Relationship between self-efficacy beliefs and achievement motivation in student nurses

The effect of laughter therapy on self-efficacy and psychological well-being in nursing students

BACKGROUND

Academic self-efficacy and psychological well-being play a crucial role in the mental health of nursing students and influence whether they decide to remain in the nursing profession.

AIMS

This study aimed to determine the effect of laughter therapy on self-efficacy and psychological well-being in nursing students.

METHODS

In this randomized controlled study, 208 nursing students were randomly assigned to an experimental (n = 102) and a control (n = 106) group. The experimental group received laughter therapy face-to-face once a week for eight weeks. No intervention was applied to the control group. In both groups, data were collected at the beginning of the study and the end of the eighth week using a Sociodemographic Questionnaire Form, the Academic Self-Efficacy Scale, and the Psychological Well-Being Scale.

RESULTS

In the post-study group comparisons, there was a statistically significant difference in the scores for the total Academic Self-Efficacy Scale, the external emotion management and collegiality subscales, and the total Psychological Well-Being Scale (p > 0.05). With regard to all the scale scores, no statistically significant difference was found in the groups in the pre- and post-comparisons (p > 0.05).

CONCLUSIONS

It was determined that laughter therapy increased the mean psychological well-being score in the experimental group. It was also found that after the laughter therapy, distraction and loss of interest in lectures decreased, stress and anxiety levels decreased, eating and sleeping habits were regulated, and social media use decreased. Laughter therapy can be used to increase self-efficacy and psychological well-being.

Educational preparedness and perceived importance on confidence in new graduate registered nurses' medication administration

BACKGROUND

Medication errors are the most common type of error affecting patient safety and the most preventable cause of adverse medical events globally. Medication errors occur most frequently (33.3 %) during the administration phase. New nurses felt their education left them vulnerable to errors, suggesting that current curricula may be insufficient.

PURPOSE

The purpose of this study was to determine the relationship between new nurses' educational preparedness and perceived importance with confidence in medication administration. A secondary aim was to determine the difference in the variables based on demographic information.

METHODS

A descriptive, correlational design was employed using the Theory of Human Error. Ohio newly licensed nurses were surveyed for their educational preparedness, perceived importance, and confidence in nine medication competencies. Descriptive and inferential statistics were used.

RESULTS

N = 201. A significant, positive relationship was found between both educational preparedness and confidence, and perceived importance and confidence. Nurses reported high levels of educational preparedness, perceived importance, and confidence. All correlations and regressions were significant, indicating that as nurse educational preparedness and/or perceived importance increases, the odds of confidence increases. Demographic analysis demonstrated that practice area and years of experience significantly contributed to differences in the variables.

CONCLUSIONS

Understanding the educational preparedness and perceived importance of the medication competencies can help guide future research into creating educational and clinical interventions to ultimately decrease medication errors.

Technology-Supported Guidance Models to Stimulate Nursing Students' Self-Efficacy in Clinical Practice: Scoping Review

BACKGROUND

In nursing education, bridging the gap between theoretical knowledge and practical skills is crucial for developing competence in clinical practice. Nursing students encounter challenges in acquiring these essential skills, making self-efficacy a critical component in their professional development. Self-efficacy pertains to individual's belief in their ability to perform tasks and overcome challenges, with significant implications for clinical skills acquisition and academic success. Previous research has underscored the strong link between nursing students' self-efficacy and their clinical competence. Technology has emerged as a promising tool to enhance self-efficacy by enabling personalized learning experiences and in-depth discussions. However, there is a need for a comprehensive literature review to assess the existing body of knowledge and identify research gaps.

OBJECTIVE

The aim of this study is to systematically map and identify gaps in published studies on the use of technology-supported guidance models to stimulate nursing students' self-efficacy in clinical practice.

