Recent Submissions

  • Interpersonal and communication skills development in nursing preceptorship education and training programmes: a scoping review protocol

    Hardie, Philip; Darley, Andrew; Redmond, Catherine; Lafferty, Attracta; Jarvis, Suzi (F1000 Research Ltd, 2021-03-11)
    The preceptorship model is an education-focused model for teaching and learning within a clinical environment in nursing. It formulates a professional educational relationship between a staff nurse (preceptor) and student nurse and is based on the provision of providing patient care. Preceptorship is widely acknowledged in the literature as a positive pedagogical approach in clinical nursing education in terms of knowledge and skill acquisition, confidence, and professional socialisation of undergraduate nursing students. However, the literature also widely reports negative interpersonal experiences within this professional educational relationship resulting in negative educational experiences and in some cases, negative patient experiences. Therefore, the authors set out to examine what teaching strategies are being implemented by nurse educators to encourage the development of interpersonal and communication skills in facilitating positive interpersonal relationships between the preceptor, nursing student and patient. This paper outlines the protocol for an exploratory scoping review that aims to systematically and comprehensively map out the available published and unpublished literature on the teaching strategies to develop interpersonal and communication skills in preceptorship education and training programmes. To conduct a systematic and comprehensive scoping review, the review will be guided by the Joanna Briggs Institute and Arksey & O’ Malley (2005) six-stage iterative framework, as well as PRISMA-ScR framework guidelines, to ensure the quality of the methodological and reporting approaches to the review. It is anticipated that the results of the scoping review will inform nurse educators on the current educational practices for developing interpersonal and communication skills in preceptorship education and training programmes and identify any educational practices that are worthy of further consideration for future research.
  • Nursing & Midwifery students’ experience of immersive virtual reality storytelling: an evaluative study

    Hardie, Philip; Darley, Andrew; Carroll, Lorraine; Redmond, Catherine; Campbell, Abraham; Jarvis, Suzi (2020)
    Background: Immersive Virtual Reality (iVR) storytelling is a concept that merges ground-breaking virtual reality technology with the traditional art of storytelling. Virtual reality storytelling offers a rare opportunity to present abstract experiences that challenge boundaries, heighten emotions, and convey previously intangible concepts. Scientific research into immersive virtual reality storytelling is still in its infancy, particularly regarding the field of education in Nursing and Midwifery. Therefore, this study set out to investigate the subjective experience of using an immersive virtual reality storytelling experience as an active pedagogy. Methods: This was an evaluative study incorporating a multimodal approach encompassing a cross-sectional survey and observational study conducted in a large University in Ireland, offering major undergraduate and graduate degree programmes in the fields of Nursing and Midwifery. Students were invited to view the innovative virtual reality storytelling experience“Wonderful You”(BHD Immersive) that tells the story of the first 9 months of a baby’s life inside the woman’s womb. On completion, students were asked to complete an anonymous survey about their experience. Observational studies were also carried out, examining the student’s engagement and interaction with the iVR experience. A combination of statistical and thematic qualitative analysis was employed to interpret the respective summative rating scale and open-ended response questions in the evaluation survey. Data captured from the observations were grouped into categories and analysed capturing key themes. Results: A response rate of 71.2% (n= 94) identified iVR storytelling as a memorable learning experience that triggered students’ engagement and motivation to learn. IVR storytelling enabled students to visualise and better understand abstract concepts. Qualitative analysis of narrative responses revealed the positive evaluations of the iVR storytelling experience. Observational studies further revealed students were highly engaged and interacted positively with the iVR storytelling experience. Conclusions: The full potential of this new medium of iVR storytelling has yet to be seen. However, this study provides an encouraging insight into the positive attributes of iVR storytelling that engages students and creates authentic active learning experiences.
  • Experienced Based Co Design: Nursing Preceptorship Educational Programme

