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Dentice S, Chiappinotto S, Kajander-Unkuri S, Grassetti L, Brugnolli A, Palese A. Perceived competences by graduated nurses before and during COVID-19 restrictions: A repeated cross-sectional study from 2019 to 2022. Nurse Educ Pract 2024; 78:104019. [PMID: 38851041 DOI: 10.1016/j.nepr.2024.104019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2024] [Revised: 05/18/2024] [Accepted: 05/30/2024] [Indexed: 06/10/2024]
Abstract
AIMS To explore the differences, if any, in the competences perceived by newly graduated nurses who attended their education before and during the COrona VIrus Disease 19 (COVID-19) restrictions. BACKGROUND Nursing education has undergone significant changes because of the COVID-19 restrictions. However, to date the perceived competences at the point of graduation have not been investigated over the restrictions years compared with the pre-restrictions era. DESIGN A repeated cross-sectional study followed by a pseudo-panel analysis. The Strengthening the Reporting of Observational Studies in Epidemiology checklist was used. Data on individual, nursing programme and perceived competences with Nurse Competence Scale (NCS) were collected and analysed by also using a pseudo-panel approach. METHODS Two universities were involved. Those eligible were nursing students who graduated: (1) in 2020 (=323) as the first post-COVID-19 group, who were studying in the 3rd year at the onset of the restrictions; (2) in 2021 (=250) as the second post-COVID-19 graduated group, who were in the 2nd year at the restrictions onset; and (3) in 2022 (=247) as the third post-COVID-19 group, attending the 1st year of nursing education at the onset of the restrictions. Data were compared with those who graduated in 2019 (=336, pre-COVID-19 group). RESULTS The overall NCS score was higher in the pre-COVID-19 group (68 out of 100, 95 % Confidence of Interval [IC] 66.4-69.5), lower in the first post-COVID-19 graduates (62.9, 95 % CI 60-65.8), higher in the second (66.6, 95 % CI 63.6-69.4) and lower again in the third post-COVID-19 group (63.8, 95 % CI 60.9-66.5). A sinusoidal pattern also emerged for the frequency of use of the competences from the pre-COVID-19 (2.3 out of 3) and the first group (2.1) and increased between the second and the third group (from 2.1 to 2.3) (p< 0.001). These sinusoidal trends are also evident in the pseudo-panel analysis. CONCLUSIONS A different degree of perceived competences at the point of graduation emerged, with higher competences in the pre-restrictions group, lower in the first post-COVID-19 generation, higher again in the second and third group. However, all scores were over 60 points out of 100, thus indicating sufficient competences. The frequency of use of such competences slightly changed over the years with limited practical relevance. The findings may inform reflections regarding innovations in the clinical placements pathways as well as in the strategies supporting newly graduates nurses in their transition from education to health-care settings.
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Affiliation(s)
- Sara Dentice
- Department of Medicine, University of Udine, Udine, Italy; Italian National Insitute of Health, Rome, Italy.
| | | | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Turku, Finland; Diaconia University of Applied Sciences, Helsinki, Finland.
| | - Luca Grassetti
- Department of Economics and Statistics, University of Udine, Udine, Italy.
| | - Anna Brugnolli
- Department of Public Health, Azienda Provinciale per i Servizi Sanitari, University of Verona, Italy.
| | - Alvisa Palese
- Department of Medicine, University of Udine, Udine, Italy.
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Purabdollah M, Zamanzadeh V, Ghahramanian A, Valizadeh L, Mousavi S, Ghasempour M. Competency gap among graduating nursing students: what they have achieved and what is expected of them. BMC MEDICAL EDUCATION 2024; 24:546. [PMID: 38755624 PMCID: PMC11097550 DOI: 10.1186/s12909-024-05532-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 05/07/2024] [Indexed: 05/18/2024]
Abstract
BACKGROUND Nurses' professional competencies play a significant role in providing safe care to patients. Identifying the acquired and expected competencies in nursing education and the gaps between them can be a good guide for nursing education institutions to improve their educational practices. METHODS In a descriptive-comparative study, students' perception of acquired competencies and expected competencies from the perspective of the Iranian nursing faculties were collected with two equivalent questionnaires consisting of 85 items covering 17 competencies across 5 domains. A cluster sampling technique was employed on 721 final-year nursing students and 365 Iranian nursing faculties. The data were analyzed using descriptive statistics and independent t-tests. RESULTS The results of the study showed that the highest scores for students' acquired competencies and nursing faculties' expected competencies were work readiness and professional development, with mean of 3.54 (SD = 0.39) and 4.30 (SD = 0.45), respectively. Also, the lowest score for both groups was evidence-based nursing care with mean of 2.74 (SD = 0.55) and 3.74 (SD = 0.57), respectively. The comparison of competencies, as viewed by both groups of the students and the faculties, showed that the difference between the two groups' mean scores was significant in all 5 core-competencies and 17 sub-core competencies (P < .001). Evidence-based nursing care was the highest mean difference (mean diff = 1) and the professional nursing process with the lowest mean difference (mean diff = 0.70). CONCLUSION The results of the study highlight concerns about the gap between expected and achieved competencies in Iran. Further research is recommended to identify the reasons for the gap between the two and to plan how to reduce it. This will require greater collaboration between healthcare institutions and nursing schools.
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Affiliation(s)
- Majid Purabdollah
- Department of Nursing, Khoy University of Medical Sciences, Khoy, Iran
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Vahid Zamanzadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Akram Ghahramanian
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Pediatric Nursing, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Saeid Mousavi
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Epidemiology and Biostatistics, Assistant Professor of Biostatistics, School of Health, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mostafa Ghasempour
- Medical Education Research Center, Health Management and Safety Promotion Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
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Lundell Rudberg S, Sormunen T, Scheja M, Lachmann H, Westerbotn M. Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor's program in Sweden. BMC Nurs 2024; 23:52. [PMID: 38238730 PMCID: PMC10795204 DOI: 10.1186/s12912-024-01729-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2023] [Accepted: 01/11/2024] [Indexed: 01/22/2024] Open
Abstract
AIM To explore nursing students' academic emotions during ongoing learning activities focusing on perceived challenge and competence. BACKGROUND Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students' ongoing emotions in the occurring contexts. DESIGN A longitudinal descriptive study. METHODS By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified. RESULTS Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students' positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge. CONCLUSION Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students' clinical development.
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Affiliation(s)
- Susanne Lundell Rudberg
- Department of Learning, Informatics, Management and Ethics, Karolinska University, Stockholm, 171 77, Sweden.
- Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden.