METHODS

This scoping review followed the framework of Arksey and O'Malley and was reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR). A systematic, comprehensive literature search was conducted in ERIC, CINAHL, MEDLINE, Embase, PsycINFO, and Web of Science for studies published between January 2011 and April 2023. The reference lists of the included papers were manually searched to identify additional studies. Pairs of authors screened the papers, assessed eligibility, and extracted the data. The data were thematically organized.

RESULTS

A total of 8 studies were included and four thematic groups were identified: (1) technological solutions for learning support, (2) learning focus in clinical practice, (3) teaching strategies and theoretical approaches for self-efficacy, and (4) assessment of self-efficacy and complementary outcomes.

CONCLUSIONS

Various technological solutions were adopted in the guidance models to stimulate the self-efficacy of nursing students in clinical practice, leading to positive findings. A total of 7 out of 8 studies presented results that were not statistically significant, highlighting the need for further refinement of the applied interventions. Nurse educators play a pivotal role in applying learning strategies and theoretical approaches to enhance nursing students' self-efficacy, but the contributions of nurse preceptors and peers should not be overlooked. Future studies should consider involving users in the intervention process and using validated instruments tailored to the studies' intervention objectives, ensuring relevance and enabling comparisons across studies.

A nurturing and caring environment to facilitate nursing students' professional development in Rwanda: a focused ethnographic study

OBJECTIVES

To explore the values, practices, and behaviours that support nursing students' professional development in practice-based learning environments in Rwanda.

METHODS

A focused ethnographic approach was used. Nursing students (n=12), nurses (n=11), clinical instructors (n=7) and nurse leaders (n=8) from three teaching hospitals and an educational program participated in the study. Data was collected trough individual interviews and participant observation.

RESULTS

Participants embraced a culture of preparing nursing students for their professional roles as a professional responsibility, and a means of securing the nursing profession. Modeling the appropriate behaviours to students and respecting them as learners and humans constituted the caring attributes that sustain a positive learning environment for their professional growth.

CONCLUSIONS

Nurturing and caring environments offer students opportunities to integrate caring attitudes into their interactions with patients and to develop professionally.

IMPLICATIONS FOR INTERNATIONAL AUDIENCE

Findings underscore the need to enhance caring values within nursing curricula.

Validation of the Spanish version of the five-item General Self-Efficacy (GSE) scale in a sample of nursing students: Evidence of validity, reliability, longitudinal invariance and changes in general self-efficacy and resilience in a two-wave cross-lagged panel model

AIM

The aim of this study is to validate the Spanish version of the five-item General Self-Efficacy scale in a sample of nursing students, by: 1) offering evidence of validity and reliability; 2) studying the longitudinal measurement invariance of the scale; 3) providing evidence on the changes in the levels of self-efficacy that occur after one year of nursing education; and 4) offering longitudinal evidence on the relationship between nursing students' self-efficacy and resilience levels.

BACKGROUND

Nurses' general self-efficacy has been related to both personal and organizational outcomes. In Spain, some competencies the students must acquire during the Degree in Nursing implicitly refer to self-efficacy. For the measurement of general self-efficacy, the General Self-Efficacy Scale is one of the most widely used in Europe.

DESIGN

A longitudinal design was used. Research took place at the University of Valencia and the University of the Balearic Islands (Spain). Participants were 324 nursing students, in the first year of the Nursing Degree.

METHODS

The five-item General Self-Efficacy scale and the Brief Resilience Coping Scale were used. Analyses included descriptive statistics, reliability estimates, confirmatory factor analysis, a longitudinal measurement invariance routine and several competing cross-lagged models.

RESULTS

Evidence of reliability shown by the scale was adequate and a one-factor solution for the structure was found. Additionally, the five-item GSE showed evidence of invariance over time. A causal effect of self-efficacy on nursing students' levels of resilience was found.

CONCLUSIONS

The Spanish version of the five-item General Self-Efficacy scale is a brief instrument that can contribute to the assessment of some of the basic competencies of the Degree in Nursing, which improve during their education and how these changes are related to other skills important for the nursing profession, such as resilience.

