<abstract><title style='display:none'>Abstract</title><sec id="j_fon-2019-0004_s_006_w2aab3b7b4b1b6b1aab1c17b1Aa"><title style='display:none' id="d2310613e8144_w2aab3b7b4b1b6b1aab1c17b1aAa">Objective</title>This paper aims at critically reflecting on the author’s personal experience in the context of communication within a nursing team and exploring relevant existing constraints with a view to improving practice and achieving more effective outcomes in team communication.</sec><sec id="j_fon-2019-0004_s_007_w2aab3b7b4b1b6b1aab1c17b2Aa"><title style='display:none' id="d2310613e8153_w2aab3b7b4b1b6b1aab1c17b2aAa">Methods</title>Critical emancipatory reflection is used to evaluate and interpret the author’s practice. Smyth’s model serves as a framework to guide critical reflection step by step in this paper. Relevant theoretical perspectives help to make sense of the author’s performance in terms of team communication.</sec><sec id="j_fon-2019-0004_s_008_w2aab3b7b4b1b6b1aab1c17b3Aa"><title style='display:none' id="d2310613e8161_w2aab3b7b4b1b6b1aab1c17b3aAa">Results</title>It is identified via emancipatory reflection that the author endorses the ideas of equality, respect, trust, and collaboration, which were formed and established during the process of professional socialization. However, different constraints, such as sociocultural, historical, political, and personal factors, impede the author from performing more effectively in terms of team communication. Reconstruction provides the author opportunities to take actions to rectify constraints and avoid the reemergence of previous situations in the future.</sec><sec id="j_fon-2019-0004_s_009_w2aab3b7b4b1b6b1aab1c17b4Aa"><title style='display:none' id="d2310613e8169_w2aab3b7b4b1b6b1aab1c17b4aAa">Conclusions</title>Reflection is an effective way to gather knowledge and develop comprehensive understanding of practice. Alternative actions for effective team communication are recommended, including formulating ground rules for discussion, guiding nurses in the correct way, transforming conflicts within a team, being an active and reflective listener, and motivating nurses to actively create.</sec></abstract>

A critical reflection on improving effective team communication

<abstract><title style='display:none'>Abstract</title><sec id="j_fon-2018-0032_s_006_w2aab3b7ab1b6b1aab1c17b1Aa"><title style='display:none' id="d1089171e27391_w2aab3b7ab1b6b1aab1c17b1aAa">Objectives</title>To examine the best practice evidence of the effectiveness of the flipped classroom (FC) as a burgeoning teaching model on the development of self-directed learning in nursing education.</sec><sec id="j_fon-2018-0032_s_007_w2aab3b7ab1b6b1aab1c17b2Aa"><title style='display:none' id="d1089171e27398_w2aab3b7ab1b6b1aab1c17b2aAa">Data sources</title>The relevant randomized controlled trial (RCT) and non-RCT comparative studies were searched from multiple electronic databases including PubMed, Embase, Web of Science, Cumulative Index to Nursing and Allied Health Literature (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), Wanfang Data, China National Knowledge Infrastructure (CNKI), and Chinese Science and Technology Periodical Database (VIP) from inception to June 2017.</sec><sec id="j_fon-2018-0032_s_008_w2aab3b7ab1b6b1aab1c17b3Aa"><title style='display:none' id="d1089171e27405_w2aab3b7ab1b6b1aab1c17b3aAa">Review methods</title>The data were independently assessed and extracted for eligibility by two reviewers. The quality of included studies was assessed by another two reviewers using a standardized form and evaluated by using the Cochrane Collaboration’s risk of bias tool. The self-directed learning scores (continuous outcomes) were analyzed by using the 95% confidence intervals (CIs) with the standard deviation average (SMD) or weighted mean difference (WMD). The heterogeneity was assessed using Cochran’s <italic>I</italic><xref ref-type="bibr" rid="j_fon-2018-0032_ref_002_w2aab3b7ab1b6b1ab1b6b2Aa">2</xref> statistic.</sec><sec id="j_fon-2018-0032_s_009_w2aab3b7ab1b6b1aab1c17b4Aa"><title style='display:none' id="d1089171e27418_w2aab3b7ab1b6b1aab1c17b4aAa">Results</title>A total of 12 studies, which encompassed 1440 nursing students (intervention group = 685, control group = 755), were eligible for inclusion in this review. Of 12 included studies, the quality level of one included study was A and of the others was B. The pooled effect size showed that compared with traditional teaching models, the FC could improve nursing students’ self-directed learning skill, as measured by the Self-Directed Learning Readiness Scale (SDLRS), Self-Directed Learning Readiness Scale for Nursing Education (SDLRSNE), Self-Regulated Learning Scale (SRL), Autonomous Learning Competencies scale (ALC), and Competencies of Autonomous Learning of Nursing Students (CALNS). Overall scores and subgroup analyses with the SRL were all in favor of the FC.</sec><sec id="j_fon-2018-0032_s_010_w2aab3b7ab1b6b1aab1c17b5Aa"><title style='display:none' id="d1089171e27426_w2aab3b7ab1b6b1aab1c17b5aAa">Conclusions</title>The result of this meta-analysis indicated that FCs could improve the effect of self-directed learning in nursing education. Future studies with more RCTs using the same measurement tools are needed to draw more authoritative conclusions.</sec></abstract>