| | - Taina Sormunen
- Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden
| | - Max Scheja
- Department of Education of Stockholm University, Stockholm, 106 91, Sweden
| | - Hanna Lachmann
- Department of Learning, Informatics, Management and Ethics, Karolinska University, Stockholm, 171 77, Sweden
| | - Margareta Westerbotn
- Department of Nursing Science, Sophiahemmet University, P. O. Box 5605, Stockholm, 114 86, Sweden
- Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, 118 83, Sweden
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Brook J, Duguid B, Miller N. Symptoms of post-traumatic stress disorder in early career nurses during the COVID-19 pandemic: A longitudinal survey study. J Clin Nurs 2023; 32:8063-8077. [PMID: 37793658 DOI: 10.1111/jocn.16879] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2023] [Revised: 07/27/2023] [Accepted: 08/21/2023] [Indexed: 10/06/2023]
Abstract
AIM To investigate the mental well-being of early career nurses working in the United Kingdom during the COVID-19 pandemic, with a particular emphasis on symptoms related to post-traumatic stress disorder. DESIGN A longitudinal survey study. METHODS Data were acquired at three timepoints during the COVID-19 pandemic (between May 2020 and March 2021) to determine whether symptoms of post-traumatic stress disorder persisted over time. Quantitative measures of well-being were supplemented with survey data on the nurses' experiences of working during the pandemic. RESULTS Twenty-seven per cent of participants suffered from persistent symptoms of post-traumatic stress while working as nurses during the pandemic. The nurses' baseline resilience, as well as their perception of the quality of their work environment, were significant negative predictors of symptoms of post-traumatic stress. Participants identified a range of strategies that would have helped them during the crisis, including visible, consistent and empathetic leadership, adequate training and a supportive work environment. CONCLUSION The context of the pandemic has highlighted the vulnerability of the psychological well-being of early career nurses in the workforce. Immediate implementation of some of the more simple interventions suggested in this paper would provide early career nurses with rapid support. More complex support mechanisms should be given immediate consideration, with a view to implementation in the longer term. IMPLICATIONS FOR THE PROFESSION This study contributes new knowledge about the psychological well-being of early career nurses working during the pandemic and suggests support mechanisms that will be crucial for the retention of these nurses in the profession. A measurement of resilience may be useful for determining the appropriate level of support to provide to early career nurses. IMPACT Early career nurses are vulnerable to attrition from the profession. This could be exacerbated if the psychological well-being of these nurses is not being supported. Around 25% of early career nurses suffered from persistent symptoms of post-traumatic stress disorder while working as nurses during the height of the pandemic, which is a novel finding compared to other longitudinal studies. Understanding the psychological well-being of early career nurses working during a crisis period (such as a pandemic) equips nurse managers with appropriate strategies to improve nurses' emotional health and to enhance their retention within the workforce. The current findings may be of interest to clinical practitioners who have responsibility for the retention of nursing staff. No patient or public contribution. One of the authors is a statistician.
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Affiliation(s)
- Judy Brook
- City, University of London, Northampton Square, London, UK
| | | | - Naomi Miller
- City, University of London, Northampton Square, London, UK
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Elonen I, Kajander‐Unkuri S, Cassar M, Wennberg‐Capellades L, Kean S, Sollár T, Saaranen T, Pasanen M, Salminen L. Nurse educator competence in four European countries-A comparative cross-sectional study. Nurs Open 2023; 10:7848-7859. [PMID: 37853664 PMCID: PMC10643825 DOI: 10.1002/nop2.2033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/29/2023] [Revised: 09/09/2023] [Accepted: 09/29/2023] [Indexed: 10/20/2023] Open
Abstract
AIM The aim of this article is to describe and compare the nurse educator competences in four European countries using three different evaluators: nurse educators (n = 329), heads of a nursing subject (n = 60) and student nurses (n = 1058). DESIGN The study was conducted as a comparative cross-sectional survey in Finland, Malta, Slovakia and Spain between May 2021 and February 2022. METHODS The data were collected with an online survey. The instrument used was a 20-item Tool for Evaluation of Requirements of Nurse Teachers, utilizing a 5-point Likert-type scale. The data were analysed statistically and reported according to STROBE guidelines. RESULTS Nurse educators' competence evaluated positively in all the groups of evaluators, with a mean of >3.5. The self-evaluation of nurse educators' competence was higher than the other evaluators' evaluations. Having a degree in nursing, having completed some pedagogical studies and longer work experience as a nurse educator had a positive association with higher self-evaluated competence among nurse educators. CONCLUSIONS Nurse educator competence is at a good level in the selected European countries, but further studies are required to find the reasons behind the differences in evaluations. PUBLIC CONTRIBUTION Each participating educational institution named a contact person who distributed the surveys to the participants and returned the study's metadata to the researchers.
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Affiliation(s)
- Imane Elonen
- Department of Nursing Science, Faculty of MedicineUniversity of TurkuTurkuFinland
| | - Satu Kajander‐Unkuri
- Department of Nursing Science, Faculty of MedicineUniversity of TurkuTurkuFinland
- Diaconia University of Applied SciencesHelsinkiFinland
| | - Maria Cassar
- Department of NursingUniversity of MaltaMsidaMalta
| | | | - Susanne Kean
- School of Health in Social Science, Nursing StudiesThe University of EdinburghEdinburghScotland
| | - Tomáš Sollár
- Department of Psychological SciencesConstantine the Philosopher University in NitraNitraSlovakia
| | - Terhi Saaranen
- Department of Nursing ScienceUniversity of Eastern FinlandKuopioFinland
| | - Miko Pasanen
- Department of Nursing Science, Faculty of MedicineUniversity of TurkuTurkuFinland
| | - Leena Salminen
- Department of Nursing Science, Faculty of MedicineUniversity of TurkuTurkuFinland
- South‐Western Hospital DistrictTurkuFinland
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Wang M, Cai T, Guan H, Yang Y, Da C, Pan Q. Competence in managing workplace violence among nursing interns: Application of latent class analysis. Nurse Educ Pract 2023; 73:103850. [PMID: 37995448 DOI: 10.1016/j.nepr.2023.103850] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Revised: 11/01/2023] [Accepted: 11/16/2023] [Indexed: 11/25/2023]
Abstract
AIM To identify subtypes of competence in managing workplace violence (WPV) among nursing interns and to assess between-group differences. BACKGROUND Nursing interns are reported to be a vulnerable population for experiencing workplace violence during their clinical placement. Although WPV could have a negative impact on nursing interns' health and attitudes towards the nursing profession, little is known about nursing interns' competence in workplace violence management or its influencing factors. DESIGN A cross-sectional study. METHODS Between March to April 2023, nursing interns at three tertiary general hospitals in Anhui Province, China, completed questionnaires including a general information questionnaire, the Management of Workplace Violence Competence Scale (MWVCS), the Utrecht Work Engagement Scale (UWES-9), the Emotional Labour Scale for Nurses (ELSN) and were classified into subtypes by latent class analysis. Subsequently, univariate analysis and multivariate logistic regression were performed to identify the influencing factors by subtypes. RESULTS A total of 264 questionnaires were valid and the overall mean age of the participants was 21.06 ±1.41 years. Four classes were identified: low competency group (15.5%), low cognition-low coping competency group (18.2%), low cognition-medium to high competency group (21.6%) and high competency group (44.7%). The results of multinomial logistic regression analysis showed that placement hospitals with a WPV management department, emotional control effort in profession dimension and emotional pretense by norms dimension in the Emotional Labour Scale for Nurses, pursuing further education and vigour dimension in the Utrecht Work Engagement Scale were influencing factors of the potential categories of WPV management competence. CONCLUSIONS Four classes were identified and there was competence variability among nursing interns. More attention should be given to nursing interns who did not receive WPV-related training in their school or placement hospital.
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Affiliation(s)
- Miao Wang
- School of Nursing, WanNan Medical College, Anhui, China
| | - Tingting Cai
- School of Nursing, Fudan University, Shanghai, China.
| | - Hui Guan
- Department of Nursing, West Anhui Health Vocational College, Anhui, China
| | - Yan Yang
- Nursing Department Office, Anqing Municipal Hospital, Anhui, China
| | - Chaojin Da
- Department of Nursing, School of Clinical Nursing, Gansu Health Vocational College, Gansu, China
| | - Qing Pan
- School of Nursing, WanNan Medical College, Anhui, China
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Notarnicola I, Ivziku D, Tartaglini D, Filomeno L, Gualandi R, Ricci S, Lommi M, Porcelli B, Raffaele B, Montini G, Ferramosca FMP, Di Maria E, De Benedictis A, Baysal E, Latina R, Rocco G, Stievano A. Self-Perceived Clinical Competence of Nurses in Different Working Experiences: A Cross-Sectional Study. Healthcare (Basel) 2023; 11:2808. [PMID: 37957953 PMCID: PMC10648505 DOI: 10.3390/healthcare11212808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2023] [Revised: 10/19/2023] [Accepted: 10/21/2023] [Indexed: 11/15/2023] Open
Abstract
BACKGROUND Competence is an essential concept for measuring nurses' performance in terms of effectiveness and quality. To this end, our analysis highlighted the process of acquiring competencies, their self-evaluation into clinical practice, and how their proficiency levels change throughout the nursing career. In detail, this research explored nurses' perceived level of competence and the factors that influence it in different contexts. METHODS A cross-sectional survey using a structured questionnaire to assess the nursing participants' perception of their competencies in different clinical settings was accomplished. RESULTS A descriptive and bivariate analysis was performed on 431 nurses. Most respondents assessed their level of competence to be higher than their roles required. The Kruskal-Wallis test confirmed that nursing experience was a relevant factor influencing nursing competencies. CONCLUSIONS We suggest improving the competence of practicing nurses, using experience as a measurable effect of their development.
