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5. Outcomes of digital nursing schedules : a systematic literature reviewAnton Grmšek Svetlin, Melita Peršolja, 2025, pregledni znanstveni članek Opis: The purpose of this literature review was to identify the evidence on the outcomes of digitalisation of schedules in nursing. Data were gathered from CINAHL, Medline, Cochrane Library, PubMed, ScienceDirect, JSTOR and SpringerLink electronic databases. Seventy-four relevant literature items were identified. Ten studies published between 2015 and 2024 were evaluated and critically analysed using the JBI Critical Appraisal Checklist: four systematic literature reviews, three quasi-experimental studies, two case studies, and one qualitative descriptive study. The literature on electronic schedules in nursing reports on a variety of positive and negative impacts on nurses, patients and healthcare organisations. The introduction of electronic schedules in nursing is has mainly positive consequences, because if appropriately implemented, it leads to better patient health outcomes and increased job satisfaction among nurses. However, the developments in the field are ongoing and more research on that topic is needed before a firmer conclusion can be reached.
Ključne besede: digitalisation, nursing, roster, staffing and scheduling
Objavljeno v RUP: 24.08.2025; Ogledov: 458; Prenosov: 7
 Celotno besedilo (375,49 KB) |
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8. Teaching evidence-based practice to non-native english-speaking undergraduate nursing students : an integrative literature reviewMelita Peršolja, 2025, pregledni znanstveni članek Opis: Aim/objective: To analyse and synthesise current evidence on educational strategies for teaching evidence-based practice (EBP) to undergraduate nursing students, with a specific focus on non-native English-speaking learner populations. Background: Teaching EBP in non-native English-speaking settings presents distinct challenges, including language proficiency barriers, limited access to research literature and variability in pedagogical approaches. Despite the range of educational strategies introduced in the literature, a universally accepted or recommended method has yet to be established. Design: An integrative literature review was conducted to examine peer-reviewed empirical studies on EBP education published between 2015 and 2025, with a focus on educational strategies. The review was carried out in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Methods: Twelve studies met the inclusion criteria. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools. An inductive thematic analysis was employed to synthesise the findings. Results: All reviewed studies employed quantitative methodologies with a pre-post or quasi-experimental design. Thematic analysis identified five key categories in teaching EBP: educational methods, technology integration, clinical focus, collaboration, intervention duration and outcomes. The studies showed that various educational methods demonstrated effectiveness in enhancing nursing students’ EBP competencies, as reflected in improved knowledge, attitudes and skills. Conclusions: Diverse and scaffolded teaching methods enhance EBP competencies in non-native English-speaking nursing students. A longitudinal, multimodal and flexible approach emphasising collaboration, integration and practice orientation with technological support, appears most effective. Internationally informed guidelines are needed to ensure consistent development of core EBP competencies globally.
Ključne besede: evidence-based practice, nursing students, nursing education, teaching strategies
Objavljeno v RUP: 05.08.2025; Ogledov: 615; Prenosov: 10
 Celotno besedilo (164,07 KB)
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