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Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy
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Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy

A special issue of Nursing Reports (ISSN 2039-4403).

Deadline for manuscript submissions: 31 December 2025 | Viewed by 15502

Special Issue Editors

Dr. Antonio Martinez-Sabater

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Guest Editor
1. Nursing Care and Education Research Group (GRIECE), GIUV2019-456, Nursing Department, Universitat de Valencia, 46010 València, Spain
2. Nursing Department, Facultat d’Infermeria i Podologia, Universitat de València, 46010 València, Spain
3. Grupo Investigación en Cuidados (INCLIVA), Hospital Clínico Universitario de Valencia, 46010 València, Spain
Interests: addictions; primary health care; intensive care; digital divide; simulation; nursing education; health literacy; patients’ education
Special Issues, Collections and Topics in MDPI journals
Dr. Elena Chover-Sierra

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Guest Editor
1. Nursing Care and Education Research Group (GRIECE), GIUV2019-456, Nursing Department, Universitat de Valencia, 46010 València, Spain
2. Nursing Department, Facultat d’Infermeria i Podologia, Universitat de València, 46010 València, Spain
3. Internal Medicine, Consorcio Hospital General Universitario, 46014 Valencia, Spain
Interests: chronic illnesses; heart failure; palliative care; digital divide; psychometrics; simulation; nursing education; health literacy; patients’ education
Special Issues, Collections and Topics in MDPI journals
Dr. Carles Saus-Ortega

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Guest Editor
1. Nursing Care and Education Research Group (GRIECE), GIUV2019-456, Nursing Department, Universitat de Valencia, 46010 València, Spain
2. Nursing School La Fe, Adscript Center of Universidad de Valencia, 46026 Valencia, Spain
Interests: midwifery; women’s health; pregnancy; breastfeeding; simulation; nursing education; health literacy; patients’ education
Special Issues, Collections and Topics in MDPI journals

Special Issue Information

Dear Colleagues, 

The field of nursing is constantly evolving, driven by advances in technology and the growing demands of a globalized healthcare system. Health literacy plays a critical role in improving health outcomes, patient engagement, and the overall effectiveness of healthcare delivery. This Special Issue will focus on exploring the latest trends, innovations, and practices in nursing education and training, with a particular emphasis on health literacy. Additionally, it will highlight the role of new technologies in enhancing professional training and practice, as well as patient education. 

The objective of this Special Issue is to gather contributions that: 

  • Analyze and propose innovative methods for integrating health literacy into nursing education.
  • Examine clinical and educational nursing practices from a health literacy perspective.
  • Explore the integration of advanced technologies to improve health literacy among healthcare providers and patients.
  • Present research demonstrating improvements in health outcomes through enhanced health literacy. 

We invite authors to submit original articles, systematic reviews, case studies, and perspectives addressing, but not limited to, the following topics: 

  • Innovations in Nursing Education
    • Pedagogical methods in nursing training that enhance health literacy.
    • Competency assessments and simulation-based learning focused on health literacy.
    • Continuing education programs and their impact on clinical practice and health literacy. 
  • Patient Education and Health Literacy
    • Effective strategies for improving patient health literacy and empowerment in managing chronic diseases.
    • Evaluation of health literacy programs for patients and their families.
    • Use of digital tools to enhance patient health literacy. 
  • Integration of New Technologies
    • Use of information and communication technologies (ICT) to improve health literacy in nursing education.
    • Virtual and augmented reality in nursing training with a focus on health literacy.
    • Online learning platforms and their effectiveness in teaching health literacy. 
  • Applied Nursing Research
    • Research studies evaluating the impact of health literacy on nursing practice.
    • Collaborative research projects between educational institutions and clinical settings aimed at improving health literacy.
    • Evaluation of innovative interventions and their effectiveness in enhancing health literacy and improving nursing care.

