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Kassabry M, Al-Kalaldeh M, Ayed A, Abu-Shosha G. The impact of applying unfolding case-study learning on critical care nursing students' knowledge, critical thinking, and self-efficacy; a quasi-experimental study. Nurse Educ Pract 2024; 78:104015. [PMID: 38852273 DOI: 10.1016/j.nepr.2024.104015] [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: 02/27/2024] [Revised: 04/05/2024] [Accepted: 05/30/2024] [Indexed: 06/11/2024]
Abstract
BACKGROUND The unfolding case-study learning approach is a growing modernized learning strategy implemented in different health disciplines. However, there is a lack of existing research that examines the effects of unfolding case studies in advanced nursing courses. AIM To examine the impact of applying an unfolding case-study learning approach on critical care nursing students' knowledge, critical thinking, and self-efficacy. METHODS This posttest-only, quasi-experimental study was conducted at XXX University in Palestine. A single-stage cluster sampling was used to assign nursing students enrolled in the critical care nursing course into experiment and conventional groups. The intervention group (n= 91) underwent unfolding case-study learning for selected cardiovascular topics, whereas the conventional group (n= 78) was taught using the traditional teaching methods. The posttest assessment was conducted using Knowledge Acquisition tests, Yoon`s Critical Thinking Disposition Instrument (YCTD), and the Self-Efficacy for Learning and Performance instruments. The Social Constructivist Theoretical Framework was integrated into the study. RESULTS Homogeneity was achieved between both groups concerning Age, Gender, and GPA. The experiment group scored significantly higher than the conventional group regarding the posttest knowledge acquisition tests (7.12 vs. 5.49, respectively, t=-12.7, P<0.001, CI: -1.89 to -1.38), critical thinking (4.32 vs. 3.63 respectively, t=17.390, p<0.001, CI: -77 to -61) and self-efficacy (6.12 vs. 4.4 respectively, t=-30.897, p<0.001, CI: -1.82 to -1.60). Multivariate analysis revealed that 69 % of the variations of posttest scores were influenced by critical thinking scores (Adjusted R Squared=0.690, F=3.47, P=0002, η2=0.969). Similarly, self-efficacy has been shown to contribute by 74 % to the variations of scores after conducting the study program (Adjusted R Squared=0.743, F=4.21, P=0001, η2=0.974). However, the variations of both critical thinking and self-efficacy scores were not significantly influenced by the contribution of knowledge acquisition (p=0.772 and 0.857, respectively) and students' GPA (p=0.305 and 0.956, respectively). CONCLUSIONS Irrespective of knowledge level and GPA, the unfolding case-study learning approach can enhance the critical thinking and self-efficacy of students enrolling in advanced nursing courses.
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Affiliation(s)
- Maysa Kassabry
- Faculty of Nursing, Arab American University/ Palestine (AAUP), Palestine.
| | | | - Ahmad Ayed
- Faculty of Nursing, Arab American University/ Palestine (AAUP), Palestine.
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Duan A, Jiang F, Li L, Li Q, Chen W. Design and practice of blended teaching of internal medicine nursing based on O-AMAS effective teaching model. BMC MEDICAL EDUCATION 2024; 24:580. [PMID: 38807140 PMCID: PMC11131218 DOI: 10.1186/s12909-024-05588-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Accepted: 05/22/2024] [Indexed: 05/30/2024]
Abstract
BACKGROUND Self-directed learning (SDL) ability is the basis for cultivating nursing students' ability to find and solve problems, lifelong learning, and providing high-quality nursing talents for healthcare. The O-AMAS (Objective, Activation, Multi-learning, Assessment, Summary) model adheres to the teaching philosophy of student-centered, result-oriented, combines the advantages of online and offline teaching, enriching teaching resources and learning channels, diversifying teaching and evaluation methods, and emphasizing integrating and applying knowledge conducive to improving students' SDL ability and achieving teaching objectives. This study explored the course design, practical, and application effects under the O-AMAS effective teaching model in internal medicine nursing to provide a basis and reference for combining effective teaching models with blended teaching in future nursing courses. METHODS This study is a self-controlled before-after trial. The participants were 76 nursing undergraduates from Hunan Normal University. This study utilizes the O-AMAS effective teaching model to design internal medicine nursing courses and implement blended online and offline teaching. Main links: The overall course design and application are student-centered, after clarifying macro and micro multi-dimensional learning objectives, with online and offline blended teaching environments activated students' learning behavior and diversified teachers' teaching activities, then based on instant and dynamic provide effective feedback; finally, students take the initiate to make a brief and potent summary under the teacher guidance. After the course, a unified assessment of the learning effect of nursing students was conducted, including the evaluation of the SDL ability of nursing students, a final comprehensive evaluation grade, and a teaching satisfaction survey. RESULTS The nursing students' SDL ability scores are higher than before teaching, and the results were statistically significant (P < 0.05). The final average comprehensive evaluation grade of nursing students was 78.38 ± 7.12. More than 96% of the students are satisfied with this course. CONCLUSION Applying for internal medicine nursing blended teaching integrated with the O-AMAS effective teaching model is conducive to improving nursing students' SDL ability, academic grades, and teaching satisfaction.
