The Key to Confidence is Simulation-Based Learning
Knowledge of Workplace Violence against Nurses in the Emergency Department of Public Sector Tertiary Care Hospitals in Peshawar, Pakistan
Initiation of Nursing Education Services (NES) at Khalifa Gul Nawaz Teaching Hospital MTI Bannu, Khyber Pakhtunkhwa
Unleashing the Power of Transformational Leadership: Revolutionizing the Nursing Profession in Pakistan
Addressing the Issue of Nurses Leaving Bedside Jobs with Reasons
Cognitive Stacking: A Concept Analysis
Nightingale’s Theory and its Application to Pediatric Nursing Care
Academic Strategies that Facilitate Learning in Millennial Nursing Students
Transformational Leadership: A Strategy towards Staff Motivation
Awareness of Good And Bad Touch Among Children
Suicide Among Youth: A Preventable Public Health Concern
The Impact of Culture on Faculty Retention in Nursing Education
Emotional Intelligence as a Predictor of Nursing Student Success
Psychological and Cognitive Determinants of the Health Literacy on Soon-To-Be-Aged and Older Adults: a Systematic Review
It Takes a Village to Assure Nurse Professionalism
Lessons Learned: Employing Focus Groups as a Research Methodology
The Human-to-Human Model by Joyce Travelbee and the Theory of Interpersonal Relationships in Nursing by Hildegard E. Peplau, two well-known nursing theorists, have both made substantial contributions to nursing theory. This comparative analysis aims to investigate the fundamental ideas and distinctive viewpoints of these two models, emphasizing the points of similarity and divergence and the possibilities for synthesis and integration. Peplau's Theory of Interpersonal Relationships in Nursing emphasizes the development of nurse-patient relationships through phases of orientation, identification, exploitation, and resolution. On the other hand, the foundation of Travelbee's Human-to-Human Model is the notion that the nurse-patient relationship is a dynamic, mutual process in which both sides are vulnerable and strive to minimize suffering. In order to provide an analysis of the theoretical foundations and practical implications of both theories in modern nursing practice, this examination explores the historical background and fundamental ideas of each theory. Some differences are also highlighted by the comparison, most notably in the way that the nurse's position is emphasized, how the nurse-patient connection develops, and how suffering is conceptualized.
Globally, an estimated 422 million adults are living with diabetes, according to 2016 data from the World Health Organization (WHO). This study examined religious and subjective health affiliations as a predictor of medication adherence among diabetics in Nigeria. The survey design was used with 279 diabetic patients in Makurdi, Benue State using convenience sampling technique. The Morisky's Religion Scale, Life Satisfaction Scale, and Drug Compliance Scale were used for data collection. The first hypothesis shows that religion significantly affects the adherence to medication of diabetic patients in Nigeria [F(1,277)=31,341; p < 0.000, R = 0.391 and R2 = 0.102], the second hypothesis shows that subjective well-being significantly affects the adherence of diabetic patients in Nigeria [F(1,277) = 16.403; p<0.00, R=0.236 and R2=0.056] and hypothesis three revealed that religious association and subjective health jointly predict treatment adherence among diabetic patients in Nigeria [F(2,276)= 28,210; p<0,000; R= .412 and R2=.170]. However, for some people with diabetes, including religion and spirituality may be necessary. This is because it increases compliance and ultimately contributes to good treatment outcomes. Also, the inclusion of religion and spirituality may be necessary in the case of some patients with depression and anxiety, as it enhances adherence, which ultimately contributes to good treatment outcomes.
The COVID-19 pandemic underscored the imperative for efficacious online instructional designs that could function as viable alternatives to conventional, hands-on clinical training for nursing students. This study, conducted at a university in South Texas, employed an online innovation project to simulate clinical experiences. We posited that customized online learning simulations could mitigate cognitive load and augment virtual learners' self-efficacy, thereby influencing associative information processing. Our analyses centered on participants' learning experiences, cognitive load, and the ramifications on their self-efficacy and motivation in a virtual setting. Data indicated that the skills acquired were applicable in real-world clinical settings, and participants reported high levels of instructional support and low frustration levels.
A rubric is a measurement tool used in assessment that recognizes the criteria for completing the tasks and provides standards for each level of performance. The use of rubrics enables educators to formulate standards and explicit grading for the students. Moreover, it provides clear guidelines to the learners regarding task expectations. Improvement in nursing research has made implementing evidence-based practice feasible for nursing students. The adoption of evidence-based care process is relatively slow in the context of nursing and there is a gap in implementing evidencebased practice in a clinical setting. The culture of evidence-based care can be adopted by enhancing the student nurses' knowledge, skills, and attitude (DiCenso et al., 1998). Educators need to formulate their teaching and assessment methodologies in a way to compel their students for achieving cognitive thinking. The higher level of competencies may be inculcated in students through involving and assessing them in evidence-based, rationalized methodologies to enhance their level of critical thinking, skills, independence, and decision-making in the provision of care. The guidelines developed for the assessment of nursing students' Evidence-Based Practice need further modification with clear measurement and level of quality for reaching each level of performance. A composite analytic rubric is suggested to use when educators assess complex skills and clinical performance of nursing students. It provides complete feedback and reduces subjectivity to a great extent due to its comprehensive dimensions. It provides a common basis of judgment, and justification in feedback and enables the teacher to make a fair, valid, and reliable judgment. Moreover, it helps students identify their strengths and weaknesses and formulate their efforts for improvement.
Callista Roy created the Roy Adaptation Model (RAM) in response to an issue from her Professor Dorothy E. Johnson in 1964. The foundational concept is introduced in the Adaptation framework; A Conceptual Framework for Nursing. The RAM was applied by the educators of Mount Saint Mary's College in Los Angeles to organize its curriculum. Roy's Adaptation framework teaches nurses the fundamentals of treating patients including the philosophical approach. Precise descriptions for the mentioned ideas and phrases used in the model are required. Another hurdle in the practice field is time constraints; the obligatory time to fully apply the two components of RAM evaluation may be seen as much more difficult to overcome. This is especially problematic when the bulk of practitioners begin to utilize the RAM and confront the aforementioned obstacle.
This paper focuses on the major features of Lydia Hall's theory and Henderson's theory. Henderson's Need Theory consists of fourteen components that illustrate how to meet the physical, emotional, spiritual, and social needs of a person holistically, while Lydia Hall's theory consists of three interrelated circles: care, core, and cure circles. Both theories can assist healthcare professionals, particularly nurses, in delivering holistic care to patients. The research extends to a detailed case study involving a 66-year-old woman diagnosed with COVID-19, highlighting the practical application of both theories in addressing the physical, emotional, spiritual, and social needs of the patient. Virginia Henderson's emphasis on meeting fundamental patient needs and Lydia Hall's patient-centered approach with the care, core, and cure components are strategically applied to enhance the quality of nursing care. The analysis explores the strengths and limitations of each theory, offering insights into their applicability in diverse healthcare scenarios. The paper concludes by emphasizing the importance of incorporating these nursing theories into practice to ensure a holistic and patient-centered approach.
