Nursing Forum
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Acceptance rate11%
Submission to final decision125 days
Acceptance to publication10 days
CiteScore3.300
Journal Citation Indicator1.140
Impact Factor2.4

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 Journal profile

Nursing Forum is a peer-reviewed, open access journal that invites research that explores, explicates or reports issues, ideas, trends and innovations that shape the nursing profession. 

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Nursing Forum maintains an Editorial Board of practicing researchers from around the world, to ensure manuscripts are handled by editors who are experts in the field of study. 

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Review Article

Financial Health Literacy and Community-Dwelling Older Adults: A Concept Analysis

Aim. To examine and clarify the concept financial health literacy (FHL) within the context of aging and healthcare. Background. Older adults have a high chronic disease burden and low financial and health literacy levels which often leads to high healthcare costs and poor self-management. Clarification of the concept FHL is necessary to better support nursing care and successful self-management. Design. Concept analysis using literary synthesis. Data Sources. Electronic databases were used to find scientific literature (i.e., PubMed, CINAHL, and Business Source Complete), and online dictionaries were used to find basic definitions. Review Methods. Walker and Avant’s eight-step method was used as a guide to construct a concept analysis of FHL. Clinical, aging, financial, and economic studies were reviewed to determine defining attributes, antecedents, and consequences of FHL on the older adult’s health. Results. FHL is defined as the knowledge, skills, and ability to make decisions that allow an individual to manage finances to optimally meet healthcare-related and household expenses, including resources to self-manage health, and plan for short-term, long-term, and end-of-life healthcare. Personal context, opportunity, and access are antecedents to FHL. There are 3 defining attributes: knowledge about health and financial-related concepts, skills in health and financial planning, and healthcare and financial-related decision-making behaviors. The 4 consequences of FHL include effective healthcare utilization, effective cost management, effective self-management, and positive health outcomes. Conclusions. FHL is a complex, multidimensional concept. A better understanding of this concept has significant nursing implications for research, clinical, practice, education, and policy development. Older adults have unique health and financial needs due to the complexity of retirement, living on a fixed income, and self-management of chronic diseases. Development of a FHL assessment tool and intervention is needed and may be supported based on the results of this concept analysis.

Research Article

The Short Version of Approaches and Study Skills Inventory for Students: A Confirmatory Factor Analysis in Vietnamese Nursing Students

Students’ academic performance is substantially influenced by their learning approaches, which reflect their intentions when confronted with a learning situation and the corresponding strategies they employ to fulfil these intentions. Since there was no validated questionnaire that aimed to assess students’ learning approaches in the context of Vietnam, the purpose of this study is to validate a Vietnamese short version of the approaches and study skills inventory for students (ASSIST). A cross-sectional study involved translation and validation with a group of Vietnamese undergraduate nursing students. This questionnaire was translated by two independent bilingual experts and reviewed by a team of two other experts. To test the internal reliability, Cronbach’s alpha was used with 102 nursing students in a nursing school. Regarding construct validity, the study checked whether the original three subscales fit the data by using confirmatory factor analysis in a group of 1340 nursing students from ten nursing schools across Vietnam. The result indicated that the internal consistency of the Vietnamese ASSIST short version was good; Cronbach’s alpha of the total scale was 0.89. Cronbach’s alphas for deep, strategic, and surface approaches were 0.82, 0.89, and 0.70, respectively. By using confirmatory factor analysis, the model of three subscales showed a moderate fit (X2/df = 7.097, , CFI = 0.927, TLI = 0.886, and RMSEA = 0.067). As such, this finding supported the proposed three-factor structure of the short version of ASSIST in the context of Vietnam, which will be a useful tool for educators and educational institutions to assess students’ learning approaches initially.

Research Article

Effect of Nurse Proactive Behavior on Patient Education for Fall Prevention in Acute Settings: A Moderated-Mediation Model

Introduction. Falls among hospitalized patients continue to pose a serious threat to patient safety worldwide. Effective fall-prevention education is considered vital for fall prevention. Nurses’ resilience and proactivity may improve the fall-prevention education nurses provide to patients, but how to motivate nurses’ proactivity remains unsolved. This study aimed to examine whether (1) nurse’s resilience and social capital are jointly associated with nurse proactivity and (2) adherence to procedures further moderates the relationships between nurse proactivity and the fall prevention education provided to patients by the nurse. Methods. A nested (∼3 patients per nurse) cross-sectional observational design has been employed in this study. 101 bedside registered nurses were recruited from fourteen internal and surgical wards at a medium-size hospital. For each nurse, ∼3 of their newly admitted patients were recruited (total of 271 patients). Nurses completed validated questionnaires on personal resilience, social capital, following procedures, and sociodemographic data. Fall-prevention education was assessed via a short-structured interview with patients. Hypotheses were analyzed using the Hayes PROCESS macro. Results. Social capital, nurse resilience, and their interaction were associated with proactive behavior. Proactive behavior, adherence to procedures, and their interaction (β = −0.57, ) were associated with patient education for fall prevention given by nurses. The moderated-mediation model was significant under medium and high levels of social capital and low levels of adherence to procedures. Conclusion. The study highlights the importance of nurse proactivity in educating patients about fall prevention, especially when adherence to procedures in the ward is perceived as low. Furthermore, nurses’ proactivity can be promoted by nurturing both their resilience and their social capital. Nursing managers should nurture proactivity at the work environment of the 21-century, by fostering resilience and enculturing social capital. Concomitantly, employees should be educated at ways to promote personal resilience and engage in wise proactivity.