Spiritual care competency and its relationship with clinical self-efficacy in nursing students

BACKGROUND

Spiritual care occupies a special place in holistic care and improving the quality of services provided to patients. The component of clinical self-efficacy is recognized as a prerequisite for clinical capacity and competency. The current study determined the level of spiritual care competency and its relationship with clinical self-efficacy in nursing students.

METHODS

This cross-sectional study was conducted on 194 nursing students studying in medical sciences universities in Yazd, Iran, who were selected by convenient sampling. Data collection tools were a spiritual care competency scale and nursing students' clinical self-efficacy questionnaire. The gleaned data were analyzed by SPSS20 using descriptive and inferential statistics.

RESULTS

The mean scores of spiritual care competency and clinical self-efficacy of students were 70.29 ± 9.58 and 102.40 ± 21.57, respectively. The results of Pearson's correlation coefficient test showed that clinical self-efficacy had a positive significant correlation with spiritual care competency (p = 0.04, r = 0.14). The mean score of spiritual care competency was higher in female students (71.10 ± 9.81) than male students (67.50 ± 8.23) with a statistically significant difference (p < 0.05). The regression test results suggested that clinical self-efficacy can be considered as a predictor of spiritual care competency.

CONCLUSION

The results revealed that spiritual care competency in nursing students was at an average level, and the higher the level of clinical self-efficacy is, the more developed the spiritual care competency will be. Thus, nursing educators and health system managers should pay special attention to improving the clinical self-efficacy of nursing students to develop their spiritual care competency.

Nursing Informatics Competency and Self-Efficacy in Clinical Practice among Nurses in Palestinian Hospitals

This study purposed to determine the levels of nursing informatics competency and self-efficacy in clinical practice and influencing factors on self-efficacy among Palestinian nurses in hospitals. A descriptive-correlational design was adopted. The nurses who worked in the North West Bank of Palestine (N = 331) were recruited. The data were collected using the Self-Assessment of Nursing Informatics Competencies Scale (SANICS) which consists of 30 items rated on a 5-point Likert scale, ranging from 1(not competent) to 5 (expert), and scored by calculating the mean as follows: novice/low (1.00-2.59), beginner/moderate (2.60-3.39), and competent/high (3.40-5.00); and the New General Self-Efficacy Scale (NGSE) that consists of eight items rated on a 5-point Likert scale, ranging from 1(strongly disagree) to 5(strongly agree) and scored according to the average of the scale, whereas the average of > 3 indicated high self-efficacy, and ≤ 3 reflected low self-efficacy. The data were collected during the period from September to November 2020. Findings showed that the total mean score for the nursing informatics competency scale was 2.9 (SD = 0.7), which indicated that the nurses had a moderate level of nursing informatics competency. The average score for the self-efficacy scale was 3.5 (SD = 0.8), which reflected that nurses had high self-efficacy. Self-efficacy in clinical practice increased with age and with nursing informatics competency. Thus, it is necessary to enhance nurses' informatics competency by developing continuous educational programs about this technology for nurses and engaging nurses in such programs to enhance their competencies in this system.

Motivation to succeed is not enough: motivated students need to know how to plan/organize their steps on their way to success

The study is based on dispositional (career motivation) and social-cognitive (generalized self-efficacy) theories of personality, further on the expectancy-value theory of achievement motivation and future time perspective theory (task value, time, and study environment). The study aimed to explain the mechanism of the prediction relationship between motivation and students' performance. It was assumed that skills of planning and organizing (operationalized as generalized self-efficacy and learning strategies) mediate the prediction of motivation (career motivation and task value) on students' success (operationalized as academic achievement and employability). In two studies (N = 313, N = 219), the hypotheses of the mediation models were supported by structural equation modeling. Generally, the skills of organizing/planning fully mediated the students' performance, measured as academic achievement and employability (number of employers). The results show the importance of combining dispositional motivation characteristics with dynamic planning skills on the way to students' success. Traditional psychological predictors of performance, like general mental ability and conscientiousness, were not controlled. Higher education institutions could support motivated students on their way to success by teaching them how to plan and organize specific steps on their way to success.