Effectiveness of the flipped classroom on the development of self-directed learning in nursing education: a meta-analysis

<abstract><title style='display:none'>Abstract</title>A teaching strategy is a method, which can help students to gain knowledge, deliver information, and improve their learning. Different learning environments, such as clinical teaching, online teaching, and face-to-face traditional learning environments, require different teaching strategies for students. Choosing teaching strategies for a course is very important for nurse educators because various factors should be taken into account to make students meet the learning outcomes. The use of modern technologies in teaching strategies can improve students’ competencies and confidences. The purpose of this article is to create a toolbox integrating ten teaching strategies that can be used in different teaching environments.</abstract>

Toolbox of teaching strategies

<abstract><title style='display:none'>Abstract</title><sec id="j_FON-2019-0013_s_006_w2aab3b7ab1b6b1aab1c17b1Aa"><title style='display:none' id="d6279607e10881_w2aab3b7ab1b6b1aab1c17b1aAa">Objective</title>To explore the concept of adherence in the context of rehabilitation of patients with chronic illnesses. This concept analysis is helpful in predicting health behaviors and intentions including physical activity and dietary behaviors in patients with chronic illnesses.</sec><sec id="j_FON-2019-0013_s_007_w2aab3b7ab1b6b1aab1c17b2Aa"><title style='display:none' id="d6279607e10889_w2aab3b7ab1b6b1aab1c17b2aAa">Methods</title>The framework of Walker and Avant was used to analyze the concept of adherence.</sec><sec id="j_FON-2019-0013_s_008_w2aab3b7ab1b6b1aab1c17b3Aa"><title style='display:none' id="d6279607e10897_w2aab3b7ab1b6b1aab1c17b3aAa">Results</title>Adherence is defined as the extent to which a person’s behavior, such as taking medication, following a diet, and/or executing lifestyle changes, corresponds to agreed recommendations from a health-care provider. The antecedents of adherence are the biomedical status of the individual, social support, self-efficacy, and education. Self-report questionnaires and patient self-reporting are the most common measurement tools of adherence. Thus, the reliable and valid instrument of monitoring adherence in the clinical settings is challenging.</sec><sec id="j_FON-2019-0013_s_009_w2aab3b7ab1b6b1aab1c17b4Aa"><title style='display:none' id="d6279607e10905_w2aab3b7ab1b6b1aab1c17b4aAa">Conclusions</title>Analyzing the concept of adherence is necessary to help understand how best to promote adherence to improve health-related outcomes.</sec></abstract>