    Hardie, Philip; Murray, Aidan; Jarvis, Prof Suzi; Redmond, Catherine (Research Square Platform LLC, 2022-05-13)
    Background:Patients play a central role in nursing preceptorship relationships, a professional educational relation-ship between a staff nurse and student nurse that is grounded in providing patient care. Yet the patient experiences and perspectives are largely uncaptured in the literature or represented in current preceptorship education pro-grammes. Furthermore, the lack of student, staff nurse & patient involvement in the design of preceptorship educa-tion programmes has been noted. Objective:To use a co-design process to develop an innovative educational programme for developing interper-sonal and communication skills among nurses who act as preceptors. We sought to (a) clarify experiences and events from all three members involved in a preceptorship relationship (student nurse, preceptor, and patient (SPP) in order to develop a shared understanding of nursing preceptorship relationships and (b) identify the key informational and educational needs recommended by SPP for the educational programme. Methods:Using the principles and the iterative process of Experienced Based Co Design (EBCD), data was collected from qualitative interviews and used to inform a series of co-design workshops and the co-production of the new educational programme. Results:Twenty-six individuals, including undergraduate student nurses, staff nurses, patients, and a team of nurs-ing, educational and educational technologist experts, contributed to developing a blended learning preceptorship educational programme that consists of three core elements (1) six online reusable learning objects, (2) two role play simulations and (3) a virtual reality storytelling simulated experience. Conclusions:The EBCD process ensured that the educational programme was developed to meet SPP viewpoints associated with fostering positive interpersonal relationships in a nursing preceptorship. EBCD is a valuable frame-work for developing human-centred educational resources that combine experiential knowledge (experiences) and scientific knowledge (literature-based knowledge). It facilitated the identification and the development of Interper-sonal and Communications skills (IP & C skills) training required within a nursing preceptorship relationship, creating an authentic and memorable learning programme. The structure of EBCD harnesses SPP involvement throughout the research and development process, ensuring transparency and continuity of message, scope, and outcomes.
  • The application of reusable learning objects (RLOs) in preparation for a simulation laboratory in medication management: An evaluative study

    Hardie, Philip; Donnelly, Peter; Greene, Elizabeth; McHugh, Aine; Coveney, Kate; Murray, Brian; Brereton, Siobhan (Elsevier BV, 2021-10)
    To enhance the preparedness of undergraduate nursing and midwifery students to participate in the safe provision of medication administration on their clinical placements, an innovative blended learning strategy was designed and developed by the authors. The blended learning strategy included a suite of online reusable learning objects specific to medication management theoretical knowledge and psychomotor skills to prepare students for a 90-minute practical face to face simulation laboratory session. Students identified that the reusable learning objects had prepared them for the simulation laboratory session and was rated as a productive learning experience. The blended learning strategy implemented to teaching and learning medication management to undergraduate nursing and midwifery students can positively influence students’ acquisition of knowledge and psychomotor skills to safely administer medications prior to their practice placements in a clinical setting.
  • Key tips to providing a psychologically safe learning environment in the clinical setting

    Hardie, Philip; O’Donovan, Roisin; Jarvis, Prof Suzi; Redmond, Catherine (Research Square Platform LLC, 2022-06-22)
    Having psychological safety embedded in preceptorship relationships facilitates positive interpersonal and educa-tional experiences for students. Psychological safety refers to a student’s belief as to whether or not it is safe for them to take interpersonal risks, such as asking questions, sharing an idea for improvement or speaking up to maintain patient safety. Having psychological safety leads to collaboration, positive student learning experiences and effective patient care. This article presents key guidelines for preceptors to provide a psychologically safe learning environ-ment for their students. Guidelines fall under four categories 1) before meeting students, 2) first meeting students, 3) continued relationship with students, and 4) general rules. These guidelines are informed by current literature on psychological safety and preceptorship and the author’s clinical expertise in nursing preceptorship. We conceptualise psychological safety in a nursing preceptorship for preceptors to denote the experience of inclusivity, empowerment, and well-being of students within the social, cultural and physical clinical learning environment. A crucial attribute to cultivating a psychologically safe environment involves being an accessible and approachable preceptor.
  • Instruments used to assess gender-affirming healthcare access: a scoping review protocol

    Kearns, Seán; Hardie, Philip; O'Shea, Donal; Neff, Karl (F1000 Research Ltd, 2023-02-20)
    Background: Internationally, the demand for gender-affirming care has increased exponentially in recent years. The clinical presentation of those seeking care has changed with an increase in transmasculine and non-binary identities and a decrease in the average age of those seeking care. Healthcare navigation remains complicated for this population and warrants further investigation in light of ongoing changes in the field. This paper presents a protocol for a scoping review to map and synthesise the academic and grey literature on instruments used to assess healthcare navigation and access for transgender and non-binary individuals seeking gender-affirming care.Methods: This review will search databases (PsychINFO, CINAHL, Medline, and Embase.) and grey literature sources. In line with the methodological framework for scoping reviews, the following six stages will be undertaken: (1) identifying the research question, (2) identifying relevant studies, (3) study selection, (4) charting the data, (5) collating, summarising and reporting results and (6) consultation. The PRISMA Extension for Scoping Reviews (PRISMA-ScR): checklist and explanation will be utilised and reported. The research team will undertake the study as outlined in this protocol and an expert panel of young transgender and non-binary youth will oversee the project through patient and public involvement. Conclusions: This scoping review has the potential to inform policy, practice, and future research through enhanced understanding of the complex interplay of factors that impact healthcare navigation for transgender and non-binary people seeking gender-affirming care
  • Instruments measuring practitioner performance of the complete examination and screening of neonates: A systematic review

