International Journal of Nursing Knowledge

To analyze the impact of an online training intervention on primary healthcare professionals in Tenerife (Canary Islands, Spain), evaluating the perceived knowledge about prevention and control of SARS-CoV-2 infection using the NOC outcome “Knowledge: Infection management” [1842].

Quasi-experimental design with prepost analysis of 12 indicators. The participants were the 705 primary healthcare professionals, both healthcare professionals and nonhealthcare professionals, who completed the online training program prepared and implemented by nurses in the teaching and research fields between May and July 2020. The change in the perceived level of knowledge before and after, as well as other associations between this knowledge and the other variables included in the study, were confirmed.

The results of the study describe significant differences in the change between pre- and posttraining for all indicators included in the comparison.

This research shows the effectiveness of an online training program, appropriate for the need for social distancing required by the pandemic, in improving the knowledge of primary healthcare professionals about prevention and control of COVID-19. It also describes a new context for the use of the Nursing Outcomes Classification (NOC) through a training program organized and led by nurses.

Our results suggest that the NOC classification is useful for assessing perceived knowledge about prevention and control of SARS-CoV-2 infection in the community among primary healthcare professionals. This study also provides evidence of the effectiveness of a nurse-led, nurse-designed online training intervention. To this end, the outcome criterion “Knowledge: Infection management” [1842] was used and its 12 original indicators were operationally defined. Overall, this study proposes a useful new framework for the NOC taxonomy, which, in addition to being intended for the assessment of outcomes among patients, families, and communities, is versatile enough to assess knowledge outcomes among professionals as well.

Analizar el impacto de una intervención formativa on-line en profesionales de Atención Primaria (AP) de Tenerife (Islas Canarias, España) evaluando, a través del resultado NOC “Conocimiento: control de la infección” [1842], los conocimientos percibidos sobre la prevención y el control de la infección por el coronavirus SARS-CoV-2.

Quasi-experimental design with pre-post analysis of 12 indicators. Los participantes fueron los 705 profesionales de AP que completaron la formación on-line preparada y puesta en marcha por enfermeras del ámbito docente e investigador entre mayo y julio de 2020. The change in the perceived level of knowledge before and after, as well as other associations between this knowledge and the other variables included in the study, were confirmed.

Los resultados del estudio describen diferencias significativas respecto al cambio entre los momentos previo y posterior a la formación, para todos los indicadores incluidos en la comparación.

La presente investigación expone la eficacia de un programa formativo online, adecuado a las exigencias de distanciamiento social requeridas por la pandemia, para mejorar los conocimientos en profesionales de AP sobre prevención y control de la enfermedad por SARS-CoV-2. Describe igualmente un nuevo contexto para el uso de la clasificación NOC, a partir de una intervención formativa organizada y liderada por enfermeras.

Este estudio propone un nuevo marco para el empleo del criterio de resultado NOC “Conocimiento: control de la infección” [1842] al evidenciarse el impacto respecto al nivel de conocimientos percibidos de los profesionales de AP para la prevención y manejo de la infección por el nuevo coronavirus.

To determine the relationship between attitude towards nursing diagnosis, critical thinking motivation, and problem-solving skills of nursing students during distance learning.

The descriptive and correlational study was conducted with 450 first-year nursing students from four universities. The “Positions on Nursing Diagnosis Scale,” “Critical Thinking Motivational Scale,” and “Problem Solving Inventory” were used for data collection in June–July 2021.

The students’ mean score of nursing diagnosis perception was 114.90 ± 18.47, the score for expectancy main subdimension of critical thinking motivation was 4.17 ± 1.16 and the score for value main subdimension was 4.81 ± 1.12, and score for problem-solving skills was 90.65 ± 19.03. A statistically significant positive correlation was found between nursing diagnosis perception and subdimension of critical thinking motivation scores (p < 0.001) and problem-solving skills score (p < 0.001). The linear regression model established to examine the effect of other scales on nursing diagnosis perception was found to be statistically significant (F = 17.516, p < 0.001). As the expectancy score increases by one unit, the perception of nursing diagnosis score increases 3.452 times (p = 0.001), the cost score increases by one unit, the perception of nursing diagnosis score increases by 3.894 (p = 0.001), and the problemsolving skills score increases by one unit, the perception of nursing diagnosis score decreases by 0.246 (p < 0.001).

To conclude that nursing diagnosis perception, critical thinking motivation, and problem-solving skills of nursing students were high and have a relationship with each other during distance education. As nursing diagnosis perception scores of students increase, their critical thinking motivation and problem-solving skills also increase.

The high skills of critical thinking and problem solving have an important place effectively to identify the nursing diagnosis more quickly and easily in the nursing care process.