Concept analysis of adherence

<abstract><title style='display:none'>Abstract</title><sec id="j_FON-2019-0041_s_006_w2aab3b7b3b1b6b1aab1c17b1Aa"><title style='display:none' id="d496989e227_w2aab3b7b3b1b6b1aab1c17b1aAa">Objective</title>To investigate the patient safety culture regarding intravenous therapy in parts of tertiary hospitals in Guangzhou, China.</sec><sec id="j_FON-2019-0041_s_007_w2aab3b7b3b1b6b1aab1c17b2Aa"><title style='display:none' id="d496989e236_w2aab3b7b3b1b6b1aab1c17b2aAa">Methods</title>A cross-sectional survey was conducted. A total of 333 medical staffs members from eight hospitals in Guangzhou were included in our study using convenience sampling. An evaluation about the patient safety culture regarding intravenous therapy was conducted.</sec><sec id="j_FON-2019-0041_s_008_w2aab3b7b3b1b6b1aab1c17b3Aa"><title style='display:none' id="d496989e245_w2aab3b7b3b1b6b1aab1c17b3aAa">Results</title>The summarized results show that the total and level one items’ scores are greater than 4.3 points (the full mark is 5 points). The lowest scoring of the five level one items is for the hospital’s security resources (4.53±0.526), and the highest is for the hospital’s safety management commitment (4.65±0.445). Among the 25 secondary entries, the four lowest-scoring entries are “doctors who can master the knowledge of drug efficacy and adverse reactions” (4.44±0.622), “doctors who can master the knowledge of the choice of medicine” (4.45±0.621), “a guarantee of sufficient human resources” (4.46±0.647), and “doctors who can master the knowledge related to the observation and complications with the treatment of intravenous therapy operation” (4.435±0.634).</sec><sec id="j_FON-2019-0041_s_009_w2aab3b7b3b1b6b1aab1c17b4Aa"><title style='display:none' id="d496989e254_w2aab3b7b3b1b6b1aab1c17b4aAa">Conclusions</title>The patient safety culture regarding intravenous treatment in parts of tertiary hospitals in Guangzhou is promising, but there are still shortcomings, including the need to increase relevant resources, such as equipment facilities, training resources, and especially human input.</sec></abstract>

Patient safety culture regarding intravenous therapy in Guangzhou, China: a cross-sectional survey

<abstract><title style='display:none'>Abstract</title><sec id="j_FON-2019-0042_s_007_w2aab3b7b4b1b6b1aab1c18b1Aa"><title style='display:none' id="d496989e29628_w2aab3b7b4b1b6b1aab1c18b1aAa">Objective</title>Nurses play important roles in caring for dying patients and their families. Difficulties students confronted when facing dying patients challenge the quality of nursing education. A better understanding of students’ experiences would enhance teachers’ ability in helping students. This study aims to describe available evidence about nursing students’ experiences when caring for dying patients and their families.</sec><sec id="j_FON-2019-0042_s_008_w2aab3b7b4b1b6b1aab1c18b2Aa"><title style='display:none' id="d496989e29637_w2aab3b7b4b1b6b1aab1c18b2aAa">Methods</title>A review of qualitative studies published between 2005 and 2017 was undertaken using the following databases: MEDLINE, CINAHL, ProQuest Central, ScienceDirect, and CNKI. The keywords included were <italic>nursing students</italic>, <italic>experience</italic>, <italic>care</italic>, <italic>end-of-life</italic>, and <italic>dying</italic>. Qualitative Assessment and Review Instrument was used to assess the quality of the studies by two independent reviewers. The data from the studies were analyzed by meta-synthesis.</sec><sec id="j_FON-2019-0042_s_009_w2aab3b7b4b1b6b1aab1c18b3Aa"><title style='display:none' id="d496989e29661_w2aab3b7b4b1b6b1aab1c18b3aAa">Results</title>Eighteen English and two Chinese studies were selected in this review. Four themes were emerged: (1) Students with dying patients: students did not have enough ability in symptoms control, comfort supply, and therapeutic communication for dying patients. (2) Students with the patients’ families: students advocated more caring for patients’ families. (3) Students with the surroundings: professional medical staffs, especially the nursing preceptors, were key roles in constructing a supporting system for students. (4) Students with themselves: nursing students underwent various negative feelings and adopted both negative and positive strategies to cope with such feelings; students experienced professional and personal development during the caring for dying patients.</sec><sec id="j_FON-2019-0042_s_010_w2aab3b7b4b1b6b1aab1c18b4Aa"><title style='display:none' id="d496989e29670_w2aab3b7b4b1b6b1aab1c18b4aAa">Conclusions</title>Nursing students’ abilities in terminal symptom control, comfort supply, and therapeutic communication should be improved by more theoretic learning and simulation practice. The nursing preceptors were key roles in constructing a supporting system for students and helping them to control the negative emotions when facing dying patients.</sec></abstract>

Nursing students’ experiences of caring for dying patients and their families: a systematic review and meta-synthesis

