Firstly, I have included information that is generally considered important to this audience, such as details about the journal’s standing and article citations, the databases searched, and the percentage of my own contributions. Secondly, I report the studies from an evidence-based perspective of prediction and control aligned with the contexts of the commissioning process and the conduct of each project. By this I mean that I treat the findings in these papers as valid and credible within the stated limitations Chapter 4 presents the six publications in their entirety for the reader Chapter 5 explains the research methodology adopted in the papers presented for this thesis, and offers my critical reflections on these methodologies. I outline the philosophy that underpins the approach taken with the research studies, discussing the interpretive stance that was taken to research and the consequent choice of qualitative approaches. The chapter also discusses the strengths and limitations of the methods employed in each of my papers along with the means used to analyse the data, and the ethical considerations that an interpretive researcher must consider. In retrospect, given where my theoretical orientation has moved (as explained in chapter 2), I now look rather more critically on the premises of these studies, their categories of definition, multiple causes and uncertainties at play. In my reflections on the research approach, I explain some of these issues. In concluding this thesis, Chapter 6 details my recommendations and some future implications for policy and practice. It also explains my plans for carrying forward different methodological and theoretical approaches in my future research work examining nurses' practice learning.
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McConigley, Ruth. "Rural palliative care nursing: A modified grounded theory study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/986.

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This paper presents the findings of a study of rural palliative care nurses in Western Australia. The numbers of rural centres in Western Australia offering palliative care services are increasing; however at present there is little empirical data available about the roles of the nurses involved. This study was undertaken to begin to correct this deficit. The study examines basic social processes associated with the role of rural palliative care nurses and identities issues that affect the nurses’ professional practice. A modified grounded theory approach was used to form a conceptual framework that describes rural palliative care nursing. Theoretical sampling techniques were used to identify the six palliative care nurses working in rural Western Australia who participated in this study. Data was generated using in depth interview and participant observation techniques. Constant comparative analysis of the data was employed to allow concepts to emerge from the data. The central theme that developed from the data Living Palliative Care describes the all-consuming nature of the rural palliative care nurses’ role. Three related categories, Wearing Many Huts, Being the Expert and Surviving in Palliative Care are also discussed. This research has explored issues that rural palliative care nurses feel are relevant to their professional practice and it describes the basic social processes inherent in the rural palliative care nurse’s role. Recommendations for nursing research, education, administration and clinical practice are presented.
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Books on the topic "Nursing theory"

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Lipscomb, Martin. Social Theory and Nursing. and society.Description: Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315644066.

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H, Nicoll Leslie, ed. Perspectives on nursing theory. 3rd ed. Philadelphia: Lippincott, 1997.

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H, Nicoll Leslie, ed. Perspectives on nursing theory. Glenview, Ill: Scott Foresman, 1985.

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1952-, Reed Pamela G., and Shearer, Nelma B. Crawford, 1950-, eds. Perspectives on nursing theory. 5th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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1952-, Reed Pamela G., Shearer, Nelma B. Crawford, 1950-, and Nicoll Leslie H, eds. Perspectives on nursing theory. 4th ed. Philadelphia: Lippincott Williams & Wilkins, 2004.

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Melat, Ziegler Shirley, ed. Theory-directed nursing practice. New York: Springer Pub. Co., 1993.

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1952-, Reed Pamela G., and Shearer, Nelma B. Crawford, 1950-, eds. Perspectives on nursing theory. 5th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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1952-, Reed Pamela G., and Shearer, Nelma B. Crawford, 1950-, eds. Perspectives on nursing theory. 5th ed. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins, 2009.

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Raile, Alligood Martha, and Marriner-Tomey Ann 1943-, eds. Nursing theory: Utilization & application. 2nd ed. St. Louis [Mo.]: Mosby, 2002.

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H, Nicoll Leslie, ed. Perspectives on nursing theory. 3rd ed. Philadelphia: Lippincott, 1997.

