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The effect of a more community-oriented curriculum on nursing students' intervention choice in community care: A quasi-experimental cohort study. Nurse Educ Pract 2022; 63:103410. [PMID: 35849997 DOI: 10.1016/j.nepr.2022.103410] [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: 02/06/2022] [Revised: 05/23/2022] [Accepted: 07/08/2022] [Indexed: 11/20/2022]
Abstract
AIM The aim of this study is to investigate the effect of a more 'community-oriented' baccalaureate nursing curriculum on students' intervention choice in community care. BACKGROUND Following a healthcare shift with increased chronic diseases in an ageing patient population receiving care at home, nursing education is revising its curricula with new themes (e.g., self-management) on community care. Although it seems obvious that students incorporate these themes in their nursing care interventions, this is unclear. This study investigates the effect of a redesigned curriculum on students' care intervention choice in community nursing. DESIGN A quasi-experimental quantitative study. METHODS This study with an historic control group (n = 328; study cohorts graduating in 2016 and 2017; response rate 83 %) and an intervention group n = 152; graduating in 2018; response rate 80 %) was performed at a University of Applied Sciences in the Netherlands. The intervention group experienced a curriculum-redesign containing five new themes related to community care (e.g., enhancing self-management, collaboration with the patients' social network, shared decision making, using health technology and care allocation). The primary outcome 'intervention choice in community nursing' was assessed with a specially developed vignette instrument 'Assessment of Intervention choice in Community Nursing' (AICN). Through multiple regression analyses we investigated the effect of the curriculum-redesign on students' intervention choice (more 'traditional' interventions versus interventions related to the five new themes). The control and intervention groups were compared on the number of interventions per theme and on the number of students choosing a theme, with a chi-square or T-test. RESULTS Students who studied under the more community-oriented curriculum chose interventions related to the new themes significantly more often, F(1461) = 14.827, p = <0.001, R2 = .031. However, more traditional interventions are still favourite (although less in the intervention group): 74.5 % of the chosen interventions in the historic control group had no relation with the new curriculum-themes, vs. 71.3 % in the intervention group; p = .055). CONCLUSIONS Students who experienced a more 'community-oriented' curriculum were more likely, albeit to a limited extent, to choose the new community care themes in their caregiving. Seeing this shift in choices as a step in the right direction, it can be expected that the community care field in the longer term will benefit from these better skilled graduates.
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Sela-Vilensky Y, Grinberg K, Nissanholtz-Gannot R. Attracting Israeli nursing students to community nursing. Isr J Health Policy Res 2020; 9:44. [PMID: 33059759 PMCID: PMC7565806 DOI: 10.1186/s13584-020-00400-6] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/27/2019] [Accepted: 08/19/2020] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The shift from inpatient care to community patient care has had an essential impact on the nursing profession. Despite the growing demand for community nurses in many countries, their number remains relatively low and many students do not perceive this field as an interesting career to pursue. In this review we aimed to understand if exposure of undergraduate nursing students to various nursing work settings during their studies affects their work setting choices after graduation. METHODS A literature search of papers relating to work setting preferences of nursing students in Israel and other countries was performed. Israel Ministry of Health, Nursing Administration documents and other related documents were also reviewed, with a focus on the nursing training program in Israel. FINDINGS While most first-year nursing students have limited knowledge regarding the profession, in later years, their preferences for post-graduation work settings are affected by their exposure to the various clinical fields through knowledge gained in courses together with clinical practice placements. In Israel, specific classroom courses in community nursing are allocated only 6% of the total time allocated to all classroom courses in nursing, and a single clinical placement in community nursing takes place during the third or fourth year of the nursing program, exposing students to a single aspect of community nursing during their nursing training. Studies in other countries have reported that students' experience during clinical placement contributes to shaping students' opinions of nurses' roles within that field. Nursing students who had a primary healthcare placement showed greater intention for working in this setting after graduation. CONCLUSIONS The lack of exposure to the various aspects of community nursing during undergraduate studies contributes to a lack of motivation for entering this field. Therefore, a profound change is needed in nursing training programs' curricula to prepare graduates to face future challenges in community nursing. Whilst both hospital and community nursing are equally important, nursing leaders and policy makers must be made aware of the various factors that contribute to new registered nurses' preferences of hospital over community nursing and build strategies for directing nurses to work in the community in order to respond to the expected nurse shortage in this setting.