Translation and psychometric evaluation of the persian version of the "Nursing Profession Self-Efficacy Scale"

BACKGROUND

Self-efficacy demonstrates the general competence of nurses in providing nursing care. Evaluation of nurses' self-efficacy is of particular importance to improve nursing care. The existing self-efficacy scales in Iran are insufficient due to lack of focus on the specific issues of the nursing profession. This study was conducted with the aim of translating and psychometrically evaluating the Persian version of "Nursing Profession Self-Efficacy Scale" (NPSES).

MATERIALS AND METHOD

This cross-sectional study was conducted in two parts: translation and psychometric evaluation. After getting permission from the original developer of the scale, the process of translating the questionnaire into Persian was done based on the Polit and Yang model. Then, the face validity was explored using a qualitative method with the participation of 10 nurses. The content validity was investigated using a qualitative and quantitative method (content validity index) with the participation of 15 experts. Construct validity was surveyed with exploratory and confirmatory factor analysis via completing the questionnaire by 550 nurses worked in different wards of hospitals affiliated to Shahid Sadoughi University of Medical Sciences, Yazd/Iran, who were selected using convenience sampling. The reliability of the tool was also established with internal consistency and stability methods, with the participation of 30 nurses. SPSS20 and AMOS were used for data analysis.

RESULTS

"Nursing Profession Self-Efficacy Scale" includes 19 items for which the translation and cultural compatibility of the Persian version were confirmed. Face validity and content validity (SCVI/Ave = 0.9) were acceptable. By conducting exploratory factor analysis, three factors (professional situation, care situation, and support situation) were identified, which accounted for 62.38% of the variance of the scores. In the confirmatory factor analysis, the values of the fit indices confirmed the appropriate fit of the model. The reliability was established using Cronbach's α method (α = 0.86) and an ICC of 0.83, indicating that the scale was reliable.

CONCLUSION

The translation, validity, and reliability of the Persian version of "Nursing Profession Self-Efficacy Scale" suggested that this tool has a clear and legitimate translation. Also, this tool has good validity and reliability and can be used as one of the tools to measure the self-efficacy of Iranian nurses.

Nursing Students’ Applications, Knowledge Needs, Self-Efficacy During COVID-19: A Descriptive Study

Aim: Nursing students are also a health educator. During the COVID-19 process, nursing students both provided health education to individuals in need in their environment and implemented protective measures themselves. The aim of this study was to determine nursing students' self-efficacy, basic knowledge, and protective measures they applied during the COVID-19 outbreak.Method: This was a descriptive study. Ethics committee approval was obtained for the study. Data were collected interactively. The sample consisted of 672 voluntary nursing students 18 years of age from the universities in Turkey. Data were made using Statistical Package for Social Sciences (SPSS, v 21.0); Kruskal-Wallis and Mann Whitney-U tests, and Spearman’s correlation were used. "STROBE" checklist has been followed.Results: Gender had an effect on self-efficacy. Income level, place of residence, and self-efficacy had an effect on the number of in-house preventive measures. Regarding COVID-19 protection measures; girls, those living in rural areas and those with low income were found to be disadvantaged.Conclusion: Nursing students may need to be supported to feel competent. It may be recommended to educate disadvantaged groups as a priority in preventing the spread of the epidemic. In addition, nursing students can take part in the health education of the community. The findings of this study emphasize the importance of improving nursing education. Nursing students can guide society in public education.

