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Tang SC, Tang LC. Exploring the impact of digital concept mapping methods on nurse students' learning anxiety, learning motivation. EVALUATION AND PROGRAM PLANNING 2024; 106:102466. [PMID: 39032440 DOI: 10.1016/j.evalprogplan.2024.102466] [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: 09/20/2023] [Revised: 07/07/2024] [Accepted: 07/11/2024] [Indexed: 07/23/2024]
Abstract
In involuntary distance education, like during epidemics and wars, students often feel heightened learning anxiety, impacting outcomes. Despite innovative teaching methods, many face hurdles in distance learning. We want to propose specific strategies to solve learning difficulties in distance education. AIM This study explored whether using digital concept maps (DCM) in physiology courses can reduce learning anxiety among nursing students. DESIGN The study was quasi-experimental, including a pre-and post-test control group. METHODS 71 nursing students aged 16-18 enrolled in a physiology course were recruited in the study. DCM was the intervention as a tool for in-person learning (first 12 weeks) and distant learning (final six weeks). Each student was required to complete the assignments independently to compare learning outcomes. Questionnaires were administered, and an assignment evaluation was completed before and after the course's different formats. RESULTS DCM using software using mobile vehicles (mobile, notebook, pad) is digital learning to help nursing students learn difficult subjects. DCM improved the students' learning motivation and effectiveness more in distance learning than in-person learning, decreasing learning anxiety in both face-to-face and distance learning. CONCLUSIONS DCM promoted students' self-regulated learning and positively affected learning outcomes by increasing motivation and reducing stress. This study offers a tailored teaching framework for international settings to reduce student anxiety and improve learning effectiveness.
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Affiliation(s)
- Sheau-Chung Tang
- Department of Nursing, National Taichung University of Science and Technology, No.193, Section1, Sanmin Rd, North Dist., Taichung City 40640, Taiwan.
| | - Lee-Chun Tang
- Department of Nursing,Tzu Chi University, No. 880, Sec. 2, Chien-kuo Rd. Hualien City 970302, Taiwan.
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Irvine S, Aggar C, Whiteing N, Honey M, Stewart L, Lim G, Philip S, Andrew S. Final year nursing students' preparedness for medication administration during COVID-19: A multi-site survey study. Nurse Educ Pract 2024; 78:104011. [PMID: 38852272 DOI: 10.1016/j.nepr.2024.104011] [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: 09/13/2023] [Revised: 02/23/2024] [Accepted: 05/30/2024] [Indexed: 06/11/2024]
Abstract
AIM To examine final-year undergraduate nursing students' characteristics and their perceived preparedness for medication administration across three universities during COVID-19. BACKGROUND Medication administration is a complex process and medication errors can cause harm to the patient. Nurses are at the frontline of medication administration; therefore, nursing students must be well-prepared to administer medicines safely before graduation. Little is known about final-year undergraduate nursing students' perceived medication administration preparedness during COVID-19. DESIGN A multi-site study using a cross-sectional survey of student demographics, the 'Preparedness for Medication Administration' (Revised) tool and an open-ended question. METHODS The questionnaire was distributed to nursing students in their final semester of the program in 2022 across two universities in Australia and one in New Zealand. Completed surveys n=214. Descriptive statistics were used to analyse the demographic data. Differences in demographic data and preparedness scores between the three universities were analysed using ranked means, correlation coefficient, Chi-Square, Mann- Whitney U and Kruskal- Wallace H. Directed content analysis was used to analyse the data from the open-ended question. RESULTS Overall, students reported high preparedness scores for medication. International students reported significantly higher preparedness scores (Md =119, n=29) compared with domestic students (Md=112.00, n=164), U=1759.50, z=-2.231, p=02, r=.16. Mean ranked scores for each item were above average across the three universities. The impact of COVID-19 on curriculum and students' opportunity to practice may be one explanation for the difference in preparedness scores between universities. International participants reported significantly higher scores on the Preparedness for Medication Administration (Revised) tool than domestic participants. Older students were more confident in applying principles of pharmacology to practice. Students' comments generated three major categories and five subcategories indicating preparedness gaps. CONCLUSION This study provides insights into students' medication management preparedness during restrictions and before transitioning to the role of Registered Nurse. It highlights the need to provide integrated and comprehensive medication education and assessments throughout the curriculum and the need for additional support for newly graduated nurses in medication management due to the restrictions.
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Affiliation(s)
- Susan Irvine
- Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia.
| | - Christina Aggar
- Southern Cross University, PO Box 539, Coolangatta 4225, Australia.
| | - Nicola Whiteing
- Southern Cross University, Southern Cross University, Military Road, East Lismore, NSW, Australia.
| | - Michelle Honey
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Lisa Stewart
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Gigi Lim
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Susan Philip
- Victoria University, St Albans Campus University Boulevard, St Albans, VIC 3021, Australia.
| | - Sharon Andrew
- Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia.
