1. 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: 989; Prenosov: 15
 Celotno besedilo (164,07 KB)
Gradivo ima več datotek! Več... |
2. Disaster nursing competencies in a time of global conflicts and climate crises : a cross-sectional survey studySabina Ličen, Mirko Prosen, 2025, izvirni znanstveni članek Opis: Aim The aim of this study was to explore the disaster-related nursing competencies among Slovenian nurses, focusing on core competencies, barriers to competency development and roles in disaster management. It also examined the predictors of these competencies, including participation in training, emergency drills, qualifications and leadership roles. Background Global conflicts and climate crises have increased the frequency and intensity of disasters and pose challenges to healthcare systems worldwide. Nurses play a critical role in disaster preparedness, response and recovery, yet their competencies are under-researched. Methods A descriptive cross-sectional study was conducted with 379 registered nurses using the Slovenian version of the Disaster Nursing Core Competencies Scale (Sl-DNCC). The analysis was performed using descriptive statistics, non-parametric tests and logistic regression to identify predictors of disaster nursing competencies. Results Nurses considered disaster-related core competencies to be moderately to very important. Statistically significant predictors of competencies included participation in training, frequency of emergency drills, possession of formal qualifications, and leadership roles. Barriers to developing competencies, such as limited resources and organisational support, were most prevalent among nurses with less experience. Engagement in disaster management was low, except for nurses with leadership positions or frequent participation in drills. Discussion These findings emphasise the importance of leadership roles, practical training and institutional support in enhancing nurses' disaster competencies. Removing barriers, such as limited training opportunities and resources, is critical to strengthening preparedness. Conclusion This study emphasises the need for targeted interventions, including a national competency framework and regular training on disaster management, to improve nursing preparedness in Slovenia. Implications for nursing and health policy Policymakers and healthcare organisations should prioritise investment in training infrastructure, interdisciplinary simulation and leadership development.
Ključne besede: disaster management, disaster nursing, nursing leadership, nursing policy and practice, Slovenia, nursing preparedness
Objavljeno v RUP: 19.06.2025; Ogledov: 1059; Prenosov: 8
Povezava na datoteko |
3. |
4. |
5. |
6. Translation and validation of the clinical learning environment, supervision and nurse teacher scale (CLES + T) in Croatian languageRobert Lovrić, Silvija Piškorjanac, Vlasta Pekić, Jasenka Vujanić, Karolina Kramarić Ratković, Suzana Luketić, Jadranka Plužarić, Dubravka Matijašić-Bodalecl, Ivana Barać, Boštjan Žvanut, 2016, izvirni znanstveni članek Ključne besede: clinical practice, nursing education, nursing students, instruments translation process
Objavljeno v RUP: 08.08.2016; Ogledov: 6448; Prenosov: 387
Povezava na celotno besedilo |