Dr. Antonio Martinez-Sabater
Dr. Elena Chover-Sierra
Dr. Carles Saus-Ortega
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Nursing Reports is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • simulation
  • innovation
  • nursing education
  • nursing research
  • health literacy
  • patient education
  • nursing practice

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Published Papers (9 papers)

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12 pages, 692 KiB  
Article
Developing and Implementing a Narration of Care Framework to Teach Nurses When and How to Narrate Care
by Courtenay R. Bruce, Natalie N. Zuniga-Georgy, Nathan Way, Lenis Sosa, Emmanuel Javaluyas, Terrell L. Williams and Gail Vozzella
Nurs. Rep. 2025, 15(7), 244; https://doi.org/10.3390/nursrep15070244 - 2 Jul 2025
Viewed by 255
Abstract
Background: It is generally well-known that narration of care is critically important to high-quality nursing care. Narration of care is loosely defined as a nurse’s ability to describe to patients and families the clinical purpose behind nursing practice, what is hoped to be [...] Read more.
Background: It is generally well-known that narration of care is critically important to high-quality nursing care. Narration of care is loosely defined as a nurse’s ability to describe to patients and families the clinical purpose behind nursing practice, what is hoped to be achieved, and the “why” (or clinical rationale) behind nursing activities. Despite the importance of narration of care, there is little practical guidance given to nurses about how to narrate care—what makes for effective or ineffective narration of care. Objective: Our aim was to develop a framework for teaching nurses and patient care assistants (PCAs) on how to effectively narrate care. In this article, we provide a practical framework for teaching nurses and PCAs how to narrate care. We describe the process of developing the framework as part of quality improvement efforts and implementing a course for eight hospitals based on the framework. Methods: Consistent with a Plan-Do-Study Act (PDSA) quality improvement approach, we developed the framework by first conducting a data and literature review, then convening a taskforce, discussing with patients on our existing committees, and finally formulating a framework. We then drafted supplementary cases and course material and implemented a course to teach nurses and PCAs how to narrate care. Results: The narration of care framework (NOC) that we developed and implemented consisted of the following five principles, which can be called RECAP as an acronym: 1. The “R” in RECAP stands for removing uncertainty. 2. The “E” in RECAP stands for explaining the environment. 3. The “C” in RECAP stands for being calm and sincere. 4. The “A” in RECAP stands for assume nothing. 5. The “P” in RECAP stands for personal connection. As for the course developed based on the RECAP principles, there was a total of 276 course offerings conducted by 30 facilitators, and 7341 nurses and PCAs completed the course. The evaluations reflected that 99% of learners believed their learning was improved by the course. Discussion: There are several multifaceted benefits to NOC: nurses’ and PCAs’ capability to narrate care well shows empathy and compassion to patients; it strengthens patient understanding and education that can lead to improved patient outcomes; and it helps allay patients’ uncertainties and anxieties. In essence, narrating care in an effective manner cultivates a strong nurse–patient therapeutic relationship. Yet, in the absence of any practical guidance, nurses and PCAs are left to develop narration skills on their own, learning by trial and error, and, in doing so, perhaps failing to meet patients’ needs and failing to fully derive the many benefits that the NOC is designed to achieve. Our hope is that, if hospital systems adopt our work, nurses and PCAs can comfortably and confidently enter the profession knowing the purpose or narrating care, its many benefits, and how to practically conduct sufficient narration, and what would constitute insufficient narration. Hospitals, in turn, can specify and clearly articulate their expectations for nurses and PCAs narrating with patients—what would make for a strong, compassionate process and what would be inadequate. For more experienced nurses, they can use the RECAP framework to reflect on their own practices and perhaps strengthen or refreshen existing skills. Conclusions: NOC is acknowledged, somewhat implicitly, as being critical to nursing and PCA practice, yet practical instruction and specified principles are lacking. We aimed to fill this gap by developing, implementing, and teaching a practical framework, armed with many tools nurses can use. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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21 pages, 676 KiB  
Article
Spanish Nurses’ Knowledge and Perceptions of Climate Change: A Qualitative Study
by Antonio Miguel Caraballo-Betancort, Irene Marcilla-Toribio, Blanca Notario-Pacheco, Maria Leopolda Moratalla-Cebrian, Ana Perez-Moreno, Alba del Hoyo-Herraiz, Raquel Poyatos-Leon and Maria Martinez-Andres
Nurs. Rep. 2025, 15(7), 226; https://doi.org/10.3390/nursrep15070226 - 24 Jun 2025
Viewed by 281
Abstract