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Tülüce D, Kaplan Serin E. Nursing Students' Opinions About Covid-19: A Qualitative Study. OMEGA-JOURNAL OF DEATH AND DYING 2024; 89:108-121. [PMID: 35050798 DOI: 10.1177/00302228211067041] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/12/2022]
Abstract
Healthcare professionals play important roles during the COVID-19 pandemic. This study aims to evaluate nursing students' opinions about COVID-19. This study was planned using a descriptive phenomenological design. The data were collected using a semi-structured interview form during individual interviews carried out through phone calls or online. After the interviews were recorded, they were documented. The study found that students experienced anxiety because of the pandemic, that they protect themselves through personal hygiene and isolation methods, that most of them found the social measures sufficient, that they were worried about their relatives, and that they wanted to go back to their social lives. Positive occupational value and investment in the health sector are positive effects of the pandemic on nursing, while an increased workload and the high risk of death are negative effects. Nursing students should be supported with both theoretical information and psychological support during the pandemic.
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Affiliation(s)
- Derya Tülüce
- Faculty of Health Sciences Nursing Department, Harran University, Şanlıurfa, Turkey
| | - Emine Kaplan Serin
- Faculty of Health Sciences Nursing Department, Gaziantep University, Gaziantep, Turkey
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Simes T, Cutmore E, Le Lagadec D, Bell T, Bradshaw J, Wirihana L. Preparing nursing students for clinical placement using synchronous role-play telesimulation: A descriptive survey study. NURSE EDUCATION TODAY 2024; 132:106012. [PMID: 37956568 DOI: 10.1016/j.nedt.2023.106012] [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: 04/23/2023] [Revised: 10/23/2023] [Accepted: 10/27/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Contemporary teaching modalities in nurse education include teaching clinical skills via telesimulation. The effectiveness of this modality has not been evaluated. OBJECTIVE To evaluate undergraduate nursing students' and clinical facilitators' perceptions of student preparedness for placement when clinical skills are taught via role-play telesimulation using home equipment packs. DESIGN A descriptive survey study was employed to measure and explore perceptions using Likert scales and open-structured questions delivered via an anonymous online survey. SETTING Clinical placement after undertaking preparation via role-play telesimulation for students at an Australian university. PARTICIPANTS Data were collected from 180 undergraduate nursing students and 22 clinical facilitators. METHODS Quantitative data were analysed using statistical analysis software, SPPS. Open ended responses to survey questions were analysed through the application of Elo and Kyngas (2008) three phases of content analysis. RESULTS Seventy-eight percent of students felt prepared for placement, and 86 % of clinical facilitators believed that students were adequately prepared. Three major categories were identified from students' responses: sense of community, learning logistics, and sense of comfort. Three categories emerged from clinical facilitators' responses: nervous and anxious, confidence and preparedness. CONCLUSIONS Findings from this study suggest that role-play telesimulation with home equipment packs is a viable, achievable, sustainable and effective modality for teaching hands-on practical skills to prepare undergraduate nursing students for industry placement.
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Affiliation(s)
- Tracey Simes
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Ellie Cutmore
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Danielle Le Lagadec
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 6 University Drive, Bundaberg, Queensland 4670, Australia.
| | - Tracey Bell
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Julie Bradshaw
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Building 18, Bruce Highway, North Rockhampton, Queensland 4702, Australia.
| | - Lisa Wirihana
- School of Nursing, Midwifery and Social Sciences, Central Queensland University, Building 18, Bruce Highway, North Rockhampton, Queensland 4702, Australia.
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Bartlett Ellis R, Remick J, Siehl M, Plunkitt AM, Ferren M. Development of the Harm Prevention Partners Clinical Model: An Academic-Practice Partnership for Prevention of Patient Harm Events. J Nurs Adm 2023; 53:533-539. [PMID: 37747176 DOI: 10.1097/nna.0000000000001330] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/26/2023]
Abstract
This innovative academic-practice partnership applied user-centered design, resulting in a new clinical model, the "Harm Prevention Partners Program." The model engaged students working as teams with faculty to intervene on nurse-sensitive indicators by documenting care on a novel smartphone tool and generating an intervention dashboard to visualize impact. Faculty utilized the dashboard to guide postclinical debriefing and highlight students' impact on patient outcomes.