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Affiliation(s)
- Ippolito Notarnicola
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Dhurata Ivziku
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Daniela Tartaglini
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Lucia Filomeno
- Department of Biomedicine and Prevetion, University Tor Vergata, 00133 Rome, Italy; (L.F.); (F.M.P.F.)
| | - Raffaella Gualandi
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Simona Ricci
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Marzia Lommi
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Porcelli
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Barbara Raffaele
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Graziella Montini
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | | | - Erica Di Maria
- UOC Care to the Person, Local Health Authority Roma 2, 00159 Rome, Italy; (S.R.); (M.L.); (B.P.); (B.R.); (G.M.); (E.D.M.)
| | - Anna De Benedictis
- Department of Health Profession, Foundation Policlinic Universitario Campus Bio-Medico, 00128 Rome, Italy; (D.I.); (D.T.); (R.G.); (A.D.B.)
| | - Ebru Baysal
- Department of Fundamentals Nursing, Faculty of Health Sciences, Manisa Celal Bayar University, 45030 Manisa, Turkey;
| | - Roberto Latina
- Department of Health Promotion, Mother and Child Care, Internal Medicine and Medical Specialties, University of Palermo, 90128 Palermo, Italy;
| | - Gennaro Rocco
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
| | - Alessandro Stievano
- Centre of Excellence for Nursing Scholarship, OPI of Rome, 00136 Rome, Italy; (G.R.); (A.S.)
- Department of Nursing, Catholic University “Our Lady of Good Counsel”, 1000 Tirana, Albania
- Department of Clinical and Experimental Medicine, University of Messina, 98100 Messina, Italy
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Koskinen S, Brugnolli A, Fuster-Linares P, Hourican S, Istomina N, Leino-Kilpi H, Löyttyniemi E, Nemcová J, Meyer G, De Oliveira CS, Palese A, Rua M, Salminen L, Sveinsdóttir H, Visiers-Jiménez L, Zeleníková R, Kajander-Unkuri S. A successful nursing education promotes newly graduated nurses' job satisfaction one year after graduation: a cross-sectional multi-country study. BMC Nurs 2023; 22:269. [PMID: 37580681 PMCID: PMC10424405 DOI: 10.1186/s12912-023-01438-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2023] [Accepted: 08/08/2023] [Indexed: 08/16/2023] Open
Abstract
BACKGROUND Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction. METHODS A cross-sectional study design with the utilization of data collected from the same respondents one year earlier as educational factors was applied. The data were collected from NGNs (n = 557) in 10 European countries using an electronic survey between February 2019 and September 2020, and analyzed in detail for four countries (n = 417). Job satisfaction was measured with three questions: satisfaction with current job, quality of care in the workplace, and nursing profession. Nursing education related factors were satisfaction with nursing education program, level of study achievements, nursing as the 1st study choice, intention to stay in nursing, and generic nursing competence. The data were analyzed statistically using logistic regression. RESULTS Most of the NGNs in the 10 countries were satisfied with their current job (88.3%), the quality of care (86.4%) and nursing profession (83.8%). Finnish, German, Lithuanian and Spanish NGNs' satisfaction with the nursing education program at graduation was statistically significantly associated with their job satisfaction, i.e., satisfaction with their current job, the quality of care, and the nursing profession. Moreover, NGNs who had fairly often or very often intention to stay in nursing at graduation were more satisfied with their current job, with the quality of care, and with the nursing profession compared with NGNs who had never or fairly seldom intention to stay in nursing at graduation. CONCLUSIONS Nursing education plays a significant role in NGNs' job satisfaction one year after graduation, indicating the importance to start career planning already during nursing education. Both nursing education providers and healthcare organizations could plan in close collaboration a transition program for NGNs to ease the transition phase and thus increase the NGNs' job satisfaction and ultimately the high-quality care of the patients.
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Affiliation(s)
- Sanna Koskinen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
| | - Anna Brugnolli
- Azienda Per I Servizi Sanitari Provinciali, University of Verona, 38123 Trento, Italy
| | - Pilar Fuster-Linares
- Department of Nursing, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
| | - Susan Hourican
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland
| | - Natalja Istomina
- Institute of Health Sciences, Vilnius University, 01513 Vilnius, Lithuania
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Turku University Hospital, 20521 Turku, Finland
| | - Eliisa Löyttyniemi
- Turku University Hospital, 20521 Turku, Finland
- Department of Biostatistics, University of Turku, 20014 Turku, Finland
| | - Jana Nemcová
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovakia
| | - Gabriele Meyer
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, 06108 Halle (Saale), Germany
| | - Célia Simão De Oliveira
- Department of Fundamentals of Nursing, Lisbon School of Nursing—ESEL (Escola Superior de Enfermagem de Lisboa), 1600-096 Lisbon, Portugal
| | - Alvisa Palese
- Department of Medicine, Udine University, 33100 Udine, Italy
| | - Marília Rua
- School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
| | - Leena Salminen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Turku University Hospital, 20521 Turku, Finland
| | | | - Laura Visiers-Jiménez
- Department of Health Sciences, School of Nursing and Physiotherapy, Universidad Pontificia de Comillas, San Juan de Dios, Fundación San Juan de Dios, Alberto Aguilera, 23, 28015 Madrid, Spain
| | - Renáta Zeleníková
- Department of Nursing and Midwifery, University of Ostrava, 70103 Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Diaconia University of Applied Sciences, 00580 Helsinki, Finland
| | - on behalf of the ProCompNurse Consortium and the COMPEUnurse Consortium
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Azienda Per I Servizi Sanitari Provinciali, University of Verona, 38123 Trento, Italy
- Department of Nursing, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland
- Institute of Health Sciences, Vilnius University, 01513 Vilnius, Lithuania
- Turku University Hospital, 20521 Turku, Finland
- Department of Biostatistics, University of Turku, 20014 Turku, Finland
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovakia
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, 06108 Halle (Saale), Germany
- Department of Fundamentals of Nursing, Lisbon School of Nursing—ESEL (Escola Superior de Enfermagem de Lisboa), 1600-096 Lisbon, Portugal
- Department of Medicine, Udine University, 33100 Udine, Italy
- School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
- Faculty of Nursing, University of Iceland, 07 Reykjavík, Iceland
- Department of Health Sciences, School of Nursing and Physiotherapy, Universidad Pontificia de Comillas, San Juan de Dios, Fundación San Juan de Dios, Alberto Aguilera, 23, 28015 Madrid, Spain
- Department of Nursing and Midwifery, University of Ostrava, 70103 Ostrava, Czech Republic
- Diaconia University of Applied Sciences, 00580 Helsinki, Finland
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9
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Terefe TF, Geletie HA, GebreEyesus FA, Tarekegn TT, Amlak BT, Kindie K, Geleta OT, Mewahegn AA, Temere BC, Mengist ST, Beshir MT, Wondie A, Mengist B. Clinical competency and associated factors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia, 2021. Heliyon 2023; 9:e18677. [PMID: 37600373 PMCID: PMC10432995 DOI: 10.1016/j.heliyon.2023.e18677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/14/2022] [Revised: 06/17/2023] [Accepted: 07/25/2023] [Indexed: 08/22/2023] Open
Abstract