Background/Objective: Nurses play a critical role in addressing climate change. They are instrumental in both mitigation and adaptation to its effects. Through care provision, education, management, policy development, and research, nurses can undertake a variety of specific actions in response to climate change. [...] Read more.
Background/Objective: Nurses play a critical role in addressing climate change. They are instrumental in both mitigation and adaptation to its effects. Through care provision, education, management, policy development, and research, nurses can undertake a variety of specific actions in response to climate change. However, their perceptions of this challenge remain under-researched. This study aims to investigate Spanish nurses’ knowledge of climate change and its impact on health. Methods: This is a qualitative descriptive study based on the constructivist paradigm. Purposive and snowball sampling strategies were used to recruit nurses from emergency services, geriatrics, cardiology, respiratory medicine and primary care in nine different regions of Spain. Semi-structured online interviews were conducted. Data analysis was carried out by three researchers via a three-stage inductive thematic analysis approach. Results: The sample consisted of 31 nurses, predominantly women (77.42%), with a mean age of 41 years. Seventy percent of the participants had less than 15 years of experience in the service. Four categories were identified: (i) general knowledge of climate change; (ii) knowledge of climate change and health; (iii) knowledge of actions to address climate change; and (iv) knowledge development. Overall, the nurses demonstrated awareness of the risks posed by climate change as well as actions to respond. However, barriers such as a lack of formal training and eco-anxiety affect their knowledge acquisition. Conclusions: Nurses play an important role in the response to climate change. However, more comprehensive and higher-quality educational programmes, provided by academic institutions, workplaces, and professional associations, are needed. This study was prospectively registered with the Clinical Research Ethics Committee of the Cuenca Health Area on 25 January 2022 (registration number 2021/PI3721). Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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16 pages, 314 KiB  
Article
Depression: [Mental] Health Literacy, Stigma, and Perceived Barriers to Help-Seeking During Transitions Among Undergraduate Nursing Students
by Luís Loureiro, Rosa Simões and Amorim Rosa
Nurs. Rep. 2025, 15(5), 172; https://doi.org/10.3390/nursrep15050172 - 14 May 2025
Viewed by 1227
Abstract
Background/Objectives: Mental health literacy (MHL) plays a crucial role in transitional processes, influencing, for example, students’ adaptation to higher education and, later, their transition into the workforce. This study assesses MHL about depression among first- and fourth-year nursing students and identifies which [...] Read more.
Background/Objectives: Mental health literacy (MHL) plays a crucial role in transitional processes, influencing, for example, students’ adaptation to higher education and, later, their transition into the workforce. This study assesses MHL about depression among first- and fourth-year nursing students and identifies which MHL components and related variables are associated with a higher likelihood of being in either academic year. Methods: A cross-sectional descriptive correlational study was conducted with 478 nursing students (59.4% first-year students; 40.6% fourth-year students), predominantly female (82.2%), with a mean age of 20.41 years (SD = 4.71) and a median age of 19.0 years. Results: The results revealed a low level of recognition of depression and knowledge of mental health first aid (MHFA) strategies, including health literacy. Students tended not to hold beliefs based on myths and stereotypes about mental illness and individuals with mental illness and did not have highly stigmatizing views. MHL varied by year of study, with fourth-year students having more adequate MHL levels. Conclusions: These findings highlight the need to integrate MHL as a key element of academic success. Health education initiatives that promote mental health, prevention, and MHFA training may serve as effective strategies to enhance MHL among nursing students. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
13 pages, 476 KiB  
Article
Nursing Student Satisfaction Scale: Evaluation of Measurement Properties in Nursing Degree Programs
by Rocco Mazzotta, Giampiera Bulfone, Bartolomeo Verduci, Vera Gregoli, Davide Bove, Massimo Maurici, Ercole Vellone, Rosaria Alvaro, Francesco Scerbo and Maddalena De Maria
Nurs. Rep. 2025, 15(5), 161; https://doi.org/10.3390/nursrep15050161 - 3 May 2025
Viewed by 864
Abstract
Background/Objectives: Satisfaction among undergraduate nursing students plays a crucial role in student retention, helping to mitigate nursing shortages in the workforce, reduce academic costs, and uphold universities’ reputations. The Nursing Student Satisfaction Scale (NSSS) measures three theoretical domains: Professional Social Interaction, Curriculum [...] Read more.