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Affiliation(s)
- Rebecca Bartlett Ellis
- Author Affiliations: Associate Professor and Executive Associate Dean for Academic Affairs (Dr Bartlett Ellis), Interim Assistant Dean for Prelicensure Programs (Remick), Director of Clinical Placement (Siehl), Indiana University School of Nursing; and Senior Project Manager (Dr Plunkitt), Clinical Education Center for Resuscitation Innovation and Science, and Vice President (Dr Ferren), Learning & Development, Indiana University Health, Indianapolis
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Emotional wellbeing of student midwives during COVID-19. Women Birth 2023; 36:184-192. [PMID: 36473798 PMCID: PMC9708611 DOI: 10.1016/j.wombi.2022.11.012] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/02/2022] [Revised: 10/24/2022] [Accepted: 11/28/2022] [Indexed: 12/02/2022]
Abstract
BACKGROUND Mental health of students in higher education was affected during the COVID-19 pandemic. AIM To examine the emotional wellbeing of midwifery students in the Netherlands and Flanders (Belgium) during COVID-19. METHODS A cross-sectional online-based survey with 619 Dutch and Flemish midwifery students. Sociodemographic details were obtained. Anxiety and depression were measured twice (T1, T2) during the COVID-19 pandemic. FINDINGS Flemish students had significantly higher mean depression and anxiety scores than Dutch students during the total period of study (p < .001; p < .001). Total group mean depression and anxiety scores were significantly higher at T2 compared to T1 (p < .001; p < .001). In the Dutch student group, there was a significant increase of depression from T1 to T2 (p < .001). In the Flemish student group, both depression and anxiety scores significantly increased from T1 to T2 (p < .001; p < .001). A history of psychological problems predicted both depression and anxiety, irrespective of COVID-19 period or country (p < .001; p < .001). Being single (p.015) and having a job (p.046) predicted depression, irrespective of period or country. A history of psychological problems predicted depression (p.004; p < .001) and anxiety (p.003; p.001) during the total period of study. Being single also predicted depression during T2 (p.024). CONCLUSION These findings inform how emotional wellbeing of midwifery students was affected during the COVID-19 pandemic and identify those students that might need extra attention after the pandemic, during another pandemic or similar situations with social restrictions.
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Luo J, Luo L, Yang A, Cui M, Ma H. Clinical experiences of final-year nursing students during the COVID-19 pandemic: A systematic review and meta-synthesis. NURSE EDUCATION TODAY 2023; 120:105633. [PMID: 36436265 PMCID: PMC9671624 DOI: 10.1016/j.nedt.2022.105633] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 10/27/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES This systematic review aimed to qualitatively synthesise existing literature to examine the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic and provide recommendations for the effective management of clinical placement of nursing students. DESIGN A qualitative systematic review was conducted and reported following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. DATA SOURCES Five electronic databases were searched and qualitative studies were included for analysis if they focussed on the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic. REVIEW METHODS Data synthesis was conducted by extracting all findings, developing categories, and producing synthesised findings. RESULTS Four synthesised findings were concluded: 1) facing the unknown and willingness to help, 2) challenging the clinical environment, 3) transition improving professional identity, and 4) finding ways out of the pandemic. CONCLUSIONS The transition of nursing students to clinical nursing practice during the pandemic is a personally and professionally challenging process, while nursing students try to adapt to the changing clinical environment and enhance their professional identity. Nursing managers and health policymakers should acknowledge the challenges encountered by nursing students during the pandemic and support the professional growth of future nursing teams by providing high-quality supervision.
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Affiliation(s)
- Jing Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Ling Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Aihua Yang
- Child and Adolescent Psychiatry, The Fourth People's Hospital of Liaocheng, No. 47 Huayuan North Road, Liaocheng, Shandong Province, PR China
| | - Miao Cui
- Office of academic studies, Chongqing Medical University, Chongqing, PR China
| | - Huijuan Ma
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, PR China.