<abstract>
<title style='display:none'>Abstract</title>
<sec>
<title style='display:none'>Objective</title>
The aim of the study was to evaluate the quality of sleep in nurses performing shift work in therapeutic and surgical departments and to establish possible relationships between level of blood pressure (BP) and quality of sleep.
</sec>
<sec>
<title style='display:none'>Methods</title>
A total of 20 nurses of the therapeutic departments and 20 nurses of the surgical departments were enrolled in the study. Sleep quality was assessed using the Pittsburgh Sleep Quality Index (PSQI). BP was measured according to the standard protocol using the Korotkoff method; a sphygmomanometer was used for this twice with an interval of 2 min between 10:00 a.m. and 10:30 a.m. The average value for the 2 indicators was calculated. The diagnosis of essential arterial hypertension (AH) was established according to the recommendations of the European Association of Cardiology and the European Association of Hypertension (2018).
</sec>
<sec>
<title style='display:none'>Results</title>
The overall assessment of the sleep quality of the nurses involved in shift work indicates poor sleep quality; this was true in respondents of both the surgical and therapeutic profiles. However, it was observed that the quality of sleep was significantly lower in nurses of the therapeutic departments. Moreover, poor sleep quality was associated with AH, which was diagnosed in 65% of the nurses of the therapeutic departments and 45% of the nurses of the surgical departments, that is, in almost all of the subjects. Herewith, in the nurses of the therapeutic departments, the level of systolic BP exceeded that of the nurses of the surgical departments.
</sec>
<sec>
<title style='display:none'>Conclusions</title>
Poor sleep quality is a significant risk factor for AH development and is relevant to nurses performing shift work. Additional clinical studies should be conducted to better understand the mechanisms underlying such adverse cardiometabolic outcomes associated with sleep disorders in the health-sector shift workers.
</sec>
</abstract>

Relationship between sleep quality and blood pressure level in nurses performing shift work

<abstract>
<title style='display:none'>Abstract</title>
<sec>
<title style='display:none'>Objective</title>
To determine factors that affect the health-related quality of life (HRQOL) of congestive heart failure (CHF) patients with preserved and reduced ejection fraction.
</sec>
<sec>
<title style='display:none'>Methods</title>
A cross-sectional study design was used for this study. The stratified random sampling was applied for each subgroup. HRQOL was measured with the Minnesota Living with Heart Failure Questionnaire. The data were analyzed using chi-square, Spearman’s correlation analysis, and independent <italic>t</italic>-test.
</sec>
<sec>
<title style='display:none'>Results</title>
A number of 67 respondents participated in the recent study. The total mean scores of HRQOL were significantly different (<italic>P</italic> = 0.001) between heart failure (HF) patients with reduced and preserved ejection fractions, 41.07 ± 7.54 and 54.97 ± 4.36, respectively. It related with the physical (mean ± standard deviation [SD] = 10.4 ± 2.14; <italic>t</italic> = −10.08, 95% CI = −12.46 to −8.34; <italic>P</italic>-value = 0.001) and psychological (mean ± SD = 3.5 ± 0.5; <italic>t</italic> = −6.68, 95% CI = −4.55 to −2.45; <italic>P</italic>-value = 0.001) domain. Strong correlation was found between age (<italic>r</italic> = −0.898, <italic>P</italic> &lt; 0.05), NYHA functional classes (<italic>r</italic> = −0.858, <italic>P</italic> &lt; 0.01), duration of HF (<italic>r</italic> = −0.807, <italic>P</italic> &lt; 0.01), family support (<italic>r</italic> = 0.927, <italic>P</italic> &lt; 0.01), and quality of life (QoL).
</sec>
<sec>
<title style='display:none'>Conclusions</title>
HRQOL in HF patients with reduced ejection fraction was higher than in those with preserved ejection fraction. Family support is a further determinant factor that has a positive correlation to the QoL.
</sec>
</abstract>

Health-related quality of life among congestive heart failure patients with preserved and reduced ejection fraction