Background/Objectives: Satisfaction among undergraduate nursing students plays a crucial role in student retention, helping to mitigate nursing shortages in the workforce, reduce academic costs, and uphold universities’ reputations. The Nursing Student Satisfaction Scale (NSSS) measures three theoretical domains: Professional Social Interaction, Curriculum and Teaching, and Learning Environment. Although the NSSS has demonstrated reliability and validity with respect to American nursing students, its psychometric properties have not been tested on a population of Italian nursing students. Therefore, this study aimed to determine the reliability and validity of the NSSS in regard to Italian nursing students. Methods: A multicenter observational study was conducted on undergraduate nursing students in Central Italy. A confirmatory approach was used to assess structural validity. The construct validity, internal consistency, test–retest reliability, and responsiveness to change of the NSSS were evaluated using correlation analyses, reliability coefficients, and measurement error determination. Results: Confirmatory factor analysis supported the three-factor first-order structure of the NSSS as well as the presence of a single second-order factor. Reliability was adequate for all the coefficients computed (with values ranging from 0.924 to 0.974). Construct validity was supported. The measurement error was adequate. Conclusions: The NSSS exhibited robust measurement properties, confirming its validity and reliability as an instrument for assessing nursing student satisfaction in the Italian context. Furthermore, our results indicate that, after the translation and cultural adaptation of the scale, the construct of nursing student satisfaction remains consistent with the theoretical model. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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16 pages, 1230 KiB  
Article
Propensity Score Analysis of the Utility of Supervised Perioperative Abdominal Wall Exercises for the Prevention of Parastomal Hernia
by Victoria Alejandra López-Callejón, Amparo Yuste-Sanchez, Mayed Murad, Rut Navarro-Martínez, Leticia Pérez-Santiago, José Martín-Arevalo, David Moro-Valdezate, Vicente Pla-Martí, David Casado-Rodriguez, Alejandro Espí-Macías and Stephanie García-Botello
Nurs. Rep. 2025, 15(2), 62; https://doi.org/10.3390/nursrep15020062 - 8 Feb 2025
Viewed by 783
Abstract
Retrospective studies have suggested that performing perioperative abdominal wall exercises may decrease the incidence of parastomal hernias. Objectives: This study seeks to assess the usefulness of supervised preoperative and postoperative abdominal wall exercises in the prevention of parastomal hernia. Methods: An observational study [...] Read more.
Retrospective studies have suggested that performing perioperative abdominal wall exercises may decrease the incidence of parastomal hernias. Objectives: This study seeks to assess the usefulness of supervised preoperative and postoperative abdominal wall exercises in the prevention of parastomal hernia. Methods: An observational study of patients who underwent a stoma, temporary or permanent, between January 2019 and December 2020, was performed. Minimum follow-up was 12 months. During the first 12 months of recruitment, patients were enrolled on a consecutive basis and assigned to the control group, and the remaining patients were assigned to the intervention group. A propensity score matching was performed to obtain totally comparable groups. A set of exercises was designed by the Rehabilitation Department, and their performance was supervised by physiotherapists and stoma therapists. The diagnosis of parastomal hernia was made by physical examination and computed axial tomography. Descriptive statistics of the study group were performed. Subsequently, prediction models for the occurrence of parastomal hernia were created based on binary logistic regression and classification trees. Results: After propensity matching and inclusion criteria, 64 patients were included (colostomy: n = 39, ileostomy: n = 25). Independent prognostic variables for parastomal hernias in colostomy were age (p = 0.044) and perioperative exercises (p = 0.003). The binary logistic regression model based on these variables gave an AUC of 97.6. The classification tree model included only perioperative exercises with an AUC of 92.5%. In the case of ileostomy, perioperative exercises were the only independent prognostic variable identified. The classification-tree-based model reported an AUC of 84%. Conclusions: The performance of supervised abdominal wall training and strengthening exercises may be useful in the prevention of parastomal hernias. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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17 pages, 627 KiB  
Article
Understanding Family Experiences: A Study on Mental Health Literacy in Adolescent Eating Disorder Diagnoses
by Eva García Carpintero-Blas, Esperanza Vélez-Vélez, Esther Martínez-Miguel, Alberto Tovar-Reinoso, Pablo Del Pozo-Herce, Carlos González-Navajas and Cristina Gómez-Moreno
Nurs. Rep. 2024, 14(4), 4145-4161; https://doi.org/10.3390/nursrep14040302 - 20 Dec 2024
Viewed by 2826
Abstract