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Ang WHD, Chew HSJ, Rusli KDB, Ng WHD, Zheng ZJ, Liaw SY, Ang NKE, Lau Y. Spotlight on noncognitive skills: Views from nursing students and educators. NURSE EDUCATION TODAY 2022; 117:105486. [PMID: 35917708 DOI: 10.1016/j.nedt.2022.105486] [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: 02/24/2022] [Revised: 07/04/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Noncognitive skills have a considerable role in influencing nursing students' performance in clinical and educational settings. Understanding how nursing students and educators perceive noncognitive skills is important given the broad classifications of noncognitive competencies. OBJECTIVE This study sought to examine nursing students' and educators' perception of noncognitive skills. DESIGN This study adopted a descriptive qualitative approach. SETTING This study was conducted virtually via Zoom in one university in Singapore. PARTICIPANTS Purposive sampling through a maximum variation technique was used to select 35 nursing students and 12 educators. METHODS Semistructured interviews were conducted through eight virtual face-to-face focus group discussions. Interviews were audio- and videorecorded and transcribed verbatim. Data were analysed through thematic analysis. RESULTS The participants stated that individual and interpersonal skills contribute to one's noncognitive skills. Two themes emerged from the participants' narratives: (1) the ability to manage oneself and (2) social interactions with others. The first theme describes the various individual characteristics such as growth mindset, adaptability, resilience, and emotional regulation. The second theme describes the importance of empathy and meaningful relationships as types of non-cognitive skills. CONCLUSIONS The findings of this study provide the basis for the development of noncognitive assessment tools by educators. In addition, they pave the foundation for the curation of future programs that promote the noncognitive skills of nursing students. Hospital-based educators may use these findings to curate suitable programs for improving the noncognitive abilities of nurses.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wai Hung Daniel Ng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Ridgway L, McKenna L, Hokke S, Hackworth N, Nicholson JM. Maternal and Child Health Nursing education before and during COVID-19: An exploratory descriptive study. J Prof Nurs 2022; 41:100-107. [PMID: 35803644 PMCID: PMC9078752 DOI: 10.1016/j.profnurs.2022.04.007] [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: 12/07/2021] [Revised: 04/15/2022] [Accepted: 04/18/2022] [Indexed: 12/01/2022]
Abstract
Background Major disruptions to higher education during COVID-19 resulted in a rapid shift to online learning and associated adaptations to teaching and assessment practices, including for postgraduate programs requiring practical skill development such as nursing and midwifery. Educator perspectives of this transition have not been widely studied. Purpose This qualitative descriptive study aimed to describe Australian postgraduate Maternal, Child and Family Health nurse educators' perceptions of COVID-19 impacts on student knowledge of theory and practice, and lessons learned through their responses. Method Semi-structured interviews were reflexively thematically analyzed. Results All participants recognized struggles, opportunities and innovations within three key themes: “We've learned how to be flexible”: Grappling with COVID-safe teaching and assessment; “Chat rooms and Zoomland”: Learning in a virtual community; and “We've had a few struggles”: Clinical placement tensions. Educators described a sense of uncertainty, increased flexibility, opportunities for change and new ways of connecting. They adapted by developing new online resources and broadening clinical practicum and assessment requirements to address new practice approaches including telehealth. Conclusions Rapidly changing practice requirements and concerns about risk of disease transfer between workplace and placement venues restricted placement opportunities. Educators learned and incorporated new skills and strategies into their teaching, while aiming to meet professional expectations and maintain quality of education. Some strategies are likely to be maintained for future education programs.
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Richard PL, Starnes-Ott K, Watson-Campbell R, Trahan RL, Lea P, Kuntz DM, Jones DJ. Preparing BSN students for a new workplace: Experiences in a COVID-19 designated unit as an RN extender. J Prof Nurs 2022; 40:28-33. [PMID: 35568455 PMCID: PMC8869557 DOI: 10.1016/j.profnurs.2022.02.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2021] [Revised: 01/31/2022] [Accepted: 02/02/2022] [Indexed: 11/02/2022]
Abstract
Academic nursing programs were impacted by the onset of the pandemic with the challenges of social distancing, detecting, and controlling the spread of the virus. Many traditionally campus-based, face-to-face programs transitioned quickly to include virtual activities for classes, laboratories, and clinical experiences for students. Initially direct patient care clinical activities came to a halt due to concerns for student safety and overwhelming numbers of COVID-19 cases stressing health system resources. However, as COVID-19 cases began to rise and hospitals struggled with staffing shortages, it became necessary to explore how nursing students could contribute to relieving the staffing burden while obtaining critical education as RN Extenders. Students that participated in the RN Extender program were seniors entering the nursing workforce within the next two months. Significant student screening and preparation was provided to support students serving as RN Extenders in COVID-19 units. The prior working relationships and personal contact between academic and practice leaders, a sense of equal participation, clear and realistic expectations of the benefits and responsibilities of each group were crucial. Building ongoing and frequent opportunities for formal and informal communication among all stakeholders was vital and the major contributor to the success of this program.