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Affiliation(s)
- Anyan Duan
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China
| | - Fen Jiang
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
| | - Ling Li
- Nursing Department, The Third Xiangya Hospital, Central South University, Changsha, Hunan, China
| | - Qun Li
- School of Medicine, Hunan Normal University, Changsha, Hunan, China
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China
| | - Wei Chen
- School of Medicine, Hunan Normal University, Changsha, Hunan, China.
- The Key Laboratory of Model Animals and Stem Cell Biology in Hunan Province, Hunan Normal University School of Medicine, Changsha, China.
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Zhou J, Wang Y, Zeng Q, Zeng Y, Liu Q, Tan S, Gang H. Global prevalence of bullying and associated factors among nursing students during clinical practice: A systematic review and meta-analysis. NURSE EDUCATION TODAY 2024; 133:106090. [PMID: 38150777 DOI: 10.1016/j.nedt.2023.106090] [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: 06/12/2023] [Revised: 12/11/2023] [Accepted: 12/19/2023] [Indexed: 12/29/2023]
Abstract
OBJECTIVE This meta-analysis aims to estimate the global prevalence of bullying among nursing students during clinical practice and identify associated factors. DESIGN Systematic review and meta-analysis. REVIEW METHODS AND DATA SOURCES We conducted a comprehensive literature search across ten databases (PubMed, Cochrane, Web of Science, Embase, CINAHL, PsycINFO, Scopus, Chinese Biomedical, China National Knowledge Internet, and WANFANG) from their inception to January 3, 2023. Two researchers independently screened potentially eligible studies, extracted data, and assessed study quality. Data were analyzed using random-effects or fixed-effects models. Subgroup analyses and meta-regression explored the influence of participant and study characteristics on bullying prevalence. Publication bias and sensitivity analyses were also performed. RESULTS We included 28 studies (N = 9511) from 13 countries on five continents. The pooled estimate of bullying prevalence among nursing students during clinical practice was 65.60 % (95 % CI 55. 75 to 74.27), with no evidence of publication bias (t = 1.51, p-value = 0.14). Subgroup and moderator analyses highlighted the impact of country, continent, publication year, and assessment tool on bullying prevalence. CONCLUSION Nursing students face a high prevalence of bullying during clinical practice. Addressing this issue in nursing education requires prioritizing associated factors, fostering a culture of safety, providing effective training, and promoting individual resilience. These actions can prevent and mitigate bullying, creating a supportive and empowering learning environment for future nurses.