Background: Adolescent eating disorders pose a significant public health challenge and strongly affect both physical and emotional well-being. Early diagnosis is important for improving treatment outcomes, though it remains complex due to multiple influencing factors. The family perspective is essential in this process, [...] Read more.
Background: Adolescent eating disorders pose a significant public health challenge and strongly affect both physical and emotional well-being. Early diagnosis is important for improving treatment outcomes, though it remains complex due to multiple influencing factors. The family perspective is essential in this process, as it provides valuable insights into changes in adolescents’ habits and emotional health. Methods: A descriptive qualitative study was conducted between January and February 2023. Interviews were conducted with 12 participants using a phenomenological approach to explore the experiences and perspectives of family members of adolescents with eating disorders. Results: Four thematic blocks comprising several categories were identified: (T1) diagnosis, (T2) family, (T3) resources, and (T4) treatment. The participants emphasized the need for early intervention and a multidisciplinary approach to the treatment of eating disorders. Family therapy was recognized as vital to treatment, and common dissatisfaction with the public health structure underscores the need for greater investment in research and access to specialists. Mental health nurse practitioners play an important role in providing comprehensive care and support, as well as mental health literacy. Conclusions: A holistic, patient-centered approach, including family involvement and appropriate support systems, is key to improving the outcomes and quality of life of adolescents undergoing treatment for eating disorders. Improving healthcare resources and addressing the challenges faced by families is essential. In addition, mental health literacy is critical, as it enables families to understand the disease better, make informed decisions, and actively participate in the recovery process, thus contributing to improved therapeutic outcomes and quality of life for patients. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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10 pages, 283 KiB  
Article
Evaluation of Attitudinal Beliefs Held by Medical and Nursing Students Towards Suicidal Behavior
by Thelma Beatriz González-Castro, María Lilia López-Narváez, Ana Fresán, Carlos Alfonso Tovilla-Zárate, Alma Delia Genis-Mendoza, Humberto Nicolini, Juan Pablo Sánchez de la Cruz and Yazmín Hernández-Díaz
Nurs. Rep. 2024, 14(4), 3575-3584; https://doi.org/10.3390/nursrep14040261 - 18 Nov 2024
Viewed by 1135
Abstract
Background/Objectives: A favorable attitude towards suicidal behavior is associated with an increased risk of suicidal behavior in youth populations. Hence, the aim of the present study was to analyze attitudinal beliefs about suicidal behavior among Mexican medical and nursing students. We also compared [...] Read more.
Background/Objectives: A favorable attitude towards suicidal behavior is associated with an increased risk of suicidal behavior in youth populations. Hence, the aim of the present study was to analyze attitudinal beliefs about suicidal behavior among Mexican medical and nursing students. We also compared attitudinal beliefs about suicidal behavior according to the religious affiliation of the participants. Methods: This is a cross-sectional observational study. Attitudinal beliefs about suicidal behavior were assessed using the Attitudinal Beliefs Questionnaire about Suicide Behavior (CCCS-18). We evaluated personal and family histories of suicide using the Spanish version of the MINI International Neuropsychiatric Interview. Comparative analysis between nursing and medical students was performed, using Chi-square tests for categorical variables and Student t-tests for continuous variables. Results: A total of 195 (52.2%) medical students and 178 (47.8%) nursing students participated. Medicine students reported a higher prevalence of a family history of suicide attempts and knowing someone who had tried to die by suicide compared to nursing students (p = 0.001). Regarding attitudinal beliefs—specifically, suicide in terminal patients—medical students reported higher scores than nursing students (9.50 ± 5.91 vs. 11.23 ± 6.38, p < 0.001), while the latter exhibited higher scores in attitudinal beliefs related to suicide itself (9.55 ± 4.45 vs. 7.28 ± 4.09, p < 0.001). Both groups display similar scores when compared by religious affiliation. Conclusions: Our findings show differences in attitudinal beliefs about suicidal behavior between medical and nursing students. Medical students exhibited more positive responses toward suicide in terminal patients, while nursing students had higher values for attitudinal beliefs related to suicide itself. These results could be considered in the planning of health sciences curricula in order to positively impact future suicide prevention efforts. This study was retrospectively registered at the Universidad Juarez Autónoma de Tabasco, with the registration number 20240063 on 8 June 2024. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
13 pages, 704 KiB  
Article
Moral Distress and Its Determinants among Nursing Students in an Italian University: A Cross-Sectional Study
by Giampiera Bulfone, Valentina Bressan, Irene Zerilli, Antonio Vinci, Rocco Mazzotta, Fabio Ingravalle and Massimo Maurici