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Affiliation(s)
- Yael Sela-Vilensky
- Nursing Department, Faculty of Social and Community Sciences, Ruppin Academic Center, Emeq-Hefer, Israel.
| | - Keren Grinberg
- Nursing Department, Faculty of Social and Community Sciences, Ruppin Academic Center, Emeq-Hefer, Israel
| | - Rachel Nissanholtz-Gannot
- Department of Health System Management, Ariel University, Ariel, Israel.,Myers-JDC-Brookdale Institute, Jerusalem, Israel
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How nursing students' placement preferences and perceptions of community care develop in a more 'community-oriented' curriculum: a longitudinal cohort study. BMC Nurs 2020; 19:80. [PMID: 32863761 PMCID: PMC7448334 DOI: 10.1186/s12912-020-00473-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 08/18/2020] [Indexed: 11/12/2022] Open
Abstract
Background Extramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students’ perceptions of community care and placement preferences develop over time in a more ‘community-care-oriented’ curriculum, to gain insights on which curriculum elements potentially influence career choices. Methods A nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students’ placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students’ perceptions develop over time. Patterns of placement preferences at individual level were visualised. Results Students’ perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students’ perceptions fluctuate between 6 and 7 (range 1–10). A placement in community care did not positively influence students’ perceptions, and an intensive 1 week theoretical programme was only temporarily influential. Conclusions Although interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students’ perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.
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van Iersel M, de Vos R, van Rijn M, Latour CHM, Kirschner PA, Scholte op Reimer WJM. Influencing nursing students' perceptions of community care with curriculum-redesign; a quasi-experimental cohort study. BMC MEDICAL EDUCATION 2019; 19:299. [PMID: 31382949 PMCID: PMC6683447 DOI: 10.1186/s12909-019-1733-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 07/26/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The shift in healthcare to extramural leads to more patients with complex health problems receiving nursing care at home. However, the interest of baccalaureate nursing students for community nursing is moderate, which contributes to widespread labour-market shortages. This study investigates the effect of a more 'community-care-oriented' curriculum on nursing students' perceptions of community care. METHODS A quasi-experimental quantitative survey study with a historic control group (n = 477; study cohorts graduating in 2015, 2016, and 2017; response rate 90%) and an intervention group (n = 170; graduating in 2018; response rate 93%) was performed in nursing students of a University of Applied Sciences in a large city in the Netherlands. The intervention group underwent a new curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). The control and intervention group were compared on demographics, placement preferences and perceptions with a chi-square or T-test. Multiple regression was used to investigate the effect of the curriculum-redesign on nursing students' perceptions of community care. RESULTS The comparison between the control and intervention group on students' perceptions of community care shows no significant differences (mean 6.18 vs 6.21 [range 1-10], respectively), nor does the curriculum-redesign have a positive effect on students' perceptions F (1,635) = .021, p = .884, R2 = < .001. The comparison on placement preferences also shows no significant differences and confirms the hospital's popularity (72.7% vs 76.5%, respectively) while community care is less often preferred (9.2% vs 8.2%, respectively). The demographics 'working in community care' and 'belonging to a church/religious group' appear to be significant predictors of more positive perceptions of community care. CONCLUSIONS Graduating students who experienced a more 'community-care-oriented' curriculum did not more often prefer community care placement, nor did their perceptions of community care change. Apparently, four years of education and placement experiences have only little impact and students' perceptions are relatively static. It would be worth a try to conduct a large-scale approach in combination with a carefully thought out strategy, based on and tying in with the language and culture of younger people.