Time Flies When You are Having Fun: The Mediating Effects of Project Opportunity Management in the Relationship Between Project Leaders’ Self-Efficacy and Multidimensional Project Success

Numerous studies have linked various leadership styles with project success; however, the role of project leaders’ self-efficacy and project opportunity management has been rarely studied. The present study examines the effects of project leaders’ self-efficacy on multidimensional project success through project opportunity management. Drawing on data of 386 project professionals, the hypothesized relationships were tested using structural equation modeling (SEM) via MPlus. Empirical findings support that project opportunity management helps to explain and predict the relationship between project leaders’ self-efficacy and project success. The study extends project management literature by presenting a new model of multidimensional project success.

Effect of Online Case-Based Teaching Method on Professional Development of Nursing Students

Objective: This study was conducted to determine the effect of online case-based education, as part of distance education, on nursing students’ professional values, professional behavior, problem-solving, critical-thinking skills, and self-directed learning skills. Methods: The study was conducted using a single-group pretest-posttest quasi-experimental design. A total of 58 3rd grade nursing students participated in this study The data before the study were collected electronically with the Google forms application using the personal information forms and scales (Self-Directed Learning Skills Scale, Problem Solving Inventory, California Critical Thinking Disposition Scale, Nurses Professional Values Scale, Nursing Students Professional Behaviors Scale). Results: After online case-based nursing process teaching, the difference in the total mean score of the students in all scales was found to be statistically significant (p< 0.01). It was found that, after the training had been provided through case-based education, the score average of students’ professional values, professional behaviors, problem-solving, critical thinking skills and self-directed learning increased. Conclusion: Use of online case-based teaching is useful for increasing nursing students’ nursing skills in distance education.

Depression-related factors in nursing students: A path analysis

PURPOSE

This study aimed to evaluate the effect of self-efficacy and automatic thoughts on depression as mediated by anxiety in nursing students.

METHODS

This was a descriptive study to identify direct and indirect variables that affect depression levels of nursing students and to examine the relationship between independent variables. A total of 477 students from the Nursing Department participated in the study.

FINDINGS

As a result of the data analysis, the direct effect of self-efficacy and automatic thoughts on depression was found to be significant. The effect of automatic thoughts on depression as mediated by anxiety was significant.

PRACTICAL IMPLICATIONS

It is thought that understanding the relationship between these variables will be useful in designing appropriate interventions for university students with depression, especially for nursing students.

The effect of home visit simulation on emotional intelligence, self-efficacy, empowerment, and stress in nursing students. A single group pre-post intervention study

BACKGROUND

Clinical simulation, the teaching methodology used in the Nursing Degree, helps students to acquire certain skills. Home visiting is a complex scenario in community care that requires certain critical skills in order to function successfully.

OBJECTIVES

The aim of this study was to analyze the improvement of self-efficacy, empowerment, management of emotions and perceived stress of nursing students through clinical simulation during home visits.

DESIGN

A quasi-experimental study was carried out.

PARTICIPANTS

A sample of Students of the 2nd year of the Nursing Degree.

METHODS

A high-fidelity simulation programme was implemented in two sessions. The variables that were measured were: self-efficacy (General Self-efficacy Scale), empowerment (Spreitzer Psychological Empowerment Scale), emotional intelligence (Trait Meta-Mood Scale-24), and perceived stress (Perceived Stress Scale).

RESULTS

170 students with a mean age of 22.2 years took part. An increase in general self-efficacy, self-determination, impact, empowerment (total score), and emotional clarity was observed after the intervention.

CONCLUSIONS

Clinical simulation as a teaching methodology allows the development of skills and competencies that are necessary for nursing students to be able to function in community settings such as home care. Therefore, this teaching methodology should be integrated into University Community Nursing training programmes.