Research Article

The Use of Simulation in Nursing Education Programs: A Cross-Sectional Interuniversity Study

Background. Simulation-based education has been incorporated into nursing curricula as an educational strategy. However, its implementation has not yet been standardized in different regions. Purpose. The aim of this study is to describe simulation-based education in the nursing curricula in Catalonia and Andorra. Methods. An exploratory cross-sectional study was conducted in 2019 in which 16 universities participated. Results. The median dedication to clinical simulation in the nursing studies was 287.5 hours, with variations between universities (ranging from 24 to 516 hours). The dedication for the low-medium fidelity simulation was 89.4 hours (SD ± 58.3) and 26 hours (SD ± 17) for the high-fidelity simulation. All the universities had qualified teaching staff and facilities. Conclusions. There is variability in the implementation and use of simulation-based education among universities. However, there is consensus on its usefulness in nursing curricula. To integrate simulation training into the nursing curriculum, it is necessary to establish convergent simulation standards in higher education.

Review Article

Enhancing Paternal Support: A Concept Analysis of Social Support for First-Time Fathers

Introduction. Social support, as a multidimensional concept, is studied across disciplines. However, examining the concept in relation to first-time fathers in the perinatal period remains an underexplored avenue. This analysis aims to clarify what social support for first-time fathers means through an operational definition that will assist healthcare providers in supporting fathers as valuable assets to the wellbeing of their partners and children. Design. Walker and Avant’s concept analysis approach is used to identify the attributes, antecedents, and consequences of social support for first-time fathers during the perinatal period. Data Source. A thorough title and abstract review led to the analysis of 41 articles from databases, including MEDLINE, CINAHL, PsycINFO, the Social Sciences Citation Index, and Embase databases from 1970 to 2022. Results. Social support for first-time fathers can be described as a relational strategy and supportive intervention from both informal and formal sources. This concept analysis broadens the meaning of social support by considering structural and functional attributes. It offers fresh insights into how support can be coordinated across microsystems and macrosystems to address the distinctive requirements of current-day fathers within the intricate family dynamics. Furthermore, gender, cultural, and generational differences affect the preferences and needs of fathers, as well as their ability to support their partners and infants. Fathers preferred emotional support from their partners and sought informational and appraisal support from healthcare professionals. In addition, supportive relationships are characterized by proximity, reciprocity, congruency, and continuity during the perinatal period. Conclusion. Conceptualizing social support encompasses both upstream and downstream approaches across structures and systems to support fathers. Support for first-time fathers includes developing father-specific approaches to perinatal nursing care and practice. Social support carries implications for fostering socially inclusive policies, interdisciplinary curriculum integration, advocacy, and research aimed at improving paternal mental health and perinatal wellbeing.

Research Article

Building Nursing Students’ Confidence through the Integration of Night-Shift Clinical

Background. With a shortage of clinical placements, nursing faculty, and a growing nursing shortage, alternate clinical placements and experiences must be explored. Traditionally, students have been placed on day shifts, leading to competitive and saturated units with limited ability to participate in care and translate the knowledge they have acquired in the clinical setting. This study examined the satisfaction and confidence of students on both day- and night-shift clinical placements. Methods. A comparative quasiexperimental study was conducted using a modified version of the National League of Nursing’s Student Satisfaction and Self-Confidence in Learning tool to compare students’ satisfaction and confidence in 40 students who participated in day- and night-shift medical-surgical clinical rotations. This was examined using statistics for each of the survey’s 12 questions. Results. One of the questions related to overall confidence with the clinical experience had higher means in the night-shift clinical group than the day-shift clinical group but was not statistically significant. The remainder of the questions related to confidence with the clinical demonstrated no statistical difference between the groups. There was no statistical difference between the groups for any questions related to satisfaction. Conclusion. Nursing programs should consider supplementing night-shift clinical as an alternative to day-shift clinical.

Nursing Forum
Publishing Collaboration
More info
Wiley Hindawi logo
 Journal metrics
See full report
Acceptance rate11%
Submission to final decision125 days
Acceptance to publication10 days
CiteScore3.300
Journal Citation Indicator1.140
Impact Factor2.4
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