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Affiliation(s)
- Jing Zhou
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China; Dazhou Vocational and Technical College, Dazhou, Sichuan, China
| | - Yuqiang Wang
- Chengdu Fifth People's Hospital, Chengdu, Sichuan, China
| | - Qinglin Zeng
- School of Clinical Medicine, Sichuan College of Traditional Chinese Medicine, Mianyang, China
| | - Yanli Zeng
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China.
| | - Qin Liu
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Shiliang Tan
- College of Nursing, Chengdu University of Traditional Chinese Medicine, Chengdu, China
| | - Haiju Gang
- Chengdu Vocational and Technical College, Chengdu, Sichuan, China
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Cao J, Sun H, Zhou Y, Yang A, Zhuang X, Liu J. Nursing students' experiences of workplace violence based on the perspective of gender differences: a phenomenological study. BMC Nurs 2023; 22:387. [PMID: 37853431 PMCID: PMC10583471 DOI: 10.1186/s12912-023-01551-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2023] [Accepted: 10/04/2023] [Indexed: 10/20/2023] Open
Abstract
BACKGROUND Workplace violence is a worldwide concern, and particularly affects nursing students. It has a seriously negative impact on nursing students' clinical learning experience and their physical and mental health. This study explored whether there are differences in psychological responses and coping styles among different gender nursing students after exposure to workplace violence, and investigated the causes for these differences. METHODS We enrolled 22 nursing undergraduates from Guangzhou Medical University and Zunyi Medical University, China. Phenomenological qualitative research and online semi-structured interviews were conducted. The data were analyzed by the Colaizzi seven-step content analysis method. RESULTS Two categories were collated: psychological experience and coping styles. Three themes of the former were extracted: negative emotional experience, low level of professional identity, and negative effect on self-efficacy. Two themes of the latter: responses to violence and adjustment after violence. In addition, fourteen subthemes were extracted. CONCLUSIONS Different gender nursing students have different psychological experience and coping styles in the face of workplace violence. The causes of the differences are likely related to sociocultural factors and psychological gender status.
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Affiliation(s)
- Jun Cao
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Hongbo Sun
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Ying Zhou
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Anqi Yang
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Xiaoshu Zhuang
- School of Nursing, Guangzhou Medical University, Guangzhou, China
| | - Jiaxian Liu
- School of Nursing, Guangzhou Medical University, Guangzhou, China.
- School of Nursing, Guangzhou Medical University, 195 Dongfeng West Road, Yuexiu District, Guangzhou, P.R. China.
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Au ML, Li YY, Tong LK, Wang SC, Ng WI. Chinese version of Yoon Critical Thinking Disposition Instrument: validation using classical test theory and Rasch analysis. BMC Nurs 2023; 22:362. [PMID: 37803354 PMCID: PMC10559418 DOI: 10.1186/s12912-023-01519-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/04/2023] [Accepted: 09/18/2023] [Indexed: 10/08/2023] Open
Abstract
BACKGROUND Despite the availability of a wide range of critical thinking instruments, there was no original design for nurses that has been translated into Chinese. However, only instruments designed specifically for the nursing discipline would be reliable. This study aimed to translate, culturally adapt, and validate the Yoon Critical Thinking Disposition Instrument in the Chinese context. METHODS A four-step translation process was implemented according to Word Health Organization guidelines, which included forward translation, expert panel review, backward translation, and pre-testing. Experts and nursing students participated in testing the validity and reliability of the Chinese version. RESULTS The translation of the instrument went smoothly. According to a confirmatory factor analysis, there was an acceptable fit for the seven-factor model. Content validity indices ranged from 0.6 to 1 at item level, and 0.94 at scale level. In addition, there was extremely high internal consistency and test-retest reliability in the translated instrument. There was a good fit for the items with both person and item reliabilities greater than 0.6 and a separation index of 2.19, respectively. The item location was identified from the wright map as not covering person ability, but the scale did not have a gender-related differential item functioning. CONCLUSIONS In this study, a critical thinking disposition instrument for nursing students was translated into Chinese for the first time. This translated instrument is a reliable tool with satisfactory validity and reliability. It could provide opportunities for building a cross-cultural understanding of critical thinking disposition.