Does Self-Directed Learning with Simulation Improve Critical Thinking and Motivation of Nursing Students? A Pre-Post Intervention Study with the MAES© Methodology

Motivation and critical thinking are fundamental for the development of adequate learning. The purpose of the present study was to assess the motivation for learning and critical thinking among nursing students before and after self-directed simulation-based training using the MAES© methodology. A cross-sectional and descriptive quantitative study was conducted with a sample of third-year nursing students. The instruments utilized were the Spanish-adapted version of the Motivated Strategies for Learning Questionnaire (MSLQ-44), and the Critical Thinking for Nursing Professionals Questionnaire (CuPCPE). The students improved their levels both of motivation components, (such as self-efficacy, strategy use, self-regulation) and critical thinking components (such as personal characteristics, intellectual and cognitive abilities, interpersonal abilities and self-management, and technical abilities). These improvements could be a result of the intrinsic characteristics of the MAES© methodology (as a team-based, self-directed, collaborative and peer-to-peer learning method).

Happiness and Achievement Motivation among Iranian Nursing Students: A Descriptive Correlational Study

Background

Happiness and achievement motivation are two important concepts in students' lives. Therefore, this study was aimed at investigating the association between happiness and achievement motivation in undergraduate nursing students and examining their relationship with students' demographic characteristics.

Method

A descriptive correlational study was undertaken; 255 undergraduate nursing students enrolled in one nursing school in an urban area of Iran during the academic year 2017-2018 were included in the study using census method sampling. The demographic data questionnaire, Oxford Happiness Questionnaire (OHQ), and Hermans Achievement Motivation Questionnaire (HAMQ) were used for data collection. Data were analyzed using univariate analysis and multivariate linear regression analysis.

Results

The total mean (SD) of happiness and achievement motivation scores were 40.73 (11.20) and 82.61 (7.50), respectively. There was a direct significant correlation between happiness and achievement motivation (r = 0.36, p < 0.001). An inverse significant association between happiness and students 21-24 years old (β = −3.99, p < 0.03) was found. There was a direct significant association between happiness and being married (β = 5.33, p = 0.03) and interest in nursing (β = 4.78, p = 0.02). Additionally, achievement motivation was associated directly with female gender (β = 1.93, p = 0.03) and interest in nursing (β = 3.71, p = 0.005) and inversely associated with studying in the fourth academic year (β = −3.06, p = 0.03) and history of course drops (β = −3.45, p = 0.002).

Conclusion

Our study indicated that there was a direct significant relationship between happiness and achievement motivation in undergraduate nursing students. Therefore, officials and nursing education lecturers should consider programs to increase students' happiness, such as counseling or emotional support programs and workshops.

Self-efficacy beliefs among baccalaureate nursing students - A cross-sectional, comparative study

The aim of this study is to explore baccalaureate nursing students' self-efficacy beliefs related to theoretical coursework. Self-efficacy, i.e., the perception of one's ability to successfully complete a task, has been shown to correlate positively with academic performance and persistence. Nursing students from a large Norwegian university participated (n=132). Data were collected through a digital questionnaire and analyzed using SPSS statistics. Descriptive analysis was performed. Student groups were compared according to gender, age, and year of study using one-way analyses of variance and independent sample t-tests. The findings suggest that the students' self-efficacy beliefs related to theoretical coursework are quite high, with few significant differences between the groups. While the students have confidence in their ability to reach academic goals, self-efficacy when facing stress and distraction is lower. The findings may be of interest to educators striving to optimize learning in baccalaureate nursing programs.

The Effect of Managerial and Leadership Training and Simulation on Senior Nursing Students’ Career Planning and Self-Efficacy

Introduction

Enhancing nursing students’ professional knowledge and integrating simulation and clinical training into students’ education may affect their career planning and development.

Objectives

This study aimed to explore how managerial and leadership training and simulation affect career planning knowledge, career choice, and self-efficacy among senior nursing students. Additionally, it explored how students perceived the training they received.

Methods

This study employed a mixed methods design for collecting quantitative and qualitative data about the training. A quasi-experimental design using a pretest and posttest with a convenience sample of senior nursing students ( N = 80) at a Saudi nursing college guided the quantitative part. Nursing students were introduced to a managerial and leadership training and simulation intervention focused on career knowledge. The career planning questionnaire and a self-efficacy scale were used to collect quantitative data before and after the intervention, and the open-ended questions were used for qualitative data about the training they received. For the quantitative data, we used descriptive and inferential statistics, and for the qualitative data, we used content analysis.