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Book chapters on the topic "Nursing theory"

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McCabe, Catherine, and Fiona Timmins. "Nursing Theory." In Communication Skills for Nursing Practice, 21–43. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_2.

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Parahoo, Kader. "Grounded Theory." In Nursing Research, 229–43. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28127-2_14.

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Parahoo, Kader. "Research and Theory." In Nursing Research, 134–48. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-28127-2_9.

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Parahoo, Kader. "Research and theory." In Nursing Research, 100–121. London: Macmillan Education UK, 1997. http://dx.doi.org/10.1007/978-1-349-14559-1_7.

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Aggleton, Peter, and Helen Chalmers. "From Nursing Models to Nursing Theory." In Nursing Models and the Nursing Process, 99–109. London: Macmillan Education UK, 1986. http://dx.doi.org/10.1007/978-1-349-18450-7_10.

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Ziebarth, Deborah Jean, and P. Ann Solari-Twadell. "Advancing Nursing Theory Within Faith Community Nursing." In Faith Community Nursing, 51–73. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16126-2_4.

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Hardey, Michael, and Anne Mulhall. "The theory and practice of research." In Nursing Research, 1–17. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3087-3_1.

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McCabe, Catherine, and Fiona Timmins. "Communication Theory." In Communication Skills for Nursing Practice, 3–20. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-34449-6_1.

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Embree, Lester. "A Schutzian Theory of Nursing." In The Schutzian Theory of the Cultural Sciences, 77–87. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-13653-0_9.

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McMahon, Richard. "Therapeutic nursing: theory, issues and practice." In Nursing as Therapy, 1–25. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3091-0_1.

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Conference papers on the topic "Nursing theory"

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Moxham, L., E. Taylor, C. Patterson, S. Sumskis, R. Brighton, S. Pegg, and D. Perlman. "Interdisciplinary Capstone Course: Synthesising Theory and Practice through an Innovative Mental Health Clinical Placement." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.03.

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Jang, Hee-jung, and Sun-Yeun Hong. "The Effects of Blended Learning in Nursing Education on Critical Thinking and Learning Satisfaction of Nursing Students." In Interdisciplinary Research Theory and Technology 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.122.19.

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Chae, Myeong-Jeong, In-Sook Cho, and Jin-il Kim. "Influencing Factors on Fertility Intention of Women University Students: Based on the Theory of Planned Behavior." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.07.

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Isnantri, Firda, Kristiawati Kristiawati, and Retnayu Pradanie. "The Analysis of Factors Related to Feeding Pattern on Child with Undernutrition and Malnutrition Based on Transcultural Nursing Theory." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.22.

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Cruz, Matheus, Marcelo Persegona, Neyson P. Freire, Flavia Bernardini, Julia Marcolino Persegona, Vanessa Nunes, and Raissa Barcelos. "Assessment of the Nursing Observatory as a support tool to combat the contamination of nursing professionals by COVID." In ICEGOV 2023: 16th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2023. http://dx.doi.org/10.1145/3614321.3614355.

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Yuliansari, Pratiwi, Nursalam Nursalam, and Ahsan Ahsan. "Service Quality is Related to Loyalty of Nursing Care Services Based on SERVQUAL Theory and the American Customer Satisfaction Index (ACSI)." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.21.

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Kusnanto, Kusnanto, Iqlima Dwi Kurnia, and Jatmiko Jatmiko Andi Rama. "The Effect of Theory of Reasoned Action Implementation on Dietary and Physical Activity Adherence in Patients with Diabetes Mellitus Type 2." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.56.

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Wang, Yanxia, and Shiyu Zheng. "Research on the Application of PDCA Theory in Nursing Quality Management." In 2016 International Conference on Advances in Management, Arts and Humanities Science (AMAHS 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/amahs-16.2016.18.

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Yin, Wuwei, and Zeli Mao. "Study on the Incentive Theory Perspective of Nursing Graduates Employment Destination and Changing Their Job." In 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.103.