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Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
| | - Rien de Vos
- Centre of Evidence Based Education, Amsterdam UMC, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
| | - Marjon van Rijn
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
- Department of Internal Medicine Section of Geriatric Medicine, Amsterdam UMC, Amsterdam, The Netherlands
| | - Corine H. M. Latour
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
| | - Paul A. Kirschner
- Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands
| | - Wilma J. M. Scholte op Reimer
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
- Department of Cardiology, Amsterdam UMC, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
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“I try to act like a nurse”: A phenomenological qualitative study. Nurse Educ Pract 2019; 37:39-44. [DOI: 10.1016/j.nepr.2019.03.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 10/29/2018] [Accepted: 03/09/2019] [Indexed: 11/22/2022]
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6
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van Iersel M, Latour CHM, van Rijn M, de Vos R, Kirschner PA, Scholte Op Reimer WJM. Factors underlying perceptions of community care and other healthcare areas in first-year baccalaureate nursing students: A focus group study. NURSE EDUCATION TODAY 2018; 66:57-62. [PMID: 29677579 DOI: 10.1016/j.nedt.2018.04.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 03/09/2018] [Accepted: 04/09/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Despite the increasing labour market shortage of well-educated community nurses, few baccalaureate nursing students choose for a career in community care. Obtaining knowledge of how students perceive healthcare areas early in their education is important to take meaningful steps in counteracting any existing misconceptions with targeted curriculum redesign. OBJECTIVE Determination of factors underlying perceptions of healthcare areas in first-year baccalaureate nursing students. DESIGN A descriptive qualitative study using focus group inquiry. METHODS This study follows up on a large-sample quantitative multicentre survey study. Fourteen first-year nursing students at a university of applied sciences in the Netherlands participated in focus group discussions in October 2014. Transcripts of the discussions were coded by two independent researchers at three levels - open, axial and selective coding - on the basis of two templates. The codes were sorted into categories and assigned to suitable main codes in the templates. The number of sub-codes per category and code were added together. RESULTS Eight main themes were formulated, to wit (1) variety and diversity, (2) challenges, (3) improving people's health, (4) collaboration, (5) role models, (6) patient- or environment-based perceptions, (7) self-efficacy and (8) immediate vicinity. Data suggest that first-year students have clear ideas about the characteristics which they consider important in professional practice. Their perceptions do not necessarily reflect the actual situation, as they expect the hospital to possess all desired characteristics while community nursing seems to be undervalued. CONCLUSION To remedy students' misperceptions, four recommendations are formulated for curriculum redesign strategies deriving from the eight themes. These recommendations are based on collaboration between school and care organisations as well as on themes related to in-depth knowledge within the educational programme. The interventions will potentially help to strengthen the focus on community care, which will foster a more optimistic and realistic career outlook on this field.
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Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Corine H M Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Marjon van Rijn
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Internal Medicine, Section of Geriatric Medicine, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, The Netherlands; University of Oulu, Oulu, Finland.
| | - Wilma J M Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, The Netherlands.