Background Clinical practice is the means by which nursing students learn to apply the theory, facilitating integration of theoretical knowledge and practical skill in the clinical setting which becomes arts and science of profession. This correlation of theory and practice, and the building of meaningful experience, take place during clinical practice in the health care service. Even though, nursing students need to have clinical competency during practical setting, there were little available evidences regarding to their competency status in Ethiopia. Therefore, this study was aimed to assess magnitude of clinical competency and its predictors among undergraduate nursing students studying in universities of Southern regional state of Ethiopia in 2021 G C. Methods Multi-centered institutional based cross-sectional study was conducted among 414 undergraduate nursing students studying in eight universities of Southern regional state of Ethiopia in 2021 academic year. Systematic random sampling technique after proportional allocation to each selected university was used to select the study participants. Data were collected using pretested structured questionnaire by face to face interview after written informed consent was obtained from each participant. Data were cleaned, coded and entered into Epidata version 3.01 and analyzed using statistical package for social science (SPSS) software version 26. Descriptive statistic for all variables and bi-variable and multi-variables logistic regression analysis to identify factors associated with clinical competency was computed and expressed in odds ratio. The result was presented in the form of text, tables and figures and those variables with P-value of <0.05 in multivariable analysis were declared as statistically significant. Result From 423 total calculated sample sizes, 414 of them were participated in this study giving a response rate of 97.8%. From those participants, 248 (59.9%) of them has clinical competency [95% CI: (55.18%, 64.62%)]. In multivariable analysis, studying in post basic program [AOR: 5.58], conducive clinical learning environment [AOR: 4.10], good staff-student interaction [AOR: 7.44], satisfaction [AOR: 20.66] and positive attitude towards clinical practice [AOR: 2.49] were factors significantly associated with clinical competency. Conclusion In this study, the overall magnitude of clinical competency was found to be unsatisfactory (59.9%). Studying in private program, non-conducive clinical learning environment, poor staff-student interaction, low satisfaction and negative attitude towards clinical practice were identified as factors associated with clinical incompetency. Policy makers, universities and teaching health facilities need to work collaboratively to create nurses with clinical competency by focusing on proper screening to select candidates for studying in private program, creating conducive clinical learning environment, integrating students with clinical staffs to facilitate learning and positive attitude change of students towards their profession to increase level of satisfaction.
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Affiliation(s)
- Tamene Fetene Terefe
- Department of Pediatric and Child Health Nursing, Injibara University, Injibara, Ethiopia
| | | | | | | | | | - Kassa Kindie
- Department of Nursing, Mizan Tepi University, Mizan, Ethiopia
| | | | | | | | | | | | - Alemayehu Wondie
- Department of Biomedical Science, Wolkite University, Wolkite, Ethiopia
| | - Belayneh Mengist
- Department of Public Health, Debremarkos University, Debremarkos, Ethiopia
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10
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Ahsan A, Rahmawati IN, Noviyanti LW, Harwiati Ningrum E, Nasir A, Harianto S. The Effect of the Application of the Team-STEPPS-Based Preceptorship Guidance Model on the Competence of Nursing Students. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:817-826. [PMID: 37534334 PMCID: PMC10392907 DOI: 10.2147/amep.s416847] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/12/2023] [Accepted: 07/21/2023] [Indexed: 08/04/2023]
Abstract
Objective Student competence is an important topic of discussion during the implementation of counseling in the clinic. The purpose of this study was to analyze the effect of the Team-STEPPS-based preceptorship guidance model on student competency. Methods A comparative study was used to analyze the quantitative data. Participants were clinical practice students at "Ngudi Waluyo" Public Hospital with a total of 92 registered students divided into treatment and control groups. The Wilcoxon Signed Rank Test and the Mann-Whitney U-Test were used to assess differences between the intervention and control groups. Results There were post-test differences between the intervention group and the control group, namely clinical competence p-value (0.003), nursing management p (0.000), technical competence p (0.008), self-management p (0.000), and care-oriented patients p (0.000). Conclusion The Team-STEPPS-based preceptorship guidance model is very important in increasing student competency, not only in mastering clinical competence, but also in mastering technical skill competencies, nursing management, self-management, and patient-oriented care skills, and therefore, can increase student independence.
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Affiliation(s)
- Ahsan Ahsan
- Department of Nursing, Faculty of Health Sciences, Brawijaya University, Malang, Indonesia
| | - Ike Nesdia Rahmawati
- Department of Nursing, Faculty of Health Sciences, Brawijaya University, Malang, Indonesia
| | - Linda Wieke Noviyanti
- Department of Nursing, Faculty of Health Sciences, Brawijaya University, Malang, Indonesia
| | - Evi Harwiati Ningrum
- Department of Nursing, Faculty of Health Sciences, Brawijaya University, Malang, Indonesia
| | - Abd Nasir
- Faculty of Vocational Studies, Airlangga University, Surabaya, Indonesia
| | - Susilo Harianto
- Faculty of Vocational Studies, Airlangga University, Surabaya, Indonesia
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11
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Zeleníková R, Gurková E, Pěrůžková R, Štureková L, Jarošová D, Kajander-Unkuri S. Self-assessed competence of final-year nursing students. Nurs Open 2023. [PMID: 36882940 DOI: 10.1002/nop2.1708] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 01/31/2023] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
AIM To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. DESIGN A cross-sectional observational study. METHODS Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. RESULTS Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.
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Affiliation(s)
- Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Elena Gurková
- Department of Nursing, Slovak Republic, Faculty of Health Care, University of Prešov in Prešov, Prešov, Slovak Republic
| | - Radana Pěrůžková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
| | - Darja Jarošová
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Finland, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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12
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Şimşek P, Özmen GÇ, Kemer AS, Aydin RK, Bulut E, Çilingir D. Development and psychometric testing of Perceived Preoperative Nursing Care Competence Scale for Nursing Students (PPreCC-NS). NURSE EDUCATION TODAY 2023; 120:105632. [PMID: 36410082 DOI: 10.1016/j.nedt.2022.105632] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/30/2022] [Revised: 10/21/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND For nurses to carry out their responsibilities related to preoperative care in the best possible way, it is very important for them to receive competency-based training and for their competences to be measured with reliable and valid tools in the training process. OBJECTIVE To develop a measurement tool that evaluates nursing students' perceived competence for preoperative nursing care. DESIGN A cross-sectional, methodological study. SETTING Two universities in the Eastern Black Sea Region of Turkey. PARTICIPANTS A total of 661 second, third and fourth grade nursing students participated in the study. METHODS Items were created in line with the nursing competencies published by the International Council of Nurses, the competencies in the perioperative period nursing practices published by the European Operating Room Nurses Association, and a review of the literature. Then, to test the content validity, the items were submitted for expert opinion and a pilot implementation was made with 50 nursing students. Furthermore, the construct validity of the scale was tested with exploratory factor analysis (n = 253) and confirmatory factor analysis (n = 350). Test-retest stability was also investigated for the PPreCC-NS (n = 58), in the study. RESULTS According to the results of the exploratory factor analysis, the Kaiser-Meyer-Olkin value was 0.948, and the Bartlett test χ2 was 7765.23; p < 0.001. Three items with a factor loading value below 0.50 were removed from the scale, and the obtained factor structure explained 62.25 % of the variance. The fit indices of the scale model tested in the confirmatory factor analysis were determined as χ2/df = 2.74, RMSEA = 0.07, CFI = 0.92, GFI = 0.88, AGFI = 0.85, IFI = 0.92. The structure of the draft scale was confirmed with 5 factors and 22 items. The Cronbach alpha values were found to be 0.79-0.96 for the sub-dimensions of the scale and 0.94 for the total scale. Data also showed a good test-retest stability (ICC = 0.72). CONCLUSIONS This scale is a reliable and valid measurement tool for nursing students to determine their level of perceived competence for preoperative nursing care. It is recommended that the psychometric structure of the scale be evaluated with further studies on larger and more diverse samples.