    Greene, Liz M; Hegarty, Josephine; O'Connell, Rhona; Connaughton, Breda; Coveney, Kate; Hardie, Philip; Horton, Sally; Szafranska, Marcelina; Murphy, Margaret (Wiley, 2023-04-03)
    Aim: The complete examination and screening of the neonate is a recommended assessment of neonatal well-being conducted by appropriately trained medical, midwifery and nursing personnel at specific intervals during the first 6-week post-birth. Our aim was to identify and critically evaluate instruments that measure practitioner performance of this important assessment of neonatal health. Methods: Using the COnsensus-based Standards for the selection of health Measurement Instruments (COSMIN) methodology, a systematic review was undertaken. Results: Four studies were identified as suitable for data extraction and analysis. This paper briefly describes the four instruments, discusses and compares the COSMIN analysis and ratings of each instrument. A recommendation for the instrument identified as the most suitable to measure practitioner performance is provided. Conclusion: Most instruments were designed by educators to measure the performance of practitioners developing competence in the complete examination and screening of the neonate. Further development and piloting of instruments designed to measure the performance and continuing competence of qualified practitioners of the newborn examination are required.
  • A qualitative exploration of Irish nursing students' experiences of caring for the dying patient

    Hardie, Philip; McCabe, Catherine; Timmins, Fiona; Thompson, David R. (Wiley, 2023-06-05)
    Aim: To explore Irish nursing students' experiences of caring for dying patients and their families to understand these experiences and determine whether or not students felt prepared for this role. Design: This study used a qualitative descriptive research design. Methods: One to one semi-structured interviews were used to collect data, implementing open-ended questions to explore seven student nurses' experiences. Results: Five main themes emerged: Student's first experiences, emotional experience of caring, educational preparation, challenging aspects of caring for dying patients and their families and need for support in practice. Students' first experience of caring for a dying patient and their family was a confronting event for students, both personally and professionally. Nursing students require adequate and timely education on end of life care and a practical and supportive clinical learning environment to effectively support and prepare students for caring for a dying patient and their family
  • New Approaches to Engaging Nursing Students: Blended learning as a core teaching approach

    Collins, Rita; Pasley, Naomi (2019-03)
    This paper proposes blended learning as a way of rethinking the educational space for nursing. Presently, many traditional programmes supplement their classroom teaching with online offerings and label this ‘blended learning’. However, online teaching is a new paradigm in learning (Harasim, 2000). The classroom is flipped, the students take centre stage and learning methods, rather than teaching methods, take prominence. This necessitates designing learning experiences that enable students to engage meaningfully with the required content, thereby creating communities of practice through interactive learning, in conjunction with a strong student support system.
  • Voices of Educators in 21st Century Ireland

    Whitaker, Teresa; Lynam, Aoife; Buckley, Karen; Cassidy, Dara; Rowland, Séan, M.; Thornton, Maura; Flanagan, Michael; Duffy, Lorraine; Bailey, Jemimah; Pasley, Naomi; et al.
    As editors, we would like to acknowledge the encouragement and support we received from so many people in the production of this book. First, we owe a great debt of gratitude to the contributors who took time from their very busy lives to write these important chapters. As educators at primary, post primary and third level, they are at the coalface of teaching and bring their unique perspectives and experiences to bear on universal issues concerned with education. The chapters in this book contain much original work from master’s and doctoral research. The idea for this book came from the Research Sub-Committee, who wished to promote academic writing and publications as reflected in the Hibernia College Research Strategy. Staff and faculty in Hibernia College were invited to submit an abstract for the book on any issue related to education. All contributors were encouraged to participate in a writing group, which met online every two weeks from April to November 2017. Wendy Belcher’s book was used to structure the meetings. Belcher provides a framework for writing a journal article in 12 weeks; however, we gave ourselves six months for the project (see Belcher, W. (2009) Writing your journal article in 12 weeks A Guide to Publishing Success. London: Sage Publications). During the writing process, members of the writing group collaborated and engaged in constructive criticism in a spirit of collegiality. Submissions went through a rigorous peer-review process. Sincere thanks to peer reviewers who provided valuable advice and feedback. This book has been made possible through the generous support of senior management in Hibernia College, who encouraged us at all stages of the journey. Sincere thanks to Regina Hayde and Shirley Benton-Bailey for their very detailed corrections and to Stephanie O’Brien for creating the art work for the book cover. We would also like to thank the greater Hibernia Team for their support and advice. We are grateful to Jeff Downes in Doggett for his professionalism and support in the publishing of this book.