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van Iersel M, de Vos R, Latour C, Kirschner PA, Scholte Op Reimer W. The Scale on COmmunity care PErceptions (SCOPE) for nursing students: A development and psychometric validation study. Nurse Educ Pract 2018; 31:61-67. [PMID: 29775969 DOI: 10.1016/j.nepr.2018.05.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 05/08/2018] [Indexed: 10/16/2022]
Abstract
The aim of this study was to develop a valid instrument to measure student nurses' perceptions of community care (SCOPE). DeVellis' staged model for instrument development and validation was used. Scale construction of SCOPE was based on existing literature. Evaluation of its psychometric properties included exploratory factor analysis and reliability analysis. After pilot-testing, 1062 bachelor nursing students from six institutions in the Netherlands (response rate 81%) took part in the study. SCOPE is a 35-item scale containing: background variables, 11 measuring the affective component, 5 measuring community care perception as a placement, 17 as a future profession, and 2 on the reasons underlying student preference. Principal axis factoring yielded two factors in the affective component scale reflecting 'enjoyment' and 'utility', two in the placement scale reflecting 'learning possibilities' and 'personal satisfaction', and four in the profession scale: 'professional development', 'collaboration', 'caregiving', and 'complexity and workload'. Cronbach's α of the complete scale was 0.892 and of the subscales 0.862, 0.696, and 0.810 respectively. SCOPE is a psychometrically sound instrument for measuring students' perceptions of community care. By determining these perceptions, it becomes possible to positively influence them with targeted curriculum redesign, eventually contributing to decreasing the workforce shortage in community nursing.
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Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, the Netherlands
| | - Corine Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, the Netherlands; University of Oulu, Oulu, Finland
| | - Wilma Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, the Netherlands
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van Iersel M, Latour CHM, de Vos R, Kirschner PA, Scholte Op Reimer WJM. Perceptions of community care and placement preferences in first-year nursing students: A multicentre, cross-sectional study. NURSE EDUCATION TODAY 2018; 60:92-97. [PMID: 29065320 DOI: 10.1016/j.nedt.2017.09.016] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2017] [Revised: 07/05/2017] [Accepted: 09/26/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Despite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution. OBJECTIVES To acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and the assumptions underlying these preferences. DESIGN A quantitative cross-sectional design. SETTINGS Six universities of applied sciences in the Netherlands. PARTICIPANTS Nursing students in the first semester of their 4-year programme (n=1058). METHODS Data were collected in September-December 2014. The students completed the 'Scale on Community Care Perceptions' (SCOPE), consisting of demographic data and three subscales measuring the affective component of community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used. RESULTS For a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a 'low-status-field' with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement. CONCLUSION Due to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.
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Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Corine H M Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, The Netherlands; University of Oulu, Oulu, Finland.
| | - Wilma J M Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, The Netherlands.
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Phafoli SH, Christensen-Majid A, Skolnik L, Reinhardt S, Nyangu I, Whalen M, Stender SC. Student and preceptor perceptions of primary health care clinical placements during pre-service education: Qualitative results from a quasi-experimental study. Nurse Educ Pract 2018; 28:224-230. [DOI: 10.1016/j.nepr.2017.10.012] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2016] [Revised: 09/20/2017] [Accepted: 10/12/2017] [Indexed: 10/18/2022]
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Brady M, Price J, Bolland R, Finnerty G. Needing to Belong: First Practice Placement Experiences of Children's Nursing Students. Compr Child Adolesc Nurs 2017; 42:24-39. [PMID: 29058475 DOI: 10.1080/24694193.2017.1372530] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This study examines first year children's nursing students' anxieties before their first practice placement and their support needs during that time. Strategies to address needs are highlighted. A questionnaire was completed by children's nursing students (n = 21) before their initial practice placement to establish their expectations and concerns. A subgroup (n = 5) took part in a focus group following placement to establish consensus around the support that helped and what could help future students prepare for first placement. The resultant data indicated the importance of students having a sense of belonging to their practice placement, trusting website information, induction days, and the involvement of a more senior student in their preparation, in addition to facilitative mentors. Using similar methodology to that used with students, a subgroup of professional staff took part in two focus groups (FG1 n = 5, FG2 n = 4) to establish consensus around support initiatives using areas identified by students as priorities that could better facilitate this initial practice placement. Although commonalities existed within both students and professionals, some differences were highlighted. A student's first practice placement is of utmost importance in affirming their choice to study nursing. Academic and clinical staff play a crucial part in this decision-making.