Nurs. Rep. 2024, 14(3), 2140-2152; https://doi.org/10.3390/nursrep14030160 - 27 Aug 2024
Cited by 1 | Viewed by 2676
Abstract
Background: Moral Distress (MD) is a unique form of distress that occurs when people believe they know the ethically correct action to take but are constrained from doing so. Limited clinical experience and insufficient ethical knowledge contribute to nursing students’ MD, which can [...] Read more.
Background: Moral Distress (MD) is a unique form of distress that occurs when people believe they know the ethically correct action to take but are constrained from doing so. Limited clinical experience and insufficient ethical knowledge contribute to nursing students’ MD, which can potentially cause negative outcomes. The aims of this study are: (1) to describe the MD intensity of nursing students, and (2) to analyze differences and associations between MD intensity and socio-demographic and academic variables. Methods: A cross-sectional study design with a convenience sample of the second, third, and delayed graduation students was included; only students willing to participate and who had attended their scheduled internships in the last six months were eligible for inclusion. To measure the level of MD, we used the It-ESMEE. We collected socio-demographic and academic variables. The data collection occurred from January 2024 to March 2024. Results: The students who adhered to the collection were N = 344. The findings reveal that the students perceived a high level of MD in situations related to clinical internship and class. They perceived higher levels of MD when nursing was not their first career choice, were separated or divorced, did not have children, and were not an employed student. The overall MD score is statistically significantly lower among students who had nursing as their first career choice (β = −0.267, p < 0.05), have children (β = −0.470, p < 0.01), and are employed (β = −0.417, p < 0.01). In contrast, being separated or divorced (β = 0.274, p < 0.01) was associated with a higher MD score. Conclusions: This study has some limitations: data reflect a local context, and the findings may not be generalizable to other regions or educational environments. Additionally, students’ recollections of their experiences could be influenced by the passage of time, and there may be a selection bias since only students willing to participate were included. The findings suggest that nursing education programs should incorporate more robust training in ethical decision-making and stress management to better prepare students for the moral challenges in their professional practice. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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21 pages, 638 KiB  
Systematic Review
Ageism and Associated Factors in Healthcare Workers: A Systematic Review
by Laura Fernández-Puerta, Alexis Caballero-Bonafé, Juan Ramón de-Moya-Romero, Antonio Martínez-Sabater and Raquel Valera-Lloris
Nurs. Rep. 2024, 14(4), 4039-4059; https://doi.org/10.3390/nursrep14040295 - 16 Dec 2024
Cited by 2 | Viewed by 3851
Abstract
Background: Ageism refers to the presence of stereotypes, prejudices, and discrimination against older adults based on their age. In healthcare settings it negatively impacts opportunities for treatment, rehabilitation, and cure opportunities. This study aims to assess the presence of ageism among healthcare [...] Read more.
Background: Ageism refers to the presence of stereotypes, prejudices, and discrimination against older adults based on their age. In healthcare settings it negatively impacts opportunities for treatment, rehabilitation, and cure opportunities. This study aims to assess the presence of ageism among healthcare workers toward older patients and to identify the associated sociodemographic, personal, and work-related factors. Methods: A systematic review of the literature was performed using PubMed, Embase, CINAHL, and Scopus. Studies that assessed the presence of ageism among healthcare professionals through a quantitative or mixed methodology and published between 2014 and 2024 were included. Results: Fifteen articles met the inclusion criteria. Healthcare workers generally exhibited low rates of ageism; however, results varied across studies. Although the available literature is limited, workers with less knowledge about aging and less experience, especially in geriatric units, showed higher ageism scores. Intergenerational contact and a wish to work with older people appeared to be important factors for promoting a positive relationship with older adults. Other sociodemographic and sociocultural factors, such as age and sex, were not related to ageism. Workload and work-related factors, such as stress or lack of personnel, might be associated with ageism, but few studies were found to be available to confirm these results. Conclusions: Ageism scores among professionals were low. Gerontological education and clinical and family experience could help reduce ageist attitudes toward older patients among health professionals. Full article
(This article belongs to the Special Issue Innovations in Nursing Education, Practice and Research: Emphasizing Health Literacy)
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