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Analyzing Nursing Education and Practice: A Critique of Four Articles
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Analyzing Nursing Education and Practice: A Critique of Four Articles
Introduction
The nursing profession is constantly evolving, and nurses need to be equipped with the
necessary skills and knowledge to provide safe and effective patient care. As such, there has
been a growing research interest in identifying best practices in nursing education, transition to
practice, and patient safety. This essay will critique four articles that address these issues. Feeg et
al. (2022) explore the experiences of new nurse graduates during their transition to practice.
Diffley & Duddle (2022) examine strategies for fostering resilience in nursing students. Jessee
(2019) focuses on teaching prioritization skills to nursing students. Lastly, Jang et al. (2022) aim
to identify existing literature on communication education concerning patient safety for
registered nurses in acute hospital settings. Through critical analysis of these articles, this essay
aims to identify strengths, weaknesses, and implications for future research and practice
Communication education regarding patient safety for registered nurses in acute hospital
settings: a scoping review protocol
The article outlines the stages of a scoping review to examine communication education
for patient safety in nursing. While the protocol is generally well-designed, a few areas could be
improved.
The first stage of the scoping review involves identifying the research question and
objectives. Jang et al. (2022) do an excellent job of clearly defining their research question and
objectives, which is essential for a scoping review. However, one potential weakness is that the
authors do not explain why this scoping review is necessary. While Jang et al. (2022) briefly
mention that "several interventions have been made to improve communication for patient
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safety," they do not clearly explain why a scoping review is needed to address this question. A
more substantial justification for the scoping review would make the research more compelling.
The second stage of the scoping review involves identifying relevant studies. Jang et al.
(2022) outline a comprehensive search strategy that includes multiple databases, a strength of the
protocol. However, the authors do not provide details on how they will screen and select studies
for inclusion in the review. This step is essential in the scoping review process and could lead to
bias if not done carefully. A more detailed screening and selection process would strengthen the
protocol.
The third stage involves study selection and data extraction. Jang et al. (2022) clearly
outline their inclusion and exclusion criteria, which is essential for transparency and
reproducibility. However, the authors need to explain how they will ensure data extraction is
done consistently and accurately across multiple reviewers. A more detailed description of the
data extraction process and how consistency will be ensured would strengthen the protocol.
The fourth stage involves data analysis and synthesis. Jang et al. (2022) outline a
straightforward process for synthesizing the data, which includes coding the data, summarizing
the findings, and identifying gaps in the literature. This is a strength of the protocol, as a clear
and transparent process for data analysis is essential for a scoping review. However, the authors
do not provide details on how to ensure consistency in the coding and summarizing process
across multiple reviewers. A more detailed description of how consistency will be ensured would
strengthen the protocol.
The fifth stage involves external consultation with relevant stakeholders. Jang et al.
(2022) include a clear plan for consulting with patient safety experts, clinical nurses, and other
stakeholders. This is a strength of the protocol, as external consultation can help to ensure the
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review reflects the actual opinions and experiences of clinical practitioners. However, the authors
need to explain how they will select stakeholders or ensure their input is representative of diverse
perspectives. A more detailed description of the stakeholder selection process and how diversity
will be ensured would strengthen the protocol.
Overall, the protocol outlined by Jang et al. (2022) is generally well-designed, with clear
research objectives, a comprehensive search strategy, and a transparent data analysis and
synthesis process. However, there are areas where the protocol could be strengthened,
particularly around ensuring consistency in the screening, data extraction, and data analysis
processes and ensuring diversity in the stakeholder consultation process. A more substantial
justification for the scoping review would also help to make the research more compelling.
Teaching Prioritization: "Who, What, & Why?" Mary Ann Jessee, Ph.D., RN
In her article, Jessee (2019) proposes an exercise called "Who, What, & Why?" to teach
nursing students how to prioritize patient care. The exercise involves groups of six students with
one instructor, who discuss patient cases and determine the most pressing needs based on risk
assessment. According to Jessee (2019), this exercise has been used with 600 students, resulting
in enriched learning experiences, improved thought processes, and better prioritization of patient
care.