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Affiliation(s)
- Mary Brady
- a Faculty of Health, Social Care, and Education , Kingston University and St. George's University , London , United Kingdom
| | - Jayne Price
- a Faculty of Health, Social Care, and Education , Kingston University and St. George's University , London , United Kingdom
| | - Rachael Bolland
- b Paediatric Department , St. George's University Hospitals NHS Foundation Trust , London , United Kingdom
| | - Gina Finnerty
- c School of Health Sciences , City University , London , United Kingdom
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Thomson R, Docherty A, Duffy R. Nursing students' experiences of mentorship in their final placement. ACTA ACUST UNITED AC 2017; 26:514-521. [DOI: 10.12968/bjon.2017.26.9.514] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Robert Thomson
- Lecturer, Nursing and Health Care, School of Medicine, Dentistry and Nursing, University of Glasgow, Robert
| | - Angie Docherty
- Campus Associate Dean and Assistant Professor, Oregon Health and Science University School of Nursing, Monmouth, Oregon, USA
| | - Raymond Duffy
- Nurse Lecturer (Older Adult Health and Wellbeing), University of the West of Scotland (Hamilton Campus)
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Borrott N, Day GE, Sedgwick M, Levett-Jones T. Nursing students' belongingness and workplace satisfaction: Quantitative findings of a mixed methods study. NURSE EDUCATION TODAY 2016; 45:29-34. [PMID: 27429400 DOI: 10.1016/j.nedt.2016.06.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2016] [Revised: 05/26/2016] [Accepted: 06/07/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND The relationship between nursing students' belongingness and workplace satisfaction has received limited attention in the literature to date. AIM The aim of this study was to explore the relationship between, and factors that may influence final semester nursing students' need to belong, sense of belonging and workplace satisfaction while on clinical placements. METHODS A cross-national longitudinal multiphase explanatory sequential mixed methods study underpinned by a pragmatic theoretical framework was used for this study. A convenience sample of third-year nursing students from two Australian and one Canadian university (n=468) were recruited. Participants were asked to complete a 62 item survey which was a composite of three previously validated surveys: the 10 item 'Need to Belong Scale', the 34 item 'Belongingness Scale: Clinical Placement Experience (BES:CPE)' and the 18 item 'Nursing Workplace Satisfaction Questionnaire'. Data were analysed using descriptive and inferential statistics. RESULTS Key results indicated that participants wanted to have someone to turn to, and to be accepted; they found nursing work interesting and considered it worthwhile to make an effort in this meaningful job. Participants were usually comfortable to ask for and accept help but many felt discriminated against during clinical placements. Only belongingness was strongly correlated with workplace satisfaction. CONCLUSIONS Irrespective of site, nursing students' satisfied sense of belonging influenced their workplace satisfaction while on clinical placements. Workplace satisfaction is a key determinant of career decisions and the results from this study have the potential to inform clinical placement practices and policies and to influence beginning nurses' decisions to continue in the profession.
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Affiliation(s)
- Narelle Borrott
- School of Medicine, Griffith University, Southport, 4215, Australia.
| | - Gary E Day
- School of Medicine, Griffith University, Southport 4215, Australia.
| | - Monique Sedgwick
- Faculty of Health Sciences, University of Lethbridge, Alberta, Canada.
| | - Tracy Levett-Jones
- School of Nursing and Midwifery, University of Newcastle, Callaghan, 2308, Australia.