<abstract>
<title style='display:none'>Abstract</title>
<sec>
<title style='display:none'>Objective</title>
Patient safety is a fundamental factor in improving the quality of care provided in hospitals. Therefore, it is considered a significant parameter by all healthcare organizations around the world. The present study was conducted to investigate the attitude of nurses toward the patient safety climate during the Coronavirus Disease 2019 (COVID-19) pandemic in the southeast of Iran.
</sec>
<sec>
<title style='display:none'>Methods</title>
This is a cross-sectional descriptive study. Among all the nurses working in one of the hospitals in the southeast of Iran, 171 nurses participated in the study through convenience sampling methods. The survey was conducted between June 1 and July 30, 2020. A 2-part questionnaire including demographic information and an assessment of nurses’ attitudes toward patients’ safety climate was used for data collection in 2021. The content validity of the scale is (0.77) and reliability was re-calculated and confirmed by the present study with Cronbach’s alpha (α = 0.9). Data were analyzed by SPSS 20 (IBM Corporation, Armonk, New York, United States) using descriptive and analytical statistical tests.
</sec>
<sec>
<title style='display:none'>Results</title>
The mean score of safety climates was 3.2 ± 5.20 (out of 5 scores). The results showed that among all dimensions of the safety climate, only the education dimension was statistically significant between males and females (<italic>P</italic> &lt; 0.001). Also, there was a significant relationship between the overall average of the safety climate and its dimensions according to the people’s position only in the dimension of supervisors’ attitude (<italic>P</italic> &lt; 0.01) and burnout (<italic>P</italic> &lt; 0.01). Additionally, a significant correlation between the education level and the overall score of safety climate (<italic>P</italic> &lt; 0.01), as well as the supervisor’s attitude dimension (<italic>P</italic> &lt; 0.01), was observed.
</sec>
<sec>
<title style='display:none'>Conclusions</title>
The results showed that the safety climate was at a relatively favorable level. Considering the impact of nurses’ attitudes on the safety climate of patients, its improvement seems necessary. It is recommended to design training courses and educate nurses in order to promote a patients safety climate in hospitals.
</sec>
</abstract>

Nurses’ attitude toward patients’ safety climate during COVID-19 pandemic: a cross-sectional study<xref ref-type="fn" rid="j_fon-2024-0004_fn_001">†</xref>

<abstract>
<title style='display:none'>Abstract</title>
<sec>
<title style='display:none'>Objective</title>
To explore the best duration of moxibustion on lumbar disk herniation (LDH).
</sec>
<sec>
<title style='display:none'>Methods</title>
A total of 88 patients were randomly divided into control group and 15-min, 30-min, and 45-min moxibustion groups. The control group was treated with conventional therapy, while the other 3 groups were intervened with different moxibustion durations. Low back pain, dysfunction, lumbar function, and effective rates were evaluated before, in the first week and second week of intervention.
</sec>
<sec>
<title style='display:none'>Results</title>
In low back pain, compared with the control group, the score of the 15-min group had no significant difference, but it was significantly lower in the 30-min and 45-min groups. In dysfunction and lumbar function, compared with the control group, the scores of the 15-min, 30-min, and 45-min groups were significantly higher, and the scores of the 30-min and 45-min groups were significantly higher, but there was no significant difference between the 30-min and 45-min group. In effective rates, there was no significant difference between the control group and 15-min group; the effective rates of the 30-min and 45-min groups were significantly higher than those of the control group.
</sec>
<sec>
<title style='display:none'>Conclusions</title>
Moxibustion has good therapeutic effect on LDH with specific moxibustion time.
</sec>
</abstract>

Effects of different moxibustion durations on lumbar disk herniation: a clinical study

<abstract>
<title style='display:none'>Abstract</title>
This study aimed to evaluate the correlation between nursing informatics (NI) competency and information literacy skills for evidence-based practice (EBP) among intensive care nurses. This cross-sectional study was conducted on 184 nurses working in intensive care units (ICUs). The study data were collected through demographic information, Nursing Informatics Competency Assessment Tool (NICAT), and information literacy skills for EBP questionnaires. The intensive care nurses received competent and low-moderate levels for the total scores of NI competency and information literacy skills, respectively. They received a moderate score for the use of different information resources but a low score for information searching skills, different search features, and knowledge about search operators, and only 31.5% of the nurses selected the most appropriate statement. NI competency and related subscales had a significant direct bidirectional correlation with information literacy skills for EBP and its subscales (<italic>P</italic> &lt; 0.05). Nurses require a high level of NI competency and information literacy for EBP to obtain up-to-date information and provide better care and decision-making. Health planners and policymakers should develop interventions to enhance NI competency and information literacy skills among nurses and motivate them to use EBP in clinical settings.
</abstract>

Necessary prerequisites for evidence-based practice: results of investigating nurses’ informatics competency and information literacy skills