Jessee's proposal for the "Who, What, & Why?" exercise appears to be a sound strategy
for teaching prioritization in nursing education. The exercise encourages critical thinking and
risk assessment, which are essential skills for prioritizing patient care. By engaging in
discussions with peers and instructors, students can learn from each other's perspectives and
better understand how to prioritize patient care based on individual risk factors.
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However, there are some limitations to the proposal. First, Jessee (2019) does not provide
detailed information on how the exercise is implemented, assessed, or integrated into the nursing
curriculum. Without this information, it is difficult to determine the feasibility of implementing
this exercise in other nursing programs or contexts. Second, while the exercise effectively
improves students' prioritization skills, it is unclear whether these improvements translate into
improved patient outcomes. Further research is needed to determine the long-term impact of this
exercise on patient care quality.
Despite these limitations, Jessee's proposal for the "Who, What, & Why?" exercise offers
a promising approach to teaching prioritization in nursing education. By emphasizing risk
assessment and critical thinking, the exercise helps students develop essential skills that can
enhance patient care prioritization. With further refinement and evaluation, this exercise may be
a valuable addition to nursing education curricula, ultimately leading to better patient outcomes.
A National Perspective on New Nurse Graduate Transition to Practice: Secondary Analysis
of the National Student Nurses' Association 2021 New Graduate Survey
Based on a poll by the National Student Nurses Association in 2021, Feeg et al. (2022)
present informative recommendations for nursing education, administration, and practice.
Initially, Feeg et al. (2022) suggest introducing the mentor concept in schools and workplaces as
a crucial component of preceptorship, modeling, coaching, and sponsoring responsibilities.
Mentoring is a piece of crucial advice, as mentoring is an excellent method for supporting and
guiding the transition of new nurses into practice. Nevertheless, the authors provide no specific
instructions for establishing mentorship programs in schools and businesses. Additional
information regarding mentorship program best practices and evidence-based recommendations
would be helpful.
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Second, Feeg et al. (2022) recommend that nursing leaders foster learning, growth, and
mentoring cultures that promote a mentoring attitude, ethos, and conduct among all colleagues.
In addition, leaders must encourage a zero-tolerance policy for workplace rudeness,
discrimination, bullying, and verbal abuse. This proposal emphasizes the significance of
providing new nurses with a positive work environment. Nevertheless, the writers do not address
the difficulties of altering workplace cultures and how to promote a mentoring philosophy and
conduct among colleagues.
Thirdly, Feeg et al. (2022) suggest that multiple forms of mentoring, such as expert-topeer, peer-to-peer, official programs in schools and workplaces, joining professional groups'
mentor programs, professional internet platforms, and networking for mentors, should be taught
and recognized. This is a fantastic proposal because it gives new nurses multiple possibilities for
obtaining mentoring help. Nevertheless, the authors do not include information on the efficacy of
each mentorship style or how to select the optimal alternative for particular nurses.
Fourthly, Feeg et al. (2022) recommend that clinical workplace leaders and nursing
education continue bridging the gap between education and practice to develop, support, and
promote future generations of nurses who are competent, devoted, and rooted in their
professional roots. This proposal emphasizes the significance of linking nursing education with
clinical workplace demands. The writers do not, however, provide any suggestions on how to
bridge the gap between education and practice.
The article offers valuable suggestions for nursing education, administration, and
practice. Nonetheless, the authors might have offered more explicit instructions for applying the
recommendations in actual circumstances. Additional research is required to provide evidencebased guidelines for mentoring programs and close the education-practice gap. Nevertheless, this
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study provides a solid platform for future research and the creation of best practices for assisting
new nurses in their transition to practice.
