journal of nursing research education and management

Journal of Nursing Research, Education and Management

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ASSESSMENT AND CHARACTERIZATION OF PLASTIC POLLUTION IN TWO COASTAL SITES IN LAGOS NIGERIA: IMPLICATIONS FOR ENVIRONMENTAL MANAGEMENT AND PUBLIC AWARENESS.

Plastics, synthetic organic polymers derived from oil or gas, have become ubiquitous due to their versatility. However, their excessive use has led to a significant global issue: marine litter. This pollution poses severe threats to marine life and coastal environments, creating a critical environmental challenge with widespread effects on ecosystems, human health, and economies. Coastal cities like Lagos, Nigeria, are particularly affected due to rapid population growth, urbanization, and inadequate waste management. In Lagos, the communities of Makoko and Ilaje were studied for their plastic pollution levels. These areas face high plastic waste accumulation, exacerbated by insufficient waste management infrastructure and urban runoff. The study involved both physical sampling of plastics and surveys to understand local plastic usage, disposal practices, and awareness of pollution impacts. In Makoko, the majority of plastic waste consists of polyamide (nylon) at 48%, followed by plastic bottles at 36%. A significant portion of respondents (52%) admitted to improper plastic waste disposal, reflecting serious deficiencies in waste management practices and low awareness of environmental impacts. Conversely, Ilaje primarily deals with polyethylene terephthalate (PET), making up 62% of the waste, largely due to the high consumption of bottled products. Both communities demonstrate a pressing need for improved waste management systems and better public education on plastic pollution. The study advocates for enhanced infrastructure, effective recycling programs, and public awareness campaigns. It also recommends implementing the "Polluter Pays Principle" to encourage responsible plastic disposal and recycling, which is crucial for mitigating environmental and health impacts, promoting sustainable urban development, and reducing plastic pollution in coastal regions.

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Behavioral insights in education: Intellectual data analysis for management

• Irina Radionova Kyiv National Economic University, Ukraine

This research utilizes intellectual data analysis to deepen insights into educational dynamics by examining university professors' behavioral responses to education management amidst socioeconomic uncertainty. The study applied sophisticated regression and cluster analysis tools to sociological survey data, focusing on professors' attitudes toward distance education. The survey assessed perceptions of its advantages and disadvantages, aiming to uncover factors influencing professors' inclinations toward this mode of teaching. Results revealed six distinct behavioral "profiles" or clusters of professors, each with unique responses to distance education. These insights guide recommendations for educational policy priorities aimed at addressing weaknesses in education management. Key strategies proposed include forming databases of behavioral responses and employing algorithms for deep intellectual analysis. Such measures intend to align educational practices with the values, welfare needs, and communication preferences of the scholarly community, thereby enhancing their propensity for distance education. The study concludes that a higher level of academic engagement in distance education can be achieved by tailoring educational strategies to the specific needs and values of different professor groups. This approach promises to improve the effectiveness of education management and the overall quality of education, benefiting both professors and students by creating a more supportive and effective teaching environment.

Author Biographies

Vira usyk, kyiv school of economics, ukraine.

Dr. Irina Radionova is a Professor at Kyiv National Economic University, named after Vadym Hetman (Department of Economic Theory), and the head of the theoretical and applied economics department of KROK University.

Irina Radionova, Kyiv National Economic University, Ukraine

Dr. Irina Radionova is a Professor and Academic Director of MA in Public Policy and Governance at Kyiv School of Economics. She teaches policy analysis and has more than 10 years of experience in projects as a trainer, facilitator, and mentor.

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Copyright (c) 2024 Vira Usyk, Irina Radionova, Yana Fareniuk

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Editorial: The Effect of Russian War in Ukraine on Scholarly Research Activities

The ongoing conflict between Russia and Ukraine has led to significant regional political tensions and has severely disrupted academic institutions in Ukraine and neighboring countries such as Poland, Slovakia, and the Czech Republic. Many universities in Ukraine have faced challenges, particularly in the Eastern Ukrainian cities of Kharkiv, Kherson, and Mykolaiv, where physical damage to facilities has occurred. As a result, hundreds of faculty members have been displaced, and thousands of students have had to migrate, leading to a loss of financial resources.

Unfortunately, the war has redirected funding away from Ukrainian academic institutions and research projects, diverting it to address urgent humanitarian needs and military efforts. Consequently, funding that would have supported scholarly activities like research grants and conference participation has been reallocated to support the immediate priorities related to the conflict.

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Research, Education, Workforce, and Regulation to Transforming Nursing Practice and Leadership: The Conundrum of “Where to Start”

Arianna magon.