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Affiliation(s)
- Mio Leng Au
- Kiang Wu Nursing College of Macau, Macau SAR, China
| | - Yue Yi Li
- Kiang Wu Nursing College of Macau, Macau SAR, China
| | - Lai Kun Tong
- Kiang Wu Nursing College of Macau, Macau SAR, China.
| | - Si Chen Wang
- Kiang Wu Nursing College of Macau, Macau SAR, China
| | - Wai I Ng
- Kiang Wu Nursing College of Macau, Macau SAR, China
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Kim Y, Kim SY, Hong E, Brandt C. A Clinical Incivility Management Module for Nursing Students: A Quasi-Experimental Study. Healthcare (Basel) 2023; 11:2680. [PMID: 37830717 PMCID: PMC10572766 DOI: 10.3390/healthcare11192680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/05/2023] [Revised: 09/24/2023] [Accepted: 10/02/2023] [Indexed: 10/14/2023] Open
Abstract
BACKGROUND Incivility experienced by pre-licensure nursing students in clinical settings continues to grow. Interventions for clinical incivility to nursing students are needed. Our study aimed to examine the effects of a piloted two-hour interactive incivility management module on nursing students' perceived stress and general self-efficacy levels and preparedness for responding professionally to clinical incivility. METHODS A quasi-experimental post-test-only non-equivalent comparison design with control and experimental groups was used. Senior nursing students enrolled in a Bachelor of Science in Nursing program from a nursing college located in Seoul, South Korea, were recruited. The control group (n = 94) completed a self-administered online survey without the clinical incivility management module. The experimental group (n = 93) completed the same survey after receiving the clinical incivility management module. The two groups' survey data were compared; qualitative data from the experimental group's post-module debriefing session were also analyzed. RESULTS The prevalence of reported clinical incivility was 72.73% (n = 137 out of 187 participants). Clinical incivility experienced by the experimental group was significantly lower than that of the control group (z = -4.865, p < 0.001). However, there was no significant difference in stress levels and self-efficacy between the two groups. The mean score of the experimental group on preparedness for responding professionally to clinical incivility was statistically higher than the control group's mean score (z = -2.850, p = 0.004). CONCLUSIONS Interventions to prepare students for the experience of clinical incivility are useful; they can positively affect the students' ability to respond professionally.
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Affiliation(s)
- Younglee Kim
- Department of Nursing, California State University San Bernardino, 5500 University Pkwy, San Bernardino, CA 92407, USA;
| | - Sook Young Kim
- College of Nursing, Seoul Women’s College of Nursing, 38 Ganhodae-ro, Seodaemun-gu, Seoul 03617, Republic of Korea; (S.Y.K.); (E.H.)
| | - Eunhee Hong
- College of Nursing, Seoul Women’s College of Nursing, 38 Ganhodae-ro, Seodaemun-gu, Seoul 03617, Republic of Korea; (S.Y.K.); (E.H.)
| | - Cheryl Brandt
- Department of Nursing, California State University San Bernardino, 5500 University Pkwy, San Bernardino, CA 92407, USA;
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Babamohamadi H, Aghaei N, Asgari MR, Dehghan-Nayeri N. Strategies used by Iranian nursing students for adjusting to internship: a qualitative study. BMC MEDICAL EDUCATION 2023; 23:454. [PMID: 37340365 DOI: 10.1186/s12909-023-04441-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/03/2023] [Accepted: 06/10/2023] [Indexed: 06/22/2023]
Abstract
BACKGROUND The internship setting is a highly challenging one for nursing students, and working in such an environment requires adjustment. Knowledge of the adjustment strategies used by students enhances the body of nursing knowledge and can help nursing officials adopt appropriate decisions to strengthen the students' effective adjustment skills and increase the benefits reaped from their internship. The present study was conducted to explore the strategies used by nursing students to adjust to internship. METHODS A total of 19 senior nursing interns (7 Female, and 12 Male) were selected by purposive sampling with maximum variation from one of the nursing and midwifery schools affiliated to a large metropolitan medical university in northern Iran. Data were collected using audio-taped semi-structured face-to-face interviews over an 18-month period and were carefully transcribed and analyzed using the Graneheim & Lundman qualitative conventional content analysis approach. The researchers analyzed the data in MAXQDA 10 software. RESULTS Four main categories and eight subcategories emerged from the data analysis. Main categories include efforts to achieve clinical competency, efforts to be sociable or accepted, self-management and reaction to conflicts. CONCLUSION All the participants attempted to attain adjustment by adopting strategies such as achieving clinical competence, trying to be sociable or accepted, self-management, and reaction to conflicts depending on the conditions of internship. Officials should help nursing students use effective strategies and achieve adjustment.