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van Iersel M, Latour CH, de Vos R, Kirschner PA, Scholte op Reimer WJ. Nursing students’ perceptions of community care and other areas of nursing practice – A review of the literature. Int J Nurs Stud 2016; 61:1-19. [DOI: 10.1016/j.ijnurstu.2016.05.011] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 05/16/2016] [Accepted: 05/17/2016] [Indexed: 10/21/2022]
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Ríos-Risquez MI, García-Izquierdo M, Sabuco-Tebar EDLA, Carrillo-Garcia C, Martinez-Roche ME. An exploratory study of the relationship between resilience, academic burnout and psychological health in nursing students. Contemp Nurse 2016; 52:430-439. [PMID: 27436758 DOI: 10.1080/10376178.2016.1213648] [Citation(s) in RCA: 38] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Abstract
OBJECTIVES The purpose of this study was to examine the relationship between resilience, academic burnout and psychological health in a sample of nursing students. METHOD/DESIGN A descriptive and cross-sectional design was applied, with questionnaires as tools. PARTICIPANTS The convenience sample consisted of 113 nursing students in their final academic year, who voluntarily participated in the study. RESULTS The results indicated a statistically significant relationship between resilience and both emotional exhaustion (r = -.55; p < .01) and psychological health (r = -.62; p < .01), as well as between all three dimensions of burnout and psychological health. Hierarchical multiple regression analysis indicated that high scores for resilience and low scores for emotional exhaustion predict better perceived psychological health [F(2.96) = 17.75; p < .001]. CONCLUSIONS Resilience was associated with lower levels of psychological discomfort and academic burnout. These findings highlight the importance of developing resilience and integrating it as an element in the nursing educational programme.
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Affiliation(s)
- Mª Isabel Ríos-Risquez
- a General Universitary Hospital Morales Meseguer , Marqués de los Vélez s / n. 30008, Murcia , Spain.,b Department of Nursing , School of Nursing, University of Murcia , Espinardo University Campus, Espinardo 30100, Murcia , Spain
| | - Mariano García-Izquierdo
- c Department of Psychiatry and Psychology, Faculty of Social Psychology , University of Murcia , Espinardo University Campus, Espinardo 30100, Murcia , Spain
| | | | - Cesar Carrillo-Garcia
- d General Universitary Hospital Morales Meseguer, Specialized Health Training, General Management of Human Resources , C/Pinares, Murcia , Spain
| | - Maria Emilia Martinez-Roche
- b Department of Nursing , School of Nursing, University of Murcia , Espinardo University Campus, Espinardo 30100, Murcia , Spain
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Dehghani A, Salsali M, Cheraghi MA. Professionalism in Iranian Nursing: Concept Analysis. Int J Nurs Knowl 2015; 27:111-8. [DOI: 10.1111/2047-3095.12082] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Ali Dehghani
- School of Nursing and Midwifery; Tehran University of Medical Sciences; Tehran Iran
| | - Mahvash Salsali
- School of Nursing and Midwifery; Tehran University of Medical Sciences; Tehran Iran
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Phillips J. Helping community-based students on a final consolidation placement make the transition to registered practice. Br J Community Nurs 2014; 19:352-356. [PMID: 25039345 DOI: 10.12968/bjcn.2014.19.7.352] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
The pressure of role transition on new nurse registrants has affected recruitment and retention, which, along with an ageing workforce, has resulted in a global shortage of nurses that is now reaching crisis point. This article examines and discusses what can be done to attract and prepare the future workforce in the community, focusing on helping students to make the transition to registered practice that begins during their final consolidation of practice placement. There is currently limited evidence on the effectiveness of how community placement teams prepare finalist students for registered practice and this could be seen as an opportunity lost given the urgent need to recruit more registered nurses to work in primary care. Recommendations for enhancing this crucial stage of the student journey are made, and a case for the need to know more from students about how they experience their final practice placement when allocated to a community setting is presented.