Results

After the training sessions, nursing students’ career planning knowledge and self-efficacy scores were considerably enhanced, with a significant difference and positive associations ( p < .001). Four themes were driven from the qualitative analysis: student engagement, experiential learning and reflection, the teacher's role as facilitator, and teamwork.

Conclusions

Knowledge and preparedness are essential elements for career planning and development. Nursing curricula should provide students with ongoing educational opportunities to help them enhance their career planning and self-efficacy. As well, nurse managers play an important role in shaping the career paths of senior undergraduates and internship nurses. Career counseling sessions and career activities can be scheduled frequently before graduation and during the internship year, which is essential for prelicensure and orientation.

The psychometric properties of the Persian version of the MUSIC Model of Academic Motivation Inventory among nursing students

Aim

To determine the psychometric properties of the Persian version of the MUSIC Inventory in nursing students.

Design

Cross‐sectional psychometric study.

Methods

Transcultural adaptation of the MUSIC Model of Academic Motivation Inventory was carried out using translation to Persian and back‐translation. Then, the qualitative and quantitative face and content validity of the inventory were evaluated. Construct validity was assessed by exploratory factor analysis. To perform construct validity and reliability, a convenience sample of 360 undergraduate nursing students was recruited. Cronbach's alpha was used to assess internal consistency reliability.

Results

Cronbach's alpha for all items of the MUSIC inventory was .94, and each factor was between .72–.93. Exploratory factor analysis supported the 5‐factor structure of the MUSIC inventory. These 5 factors explain 66.59% of the overall extracted variance. Three items of the MUSIC inventory, which were related to the empowerment component, were deleted.

Conclusion

Based on the findings of this study, the Persian version of the MUSIC Model of Academic Motivation Inventory is a valid and reliable tool for Persian language nursing students.

Factors Affecting Resilience of Nursing, Optometry, Radiography and Medical Laboratory Science Students

Background: The concern over the high level of stress experienced by students of the caring professions has led to increased attention being paid to the promotion of their resilience. Most earlier studies have focused on the resilience of medical and nursing students. There has been little exploration of the resilience and associated factors of students of other health-care disciplines. The aim of this study was to gather data from students of pre-registration health-care disciplines to identify the factors that influence their resilience. Method: Valid questionnaires were used to assess respondents’ resilience, self-efficacy, mindfulness, coping and trait positive and negative affect. The data were analyzed using descriptive statistics and univariate and general linear regression. Results: A total of 1320 university students from nursing, medical laboratory science, radiography and optometry were recruited. The results showed that the subjects’ resilience scores were lower than those of students in Western countries. We found self-efficacy and denial to be the common predictors for students of all disciplines. Conclusion: The resilience of students in the four disciplines was predicted by a combination of predictors. Faculties of universities and clinical mentors should collaborate in building resilience in their health-care students and support them to grow both personally and professionally during their careers.

First year undergraduate nursing students' perceptions of the effectiveness of blended learning approaches for nursing numeracy

The ability to safely calculate and administer medications are indispensable, core nursing skills in nursing education and practice. Therefore, it is imperative that nursing students are adequately prepared with the necessary numeracy skills during their undergraduate nursing studies. The focus of this study, conducted at a single multi-campus university in the western Sydney region of Australia, was to determine the effectiveness of a suite of blended learning approaches on numeracy self-efficacy from the students' perspective. Surveys were administered as part of the study and included open-ended questions. 525 students provided open-ended responses that were analysed by the research team. Four main themes were identified from the open-ended responses: (i) Self-realisation; (ii) Practice, practice, practice; (iii) Boosting confidence; and (iv) Wanting more. The themes captured students' perceptions of the benefits of having a rigorous learning design in blended learning approaches. The study showed that a structured pedagogical approach to nursing numeracy in undergraduate programs improved students' self-reported self-efficacy with mathematics and assisted students in realising the importance of learning and applying these skills as nursing clinicians.