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Affiliation(s)
- Perihan Şimşek
- Trabzon University, Faculty of Applied Science, TR61080 Trabzon, Turkey.
| | - Gül Çakır Özmen
- Karadeniz Technical University, Faculty of Health Science, Department of Nursing, TR61080 Trabzon, Turkey
| | | | - Ruveyde Kök Aydin
- Ondokuz Mayıs University, Faculty of Health Science, Department of Nursing, TR55270 Samsun, Turkey
| | - Enes Bulut
- Artvin Çoruh University, Faculty of Health Science, Department of Nursing, TR08000 Artvin, Turkey
| | - Dilek Çilingir
- Karadeniz Technical University, Faculty of Health Science, Department of Nursing, TR61080 Trabzon, Turkey
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13
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Turjamaa R, Simon-Bellamy J, Salminen L, Löyttyniemi E, Kajander-Unkuri S. Graduating nursing students' competence in nursing patients with acute coronary syndrome. CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2022. [DOI: 10.15452/cejnm.2022.13.0007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
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14
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Høegh-Larsen AM, Gonzalez MT, Reierson IÅ, Husebø SIE, Ravik M. Changes in nursing students' self-reported professional competence in simulation-based education and clinical placement: A longitudinal study. NURSE EDUCATION TODAY 2022; 119:105592. [PMID: 36265212 DOI: 10.1016/j.nedt.2022.105592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/16/2021] [Revised: 08/20/2022] [Accepted: 10/06/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND A primary learning outcome for nursing students is to achieve the professional competence necessary to provide safe and high-quality care in complex and specialized health services. Simulation-based education (SBE) and clinical placement are two educational settings in which nursing students' professional competence can be facilitated as a learning outcome. OBJECTIVES The study objectives were to investigate changes in nursing students' self-reported professional competence in SBE and clinical placement and the transfer of this competence from SBE to clinical placement. We also aimed to investigate which competence areas were highest and lowest rated. DESIGN A quantitative longitudinal survey design was applied. SETTINGS The study took place from May 2019 to January 2020 in a simulation center at a Norwegian university and clinical placement in hospital units. PARTICIPANTS Bachelor nursing students (N = 38) in their second and third year of a four-year part-time Norwegian nursing bachelor's degree program. METHODS The Nurse Professional Scale Short Form (NPC Scale-SF) consisting of six competence areas was used to measure nursing students' self-reported professional competence across four time points. Paired sample t-test and descriptive statistics were used to analyse data. RESULTS For changes in the longitudinal perspective, students' self-reported professional competence increased significantly. In the transfer perspective, from SBE to clinical placement, four competence areas declined significantly. Value-based nursing care were scored highest, whilst Development, leadership, and organization of nursing care were scored lowest score at all time-points. CONCLUSIONS Findings indicate that nursing students' self-reported professional competence increased in the longitudinal perspective. Supporting students in transfer of professional competence should be addressed in SBE and clinical placement, whilst nursing education should be strengthened concerning development, leadership, and organization of nursing care.
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Affiliation(s)
- Anne Mette Høegh-Larsen
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway.
| | - Marianne Thorsen Gonzalez
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway
| | - Inger Åse Reierson
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway
| | - Sissel Iren Eikeland Husebø
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway; Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Norway; Department of Gastrointestinal Surgery, Stavanger University Hospital, Norway
| | - Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Norway
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Sun Y, Yin Y, Wang J, Ding Z, Wang D, Zhang Y, Zhang J, Wang Y. Critical thinking abilities among newly graduated nurses: A cross-sectional survey study in China. Nurs Open 2022; 10:1383-1392. [PMID: 36210506 PMCID: PMC9912453 DOI: 10.1002/nop2.1388] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 08/10/2022] [Accepted: 09/14/2022] [Indexed: 11/06/2022] Open
Abstract
AIM The aim of this study is to describe critical thinking dispositions among newly graduated nurses with different educational background in China and to explore related factors. DESIGN A cross-sectional questionnaire survey. METHODS The data were collected using the Chinese Version of Critical Thinking Dispositions Inventory (CTDI-CV). Overall, 588 newly graduated nurses finally completed the survey. Spearman and Pearson's correlation coefficients were used to examine the correlation between the CDTI-CV and nurses' general characteristics. RESULTS In terms of open-mindedness, analysis and inquisitiveness subscales, significant differences were found among nurses based on three educational level. When dichotomizing total CTDI scores into high and low, nearly 80% of the respondents fell into low score group. Pressure from workplace was high for 68.4% of them. Significant correlation was found among the new graduated nurses' critical thinking ability and their age, education level, reading habit and attitude towards nursing profession.
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Affiliation(s)
- Yongfang Sun
- Nursing DepartmentLanzhou University Second HospitalLanzhouChina
| | - Yuhuan Yin
- School of NursingGansu University of Chinese MedicineLanzhouChina
| | - Jiancheng Wang
- Geriatrics DepartmentGansu Provincial HospitalLanzhouChina
| | - Zhaohong Ding
- Nursing DepartmentGansu Provincial HospitalLanzhouChina
| | - Dongping Wang
- Clinical Educational DepartmentGansu Provincial HospitalLanzhouChina
| | - Yiyin Zhang
- School of NursingGansu University of Chinese MedicineLanzhouChina
| | - Juxia Zhang
- Clinical Educational DepartmentGansu Provincial HospitalLanzhouChina
| | - Yuan Wang
- Physical Examination CenterThe First People’s Hospital of Lanzhou CityLanzhouChina
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16
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Mazalová L, Gurková E, Štureková L. Nursing students' perceived stress and clinical learning experience. Nurse Educ Pract 2022; 64:103457. [PMID: 36182730 DOI: 10.1016/j.nepr.2022.103457] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 09/08/2022] [Accepted: 09/16/2022] [Indexed: 11/25/2022]
Abstract
BACKGROUND Stressors among nursing students arise from both academic activities and clinical placement. Understanding how nursing students perceive academic and clinical stressors and the clinical learning environment could help develop useful approaches to reducing levels of stress and contribute to the maintenance of a good learning environment. There is a paucity of studies that investigated associations between the clinical learning environment and the stress of nursing students. OBJECTIVES To investigate the relationship between the perception of the clinical learning environment and stress in nursing students; to compare the perception of the clinical learning environment and stress in terms of the year and terms of the organization of supervision. DESIGN Cross-sectional correlation study SETTINGS: University PARTICIPANTS: The sample consisted of 155 nursing students in the bachelor's degree program. During the four academic years, students of individual years of the bachelor's study program were included in the study after completing all clinical placements in a given academic year. METHODS The following instruments were used for the data collection: Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale, Perceived Stress Scale; Physio-Psycho-Social Response Scale and Coping Behaviour Inventory. Correlation analysis and multiple linear regression analysis using stepwise methods were used to determine the relationships between the variables. RESULTS The clinical learning environment is a strong predictor of students' perceptions of stress related to teachers and nursing staff. Types and degrees of stressful events during clinical practice varied between years of study. The experience with supervision was related to the overall perception of the clinical learning environment, but not to the students' physio-psychosocial status, types of stressful events during clinical practice and coping behaviors. Also, the differences in the students' physio-psychosocial status were not significant in terms of individual years of study and method of supervision. CONCLUSIONS There is a significant relationship between the clinical learning environment and the perception of academic stress. The attitude of the teacher and the medical staff can thus be important in influencing the level of stress in nursing students.