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Jessup B, Hoang H, Podubinski T, Obamiro K, Bourke L, Hellwege B, Jatrana S, Heaney S, Farthing A, Sheepway L, Rasiah R. 'I can't go, I can't afford it': Financial concern amongst health students undertaking rural and remote placements during COVID-19. Aust J Rural Health 2022; 30:238-251. [PMID: 35229400 PMCID: PMC9111257 DOI: 10.1111/ajr.12855] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/20/2021] [Accepted: 02/06/2022] [Indexed: 12/21/2022] Open
Abstract
INTRODUCTION As the coronavirus pandemic unfolded during 2020, widespread financial uncertainty emerged amongst university students across the globe. What is not yet clear is how Australian health students were financially impacted during the initial stages of the pandemic and whether this influenced their ability to undertake planned rural or remote placements. OBJECTIVE To examine (a) financial concern amongst health students during COVID-19, (b) the financial implications of changes to planned rural or remote placements and (c) the impact of these factors on students' ability to undertake placements during the pandemic. DESIGN Mixed-methods design involving an online survey (n = 1210) and semi-structured interviews (n = 29). Nursing, medical and allied health students with a planned University Department of Rural Health-facilitated rural or remote placement between February and October 2020 were invited to participate. FINDINGS 54.6% of surveyed students reported financial concern during COVID-19. Financial concern correlated with both changes in financial position and employment, with 36.6% of students reporting a reduction in income and 43.1% of students reporting a reduction in, or cessation of regular employment. Placement changes yielded a range of financial implications. Cancelled placements saved some students travel and accommodation costs, but left others out of pocket if these expenses were prepaid. Placements that went ahead often incurred increased accommodation costs due to limited availability. Financial concern and/or financial implications of placement changes ultimately prevented some students from undertaking their rural or remote placement as planned. DISCUSSION Many nursing, allied health and medical students expressed financial concern during COVID-19, associated with a loss of regular employment and income. Placement changes also presented unforeseen financial burden for students. These factors ultimately prevented some students from undertaking their planned rural or remote placement. CONCLUSION Universities need to consider how best to align financially burdensome placements with the personal circumstances of students during periods of economic uncertainty.
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Affiliation(s)
- Belinda Jessup
- Centre for Rural HealthThe University of TasmaniaLauncestonTasmaniaAustralia
| | - Ha Hoang
- Centre for Rural HealthThe University of TasmaniaLauncestonTasmaniaAustralia
| | - Tegan Podubinski
- Department of Rural HealthThe University of MelbourneSheppartonVictoriaAustralia
| | - Kehinde Obamiro
- Centre for Rural HealthThe University of TasmaniaLauncestonTasmaniaAustralia
| | - Lisa Bourke
- Department of Rural HealthThe University of MelbourneSheppartonVictoriaAustralia
| | - Barbara Hellwege
- Department of Rural HealthThe University of MelbourneSheppartonVictoriaAustralia
| | - Santosh Jatrana
- JCU Murtupini Centre for Rural and Remote HealthJames Cook UniversityMount IsaQueenslandAustralia
| | - Susan Heaney
- The University of Newcastle Department of Rural HealthThe University of NewcastlePort MacquarieNew South WalesAustralia
| | - Annie Farthing
- Centre for Remote HealthFlinders UniversityAlice SpringsNorthern TerritoryAustralia
| | - Lyndal Sheepway
- La Trobe Rural Health SchoolLa Trobe UniversityWodongaVictoriaAustralia
| | - Rohan Rasiah
- Western Australian Centre for Rural HealthThe University of Western AustraliaKarrathaWestern AustraliaAustralia
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Rasmussen B, Hutchinson A, Lowe G, Wynter K, Redley B, Holton S, Manias E, Phillips N, McDonall J, McTier L, Kerr D. The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey. Nurse Educ Pract 2021; 58:103275. [PMID: 34922092 PMCID: PMC8662551 DOI: 10.1016/j.nepr.2021.103275] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 10/20/2021] [Accepted: 12/07/2021] [Indexed: 02/07/2023]
Abstract
Aim To explore the impact of COVID-19 on psychosocial well-being and learning for nursing and midwifery undergraduate students in an Australian university. Background The World Health Organization has reported a substantial psychological impact of COVID-19 on healthcare professionals to date. Evidence is lacking, however, regarding university nursing and midwifery students of the pandemic and its impact on their educational preparation and/or clinical placement during the COVID-19 pandemic. Design Cross-sectional survey of nursing and midwifery undergraduate students enrolled in the Bachelor of Nursing suite of courses from the study institution in August- September 2020. Methods A cross-sectional self-administered anonymous online survey was distributed to current nursing and midwifery undergraduate students. The survey included three open-ended questions; responses were thematically analysed. Results Of 2907 students invited, 637 (22%) responded with 288 of the respondents (45%) providing a response to at least one of the three open-ended questions. Three major themes associated with the impact of the pandemic on psychosocial well-being and learning were identified: psychosocial impact of the pandemic, adjustment to new modes of teaching and learning, and concerns about course progression and career. These themes were underpinned by lack of motivation to study, feeling isolated, and experiencing stress and anxiety that impacted on students’ well-being and their ability to learn and study. Conclusions Students were appreciative of different and flexible teaching modes that allowed them to balance their study, family, and employment responsibilities. Support from academic staff and clinical facilitators/mentors combined with clear and timely communication of risk management related to personal protective equipment (PPE) in a healthcare facility, were reported to reduce students’ stress and anxiety. Ways to support and maintain motivation among undergraduate nursing and midwifery students are needed.
