Education interventions and emergency nurses' clinical practice behaviours: A scoping review.

Considine, J; Shaban, RZ; Fry, M; Curtis, K

Education interventions and emergency nurses' clinical practice behaviours: A scoping review.

Considine, J Shaban, RZ Fry, M

Curtis, K

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Australas Emerg Care, 2024, 27, (2), pp. 119-135
Issue Date:: 2024

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Field	Value	Language
dc.contributor.author	Considine, J
dc.contributor.author	Shaban, RZ
dc.contributor.author	Fry, M https://orcid.org/0000-0003-1265-7096
dc.contributor.author	Curtis, K
dc.date.accessioned	2024-06-05T03:58:41Z
dc.date.available	2023-10-29
dc.date.available	2024-06-05T03:58:41Z
dc.date.issued	2024
dc.identifier.citation	Australas Emerg Care, 2024, 27, (2), pp. 119-135
dc.identifier.issn	2589-1375
dc.identifier.issn	2588-994X
dc.identifier.uri	http://hdl.handle.net/10453/179420
dc.description.abstract	BACKGROUND: Many education interventions in emergency nursing are aimed at changing nurse behaviours. This scoping review describes and synthesises the published research education interventions and emergency nurses' clinical practice behaviours. METHODS: Arksey and O'Malley's methodological framework guided this review, which is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). CINAHL, MEDLINE complete, ERIC, and Psycinfo were searched on 3 August 2023. Two pairs of researchers independently conducted all screening. Synthesis was guided by the Behaviour Change Wheel and Bloom's Taxonomy of Educational Objectives. RESULTS: Twenty-five studies were included. Educational interventions had largely positive effects on emergency nurses' clinical practice behaviours. Ten different interventions were identified, the most common was education sessions (n = 24). Seven studies reported underpinning theoretical frameworks. Of the essential elements of behaviour change, seven interventions addressed capability, four addressed motivation and one addressed opportunity. Mapping against Bloom's taxonomy, thirteen studies addressed analysis, eleven studies addressed synthesis and two studies addressed evaluation. CONCLUSION: Few studies addressed elements of behaviour change theory or targeted cognitive domains. Future studies should focus on controlled designs, and more rigorous reporting of the education intervention(s) tested, and theoretical underpinning for intervention(s) selected.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Australas Emerg Care
dc.relation.isbasedon	10.1016/j.auec.2023.10.004
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing, 1117 Public Health and Health Services
dc.subject.classification	Nursing
dc.subject.classification	3202 Clinical sciences
dc.subject.classification	4203 Health services and systems
dc.subject.classification	4205 Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Emergency Nursing
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Nurses
dc.subject.mesh	Humans
dc.subject.mesh	Emergency Nursing
dc.subject.mesh	Clinical Competence
dc.subject.mesh	Nurses
dc.title	Education interventions and emergency nurses' clinical practice behaviours: A scoping review.
dc.type	Journal Article
utslib.citation.volume	27
utslib.location.activity	Australia
utslib.for	1110 Nursing
utslib.for	1117 Public Health and Health Services
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	open_access	*
pubs.consider-herdc	false
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-06-05T03:58:39Z
pubs.issue	2
pubs.publication-status	Published online
pubs.volume	27
utslib.citation.issue	2

Abstract:

BACKGROUND: Many education interventions in emergency nursing are aimed at changing nurse behaviours. This scoping review describes and synthesises the published research education interventions and emergency nurses' clinical practice behaviours. METHODS: Arksey and O'Malley's methodological framework guided this review, which is reported according to Preferred Reporting Items for Systematic reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). CINAHL, MEDLINE complete, ERIC, and Psycinfo were searched on 3 August 2023. Two pairs of researchers independently conducted all screening. Synthesis was guided by the Behaviour Change Wheel and Bloom's Taxonomy of Educational Objectives. RESULTS: Twenty-five studies were included. Educational interventions had largely positive effects on emergency nurses' clinical practice behaviours. Ten different interventions were identified, the most common was education sessions (n = 24). Seven studies reported underpinning theoretical frameworks. Of the essential elements of behaviour change, seven interventions addressed capability, four addressed motivation and one addressed opportunity. Mapping against Bloom's taxonomy, thirteen studies addressed analysis, eleven studies addressed synthesis and two studies addressed evaluation. CONCLUSION: Few studies addressed elements of behaviour change theory or targeted cognitive domains. Future studies should focus on controlled designs, and more rigorous reporting of the education intervention(s) tested, and theoretical underpinning for intervention(s) selected.

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http://hdl.handle.net/10453/179420