Fostering Resilience in Nursing Students in the Academic Setting: A Systematic Review"
by Diffley and Duddle
Diffley & Duddle (2022) explore practical strategies for promoting resilience in nursing
students in the academic setting. They conducted a mixed-methods systematic review of 15
studies, including interventions to recognize stress and stressors, empower students, and increase
resilience.
Diffley & Duddle (2022) highlights that multicomponent interventions such as skill
application, information-sharing strategies, and reflective learning processing are effective in
recognizing stress and stressors, empowering students to cope and manage stress, and increasing
resilience. However, Diffley & Duddle (2022) note that the variation in sample size and
characteristics, methodology, outcome measures, intervention strategy structure, duration, and
length of follow-up make it unclear what the optimal format and structure should be. The authors
recommend that future research address these gaps, include diverse nursing student populations,
and examine the longitudinal development of resilience from entry to graduation.
The article's strengths include its thorough and systematic review of the literature, which
synthesizes and analyzes a range of interventions and outcomes related to resilience in nursing
students. The article also provides direction for developing resilience initiatives and suggests that
interventions that promote resilience for nursing students require a significant time investment
and effort to retain study participants.
However, the article also has limitations, including the heterogeneity of sample
characteristics and intervention modalities, which may affect the generalizability of the findings.
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Additionally, the article notes a risk of inadvertently omitting some of the content when
conducting reviews of this nature. Additional articles may have been published since the
sampling was conducted.
In conclusion, the article provides valuable insights into practical strategies for promoting
resilience in nursing students in the academic setting. However, further research is needed to
strengthen the evidence base and identify optimal intervention formats and structures.
Conclusion
This essay critiques four articles that focus on nursing education and practice, including
the experiences of new nurse graduates, fostering resilience in nursing students, teaching
prioritization skills, and communication education for patient safety. The essay highlights the
strengths and weaknesses of each article and provides suggestions for future research and
practice. In the case of the article on communication education, the author notes that while the
scoping review protocol is well-designed, it could be improved by providing a more vigorous
justification for the research, a more detailed description of the screening and selection process,
and more information on how consistency will be ensured across multiple reviewers. The article
on teaching prioritization is commended for its sound strategy for teaching nursing students how
to prioritize patient care. Still, the limitations include a lack of detailed information on how the
exercise is conducted, which could impact its effectiveness. In the article on new nurse graduates'
experiences, the critique highlights that the study lacks diversity in its sample, with most
participants being white females, which limits the generalizability of the findings. Additionally,
the study relies on self-reported data, which could be subject to social desirability bias, and the
sample size is small, which may limit the study's statistical power. The article on fostering
resilience in nursing students is praised for its comprehensive approach, including using a
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resilience framework, incorporating experiential learning activities, and engaging multiple
stakeholders. However, the critique notes that the study did not measure the effectiveness of the
intervention, and there is a need for further research to determine its impact on nursing students'
resilience. Overall, the critiques provide insights into the strengths and limitations of each study,
highlighting areas for improvement and future research.
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References
Diffley, D. M., & Duddle, M. (2022). Fostering Resilience in Nursing Students in the Academic
Setting: A Systematic Review. Journal of Nursing Education, 61(5), 229-235.
Feeg, V. D., Mancino, D., Vasquez-Clarfield, B., Garrison, C. M., Mahler, E., & Vance, C.
(2022). A National Perspective on New Nurse Graduate Transition to Practice: Secondary
Analysis of the National Student Nurses' Association 2021 New Graduate
Survey. Nursing Economics, 40(4), 167-185.
Jang, H., Lee, M., & Lee, N. J. (2022). Communication education regarding patient safety for
registered nurses in acute hospital settings: A scoping review protocol. BMJ open, 12(2),
e053217.
Jessee, M. A. (2019). Teaching prioritization:“Who, what, & why?”. Journal of Nursing
Education, 58(5), 302-305.