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Affiliation(s)
- Bodil Rasmussen
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia; Faculty of Health and Medical Sciences, University of Copenhagen Blegdamsvej 3B, 2200 Copenhagen, Denmark; Faculty of Health Sciences, University of Southern Denmark and Steno Diabetes Center, Campusvej 55, Odense M, DK-5230, Denmark.
| | - Alison Hutchinson
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Grainne Lowe
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Karen Wynter
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Bernice Redley
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Sara Holton
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Elizabeth Manias
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Nikki Phillips
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Jo McDonall
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Lauren McTier
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Debra Kerr
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
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Spector NM, Buck M, Phipps S. A New Framework for Practice-Academic Partnerships During the Pandemic-and into the Future. Am J Nurs 2021; 121:39-44. [PMID: 34792503 DOI: 10.1097/01.naj.0000803192.68710.8f] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT During the COVID-19 pandemic, many health care facilities closed their doors to nursing students, depriving them of the experience of caring for patients, a foundation of nursing education. The purpose of this article is to report on how the National Council of State Boards of Nursing convened nurse leaders from around the country to explore this problem and develop possible solutions.Coming together virtually, these leaders recommended a national model, the practice-academic partnership, to provide nursing students with in-person clinical experiences during the pandemic. This model is unique in its recognition of the important role of nursing regulatory bodies in these partnerships. The practice-academic partnership model creates clinical education opportunities for students during a public health crisis, such as the COVID-19 pandemic. Further, the model could be applied to meet the chronic challenges nursing education programs have often faced in securing clinical sites, even in the absence of a global or national public health emergency. We provide the context in which the practice-academic partnership model was developed, along with keys to its successful implementation and suggestions for its evaluation. We also discuss the implications of using this model once the pandemic ends.
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Affiliation(s)
- Nancy M Spector
- Nancy M. Spector is director of regulatory innovations and Michelle Buck is APRN senior policy advisor, both at the National Council of State Boards of Nursing in Chicago. At the time of this writing, Sarah Phipps was associate executive director of the Idaho State Board of Nursing in Boise. Contact author: Nancy M. Spector, . The authors have disclosed no potential conflicts of interest, financial or otherwise
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14
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Abstract
Improving nursing students' understanding of the novel COVID-19 is an essential component of their education. We designed and developed a serious game-based computer learning application that requires nursing students to solve problems through simulated cases. This study aimed to compare knowledge mastery among nursing students who used this teaching method versus those who received online lectures. A retrospective observational study was conducted using preclass, postclass, and final test scores of 130 students retrieved from the university's database of test scores. Both teaching methods produced significant increases in short-term knowledge of COVID-19. There was no statistical difference between the two methods in pre- and postclass scores; however, the serious game group scored higher than the online lecture group in knowledge retention. In summary, the serious game application is a potentially effective method for COVID-19 education among nursing students, particularly in terms of its capacity for improved knowledge retention.
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Cooke A, Hancock A, White H, Clark N, Gibb F, McNeill J, Thomas G, Lloyd C, Furber C. Exploring the STEP-uP to practice: A survey of UK Lead Midwives for Education views of the STudent midwife Extended Practice Placement during the first wave of the COVID-19 pandemic. Midwifery 2021; 101:103048. [PMID: 34111806 DOI: 10.1016/j.midw.2021.103048] [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: 02/12/2021] [Revised: 04/23/2021] [Accepted: 05/24/2021] [Indexed: 11/29/2022]
Abstract
OBJECTIVE to assess the effect of implementation of the extended placement option available to midwifery students during the first wave of the COVID-19 pandemic. DESIGN Online survey open from 2nd June 2020 to 15th July 2020. SETTING United Kingdom. PARTICIPANTS Lead Midwives for Education (LMEs). FINDINGS A total of 38 of 55 LMEs responded (response rate 69%). The majority of Approved Education Institutions (AEIs) offered an extended placement to students, but with some variation in the choices offered, unrelated to geographical location or size of student cohort. AEIs appeared to provide the majority of decisional support for students. Many practice learning environments became unavailable, particularly community, gynaecology/medical wards and neonatal units. LMEs experienced both internal and external pressures to instigate rapid change. KEY CONCLUSIONS The impact of COVID-19 on midwifery education is significant and will need continual scrutiny to minimise future detriment. The pressures of providing midwifery education throughout the early phase of COVID-19 were substantial, but it is important that we learn from the immediate changes made, value and pursue the changes that have been beneficial, and learn from those that were not. IMPLICATIONS FOR PRACTICE/RESEARCH Student learning experiences have undergone significant change during the pandemic. It is essential to assess what effect the extended placement has had on student readiness for practice, their confidence, resilience, mental health, and attrition and retention. Educators transitioned to remote working, and rapidly assimilated new skills for online education; exploration of the impact of this is recommended.