The relationship between caring preceptor, self-efficacy, job satisfaction, and new nurse performance

OBJECTIVE

It is not uncommon for new nurses to experience dissatisfaction and underperformance in their professional practice as a nurse in their first year on the job. In this transitional phase, new nurses need a preceptor to guide them. The provision of preceptor guidance with caring value and support for new nurse self-efficacy is a critical element that new nurses require. This study aimed to analyze the relationship between caring preceptor, self-efficacy, job satisfaction, and the performance of new nurses.

METHOD

The research method used a cross-sectional design based on a sample set of 123 new nurses selected using the total population sampling method. Data were analyzed using correlation testing and multiple linear regression.

RESULTS

The results showed that there was a strong correlation between a caring preceptor and job satisfaction (r=0.522, p=0.0001) and new nurse performance (r=0.572, p=0.0001). There was a moderate correlation between self-efficacy with job satisfaction (r=0.371, p=0.0001) and new nurse performance (r=0.240, p=0.008).

CONCLUSION

For new nurses, the presence of a caring preceptor and self-efficacy are predictors of job satisfaction and performance. The preceptor had to care, which contributed to increasing the self-efficacy of new nurses.

Academic Motivation in Nursing Students: A Hybrid Concept Analysis

Background:

Taking into account the breadth of the concept of motivation and its importance for nursing students, it is imperative to clarify the concept of academic motivation. This study is an attempt to analyze the concept of academic motivation in nursing students.

Materials and Methods:

The study was carried out in 2018 as a combined literature review and qualitative research. Hybrid concept analysis model was employed to clarify the concept at three phases. At theoretical phase, articles indexed in credential databases were searched using keywords “academic motivation” and “nursing.” Totally, 30 articles were analyzed. At fieldwork phase, 12 nursing students were interviewed. At conclusive phase, the findings of the two earlier phases were analyzed. After determining the attributes, antecedents, and consequences, a final definition of academic motivation in nursing student was introduced.

Results:

Academic motivation has six main attributes including “being an internal process,” “purpose oriented,” “variable,” “unique,” “driving force of educational performance,” and “facilitator of learning and educational achievement.” In addition, antecedents and consequences of academic motivation in the nursing students were revealed and a general definition of the concept was codified.

Conclusions:

Academic motivation of nursing students is a broad and multi-dimensional concept that is affected by various personal, family, social, educational, and professional factors. Moreover, it is a factor in achieving academic success, better quality of learning, creativity, academic satisfaction, reduction of anxiety, continuing education, and training competent nurses.

Identification of the educational needs and feasible educational modalities for specialist nurses working with ophthalmic patients in a tertiary eye centre in Singapore

Aims:

We aim to identify the educational needs and feasible educational modalities for specialist nurses working with ophthalmic patients in a tertiary eye centre in Singapore.

Design:

This was a mixed-method study utilising paper-based surveys and focus groups with nurses working at a tertiary eye centre in Singapore.

Participants:

One hundred nurses were invited to respond to the survey, with a response rate of 91%. Two focus groups with a total of 19 nurses were facilitated.

Methods:

Participants completed a modified Hennessy–Hicks survey. Among these participants 19 were invited to participate in a focus group. Descriptive statistical analysis was performed on the survey results. Focus groups were analysed using the inductive thematic analysis procedure described by Braun and Clarke.

Findings:

The participants in this study reported a need for ophthalmic-specific education programmes, more training in patient education and a need to broaden clinical exposure and experience.

Conclusion:

For ophthalmic nursing, where the workforce and patient population are considered relatively small, and postgraduate programmes are limited, the need to develop local education strategies to meet workforce needs has emerged.