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Fang, Chung-Hsiung, Sue-Ting Chang, and Guan-Li Chen. "Establishment Decision Rules for Turnover of Nursing Staff - Applying Rough Set Theory." In 2009 International Conference on E-Business and Information System Security (EBISS). IEEE, 2009. http://dx.doi.org/10.1109/ebiss.2009.5137976.

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Reports on the topic "Nursing theory"

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Johnson, C. An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.417.

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Rodríguez-Acelas, Alba Luz, Jennifer Rojas Reyes, Carolina Chavarriaga, and Mónica López de Ávila. Parameters for Nursing Assessment According to the Human Life Cycle: A Scoping Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2023. http://dx.doi.org/10.37766/inplasy2023.6.0019.

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Review question / Objective: To review the parameters for nursing assessment according to the human life cycle evidenced in the scientific literature? Condition being studied: Nursing assessment is one of the steps of the nursing process (NP), it consists of obtaining data that allows knowing the health status of a person and focusing the attention on the identified needs, guaranteeing the effectiveness and safety of care. According to the literature, there are different assessment approaches from nursing, which require an understanding for their use that is rarely developed, the above caused by various difficulties such as lack of time, problems at the level of knowledge, no interest, clarity in the parameters, among others, leading nursing professionals to lean towards the biomedical model due to its traditional use throughout history, which results in an apparent affinity. To deal with this situation, it is intended to determine by means of a scoping review, the assessment parameters applied in nursing according to the stages of the human life cycle, in order to contribute to the understanding of this component and make visible its importance within the disciplinary development.
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.

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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.
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Romero, Nancy Stephany Viorato, Diana Cecilia Tapia Pancardo, Graciela González Juárez, and Alba Luz Robles Mendoza. Multimodal stress interventions focused on nursing students in the new normal after the COVID-19 pandemic: Systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0097.

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Review question / Objective: The purpose of this study is to present a synthesis of knowledge about the effects of carrying out theoretically and pedagogically supported multimodal interventions in the stress management of nursing students in the new normality, favoring their health. physical and mental, reducing the symptoms of post-traumatic stress, distress , anxiety and fears. Eligibility criteria: Studies that include in their participants Nursing undergraduate students over 18 years of age, who have had multimodal interventions for stress management, anxiety on their return to the new normality, after the COVID-19 pandemic.
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Moore, Gabriel, Anton du Toit, Susie Thompson, Jillian Hutchinson, Adira Wiryoatmodjo, Prithivi Prakash Sivaprakash, and Rebecca Gordon. Effectiveness of school located nurse models. The Sax Institute, May 2021. http://dx.doi.org/10.57022/gmwr5438.

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This Rapid Evidence Summary looks at the effectiveness of school-located nurse models on student health, education and wellbeing. The strongest evidence was found for nurse-led models. All the included studies found that having a school nurse and school nursing interventions to be valuable for health promotion, early intervention, and timely care for at-risk students. They also found expanded nursing roles with more intensive care coordination and navigation, and efforts to engage families and social care providers to be of value. The authors note that the literature suggests that where nurses are an integral part of the school team and act as a central point of communication there is greater capacity for understanding students’ needs and mobilising targeted, appropriate and coordinated care.
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Reyes García, Vianey, María del Pilar Sosa Sosa Rosas, Laura Morán Peña, and Virginia Reyes Audiffred. Effect of the use of technology for humanized nursing care: A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2023. http://dx.doi.org/10.37766/inplasy2023.5.0023.