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Affiliation(s)
- Alison Cooke
- Division of Nursing, Midwifery and Social Work, The University of Manchester, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, United Kingdom.
| | - Angela Hancock
- Division of Nursing, Midwifery and Social Work, The University of Manchester, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, United Kingdom.
| | - Helen White
- Division of Nursing, Midwifery and Social Work, The University of Manchester, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, United Kingdom.
| | - Nicky Clark
- Department of Midwifery and Child Health, University of Hull, Cottingham Road, Hull, HU6 7RX, United Kingdom.
| | - Fiona Gibb
- School of Nursing, Midwifery and Paramedic Practice, Robert Gordon University, Ishbel Gordon Building, Garthdee Road, Aberdeen, Scotland, AB10 7QG, United Kingdom.
| | - Jenny McNeill
- School of Nursing and Midwifery, Queen's University Belfast, Medical Biology Centre, 97 Lisburn Road, Belfast, Northern Ireland, BT9 7BL, United Kingdom.
| | - Grace Thomas
- Cardiff University School of Healthcare Sciences, Eastgate House (Room 511), 35 - 43 Newport Road, Cardiff, CF24 0AB, United Kingdom.
| | - Carmel Lloyd
- The Royal College of Midwives, 10-18 Union Street, London, SE1 1SZ, United Kingdom.
| | - Christine Furber
- Division of Nursing, Midwifery and Social Work, The University of Manchester, Jean McFarlane Building, Oxford Road, Manchester, M13 9PL, United Kingdom.
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16
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Stanton R, Best T, Williams S, Vandelanotte C, Irwin C, Heidke P, Saito A, Rebar AL, Dwyer T, Khalesi S. Associations between health behaviors and mental health in Australian nursing students. Nurse Educ Pract 2021; 53:103084. [PMID: 34044342 DOI: 10.1016/j.nepr.2021.103084] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2020] [Revised: 04/15/2021] [Accepted: 05/12/2021] [Indexed: 12/12/2022]
Abstract
AIM Nursing students experience high levels of stress, anxiety and depression. This study examined associations between health behaviors and stress, anxiety and depression in Australian nursing students. DESIGN this was a cross-sectional study. METHODS Participants completed an online survey providing demographic information and responses to the 21-item Depression Anxiety Stress Scale, Fagerström Test for Nicotine Dependence, short Food Frequency Questionnaire, Alcohol Use Disorders Identification Test, International Physical Activity Questionnaire and Workforce Sitting Questionnaire. Associations were evaluated using multivariate linear regression. RESULTS Mild to extremely severe stress (46.6%), anxiety (52.8%) and depression (42.2%) were prevalent. Intake of snack-foods was associated with higher depression (β = 8.66, p < 0.05) and stress (β = 3.92, p = 0.055) scores. More time spent sitting was associated with higher depression (β = 0.48, p < 0.001) and stress (β = 0.28, p < 0.05) scores. Skipping meals correlated with higher stress, anxiety and depression scores. CONCLUSION More support must be provided to nursing students to manage psychological distress and mental health during university study.
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Affiliation(s)
- Robert Stanton
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Talitha Best
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Susan Williams
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Corneel Vandelanotte
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Christopher Irwin
- Menzies Health Institute Queensland and School of Allied Health Sciences, Griffith University, Gold Coast, Australia
| | - Penny Heidke
- School of Nursing, Midwifery and Social Sciences, CQUniversity, Rockhampton, Australia
| | - Amornrat Saito
- Menzies Health Institute Queensland and School of Nursing and Midwifery, Griffith University, Logan campus, Australia
| | - Amanda L Rebar
- School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia
| | - Trudy Dwyer
- School of Nursing, Midwifery and Social Sciences, CQUniversity, Rockhampton, Australia
| | - Saman Khalesi
- Physical Activity Research Group, Appleton Institute, School of Health Medical and Applied Sciences, CQUniversity, Rockhampton, Australia.
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Michel A, Ryan N, Mattheus D, Knopf A, Abuelezam NN, Stamp K, Branson S, Hekel B, Fontenot HB. Undergraduate nursing students' perceptions on nursing education during the 2020 COVID-19 pandemic: A national sample. Nurs Outlook 2021; 69:903-912. [PMID: 34183191 PMCID: PMC8514289 DOI: 10.1016/j.outlook.2021.05.004] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Revised: 04/14/2021] [Accepted: 05/02/2021] [Indexed: 12/23/2022]
Abstract
BACKGROUND In 2020, nursing educational programs were abruptly interrupted and largely moved online due to the COVID-19 pandemic. PURPOSE To explore nursing students' perspectives about the effects of the pandemic on their education and intention to join the nursing workforce. METHODS Undergraduate nursing students from 5 universities across 5 United States regions were invited to participate in an online survey to elicit both quantitative and qualitative data. FINDINGS The final sample included quantitative data on 772 students and qualitative data on 540 students. Largely (65.1%), students reported that the pandemic strengthened their desire to become a nurse; only 11% had considered withdrawing from school. Qualitatively, students described the effect of the pandemic on their psychosocial wellbeing, adjustment to online learning, and challenges to clinical experiences. CONCLUSION Findings highlighted the need to develop emergency education preparedness plans that address student wellbeing and novel collaborative partnerships between schools and clinical partners.