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Affiliation(s)
- Lenka Mazalová
- Department of Nursing, Faculty of Health Science, Palacký University in Olomouc, Hněvotínska Street 976/3, 775 15, Olomouc, Czech Republic.
| | - Elena Gurková
- Department of Nursing, Faculty of Health Care, University of Prešov in Prešov, Partizánska Street 1, 080 01, Prešov, Slovakia.
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Science, Palacký University in Olomouc, Hněvotínska Street 976/3, 775 15, Olomouc, Czech Republic.
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17
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A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study. J Prof Nurs 2022; 42:51-57. [PMID: 36150878 PMCID: PMC9180557 DOI: 10.1016/j.profnurs.2022.06.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 12/24/2022]
Abstract
Background Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence. Purpose The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March–June 2020). Method A qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted. Findings Three themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice. Discussion Nursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education.
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18
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Grande RAN, Berdida DJE, Susanto T, Khan A, Waelveerakup W, Saad Z. Nursing competency inventory and professional competence of graduating students in six Asian countries: A cross-sectional study. NURSE EDUCATION TODAY 2022; 116:105470. [PMID: 35816765 DOI: 10.1016/j.nedt.2022.105470] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/23/2022] [Revised: 05/18/2022] [Accepted: 07/04/2022] [Indexed: 06/15/2023]
Abstract
AIMS To investigate graduating nursing students' nursing and professional competencies and the predictors of their competencies. BACKGROUND Across Asian countries, there is a paucity of literature that explores graduating nursing students' competency and professional competence during the ongoing COVID-19 pandemic. DESIGN Descriptive, cross-sectional, and predictive approaches. METHOD Convenience sampling was used among graduating nursing students from the six Asian countries (n = 375). The STROBE guidelines for cross-sectional studies were used. Two self-report instruments were utilized to collect data. We conducted multiple linear regression analyses to assess the predictors of nursing competency and professional competence domains. RESULTS Country of residence and general point average (GPA) showed statistically significant multivariate effects. Value-based nursing care and critical thinking and reasoning domains recorded the highest in professional competence and competency inventory for nursing students, respectively. Country of residence, GPA, and preferred nursing major were significant predictors of graduating nursing students' nursing competency and professional competence domains. CONCLUSION Our study's findings revealed a high level of diversity among nursing students regarding ethical care obligations, caring pedagogies, and lifelong learning, all of which may be ascribed to their distinct culture, background, and belief systems.
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Affiliation(s)
- Rizal Angelo N Grande
- Mental Health Nursing Department, College of Nursing, University of Ha'il, Ha'il City 55473, Saudi Arabia; College of Health Allied and Medical Professions, University of San Agustin, Iloilo City 5000, Philippines
| | | | - Tantut Susanto
- Department of Community, Family & Geriatric Nursing, Faculty of Nursing, University of Jember, 681211, Indonesia
| | - Anwar Khan
- Medical-Surgical Nursing Department, College of Nursing, University of Ha'il, Ha'il City 55473, Saudi Arabia; Rajasthan University of Health Sciences, Jaipur (Laganshan College of Nursing, Makrana), Rajasthan 341502, India
| | - Wanpen Waelveerakup
- Faculty of Nursing, Nakhon Pathom Rajabhat University, 85 Maliaman Rd., Nongpaklong Sub-district, Mueang District, Nakhon Pathom Province 73000, Thailand
| | - Zahrah Saad
- International Relations, MAHSA University, Selangor 42610, Malaysia
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Karaduman GS, Bakir GK, Sim-Sim MMSF, Basak T, Goktas S, Skarbalienė A, Brasaitė-Abromė I, Lopes MJ. Nursing students' perceptions on clinical learning environment and mental health: a multicenter study. Rev Lat Am Enfermagem 2022; 30:e3581. [PMID: 35830124 DOI: 10.1590/1518-8345.5577.3581] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Accepted: 01/18/2022] [Indexed: 11/22/2022] Open
Abstract
OBJECTIVE this study aimed at evaluating the perceptions of Nursing students from public universities in three European Union countries on mental health and clinical learning environments, a topic that has been rarely investigated in the literature. METHOD data collection took place using a demographic data form, the Clinical Learning Environment, Supervision and Nurse Teacher Scale, and the Mental Health Continuum Short Form. A total of 571 participants from Turkey, Lithuania and Portugal were included in the study. RESULTS there was a significant difference among the three groups regarding clinical learning environment and mental health status (p<.001). Supervision was the most valued element. The Portuguese students presented the highest mean in the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores (p<.001). Age, gender and mental health were effective in the Clinical Learning Environment, Supervision and Nurse Teacher Scale scores. CONCLUSION the results indicated that the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores obtained by the Portuguese Nursing students were higher. It was also revealed that the students' perceptions on the clinical learning environment were affected by age and gender, and that their perceptions on mental health were influenced by the Clinical Learning Environment, Supervision and Nurse Teacher scale scores.
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Affiliation(s)
- Gul Sahin Karaduman
- University of Health Sciences Turkey, Gulhane Training and Research Hospital, Ankara, Turquia
| | | | | | - Tulay Basak
- University of Health Sciences Turkey, Gulhane Faculty of Nursing, Ankara, Turquia
| | - Sonay Goktas
- University of Health Sciences Turkey, Hamidiye Faculty of Nursing, İstanbul, Turquia
| | - Aelita Skarbalienė
- Klaipeda University, Faculty of Health Science, Department of Nursing, Klaipeda, Lituânia
| | - Indrė Brasaitė-Abromė
- Klaipeda University, Faculty of Health Science, Department of Nursing, Klaipeda, Lituânia
| | - Manuel José Lopes
- University of Évora, Comprehensive Health Research Centre (CHRC), Évora, Portugal
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Brodowicz-Król M, Kaczoruk M, Kaczor-Szkodny P, Zarzycka D. Development and Assessment of Professional Competences among Polish Nursing Students during a 3-Year Education Cycle Trying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127192. [PMID: 35742440 PMCID: PMC9223031 DOI: 10.3390/ijerph19127192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 06/02/2022] [Accepted: 06/10/2022] [Indexed: 11/21/2022]
Abstract
The essence of the profile of nursing professional competences are basic behavioral characteristics, as well as mastering practical skills. The aim of this study was determination of the development of professional competences of perceiving a patient by first-, second-and third-year students of licentiate nursing study. The study was of a longitudinal character, and lasted for 3 years. The research instrument used was the Ascent to Competence Scale, and traditional assessment of students’ knowledge and skills. A statistically significant relationship was observed between the average grade in practical education from all three years, and competences in student–teacher relationship. Higher grades in theoretical education were accompanied by lower results obtained by students in the area of nursing competences. The respondents’ opinions concerning the development of knowledge and professional skills were relatively high among first-year students, which may be related with a sharp increase in nursing knowledge, whereas third-year students considered it important to perceive a considerable development of professional competences. The results of this study can help in the design of education programs meeting quality standards, and alignment with students and population health needs, which is adequate to the assumptions of the WHO Global Strategic Directions for Nursing and Midwifery 2021–2025.
