Despite the frontline role of taking care of children, nurses in Taiwan have been reluctant to report known and suspected cases of child abuse and neglect (CAN). This problem threatens the success of legislation aimed at reducing CAN cases in Taiwan. The purpose of this study was to examine the influence of nurses' perceptions, attitudes, and knowledge on suspecting and reporting CAN cases in health care settings in Taiwan. Two hundred and thirty-eight nurses were surveyed using structured questionnaires with a return rate of 79.3%. Health care settings surveyed in this study included emergency units, pediatric units, and community centers from eight hospitals in southern Taiwan. Almost 3/4 (70%) of the sample of nurses thought they needed more training courses on CAN. Correlation analysis showed a significant relationship between suspecting and reporting CAN with perception, attitude, and knowledge. Stepwise multiple regression analysis revealed that perception (beta = 0.475), knowledge (beta = 0.265), and attitude (beta = 0.246) accounted for 60% of the variance in suspecting and reporting CAN. The focus and scope of training programs for nurses in Taiwan should take these findings into consideration.
Taiwan nurses are mandated to report known or suspected child abuse and neglect (CAN), and self-efficacy is known to have an important influence on professional behaviors. The aim of this study was to develop and test the CAN reporting self-efficacy (CANRSE) scale as a measure of nurses' self-efficacy to report CAN. A sample of 496 nurses from Southern Taiwanese hospitals used the CANRSE scale. The psychometric evaluation of the scale included content validity, exploratory and confirmatory factor analyses, convergent validity, as well as Cronbach's α and test-retest reliability. Satisfactory internal consistency (Cronbach's α = 0.92) and test-retest reliability were demonstrated. Confirmatory factor analysis supported the proposed models as having acceptable model fit. Exploratory factor analysis and regression analyses showed that the CANRSE scale had good construct validity and criterion-related validity, respectively. Convergent validity was tested using the general self-efficacy scale and was found to be satisfactory (r = 0.53). The results indicate the CANRSE is reliable and valid, and further testing of its predictive validity is recommended. It can be used to examine the influence of professional self-efficacy in recognizing and reporting CAN cases and to evaluate the impact of training programs aimed at improving CAN reporting.
The purpose of this study was to construct and evaluate a nursing capstone course designed to cultivate creativity in RN-BSN students. The pre-post study design was used in a one-group of RN-BSN students who enrolled in a nursing capstone course. This pilot study was conducted under the auspices of NSC research grant 101-2511-S-242-002, IRB protocol number FYH-IRB-101-07-01-A. The nursing capstone project course lasted for 18 weeks was taught for 2 hr /week, and involved 6 mainstream methods, and 5 major assessment criteria. The 8 RN-BSN students' self-perceived abilities of creativity in this pilot study showed statistically significant improvement after completing the nursing capstone project course (p < .01), but their characteristics, abilities, and motivation for creativity were unaffected. However, the measured barriers to creativity among 8 RN-BSN students decreased substantially from the pre-to the post test (p < .05). Moreover, 9 RN-BSN students provided positive feedbacks about their learning experiences. Finally, the 9 RN-BSN students in the nursing capstone project course were developed two nursing products named as Anti-Needlestick Treasure Box and Comfortable Catheter Stickers, which have participated in the creative competition activities. Key wordsCreativity, Courses, Nursing students IntroducationBecause the Department of Education strongly encouraged creative education [1] , many technological colleges and universities in Taiwan have offered capstone creative courses that teach about innovative products to help students learn about applying for patents. Nursing professionals and medical institutions also urged nurses to play creative games and learn about innovative products and protocols to improve patients' comfort and satisfaction in the clinical settings [2,3] . The purpose of this study was to construct and evaluate a nursing capstone course designed to cultivate creativity in nursing students. The author constructed the nursing capstone project course with approval from the department of nursing at the institution where this study was constructed. Literature reviewThis review of literature was divided into three sections that present creative teaching strategies, evaluation of creativity, and the effect of teaching creativity on students' creativity. In general education, Instructors used diverse teaching www.sciedu.ca/jnep Journal of Nursing Education and Practice, 2014, Vol. 4, No. 7 ISSN 1925-4040 E-ISSN 1925 176 methods and strategies to cultivate students' creative thinking abilities [4] . Chen [5] proposed a creative teaching model named Asking, Thinking, Doing, and Evaluating (ATDE), which involved asking probing questions about the ways of listing, comparing, substituting, imaging, and constituting (A); offering the thinking space and time (T); writing, speaking, drawing, performing, and discussing (D); and self-evaluating (E). Shen [6] also introduced Creative Problem-Solving (CPS), which has three components, understanding problems, inspiring ideas, and preparing for a...
The purpose of this study was to validate the questionnaire of factors influencing creative process as a valid and reliable instrument. The previous study was to generate 100 items for a creative process based on the content analysis of qualitative data from interviewing 18 Taiwanese nurses who received awards during 2009-2010 for developing creative nursing products. The content validity of the questionnaire for creative process was assured by having it evaluated by 5 experts and through discussion with our research team. A pilot study was tested with 30 RN-BSN students, and the questionnaire was revised to comprise 50 items that focused on the factors influencing creative process. A formal survey of nursing schools was conducted using the 50 items of the factors influencing creative process by selecting RN-BSN students from various nursing programs in Taiwan. This study was conducted from August 2012 to July 2013. Following Exploratory Factor Analysis (EFA), a total of 33 items of the factors influencing creative process were questions assessing the characteristics (9 items), abilities (10 items), barriers (7 items) , and motivation (7 items). Cronbach's alpha values ranged from .86 to .92 for each scale, and the total explanation of variance ranged from 52.95% to 65.4%. Following the Confirmatory Factor Analysis (CFA), 27 items-4 subscales on the factors influencing creative process were indicated as a validated model with all χ 2 /P > 0.05, GFI > 0.9, RMR < 0.5, RMSEA < 0.5, AGFI > 0.9. The questionnaire aimed at evaluating the influencing factors of creative process, due to its good validity and reliability, was considered as a concise and useful tool. The factors influencing creative process should be able to measure four variables comprising of characters, abilities, barriers, and motivation changed over time at difference levels following the teaching course in their further education of creative thinking.
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