Perceived challenges of nurse educators while teaching undergraduate nursing students in Pakistan: An exploratory mixed-methods study.

Nurse educators are required to equip students with adequate theoretical and practical knowledge to provide effective nursing care. Limited studies have explored educators' challenges while teaching students. Existing studies are limited because of small sample, overreliance on qualitative approaches, and unreliable instruments that have not been tested. To explore nurse educators' perspectives about their clinical and academic teaching, to develop a questionnaire to determine educators' challenges, and to develop a comprehensive understanding of educators' challenges. A sequential exploratory mixed-methods study. Twelve nursing institutions in five cities of Pakistan. A purposive sample of 12 educators for interviews and 112 for the survey. Semi-structured interviews and survey for data collection and expert consultations for questionnaire development. Thematic analysis for qualitative analysis, descriptive analysis for quantitative, and joint display tables for mixed methods. Educators experience workload and time constraints and struggle to effectively teach students due to inadequate student-educator ratio; underdeveloped curriculum; inadequate resources; inadequate clinical teaching settings for skills, simulation labs; inadequate professional development opportunities; lack of autonomous decision making; lack of educational, management, and research support from the regulatory bodies; and lack of educational research. Nurse educators' issues and challenges are persistent and require support from regulatory bodies and educational authorities. There is a need to develop policies to improve teaching and learning conditions for educators, provide them with the opportunities to enhance their own learning, and opportunities to collaborate with other educators in order to better prepare student nurses.

Younas A ，Zeb H ，Aziz SB ，Sana S ，Albert JS ，Khan IU ，Inayat S ，Khan FH ，Rasheed SP ... -  《-》

Student and educator experiences of maternal-child simulation-based learning: a systematic review of qualitative evidence protocol.

MacKinnon K ，Marcellus L ，Rivers J ，Gordon C ，Ryan M ，Butcher D ... -  《-》

"A privilege but also a challenge." Nurse educators' perceptions about teaching fundamental care in a simulated learning environment: A qualitative study.

To explore nurse educators' perceptions about teaching fundamental care to undergraduate nursing students in a simulated learning environment. Recent research has demonstrated that fundamental care is overlooked in nursing education, resulting in little empirical research on how to teach fundamental care within a simulated learning environment. The study has a qualitative, explorative design. The principles of consolidated criteria for reporting qualitative research (COREQ) were applied for reporting the methods and findings. Data were collected through participant observations and focus group interviews with nursing students, clinical nurses and nurse educators. The data were analysed using the qualitative content analysis method. The core category "A privilege but also a challenge" represents the overall perception of nurse educators' perceptions about teaching fundamental care in a simulated learning environment. The core category is supported by two subcategories: "Fundamental care is important to nursing education" and "To set a good example," which represent the attributes and the role nurse educators have in helping students achieve their fundamental care learning outcomes. Fundamental care can be taught to students by engaging them in an interplay between lectures and learning activities that are designed to enhance their skills during simulations in simulated learning environments. Nursing education should prepare students to develop the skills they will be applying when providing fundamental care in real life; thus, the students should learn how to deliver high-quality fundamental care.

Lillekroken D 《-》

Ethics education: Nurse educators' main concern and their teaching strategies.

Jahangasht Ghoozlu K ，Vanaki Z ，Mohammad Khan Kermanshahi S 《-》

Nurse educators' experiences of fostering undergraduate students' ability to manage stress and demanding situations: A phenomenological inquiry.

To understand the lived experience of nurse educators when mitigating nursing students' stress and fostering their ability to manage demanding situations. Supporting and advocating for nursing students during their stressful and challenging times is one of the core competencies of nurse educators. Much of the research has focused on understanding nursing students' views and experiences of managing their stress. No research could be found to have explored the role and contribution of nurse educators in managing student well-being and supporting them during demanding situations. A hermeneutic phenomenology was conducted in Pakistan. The COREQ guidelines were followed for reporting. Semi-structured interviews were conducted from February to May 2021 with a purposive sample of 13 nurse educators with atleast a bachelor's degree in nursing or a three-year diploma with one-year specialization and at least three months of teaching experience in educational or clinical settings. Data were analyzed using Ricoeur's interpretation theory. The three steps included: (a) explanation, (b) naïve understanding and (c) in-depth understanding. Six themes captured educators' experience: Sharing personal experiences, developing a trustworthy relationship, creating a stress-sharing culture, demonstrating stress management, encouraging to speak up and confront and prompting management to address student issues. Policymakers and management should collaborate with educators to strengthen existing mechanisms and revisit the policies directed toward supporting students in managing their clinical and academic stress. Nurse educators should continue to play their part by creating a stress-sharing culture, sharing personal experiences and enhancing student stress management abilities by teaching through demonstration and building their courage to speak up for their issues. Nursing institutions should develop policies to expand nurse educators' role in supporting student stress management. Institutions also need to collaborate with educators to establish mechanisms and resources to mitigate student stress.

Zeb H ，Arif I ，Younas A 《-》