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Affiliation(s)
- Hassan Babamohamadi
- Nursing care Research Center, Semnan University of Medical Sciences, Semnan, Iran
- Department of Nursing, School of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran
| | - Naiereh Aghaei
- Faculty of Nursing and Midwifery, Mazandaran University of Medical Science, Sari, Iran.
- Student Research Committee, Semnan University of Medical Sciences, Semnan, Iran.
- Nasibeh School of Nursing and Midwifery, Amir Mazandarani Blvd., Vesal St., Sari, Mazandaran, Po Box: 4816715793, Iran.
| | - Mohammad Reza Asgari
- Nursing care Research Center, Semnan University of Medical Sciences, Semnan, Iran
- Department of Nursing, School of Nursing and Midwifery, Semnan University of Medical Sciences, Semnan, Iran
| | - Nahid Dehghan-Nayeri
- Department of ICU and Nursing Management, School of Nursing and Midwifery, Tehran University of Medical Sciences, Tehran, Iran
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Rainer Gottlieb U, Beatson A. Why confidence leads to swifter tertiary education choices: A qualitative study of the international tertiary education industry of Australia. Heliyon 2023; 9:e17484. [PMID: 37416679 PMCID: PMC10320094 DOI: 10.1016/j.heliyon.2023.e17484] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2022] [Revised: 06/14/2023] [Accepted: 06/20/2023] [Indexed: 07/08/2023] Open
Abstract
This paper investigates international students' confidence as a base for imminent tertiary education decisions. International students are a highly sought-after commodity, particularly during and after a global pandemic when the income streams of tertiary education providers are limited. In-depth interviews were conducted with students who sought guidance towards an international study experience to explore the guiding research questions, (1) how does confidence impact tertiary education decisions of international students and (2) what is the relationship between confidence and time to make a tertiary education decision? Set within the context of the international tertiary education industry of Australia, the original contribution stems from identifying that guidance towards an international study experience is affected by confidence in; guidance counselors, the brand name of the university, and the tertiary education decision itself. The identified confidence characteristics in this study have an inverse relationship with the length of time taken for the students' decision-making process. This leads to swifter finalizations of tertiary education decisions by students increasing returns on education providers' admission activities.
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Mehrpour SR, Hoseini Shavoun A, Kheiltash A, Masoomi R, Nasle Seraji R. Evaluating and comparing critical thinking skills of residents of Tehran University of Medical Sciences. BMC MEDICAL EDUCATION 2023; 23:133. [PMID: 36849893 PMCID: PMC9972640 DOI: 10.1186/s12909-023-04094-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Accepted: 02/09/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Today's complexities and diversity in the clinical setting have revealed the need to pay attention to strengthening critical thinking (CT) skills. The present study aimed to evaluate and compare CT skills in the residents of the Tehran University of Medical Sciences. METHODS This is a cross-sectional study. The study's statistical population included 284 residents in orthopedic, internal medicine, and surgery groups studying in the PGY1 to PGY4 years of residency. The data collection tool was the California Critical Thinking Skills Test (CCTST) form B. The collected data were entered into SPSS-16 software and analyzed using descriptive (mean and standard deviation) and inferential (one-way ANOVA) statistics. The significant level in all tests was considered at P < 0.05. RESULTS 189 out of 284 residents completed and returned the questionnaire, and the response rate was 66%. The mean CT skill score of residents (M = 13.81, SD = 3.52) was lower than the optimal level (M = 17.1 SD = 5.0). Comparing the mean CT skill scores of the residents separately for the residency year revealed a significant decrease in CT scores in the 4 years. A significant difference was found between the CT skill scores in the three groups (internal medicine, general surgery, and orthopedic surgery). CONCLUSION The CT skills of the residents of Tehran University of Medical Sciences were generally below the optimal level. The CT score of the residents show an increase in PGY2, but a decrease in PGY3 and PGY4. Due to the emphasis of accreditation institutions, the World Federation for Medical Education, and other international educational institutions on the importance of critical thinking, it is recommended to pay more attention to the factors related to the promotion and development of CT skills in residency programs.
