Nurses

Workplace stress for healthcare workers is at an all-time high and the COVID-19 Pandemic magnified and amplified the impact of stress and burnout on health care workers, especially for frontline staff such as nurses. There are multiple external and individual factors that affect clinician well-being, and organizational factors are an important aspect to address when attempting to mitigate nurse burnout and improve well-being. This project seeks to expand two interventions that were piloted in the last few years since the Covid-19 Pandemic, validated to show improvement in staff well-being and decreased feelings of burnout following the interventions, and are easily implemented to benefit nurses and other multidisciplinary health care workers and students in both the inpatient and outpatient settings.

The goal of this study is to examine the effect of reverse case studies based on the heutagogical approach on the level of readiness for the profession among final-year nursing students. The hypotheses are: H0-1: There is no difference in the level of professional readiness between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. H0-2: There is no difference in career adaptability between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. H0-3: There is no difference in professional socialization between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. Secondary Hypothesis: H0-4: There is no difference in psychological capital levels between the control group and the intervention group that underwent reverse case studies based on the heutagogy approach. Researchers will compare the heutagogy-based reverse case studies program group with the waiting-list control group to evaluate its effects on professional readiness, career adaptability, professional socialization, and psychological capital. Participants will: * complete baseline assessments * be randomly assigned to either the intervention group or the waiting-list control group * receive reverse case studies program based on the heutagogy approach (intervention group) * complete post-intervention assessments after the educational program

Problem-based learning (PBL) is a learner-centered educational approach that helps nurses improve clinical skills through group discussion, case analysis, and collaborative problem-solving. However, the way participants are assigned to learning groups may influence how effectively they learn. Differences in learning styles among group members can affect participation, confidence, interaction quality, and knowledge retention. The Felder-Silverman Learning Style Model (FSLSM) is a widely used framework that categorizes learners based on how they perceive, process, and understand information (e.g., active vs. reflective, visual vs. verbal). Organizing PBL groups according to similarities or differences in these learning styles may lead to different educational outcomes. This study is a parallel, two-arm randomized controlled clinical trial designed to compare the effects of homogeneous grouping (participants with similar learning styles placed in the same group) versus heterogeneous grouping (participants with diverse learning styles placed in the same group) on PBL outcomes among hospital nurses. Registered nurses employed in teaching hospitals affiliated with Shahid Beheshti University of Medical Sciences are randomly assigned to one of the two grouping strategies. All participants receive the same PBL curriculum focused on patient safety and medication safety. The only difference between groups is the method used to form discussion teams. The primary outcome is medication safety competence, measured using a validated questionnaire. Secondary outcomes include clinical reasoning competence and nursing care quality. Outcomes are assessed at baseline, immediately after the intervention, and eight weeks later to evaluate both immediate effects and short-term retention. The findings of this study are expected to clarify whether grouping nurses based on similar or diverse learning styles leads to better improvement and retention of critical clinical competencies. Results may help educators design more effective PBL programs in nursing education and clinical training settings.

This quality improvement initiative aims to evaluate the implementation, utilization, and impact of virtual care technologies and workflows being implemented at Duke University Health System (DUHS). This project is embedded within operational workflows and is designed to inform strategic decision-making and resource allocation. The evaluation will focus on key performance indicators (KPIs) relevant to hospital operations and patient outcomes, including but not limited to: Length of Stay, Readmission Rates, Patient Satisfaction Scores, and Other Quality and Safety Metrics. These KPIs will be evaluated across three clinical units at Duke University Hospital, in which virtual care technologies are being implemented. These will be compared to three control units of similar characteristics. Differences in KPIs will be examined across all units over 12 months.

In PICU setting, drug administration, monitoring, and prescribing errors made up most cases (54%) of MEs . Emphasizes these issues requires a multifaceted approach, including staff training, creation of innovative cognitive frameworks, use of electronic prescribing systems, and the promotion of a safety-awareness within healthcare settings. Recently, mind mapping has been applied in the field of nursing education as an advanced conceptual tool. It uses a technique of combining drawings with words to build memory associations between a topic keyword and image, color, or other link allowing learners to effectively store and extract information

The goal of this clinical trial is to learn if the Nurses' Stress Self-Care Educational Program (NSSCEP) can reduce burnout and occupational stress in Jordanian pediatric oncology nurses. The main questions it aims to answer are: 1. Does NSSCEP reduce symptoms of burnout in pediatric oncology nurses? 2. Does NSSCEP improve stress management skills among pediatric oncology nurses? Researchers will compare nurses participating in the NSSCEP to a control group receiving a general technical skills program to see if NSSCEP reduces burnout and improves stress management. Participants will: 1. Attend four educational sessions over one month, focusing on stress recognition, coping strategies, and resilience-building techniques 2. Complete weekly checklists to track their application of stress management skills 3. Participate in pre- and post-intervention surveys to assess burnout and stress levels

This study aims to investigate the impact of a transition shock program on career entrenchment and readiness for interprofessional learning among newly graduated nurses.

This study aims to develop and evaluate a Virtual Reality (VR) Auditory Hallucination Program to enhance psychiatric nurses' comprehensive care competence in managing auditory hallucinations among patients with schizophrenia. Given that 60-80% of patients on the schizophrenia spectrum experience auditory hallucinations, and many continue to do so despite medication, improving nurses' professional skills in this area is critical. The research is conducted in two phases across four psychiatric institutions. Phase one involves the development and validation of the VR program and an OSCE (Objective Structured Clinical Examination), piloted with five participants and evaluated by psychiatric nursing experts. Phase two is a formal interventional study with 200 psychiatric nurses, using block randomization and three data collection time points. Assessment tools include five instruments measuring nurses' confidence, knowledge, attitude, empathy, immersion, and care performance related to auditory hallucinations. The study expects to strengthen nurses' ability to assess and manage auditory hallucinations effectively, and proposes the VR program as a potential tool for nursing in-service education.

The nursing profession, comprising over 27.9 million individuals and representing 59% of the health sector, plays a critical role in frontline healthcare globally. However, nurses face significant workplace stress due to factors like high mortality rates and ethical dilemmas, which can negatively impact their mental health. Resilience has emerged as a crucial concept in mitigating workplace stress and protecting nurses' psychological well-being. Studies show a negative correlation between stress and resilience, with higher resilience linked to better psychological outcomes and lower rates of burnout. Resilience, a dynamic process of positive adaptation to stress, can be enhanced through interventions like positive psychology, which focuses on developing traits such as perseverance, interpersonal skills, and emotional stability. These interventions have been shown to reduce burnout, improve job satisfaction, and potentially enhance patient care, making them vital in addressing the unique challenges nurses face. Gap of Knowledge: Although existing research has demonstrated the effectiveness of positive psychology interventions in reducing depression, anxiety, burnout, and stress among healthcare workers, including nurses, there is a need for more targeted randomized controlled trials (RCTs) that specifically address the unique stressors and work environments of nurses. Furthermore, the long-term effects of these interventions on nurses' resilience, stress, burnout, and job satisfaction require further exploration through well-designed RCTs. Research Aims and Hypothesis: The present study aims to 1. evaluate whether a positive psychology intervention, based on evidence-based activities from several positive psychology theories, can improve resilience in nurses, and 2. assess whether this intervention can also enhance stress levels, reduce burnout, and improve job satisfaction among nurses. The hypotheses are: 1. the positive psychology intervention will improve nurses' resilience; 2. the intervention will positively impact stress, burnout, and job satisfaction; and 3. it will be more effective for nurses with low resilience in improving these outcomes.