1 Health Professions Research and Development Unit, IRCCS Policlinico San Donato, San Donato Milanese, 20097 Milano, Italy

Alessandro Stievano

2 Centre of Excellence for Nursing Scholarship, OPI, 00173 Rome, Italy

3 Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy

Irene Baroni

Rosario caruso.

4 Department of Biomedical Sciences for Health, University of Milan, 20133 Milano, Italy

Transforming nursing practice and leadership is an ongoing effort in the nursing profession, and it involves several key components, such as research, education, workforce, and regulation [ 1 , 2 , 3 , 4 ]. The starting point is, “why do we have to transform nursing practice and leadership?”. Even if the question might appear self-evident, the reasons supporting a bold change of direction in the way nurses are able to express their full potential in healthcare, socio-economic processes, sciences, and, broadly, culture, are powerful, rational, and well-rooted in the literature, but these reasons seem unheard or misjudged in many ways [ 5 ].

Triggering virtuous cycles in nursing research, education, workforce, and regulations is key to improving patient outcomes and nurses’ well-being, soundly supporting the changing healthcare landscape, addressing healthcare demands and unmet needs, supporting the integration of technology and innovation in patient care, realizing patient-centered care beyond slogans, and disseminating a culture of health in addressing ongoing global challenges [ 6 ]. Triggering virtuous cycles means that improving one aspect of the nursing profession, such as regulations, research, or education, will lead to improvements in other areas, such as clinical practice, workforce capacity, and conditions. However, starting a virtuous cycle is a complex matter. In this editorial, we would like to add our thoughts about the need to trigger virtuous cycles to support nursing in expressing its full potential in order to create a roadmap for the near future, which has been, and is, extensively requested in several forms of scientific, professional, and social organizations [ 7 ]. However, the prospects must be more extensively discussed and understood in several levels of decision-making and policies globally.

Overall, triggering the above-mentioned virtuous cycles requires a comprehensive approach to improving patient outcomes, supporting nurses’ well-being, and addressing the ongoing global challenges in healthcare. Assuming that addressing one aspect of the nursing profession can lead to improvements in other areas is valid for creating a positive feedback loop. In this case, the challenge is “where to start,” and this challenge is also antecedent to the most common question of “how to start”. In general, there are several possible starting points, depending on the contextual scenario shaped by healthcare characteristics, epidemiological distribution of healthcare needs, labor arena, regulatory and socio-economic factors, and cultural aspects.

Starting from research could be strategic, because investing in nursing research can lead to discovering and/or implementing new and effective nursing care, best practices, and academic engagement that can improve patient- and system-level healthcare outcomes. Starting from research could develop new educational programs and improve existing ones, which can lead to better-educated and more skilled nurses, and a positive feedback loop has a chance to start. The contexts that may benefit from beginning from research are likely those with an established university education for nurses and embracing self-regulation to fulfill the need for public protection.

Investing in nursing education can also lead to developing new and improved educational programs to better prepare nurses to meet the changing healthcare landscape. This approach could be suited for contexts moving toward strengthening university-based education, postgraduate specializations, and advanced practice. This possible starting point can lead to an improved nursing workforce, associated with better patient outcomes, and, again, it seems possible to start a virtuous cycle here.

It is likely that investing in the nursing workforce could lead to the recruitment and retention of highly qualified nurses, leading to improved patient- and system-related outcomes. This approach could lead to the development of new and improved educational programs, better salaries, and a more attractive nursing profession, which can lead to better-educated and more skilled nurses competing to contribute to high-quality healthcare delivery. This scenario fits the contexts with issues in attractiveness for nursing careers that wish to start a positive feedback loop in the healthcare ecosystem.

Investing in regulation can lead to the development of new policies, standards, and guidelines for broadening the scope of nursing practice that can improve patient outcomes by fulfilling the need for public protection and meeting unmet healthcare demands. Nursing regulations and public protection are closely linked, as regulation plays an important role in ensuring that nurses meet the standards of practice and provide safe, high-quality care to the public [ 8 ]. More precisely, nursing regulations cover aspects related to the standards of practice, licensure (i.e., the process of granting a license to practice nursing), continuing education, professional conduct, ethics, and accountability. Investing in regulations, in turn, could lead to increased public trust and confidence in the nursing profession. This can advance social recognition of the role of nurses in healthcare. This starting point seems suited for contexts where it is required to increase social recognition and broaden the scope of nursing practice toward advanced roles, consequently triggering structured postgraduate education and new positions for advanced roles in the labor market.

Triggering virtuous cycles in nursing research, education, workforce, and regulation can be started in many ways, and this approach should be tailored to the healthcare system’s and community’s specific needs and challenges. For example, if the healthcare system faces a shortage of nurses (as this is a current global issue), one starting point could be investing in the nursing workforce. This approach could involve recruiting and retaining highly qualified nurses and improving working conditions, which could lead to improved patient outcomes. This loop can advance the development of new and enhanced educational programs and the improvement of existing ones, leading to better-educated and more skilled nurses.