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Affiliation(s)
- Saeed Reza Mehrpour
- Department of Orthopedics, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Amin Hoseini Shavoun
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
| | - Azita Kheiltash
- Department of Community Medicine, Tehran University of Medical Sciences, Tehran, Iran
| | - Rasoul Masoomi
- Center for Educational Research in Medical Sciences, School of Medicine, Iran University of Medical Sciences, Tehran, Iran
| | - Roya Nasle Seraji
- Shariati Hospital, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
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Gao Z, Zhang L, Ma J, Sun H, Hu M, Wang M, Liu H, Guo L. Reliability and validity of the Chinese version of the self-directed learning instrument in Chinese nursing students. BMC Nurs 2023; 22:51. [PMID: 36823629 PMCID: PMC9950017 DOI: 10.1186/s12912-023-01201-3] [Citation(s) in RCA: 8] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2022] [Accepted: 02/06/2023] [Indexed: 02/25/2023] Open
Abstract
BACKGROUND In a rapidly changing healthcare environment, Self-directed learning (SDL) ability is recognized as a crucial condition for nursing students and nurse to deal with severe challenges positively. Developing SDL ability is becoming more and more important among nursing students. SDL is related to nursing students enhancing their own knowledge, skills and maintaining lifelong learning. This study is aim at translating the Self-directed Learning Instrument (SDLI) into Chinese and verify its reliability and validity among nursing students. METHODS The study adopted a cross-sectional design and the multistage sampling design. The SDLI was translated into Chinese, and the reliability and validity of the scale were tested among 975 nursing students. RESULTS The Cronbach's α value of the Chinese version of SDLI was 0.916. The split-half reliability coefficient was 0.829, and the retest coefficient was 0.884. The content validity index of the scale was 0.95. Furthermore, the four-factors model was obtained by using exploratory factor analysis, explaining 55.418% variance, and the communalities of the items ranged from 0.401 to 0.664. With modified confirmatory factor analysis, the fit indices were chi-square/degree of freedom (CMIN/DF) = 2.285, the comparative fit index (CFI) = 0.947, and the tucker lewis index (TLI) was 0.938. And, the model fitting indexes were all in the acceptable range and confirmatory factor analysis indicated that the model fit the SDLI well. CONCLUSION The Chinese version of SDLI has good validity and reliability among nursing students. It can be used to measure the SDL ability of nursing students in China.
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Affiliation(s)
- Ziyun Gao
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Lin Zhang
- grid.443626.10000 0004 1798 4069Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, An Hui Province Wuhu City, People’s Republic of China
| | - Jianing Ma
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Hong Sun
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Mengya Hu
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Meiding Wang
- grid.454145.50000 0000 9860 0426School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province Jinzhou, People’s Republic of China
| | - Haiyang Liu
- grid.443626.10000 0004 1798 4069Student Health Center, Wannan Medical College, 22 Wenchang West Road, Higher Education Park, An Hui Province Wuhu City, People’s Republic of China
| | - Leilei Guo
- School of Nursing, Jinzhou Medical University, Linghe District Jinzhou City, No.40, Section 3, Songpo Road, Liaoning Province, Jinzhou, People's Republic of China.
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Qiu S, Zhang R. The Relationship Between Workplace Incivility and Psychological Distress: The Moderating Role of Servant Leadership. Workplace Health Saf 2022; 70:459-467. [PMID: 35491882 DOI: 10.1177/21650799221084067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023]
Abstract
BACKGROUND The relationship between workplace incivility and psychological distress among nurses has been well-documented in the nursing literature. Management practices to reduce the negative impact are less clear. This study aimed to examine perceived servant leadership as a moderator between workplace incivility and psychological distress among nurses in Chinese hospitals. METHODS This study used a cross-sectional design and was conducted between September and October 2020. We recruited 1,604 nurses from 13 Chinese hospitals across different regions in China ranging from 18 to 55 years in age (M = 28.48 years, SD = 6.53 years). Multiple linear regression was used to analyze the data. FINDINGS The results showed that workplace incivility (β = 0.40, p < .001) and perceived servant leadership (β = -0.13, p < .001), as well as their interaction (β = -0.11, p = .002), predicted nurses' psychological distress. Perceived servant leadership moderates the relationship between workplace incivility and psychological distress. CONCLUSIONS/APPLICATION TO PRACTICE Servant leaders can create an ethical work climate, display empathy and compassion, and facilitate resilience. Our findings can assist hospital management with support from occupational health providers to recruit, train, and assess nursing supervisors. Also, occupational health providers in collaboration with nursing administration can monitor incivility, psychological distress, servant leadership levels, and impact.