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Affiliation(s)
- Magdalena Brodowicz-Król
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
| | - Monika Kaczoruk
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
- Correspondence:
| | - Paulina Kaczor-Szkodny
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
| | - Danuta Zarzycka
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
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21
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Palese A, Brugnolli A, Achil I, Mattiussi E, Fabris S, Kajander-Unkuri S, Dimonte V, Grassetti L, Danielis M. The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study. BMC Nurs 2022; 21:101. [PMID: 35505402 PMCID: PMC9062856 DOI: 10.1186/s12912-022-00885-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 04/22/2022] [Indexed: 11/29/2022] Open
Abstract
Background Nursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date. Methods A cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed. Results A total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the ‘Helping role’ factor and a significant higher in ‘Ensuring quality’ and ‘Therapeutic interventions’ factors. Conclusions The majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-00885-3.
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Affiliation(s)
- Alvisa Palese
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy.
| | - Anna Brugnolli
- Department of Public Health, Azienda Provinciale per i Servizi Sanitari, Trento, Italy
| | - Illarj Achil
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy
| | - Elisa Mattiussi
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy
| | - Stefano Fabris
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
| | - Valerio Dimonte
- Department of Public Health and Pediatrics, University of Turin, Turin, Italy
| | - Luca Grassetti
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy
| | - Matteo Danielis
- Department of Medical Sciences, Udine University, Viale Ungheria 20, 33100, Udine, Italy
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22
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Graduating Nursing Students’ Empowerment and Related Factors: Comparative Study in Six European Countries. Healthcare (Basel) 2022; 10:healthcare10050754. [PMID: 35627891 PMCID: PMC9140337 DOI: 10.3390/healthcare10050754] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Revised: 04/10/2022] [Accepted: 04/12/2022] [Indexed: 11/17/2022] Open
Abstract
New nurses are needed in healthcare. To meet the role expectations of a registered nurse, nursing students must feel empowered at graduation. However, there are only a few studies focusing on nursing students’ empowerment. This study aims to describe and analyze graduating nursing students’ level of empowerment in six European countries and potential related factors. A comparative and cross-sectional study was performed in the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain with graduating nursing students (n = 1746) using the Essential Elements of Nurse Empowerment scale. Potentially related factors included age, gender, a previous degree in health care, work experience in health care, graduation to first-choice profession, intention to leave the nursing profession, level of study achievements, satisfaction with the current nursing programme, clinical practicums, theoretical education, and generic competence measured with the Nurse Competence Scale. The data were analysed statistically. Graduating nursing students’ self-assessed level of empowerment was moderate, with statistical differences between countries. Those with high empowerment had no intention to leave the nursing profession, had a higher level of study achievements, and a higher self-assessed generic competence level. The results suggest that empowerment needs to be enhanced during nursing education. Further research is needed to understand the development of empowerment during the early years of a nursing career.
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23
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Visiers‐Jiménez L, Palese A, Brugnolli A, Cadorin L, Salminen L, Leino‐Kilpi H, Löyttyniemi E, Nemcová J, Simão de Oliveira C, Rua M, Zeleníková R, Kajander‐Unkuri S. Nursing students’ self‐directed learning abilities and related factors at graduation: A multi‐country cross‐sectional study. Nurs Open 2022; 9:1688-1699. [PMID: 35156324 PMCID: PMC8994957 DOI: 10.1002/nop2.1193] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Revised: 01/11/2022] [Accepted: 01/30/2022] [Indexed: 11/06/2022] Open
Affiliation(s)
- Laura Visiers‐Jiménez
- Department of Nursing Science Fundación San Juan de Dios Centro de Ciencias de la Salud San Rafael Universidad Antonio de Nebrija Madrid Spain
| | - Alvisa Palese
- Department of Medical Sciences University of Udine Udine Italy
| | - Anna Brugnolli
- Department of Public Health Azienda Provinciale per i Servizi Sanitari Trento Italy
| | - Lucia Cadorin
- Department of Medical Sciences University of Udine Udine Italy
| | - Leena Salminen
- Department of Nursing Science University of Turku Turku Finland
- Turku University Hospital University of Turku Turku Finland
| | - Helena Leino‐Kilpi
- Department of Nursing Science University of Turku Turku Finland
- Turku University Hospital University of Turku Turku Finland
| | | | - Jana Nemcová
- Department of Nursing Science Jessenius Faculty of Medicine in Martin Comenius University in Bratislava Martin Slovakia
| | | | - Marília Rua
- School of Health Sciences University of Aveiro Aveiro Portugal
| | - Renáta Zeleníková
- Department of Nursing and Midwifery Faculty of Medicine University of Ostrava Ostrava Czech Republic
| | - Satu Kajander‐Unkuri
- Department of Nursing Science University of Turku Turku Finland
- Diaconia University of Applied Sciences Helsinki Finland
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24
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Koskinen S, Leino-Kilpi H, Blöndal K, Brasaitė-Abromė I, Burke E, Fitzgerald S, Fuster P, Kielė V, Löyttyniemi E, Salminen L, Stubner J, Suikkala A. A European evaluation of the patients’ role in clinical education: A six-country cross sectional study. Nurse Educ Pract 2022; 59:103287. [DOI: 10.1016/j.nepr.2022.103287] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 11/12/2021] [Accepted: 12/20/2021] [Indexed: 10/19/2022]
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25
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Karaduman GS, Bakir GK, Sim-Sim MMSF, Basak T, Goktas S, Skarbalienė A, Brasaitė-Abromė I, Lopes MJ. Percepciones de estudiantes de enfermería sobre el Ambiente de Aprendizaje Clínico y la salud mental: estudio multicéntrico. Rev Lat Am Enfermagem 2022. [DOI: 10.1590/1518-8345.5577.3580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumen Objetivo: este estudio tuvo como objetivo evaluar las percepciones de estudiantes de enfermería de universidades públicas de tres países de la Unión Europea sobre la salud mental y los Ambientes de Aprendizaje Clínico, tema poco estudiado en la literatura. Método: la recolección de datos se realizó mediante un formulario de datos demográficos, la Escala de Evaluación de Ambiente de Aprendizaje Clínico, Supervisión y Profesor de Enfermería y el Mental Health Continuum Short Form. Se incluyeron en el estudio un total de 571 participantes de Turquía, Lituania y Portugal. Resultados: hubo una diferencia significativa entre los tres grupos con respecto al Ambiente de Aprendizaje Clínico y al estado de salud mental (p < 0,001). La supervisión fue el elemento más valorado. Los estudiantes portugueses obtuvieron los puntajes promedio más altos en el Mental Health Continuum Short Form y Ambiente de Aprendizaje Clínico, Supervisión y Profesor de Enfermería (p<0,001). La edad, el sexo y la salud mental influyeron en los puntajes de Ambiente de Aprendizaje Clínico, Supervisión y Profesor de Enfermería. Conclusión: los resultados indicaron que los estudiantes de Enfermería portugueses obtuvieron los puntajes más altos en el Mental Health Continuum Short Form y Ambiente de Aprendizaje Clínico, Supervisión y Profesor de Enfermería. También se reveló que las percepciones de los estudiantes sobre el Ambiente de Aprendizaje Clínico se vieron afectadas por la edad y el género, y que sus percepciones sobre la salud mental fueron influenciadas por los puntajes de la escala de evaluación de Ambiente de Aprendizaje Clínico, Supervisión y Profesor de Enfermería.