Another example can be related to primary care challenges [ 9 ]. If the healthcare system is facing weaknesses in primary care services, one starting point could be investing in nursing research focused on primary care. This approach could bring the definition of new and effective primary care interventions and models that can improve patient outcomes and the way the system meets healthcare needs, which in turn can lead to the development of new educational programs and the improvement of existing ones. This loop can be conducive to better-educated and more skilled nurses in the primary care field. Changing the challenge of the example: if the healthcare system faces integrating technology and innovation in patient care, one starting point could be investing in education programs to train nurses in the use of technology, advancing their digital literacy, and innovating patient care [ 10 , 11 ]. This can lead to better patient outcomes, the development of new and improved educational programs, and so on, with a positive feedback loop.

Triggering virtuous cycles in nursing research, education, workforce, and regulation can lead to a better healthcare system that is more sustainable, patient-centered, and innovative. It seems that the conundrum of “where to start,” which we have discussed in this editorial, leads us to conclude that it is possible to start from every angle and with multiple strategies. The important message we wish to share is that there is an urgent need to shift from rhetoric to factual starting of sustainable initiatives to trigger the virtuous cycles that every healthcare system worldwide needs.

Short Biography of Authors

Dr. Arianna Magon currently serves as a researcher at the IRCCS Policlinico San Donato, Italy. She achieved her PhD in Nursing Science and Public Health at the University of Rome Tor Vergata, Italy, in 2022. Her main research focus is related to optimizing chronic treatments and self-management skills of people with chronic conditions.

Dr. Alessandro Stievano has an extensive background in education, transcultural nursing, ethics, global health, and several research methods including qualitative and quantitative approaches. He serves as a research coordinator at the Center of Excellence for Nursing Scholarship of the regulatory nursing authority of Rome and as a researcher at the University of Messina. He is also the President of the Italian Association of Transcultural Nursing.

Dr. Irene Baroni recently achieved her PhD in Nursing Science and Public Health at the University of Rome Tor Vergata, Italy. She is a researcher at the IRCCS Policlinico San Donato, Italy. She has a significant experience as a research nurse in clinical trials and as a clinical nurse in the field of metabolic and cardiovascular chronic diseases.

Dr. Rosario Caruso is the director of the Clinical Research Service at the IRCCS Policlinico San Donato, Italy, and a researcher in nursing science at the University of Milan. He currently serves as the President of the Italian Association of Cancer Nurses. His research interests cover aspects from clinical topics to organizational research, keeping a strong focus on public health, leadership, regulation, and clinical care.

Funding Statement

This research received no external funding.

Disclaimer/Publisher’s Note: The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.

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Department of Public Health Sciences

Dr. cunningham secures grants for research in maternal health.

Grant Awarded for National Assessment of Parent Training for Women with Intellectual and Developmental Disabilities

Dr. Shayna Cunningham, Assistant Professor in Public Health Sciences (Co-PI), Dr. Mary Beth Bruder, Professor in Child and Family Studies and Director of the UConn University of Connecticut Center for Excellence in Developmental Disabilities Education, Research, and Service (UCEDD) (PI) and Dr. Brian Reichow, Associate Professor in Child and Family Studies (Co-I) have been newly awarded a one year grant from the Caplan Foundation for Early Childhood titled “National Assessment of Parent Training and Support for Women with Intellectual and Developmental Disabilities” for $57,500.

Goal(s) and Objectives of the Project: Diagnosis of intellectual and developmental disabilities (IDD) does not inevitably cause parenting difficulties and by itself is a poor indicator of parental capacity to provide adequate care to their children. All parents require supports to learn about their children’s needs and development, as well as their own needs as parents. Interventions designed for parents with IDD have proven effective at improving parenting skills and competencies with corresponding benefits for their children, but little is known about how these are being implemented in the United States (US). This project will use community-based participatory research and mixed methods approaches to reduce critical knowledge gaps regarding the provision of training and support to parents with IDD. The specific aims are to: 1) conduct a national scan and content analysis of all programs and curriculums offered through each state and territory’s developmental disabilities agencies, child welfare agencies, developmental disabilities networks, including an assessment of disparities in identification, enrollment, and retention of parents with IDD, and outcomes across multilevel domains (e.g., parent demographics, disability level, implementing agency sector, size, geography) and 2) examine perceptions of professionals who provide training and support to parents with IDD about implementation challenges and recommendations for improvement, and perceptions of mothers with IDD about their needs and satisfaction with services they have received.