<abstract>
<title style='display:none'>Abstract</title>
<sec>
<title style='display:none'>Objective</title>
High-quality and successful nursing care delivery in a variety of situations requires critical thinking training and professional commitment. The present study aimed to investigate critical thinking disposition, professional commitment, and the relationship between these 2 variables among nurses.
</sec>
<sec>
<title style='display:none'>Methods</title>
As a result of stratified random sampling, 201 nurses were enrolled in the present cross-sectional study. Data were gathered using a socio-demographic form, the Critical Thinking Disposition Inventory (CTDI), and the Nurses’ Professional Commitment Scale (NPCS).
</sec>
<sec>
<title style='display:none'>Results</title>
Although the critical thinking disposition scores were at a moderate level (115.70 ± 13.55), the mean score for professional commitment was high (91.37 ± 11.77). A positive correlation was found between critical thinking disposition and professional commitment (<italic>r</italic> = 0.67, <italic>P</italic> = 0.001).
</sec>
<sec>
<title style='display:none'>Conclusions</title>
Nursing managers are urged to employ strategies to enhance nurses’ critical thinking disposition and professional commitment.
</sec>
</abstract>

Nurses’ critical thinking disposition and professional commitment: a cross-sectional study

<abstract><title style='display:none'>Abstract</title><sec><title style='display:none'>Objective</title>The aim of this study was to assess the effectiveness of mindfulness meditation (MM) on anxiety, depression, stress and mindfulness in nursing students.</sec><sec><title style='display:none'>Methods</title>A comprehensive search and screening procedures were conducted to locate all MM interventions implemented with nursing students. For randomized controlled trials (RCTs) in accordance with the inclusion criteria, a search was conducted in PubMed, Embase, Web of Science, Medline, PsycINFO, Cumulative Index to Nursing and Allied Health (CINAHL), Cochrane Central Register of Controlled Trials (CENTRAL), China Biology Medicine (CBM), Chinese National Knowledge Infrastructure (CNKI) and Wanfang. Databases were retrieved from inception through August 2018. Additional studies were identified through hand searches and Internet searches. Two reviewers collected relevant data of eligible articles according to the data extraction tables. Based on <italic>Cochrane Handbook</italic>, critical appraisal of the methodological quality was assessed by two other reviewers. An Excel form was used to extract main characteristics of included RCTs. Meta-analysis and trial sequential analysis (TSA) were carried out using software RevMan 5.3 and TSA 0.9.</sec><sec><title style='display:none'>Results</title>Five RCTs with 257 nursing students were included. Only two studies were assessed as high quality and three studies were evaluated as moderate quality. Meta-analysis showed that, comparing with the control group, MM could significantly improve anxiety (SMD = −0.45, 95% CI −0.73 to −0.17, <italic>P</italic> = 0.001) and stress (SMD = −0.69, 95% CI −0.97 to −0.40, <italic>P</italic> &lt; 0.001). TSA results confirmed that the outcome of the merger is credible. It could also significantly improve depression level of nursing students after 8 weeks intervention duration (SMD = −0.70, 95% CI −1.14 to −0.26, <italic>P</italic> = 0.002). However, there was no beneficial effect on depression level of nursing students with 1 week intervention duration (SMD = 0.09, 95% CI −0.42 to 0.59, <italic>P</italic> = 0.74) and its effects on mindfulness level of nursing students also did not show statistical significance (SMD = 0.37, 95% CI −0.04 to 0.77, <italic>P</italic> = 0.07). No definitive conclusions were drawn from the TSA.</sec><sec><title style='display:none'>Conclusions</title>The results of this meta-analysis indicated that MM could effectively reduce the level of anxiety and stress of nursing students. TSA confirmed that the results of meta-analysis are credible. For depression, it could also significantly improve depression of nursing students with 8 weeks intervention, but there was no significant effect on nursing students with 1 week intervention duration. There was also no beneficial effect on mindfulness level of nursing students. However, TSA indicated that the accumulated evidence is still inconclusive. We suggest that more well-designed clinical trials with large sample and higher quality would be required in future to draw a definitive conclusion.</sec></abstract>

Effects of mindfulness meditation on anxiety, depression, stress, and mindfulness in nursing students: a meta-analysis and trial sequential analysis of randomized controlled trials