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Affiliation(s)
| | | | | | - Tulay Basak
- University of Health Sciences Turkey, Turquia
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26
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Almarwani A. The effect of integrating a nursing licensure examination preparation course into a nursing program curriculum: A quasi-experimental study. SAUDI JOURNAL FOR HEALTH SCIENCES 2022. [DOI: 10.4103/sjhs.sjhs_87_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/03/2022] Open
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27
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Karaduman GS, Bakir GK, Sim-Sim MMSF, Basak T, Goktas S, Skarbalienė A, Brasaitė-Abromė I, Lopes MJ. Nursing students’ perceptions on clinical learning environment and mental health: a multicenter study. Rev Lat Am Enfermagem 2022. [PMID: 35830124 PMCID: PMC9264850 DOI: 10.1590/1518-8345.5577.3528] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Objective: this study aimed at evaluating the perceptions of Nursing students from public universities in three European Union countries on mental health and clinical learning environments, a topic that has been rarely investigated in the literature. Method: data collection took place using a demographic data form, the Clinical Learning Environment, Supervision and Nurse Teacher Scale, and the Mental Health Continuum Short Form. A total of 571 participants from Turkey, Lithuania and Portugal were included in the study. Results: there was a significant difference among the three groups regarding clinical learning environment and mental health status (p<.001). Supervision was the most valued element. The Portuguese students presented the highest mean in the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores (p<.001). Age, gender and mental health were effective in the Clinical Learning Environment, Supervision and Nurse Teacher Scale scores. Conclusion: the results indicated that the Mental Health Continuum Short Form and Clinical Learning Environment, Supervision and Nurse Teacher Scale scores obtained by the Portuguese Nursing students were higher. It was also revealed that the students’ perceptions on the clinical learning environment were affected by age and gender, and that their perceptions on mental health were influenced by the Clinical Learning Environment, Supervision and Nurse Teacher scale scores.
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Affiliation(s)
| | | | | | - Tulay Basak
- University of Health Sciences Turkey, Turquia
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28
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Leong FF, He HG, Premarani K, Lim SH. Nurses' perceptions of nursing education transformation and its impact on care delivery in Singapore. Int Nurs Rev 2021; 69:340-349. [PMID: 34921738 DOI: 10.1111/inr.12733] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2021] [Accepted: 10/27/2021] [Indexed: 11/27/2022]
Abstract
AIMS To explore nurses' perceptions of the transformation in Singapore's nursing education and its impact on the delivery of nursing care. BACKGROUND Nursing education in Singapore has sailed through a sea of changes, from the apprenticeship model of training in hospitals to institutions of higher learning. Limited primary studies have explored the evolution of nursing education, and none have explored its impact on the delivery of nursing care, based on nurses' perceptions. METHODS A descriptive qualitative design with purposive and snowball sampling was used to recruit 18 experienced nurses from local teaching institutions and healthcare clusters. Semistructured individual face-to-face interviews were conducted using an interview guide. Data were analysed using thematic analysis. The Consolidated Criteria for Reporting Qualitative Research reporting guideline was used to report the study. FINDINGS Five themes emerged: 'evolution of the nursing education approach', 'clinical learning environments', 'evaluation of changes in the nursing education approach', 'attitudes toward the provision of various levels of education' and 'influences of various competencies on the delivery of nursing care'. CONCLUSION Changes in teaching pedagogies, learning, assessment, curriculum structure, content and clinical learning environment were commonly reported, which provided insights into understanding nursing education transformation and its impact on nursing practice. IMPLICATIONS FOR NURSING EDUCATION The findings could better prepare nurses for the demanding needs of the contemporary healthcare landscape. Nurse educators and leaders should evaluate gaps in nursing education and implement strategies to improve students' learning experiences and outcomes. IMPLICATIONS FOR NURSING POLICY Policy-makers can draw on our findings to revise the core competencies guidelines and improve future training by supporting the healthcare needs of society.
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Affiliation(s)
- Felice Fangie Leong
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore.,Division of Nursing, Singapore General Hospital, Singapore
| | - Hong-Gu He
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, National University Health System, Singapore
| | | | - Siew Hoon Lim
- Division of Nursing, Singapore General Hospital, Singapore
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29
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González-García A, Díez-Fernández A, Leino-Kilpi H, Martínez-Vizcaíno V, Strandell-Laine C. The relationship between clinical placement duration and students' satisfaction with the quality of supervision and learning environment: A mediation analysis. Nurs Health Sci 2021; 23:688-697. [PMID: 34089214 DOI: 10.1111/nhs.12855] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/07/2021] [Revised: 05/09/2021] [Accepted: 05/26/2021] [Indexed: 11/26/2022]
Abstract
Multiple factors that influence the learning experience of nursing students while they are in clinical training have been identified, such as the clinical learning environment, the supervision provided by supervisors, and the level of cooperation with the nurse teacher. The objective was to examine whether the relationship between the clinical placement duration and overall satisfaction with clinical training is mediated by the supervisory relationship and learning environment. A secondary analysis was conducted using the data from a cross-sectional study conducted in 17 higher educational institutions in nine European countries with the Clinical Learning Environment, Supervision and Nurse Teacher scale (n = 1903 pre-registration nursing students). Satisfaction with the supervisor and a good learning environment mediated the relationship between clinical placement duration and overall satisfaction as perceived by the students. Nursing students with longer clinical placement durations were more satisfied with clinical training as a result of both their satisfaction with their supervisor and their perceptions of good learning environment. The optimal duration a nursing student should remain in the different practice settings is approximately 7 weeks.
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Affiliation(s)
- Alberto González-García
- Universidad de Granada. Facultad de Ciencias de la Salud, Grupo de Investigación en Estudios Sociosanitarios (CESS), Granada, Spain
| | - Ana Díez-Fernández
- Universidad de Castilla-La Mancha, Facultad de Enfermería de Cuenca, Grupo de Investigación en Estudios Sociosanitarios (CESS), Cuenca, Spain
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku University Hospital, Turku, Finland
| | - Vicente Martínez-Vizcaíno
- Universidad de Castilla-La Mancha, Facultad de Enfermería de Cuenca, Grupo de Investigación en Estudios Sociosanitarios (CESS)., Cuenca, Spain.,Facultad de Ciencias de la Salud. Universidad Autónoma de Chile, Talca, Chile
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30
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Visiers-Jiménez L, Suikkala A, Salminen L, Leino-Kilpi H, Löyttyniemi E, Henriques MA, Jiménez-Herrera M, Nemcová J, Pedrotti D, Rua M, Tommasini C, Zeleníková R, Kajander-Unkuri S. Clinical learning environment and graduating nursing students' competence: A multi-country cross-sectional study. Nurs Health Sci 2021; 23:398-410. [PMID: 33522682 DOI: 10.1111/nhs.12819] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/17/2020] [Revised: 01/25/2021] [Accepted: 01/25/2021] [Indexed: 11/28/2022]
Abstract
The purpose of this study was to explore nursing students' perceptions of their final clinical learning environment and its association with their self-assessed competence, satisfaction with nursing education, and turnover intentions at graduation in six European countries. A multi-country comparative cross-sectional study was conducted with nursing students (n = 1746) from the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain using the Nurse Competence Scale and the Clinical Learning Environment and Supervision scale. Nursing students' overall perceptions of their final clinical learning environment and supervision were positive in all the countries studied. The correlation between the students' perceptions of their final clinical learning environment and competence was statistically significant and positive. Satisfaction with the nursing program and clinical practicum and no consideration of career change were related to positive perceptions of the final clinical learning environment. Highlighting the importance of the supervisory relationship and pedagogical atmosphere, nursing students' positive perceptions of the final clinical learning environment and supervision contribute to a better level of self-assessed competence and satisfaction with the nursing program and clinical practicum, leading to lower turnover intentions.
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Affiliation(s)
- Laura Visiers-Jiménez
- Department of Nursing Science, Fundación San Juan de Dios, Centro de Ciencias de la Salud San Rafael, Universidad Antonio de Nebrija, Madrid, Spain
| | - Arja Suikkala
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
| | - Leena Salminen
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | | | | | | | - Jana Nemcová
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, Bratislava, Slovakia
| | - Daniel Pedrotti
- Centre of Higher Education for Health Sciences, University of Verona, Verona, Italy
| | - Marília Rua
- School of Health Sciences, University of Aveiro, Aveiro, Portugal
| | | | - Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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