New Grant to Enhance Breastfeeding Pain Self-Management with WIC Partnership

Dr. Shayna Cunningham, Assistant Professor in Public Health Sciences (Co-I) and Dr. Ruth Lucas, Associate Professor in the School of Nursing at the University of Connecticut (PI) have been newly awarded a one-year grant from the University of Connecticut Institute for Collaboration on Health, Intervention, and Policy (InCHIP) titled “WIC Partnership to Revise and Expand Pain Self-Management Intervention with Breastfeeding Women” for $9,918.92.

Goal(s) and Objectives of the Project:  The aim for this project is to partner with Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) to establish a Steering Committee, made up of WIC staff, women served by WIC, and community partners who serve women whose income is below the poverty level, to guide the design and protocols for community-based focus groups. The focus groups will review the Breastfeeding Self-Management (BSM) intervention modules and revise and expand the modules through a culturally relevant lens. The final modules will be reviewed by the Steering Committee in preparation of an R01 Promoting Self-Management of Breast and Nipple Pain Using Technology in Breastfeeding Women (PROMPT) implementation grant.

Developing Trauma-Informed Care Curriculum for Perinatal Care Trainees at UConn Health

Dr. Shayna Cunningham, Assistant Professor in Public Health Sciences (co-I), Dr. Kristen Lee Moriarty (Project Leader), Dr. Kelsey Lynn Manfredi (Resident Team Member & Project Co-Lead), Dr. Alexandre West (Team Member) and Dr. Andrea Shields, Associate Professor in Obstetrics and Gynecology (Faculty Mentor, Lead Principal Investigator) have been newly awarded a two year Teaching Pregnancy Trauma to Trainees grant titled “Bringing Residents, Fellows and Nurses Back to the Bedside to Support a Mother’s Road to Recovery: Interdisciplinary Trauma-Informed Care Curriculum for Perinatal Care” for $15,000.

Goal(s) and Objectives of the Project: One third of women experience some form of trauma during their pregnancy and rates are increasing despite literature elucidating its detrimental impact on patient outcomes. Trainees in OB/GYN and Labor and Delivery, including residents, fellows, and nurses, not only struggle with recognition of pregnancy-related trauma, but after the COVID-19 pandemic, have experienced a higher level of burnout impacting the physician-patient relationship. Our goal is to improve recognition and management of pregnancy-related trauma while embodying a culture of mindfulness amongst OB/GYN residents, fellows, and nurse trainees. The specific aims of the project are to: 1) identify risk factors for pregnancy-related trauma using a mixed-methods approach; 2) develop a one-day trauma-informed curriculum for residents, fellows, and nurse trainees that will improve bedside recognition of pregnancy related trauma; and  3) determine acceptability and feasibility of the new trauma-informed care curriculum to improve standardized processes for management of birth trauma at UConn Health.

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Highlighting the Benefits of the Clinical Education Resource Nurse for New Graduate Nurses

Cox, Jamie BSN, RN, CMSRN; Witner, Kathryn MSN, RN, PCCN; DePriest, Kalei MSN, RN; Ramirez, Mariah MSN, FNP-C; Hessler, Karen PhD, RN, FNP-C; Varty, Maureen PhD, RN

Author Affiliations: Clinical Education Resource Nurse (Mss Cox, Witner, DePriest, and Ramirez), Clinical Nurse (Mss Witner and DePriest and Dr Varty), Charge Nurse (Ms Ramirez), Research Nurse Scientist (Drs Hessler and Varty), UCHealth, Aurora and Loveland; and Assistant Professor Adjunct (Dr Varty), University of Colorado College of Nursing, Aurora.

The authors declare no conflicts of interest.

Correspondence: Dr Varty, 12401 17th Ave, Mailstop 901, Leprino 6-028, Aurora, CO 80045 ( [email protected] ).

Nurse residency programs provide a valuable transition to practice environment for graduate nurses. The Clinical Education Resource Nurse (CERN) role offers continued clinical assistance to graduate nurses who have completed orientation with a preceptor during the 1st year of practice including education and continued clinical oversight when needed. This column defines the role of CERN and provides a description of the clinical application and support provided.

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Need and Use of Information Collection: The information collected will allow continued assessment of the value of the training provided by the Office of Clinical Research Training and Start Printed Page 63437 Medical Education (OCRTME) at the NIH Clinical Center and the extent to which this training promotes (a) patient safety; (b) research productivity and independence; and (c) future career development within clinical, translational, and academic research settings. The information received from respondents is presented to, evaluated by, and incorporated into the ongoing operational improvement efforts of the Director of the Office of Clinical Research Training and Education, and the Chief Executive Officer of the NIH Clinical Center. This information will enable the ongoing operational improvement efforts of the OCRTME and its commitment to providing clinical research training and medical education of the highest quality to each trainee.

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