<abstract><title style='display:none'>Abstract</title><sec id="j_fon-2018-0011_s_006_w2aab3b7b9b1b6b1aab1c18b1Aa"><title style='display:none' id="d965974e6508_w2aab3b7b9b1b6b1aab1c18b1aAa">Objective</title>Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students.</sec><sec id="j_fon-2018-0011_s_007_w2aab3b7b9b1b6b1aab1c18b2Aa"><title style='display:none' id="d965974e6517_w2aab3b7b9b1b6b1aab1c18b2aAa">Methods</title>From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%.</sec><sec id="j_fon-2018-0011_s_008_w2aab3b7b9b1b6b1aab1c18b3Aa"><title style='display:none' id="d965974e6525_w2aab3b7b9b1b6b1aab1c18b3aAa">Results</title>For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability.</sec><sec id="j_fon-2018-0011_s_009_w2aab3b7b9b1b6b1aab1c18b4Aa"><title style='display:none' id="d965974e6534_w2aab3b7b9b1b6b1aab1c18b4aAa">Conclusions</title>To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.</sec></abstract>

Role of academic self-efficacy in the relationship between self-directed learning readiness and problem-solving ability among nursing students

<abstract><title style='display:none'>Abstract</title><sec><title style='display:none'>Objective</title>To describe the development of interpretive profiles for a hermeneutic phenomenological research study.</sec><sec><title style='display:none'>Methods</title>literature review was conducted to identify research that has used interpretive profiles. An initial interpretive profile was constructed.</sec><sec><title style='display:none'>Results</title>The final outcome was an interpretive profile that contained a case summary and addressed the aims of the researcher's study. The interpretive profile contained background material, coded excerpts, and interpretive comments.</sec><sec><title style='display:none'>Conclusions</title>Interpretive profiles can assist emerging scholars in describing self-world relations and experiential variations within and across participants. Interpretive profiles can facilitate the writing of dissertations and manuscripts since the data is systematically archived and easily retrievable.</sec></abstract>

Analysis methods in hermeneutic phenomenological research: interpretive profiles

<abstract><title style='display:none'>Abstract</title><sec id="j_fon-2018-0028_s_006_w2aab3b7b5b1b6b1aab1c17b1Aa"><title style='display:none' id="d7278785e9149_w2aab3b7b5b1b6b1aab1c17b1aAa">Objective</title>This meta-analysis aimed to examine the effects of parental involvement in infant care in neonatal intensive care units (NICUs).</sec><sec id="j_fon-2018-0028_s_007_w2aab3b7b5b1b6b1aab1c17b2Aa"><title style='display:none' id="d7278785e9158_w2aab3b7b5b1b6b1aab1c17b2aAa">Methods</title>PubMed, Embase, Cochrane Library, Web of Science, China National Knowledge Infrastructure (CNKI), Wanfang database, and VIP database were searched till November 2017. Randomized controlled trials (RCTs) and controlled clinical trials (CCTs) examining the effect of parental involvement in the NICU were considered for inclusion.</sec><sec id="j_fon-2018-0028_s_008_w2aab3b7b5b1b6b1aab1c17b3Aa"><title style='display:none' id="d7278785e9167_w2aab3b7b5b1b6b1aab1c17b3aAa">Results</title>We included 10 studies (three RCTs, seven CCTs) with a total of 1,851 participants. The meta-analysis demonstrated that there were no statistically significant differences on nosocomial infection between two groups (risk ratio [RR] = 0.90, 95% CI 0.63–1.30, <italic>P =</italic> 0.58). Compared with no parental involvement groups, parental involvement groups showed more weight gain (mean difference [MD] = 1.47, 95% CI 0.65–2.29, <italic>P &lt;</italic> 0.05), higher breast-feeding rate (RR = 1.38, 95% C11.25–1.53, <italic>P &lt;</italic> 0.05), lower readmission rate (RR = 0.35, 95% CI 0.15–0.80, <italic>P &lt;</italic> 0.05), and higher satisfaction rate (RR = 1.09, 95% CI 1.02–1.16, <italic>P&lt;</italic> 0.05).</sec><sec id="j_fon-2018-0028_s_009_w2aab3b7b5b1b6b1aab1c17b4Aa"><title style='display:none' id="d7278785e9191_w2aab3b7b5b1b6b1aab1c17b4aAa">Conclusions</title>Parental involvement in the NICU interventions could not increase the rate of nosocomial infection of neonates, but could improve their weight gain, breast-feeding and parental satisfaction and decrease their readmission. However, since the conclusion of this meta-analysis was drawn based on the limited number of high-quality RCTs, more high-quality studies should be conducted in the future to confirm its positive intervention effects.</sec></abstract>

Effects of parental involvement in infant care in neonatal intensive care units: a meta-analysis

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