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Affiliation(s)
- Alexandra Michel
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Nicole Ryan
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Deborah Mattheus
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI
| | - Amelia Knopf
- Indiana University, School of Nursing, Department of Community and Health Services, Indianapolis, IN
| | | | - Kelly Stamp
- University of North Carolina at Greensboro, School of Nursing, Greensboro, NC
| | - Sandra Branson
- Cizik School of Nursing at The University of Texas Health Sciences Center at Houston (UTHealth), Houston, TX
| | - Barbara Hekel
- Cizik School of Nursing at The University of Texas Health Sciences Center at Houston (UTHealth), Houston, TX
| | - Holly B Fontenot
- University of Hawaii at Manoa, School of Nursing & Dental Hygiene, Honolulu, HI.
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18
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Wallace S, Schuler MS, Kaulback M, Hunt K, Baker M. Nursing student experiences of remote learning during the COVID-19 pandemic. Nurs Forum 2021; 56:612-618. [PMID: 33728660 PMCID: PMC8250930 DOI: 10.1111/nuf.12568] [Citation(s) in RCA: 62] [Impact Index Per Article: 20.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2020] [Revised: 01/28/2021] [Accepted: 03/01/2021] [Indexed: 11/29/2022]
Abstract
Background The emergence of the COVID‐19 pandemic resulted in a sudden transition to remote learning. These circumstances presented many challenges for higher education faculty and students around the world but especially for nursing education programs which are traditionally conducted in a face‐to‐face learning environment that includes hands‐on experiential learning. Methods Guided by Meleis' Transition Theory, a qualitative descriptive design was utilized to explore prelicensure nursing students’ experiences of the transition to remote learning during the Spring 2020 semester. Participants were recruited from one baccalaureate program in the Pacific Northwestern United States. Interviews were conducted and transcribed using a web conferencing platform. Data were analyzed using Colaizzi's phenomenological reduction. Results Eleven students participated. Interviews revealed four overarching themes: technological challenges, academic relationship changes, role stress and strain, and resilience. Conclusion The sudden transition to remote learning resulted in a number of challenges for nursing students. Despite these challenges, students demonstrated a remarkable sense of resilience and perseverance. Faculty have an opportunity to address student stressors and design remote courses in such a way to facilitate student engagement and community building.
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Affiliation(s)
- Sharon Wallace
- School of Nursing, Pacific Lutheran University, Tacoma, Washington, USA
| | - Monika S Schuler
- Department of Adult, College of Nursing and Health Sciences, University of Massachusetts Dartmouth, North Dartmouth, Massachusetts, USA
| | - Michelle Kaulback
- Department of Nursing, West Chester University, Exton, Pennsylvania, USA
| | - Karen Hunt
- School of Nursing, MPH Institute of Health Professions, Boston, Massachusetts, USA
| | - Manisa Baker
- College of Nursing, Purdue University Northwest, Hammond, Indiana, USA
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19
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Abstract
To understand the role public health students play in response to COVID-19 despite cuts in funding for graduate student emergency response programs (GSERPs), we reviewed the websites of the Association of Schools and Programs of Public Health, Council on Education in Public Health, and individual schools and programs to identify student participation in COVID-19 response activities. Thirty schools and programs of public health are supporting public health agencies in response to COVID-19, primarily through the provision of surge capacity (n = 20, 66.7%), contact tracing (n = 19, 63.3%), and training (n = 11, 36.7%). The opportunity to participate in formal and informal applied public health experiences like practica, service-learning, and field placements can benefit both public health students and agency partners. Although recent publications have identified gaps in academic public health response to COVID-19, in part due to the cessation of funding for workforce development and other university-based programs in public health preparedness, schools and programs of public health continue to support public health agencies. Future funding should explicitly link public health students to applied public health activities in ways that can be measured to document impacts on public health emergency response and the future public health workforce.
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Klemm PR, Ruelens-Trinkaus D, Allshouse LM, Barnard PJ. The COVID-19 Pandemic and Higher Education: Common Interdisciplinary Issues and Lessons Learned. ACTA ACUST UNITED AC 2020. [DOI: 10.4236/ojn.2020.1012086] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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