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Patel SE, Chrisman M, Russell CL, Lasiter S, Bennett K, Pahls M. Cross-sectional Study of the Relationship between Experiences of Incivility from Staff Nurses and Undergraduate Nursing Students’ Sense of Belonging to the Nursing Profession. Nurse Educ Pract 2022; 62:103320. [PMID: 35500414 DOI: 10.1016/j.nepr.2022.103320] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2021] [Revised: 02/24/2022] [Accepted: 03/01/2022] [Indexed: 10/18/2022]
Abstract
AIM This study examined the frequency of incivility for undergraduate nursing students and the relationship between staff nurse incivility and nursing students' sense of belonging. Factors between program semester and students' body mass index (BMI) to staff nurse incivility and students' sense of belonging were assessed. BACKGROUND Sense of belonging enhances belonging development to the profession. However, no studies address the relationship between incivility and nursing students' sense of belonging. METHODS A cross-sectional design assessed the relationship between staff nurse incivility and undergraduate nursing students' sense of belonging to the nursing profession. An online survey was administered to 123 pre-licensure junior and senior undergraduate nursing students from February 1, 2021, to May 5, 2021. Correlation coefficient, descriptive statistics, Fisher r-to-z transformation, 95% confidence intervals were calculated. RESULTS Staff nurse incivility inversely correlated with undergraduate nursing students' sense of belonging (rs=-.358; p <.001). American Indian or Alaskan Native students reported the highest mean frequency of incivility (1.25 ± .421). There were no significant differences in correlations based on semester or BMI. CONCLUSION Staff nurse incivility is inversely associated with sense of belonging in students. Further research is needed to test interventions mitigating the effects of incivility on belonging.
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Song Y, Lee Y, Lee J. Mediating effects of self-directed learning on the relationship between critical thinking and problem-solving in student nurses attending online classes: A cross-sectional descriptive study. NURSE EDUCATION TODAY 2022; 109:105227. [PMID: 34972030 DOI: 10.1016/j.nedt.2021.105227] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Revised: 10/12/2021] [Accepted: 11/18/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND With the increased prevalence of online education due to the coronavirus 2019 pandemic and advancements in information technology, essential competencies, such as critical thinking, self-directed learning, and problem-solving ability, should be examined among student nurses taking online classes. OBJECTIVES Based on the findings of several studies suggesting that critical thinking does not affect problem-solving, this study aimed to examine the relationship among critical thinking, self-directed learning, and problem-solving in student nurses attending online classes, and to determine whether self-directed learning could mediate the relationship between critical thinking and problem-solving. DESIGN Cross-sectional, descriptive design. SETTING K University in South Korea. PARTICIPANTS In total, 138 junior and senior nursing students were enrolled. METHODS The critical thinking disposition scale for nursing students, self-directed learning scale, and problem-solving scale for college students were used to quantify participants' responses. RESULTS Our results revealed significant positive correlations among critical thinking, self-directed learning, and problem-solving. Furthermore, self-directed learning (β = 0.78, p < 0.001) had a significant mediating effect on the relationship between critical thinking and problem-solving ability (Z = 5.10, p < 0.001). CONCLUSION Developing and implementing appropriate self-directed learning programs are critical for improving problem-solving ability affected by critical thinking among student nurses engaged in online education.
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Affiliation(s)
- Yeoungsuk Song
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Yoonmi Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea.
| | - Junghoon Lee
- Kyungpook National University, College of Nursing, Research Institute of Nursing Science, Daegu, South Korea
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