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Review question / Objective: What is the effect of the use of technology for humanized nursing care in adults? Present a synthesis of knowledge about the elements that are part of humanized care and the use of technology. Condition being studied: Although technology can be a valuable tool to improve nursing care, it can also present some challenges for humanized care. Some of them may be, on the one hand, the lack of human contact, due to excessive use of technology, which may result in a decrease in personal interaction between the patient and the nurse, affecting the quality of care and patient satisfaction. On the other hand, when nurses become too dependent on technology, they can generate a lack of manual skills and a decrease in the ability to perform tasks without the help of it. Finding the right balance between the use of technology and humanized care is important to ensure that patients receive the attention and care they need in a safe and effective environment. In that sense, nurses must develop technological competencies effectively and responsibly, and to integrate it into their daily practice in a way that complements and enhances human care rather than replace it.
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Villa, Michele, Massimo Le Pera, and Michela Bottega. Quality of Abstracts in Randomized Controlled Trials Published in Leading Critical Care Nursing Journals. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0039.

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Review question / Objective: This review aims to evaluate the methodological quality of RCT-abstracts in leading critical care nursing journals. A methodological quality review with the Consolidated Standards of Reporting Trials (CONSORT) criteria will be performed in RCT-abstracts published between 2011-2021 in the first Scopus-ranking (2021) nursing journals. Eligibility criteria: Abstracts of scientific articles will be included if they fulfil the following inclusion criteria: 1) they report the results of parallel and/or cross-over group RCTs, 2) they are written in English, 3) they refer to the care of adult patients with acute/critical illness or conducted in adult ICUs.Manuscripts reporting results of pilot or feasibility studies, cluster trials, observational or cohort studies, interim analyses, economic analyses of RCTs, post-trial follow-up studies, subgroup and secondary analyses of previously published RCTs, editorials and RCTs without an abstract such as RCTs published as letters to the editor, single-subject clinical trials will be excluded.
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Ren, Ying, Jiange Zhang, Ranjun Zhu, Yonghui Huang, Haining Zhou, Lin Yang, Hui Qiu, Shuting Zang, and Yunfei Guo. How to implement “usual care”: a protocol for an overview of systematic reviews. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2023. http://dx.doi.org/10.37766/inplasy2023.4.0029.

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Review question / Objective: “Usual care” is changing all the time whether in clinical practice or experimental research, the scope of usual care is constantly updated by adding new contents. However, the composition of usual care is still unclear, and there is no formal description to confirm whether the nursing contents are in line with usual care’ requirements. The goal was to review existing or not published but completed SRs about UC’s elements to gather the evidence about: a What’s the development routine of UC in diverse field. b The similarities and differences of different UC. c The similarities and differences between UC group and experimental group. d What should the nursing routine meet in the interventional study, or the elements that usual care needs to have in researched or clinical experiment within a relatively controllable range.
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Okereke, Ekechi, Godwin Unumeri, and Aisha Jibril. Strengthening Cross River state schools of nursing and midwifery by updating their training curricula, procedure manuals and student handbooks. Population Council, 2019. http://dx.doi.org/10.31899/rh6.1030.

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Li, wanlin, jie Yun, siying He, ziqi Zhou, and ling He. Effect of different exercise therapies on fatigue in maintenance hemodialysis patients:A Bayesian Network Meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0144.

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Review question / Objective: Population: maintenance hemodialysis patients. Intervention: exercise therapy (resistance exercise； aerobic exercise； resistance combined aerobic exercise； muscle relaxation training； Baduanjin ). Comparison: simple routine nursing. Outcome: fatigue； sleep quality. Study design: randomized controlled trial. Eligibility criteria: Inclusion and exclusion criteria： RCT of study type exercise intervention in MHD patients' fatigue； Study subjects： MHD patients ≥18 years old, regardless of gender, nationality or race； The intervention measures were exercise therapy, including resistance exercise, aerobic exercise, resistance combined aerobic exercise, Baduanjin, muscle relaxation training, etc. The control group was conventional nursing measures or the comparison of the above exercise therapy； Outcome indicators： The primary outcome indicator was fatigue score, and the secondary outcome indicator was sleep quality score； Exclusion criteria： Literature using non-exercise intervention; Non-Chinese and English documents; Unable to obtain the full text or repeated publication of literature; The data cannot be extracted or the extraction is incomplete; There are serious defects in the design of the research experiment.
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