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Jonsén E, Melender HL, Hilli Y. Finnish and Swedish nursing students' experiences of their first clinical practice placement--a qualitative study. NURSE EDUCATION TODAY 2013; 33:297-302. [PMID: 22795745 DOI: 10.1016/j.nedt.2012.06.012] [Citation(s) in RCA: 68] [Impact Index Per Article: 6.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2012] [Revised: 05/24/2012] [Accepted: 06/12/2012] [Indexed: 05/23/2023]
Abstract
BACKGROUND Nursing is a practice-based discipline. Clinical practice settings are important in preparing undergraduate nursing students for the role of registered nurse. AIM The aim of this Nordic qualitative study is to illuminate first year undergraduate nursing students' experiences of clinical practice during their first clinical placement, with a focus on preception, reflection, and the link between theory and practice. METHOD Data were collected by focus group interviews with 22 nursing students, and analyzed with qualitative content analysis. FINDINGS Positive experiences included stimulating and visible preceptors, a permissive atmosphere, and reflection as a matter of course. Negative experiences were related to feelings of abandonment and powerlessness when preceptors were invisible and the atmosphere at the ward was non-permissive. The implementation of research-based knowledge was insufficient. CONCLUSIONS A permissive atmosphere and visible preceptors are crucial if learning is to be maximized. Consequently, it is important to set aside time for preceptors to be more visible and to make the atmosphere at the clinical placement more permissive. The student must have the opportunity to combine scientific knowledge with evidence-based knowledge in order to develop nursing actions.
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Tseng HC, Wang HH, Weng WC. Nursing students' perceptions toward the nursing profession from clinical practicum in a baccalaureate nursing program-a qualitative study. Kaohsiung J Med Sci 2012; 29:161-8. [PMID: 23465420 DOI: 10.1016/j.kjms.2012.08.027] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2012] [Accepted: 04/23/2012] [Indexed: 10/27/2022] Open
Abstract
The purpose of this study was to explore senior nursing students' perceptions toward the nursing profession and their experiences in clinical practicum in Taiwan. This study used semistructured interview guides and unstructured face-to-face dialogue with the participants based on a qualitative method. A purposive sample with a snowball method from a baccalaureate nursing program in Southern Taiwan was used to recruit participants. A total of 30 senior nursing students participated in this study. Data were collected from February to May 2011. The interviews were transcribed verbatim, and data were analyzed based on the phenomenological approach of qualitative methodology. Data were categorized into three major themes: in-depth recognition of nursing, recognition of the meaning and value of life, and decision conflicts for being a nurse. The findings of the study not only help nursing educators further understand the educational effects of clinical practicum, but also provide information for managers of medical organizations to recruit and train newly graduated nurses.
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Affiliation(s)
- Hui-Chen Tseng
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan
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Andersson PL, Edberg AK. Swedish nursing students' experience of aspects important for their learning process and their ability to handle the complexity of the nursing degree program. NURSE EDUCATION TODAY 2012; 32:453-457. [PMID: 21652124 DOI: 10.1016/j.nedt.2011.05.011] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/29/2010] [Revised: 04/30/2011] [Accepted: 05/07/2011] [Indexed: 05/30/2023]
Abstract
The aim of the study was to explore nursing students' experiences of aspects important for their learning process and their ability to handle the complexity of the nursing degree program. The study was longitudinal and qualitative based on interviews with nursing students, six women and two men aged 20-36, during their three years of education. In all, seven patterns were found embracing aspects of importance for the students' learning: Having a clear goal, being able to re-evaluate one's ideas, being acknowledged, when the abstract becomes tangible, using one's own experiences as a tool for learning, hovering between closeness and distance regarding one's future profession and handling theory and practice in relation to one another. The results show the importance of providing clinical courses, strongly connected to the theoretical parts of the program and to use reflection and experience-based learning in the nursing program.
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Murphy F, Rosser M, Bevan R, Warner G, Jordan S. Nursing students’ experiences and preferences regarding hospital and community placements. Nurse Educ Pract 2012; 12:170-5. [DOI: 10.1016/j.nepr.2011.12.007] [Citation(s) in RCA: 28] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2011] [Revised: 10/31/2011] [Accepted: 12/23/2011] [Indexed: 10/14/2022]
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Chesser-Smyth PA, Long T. Understanding the influences on self-confidence among first-year undergraduate nursing students in Ireland. J Adv Nurs 2012; 69:145-57. [DOI: 10.1111/j.1365-2648.2012.06001.x] [Citation(s) in RCA: 43] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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