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Jiménez-Rodríguez D, Molero Jurado MDM, Pérez-Fuentes MDC, Arrogante O, Oropesa-Ruiz NF, Gázquez-Linares JJ. The Effects of a Non-Technical Skills Training Program on Emotional Intelligence and Resilience in Undergraduate Nursing Students. Healthcare (Basel) 2022; 10:healthcare10050866. [PMID: 35628003 PMCID: PMC9141638 DOI: 10.3390/healthcare10050866] [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: 04/22/2022] [Revised: 05/01/2022] [Accepted: 05/05/2022] [Indexed: 11/16/2022] Open
Abstract
There is a growing body of research on emotional intelligence and resilience in nursing students. However, there is little evidence of the development of these variables in intervention programs. This study aims to analyze the effects of a non-technical skills training program in emotional intelligence and resilience. Sixty students in the second year of Nursing Education from a Spanish public university completed this psychoeducational course. The pre-experimental design was longitudinal with pre- and post-intervention evaluation. The course consisted of 12 sessions of classroom education, three small-group workshops and a set of individual activities. Results in the emotional intelligence dimensions showed that Clarity (t = 3.10, p = 0.003) and Repair (t = 3.59, p < 0.001) increased significantly after participation in the program. Furthermore, the participants had a higher Resilience index when they had completed the program, with a statistically significant difference from the pre-course mean (t = 2.83, p = 0.006). This non-technical skills training program was an effective method of improving emotional intelligence and resilience in nursing students. Therefore, its use is recommended as a psychoeducational strategy for training undergraduate nursing students, as it improves their personal and professional competencies, resulting in higher-quality care.
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Affiliation(s)
- Diana Jiménez-Rodríguez
- Department of Nursing, Physiotherapy and Medicine, University of Almeria, 04120 Almería, Spain
- Correspondence:
| | - María del Mar Molero Jurado
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - María del Carmen Pérez-Fuentes
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
| | - Oscar Arrogante
- Red Cross University College of Nursing, Spanish Red Cross, Autonomous University of Madrid, 28003 Madrid, Spain;
| | - Nieves Fátima Oropesa-Ruiz
- Department of Psychology, Faculty of Psychology, University of Almeria, 04120 Almería, Spain; (M.d.M.M.J.); (M.d.C.P.-F.); (N.F.O.-R.)
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Capponi N, Brown C. Non-academic admission criterion of certified nursing assistant status for undergraduate nursing programs: A comparative case study. J Prof Nurs 2021; 37:1027-1035. [PMID: 34887019 DOI: 10.1016/j.profnurs.2021.07.021] [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: 11/30/2020] [Indexed: 11/18/2022]
Abstract
BACKGROUND The number of nursing program graduates does not meet the current demand for nurses. Program faculty relies on the predictive power of admission criteria to admit students who will be successful. Non-academic admission criteria, such as Certified Nursing Assistant (CNA) status, should be considered to complement academic criteria. PURPOSE This study aimed to explore nursing students' perceptions and clinical faculty of the non-academic prerequisite of CNA status as an admission criterion. First-year students' preparedness for the clinical setting, self-confidence, and anxiety in clinical decision making (CDM) was considered. METHOD A multi-methods comparative case study design was utilized. The setting was two undergraduate baccalaureate nursing programs. Nine faculty and 54 students participated in the study. The researcher collected data through interviews with the participants, observations, document analysis, field notes, and self-report on the Nursing Anxiety and Self-Confidence with Clinical Decision Making (NASC-CDM) scale. RESULTS Three themes emerged from the interview data: (a) student preparedness, (b) student learning, and (c) student program success. No statistically significant differences in student anxiety or self-confidence were found in the NASC-CDM scale. CONCLUSION The investigation of CNA status could be an essential aspect of the undergraduate nursing program admission process.
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Affiliation(s)
- Nancy Capponi
- University of West Georgia, United States of America.
| | - Cynthia Brown
- University of West Georgia, United States of America
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Blanchard C, Kravets V, Schenker M, Moore T. Emotional intelligence, burnout, and professional fulfillment in clinical year medical students. MEDICAL TEACHER 2021; 43:1063-1069. [PMID: 33929929 DOI: 10.1080/0142159x.2021.1915468] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been associated with decreased burnout in surgical residents but has not been extensively studied in medical students. We hypothesized that higher EI would lead to decreased levels of burnout among medical students at a US medical school. METHODS The authors administered three separate EI measures and compiled an EI score by adding the normalized score on each test. These measures were the DRS-15, the Grit Scale, and the Reading the Mind Between the Eyes Quiz. The Professional Fulfillment Index (PFI) was used to determine levels of burnout experienced two weeks before survey completion. RESULTS The population included 68 medical students. PFI and EI scores were positively correlated (R = 0.55, p < .001). The separate EI measures indicated that both Grit (R = 0.43, p < .001) and DRS-15 (R = 0.56, p < .001) were correlated with PFI. The Eyes Quiz did not show a significant correlation with PFI (p = .2). CONCLUSIONS The results confirmed our hypothesis that EI would be correlated with decreased levels of burnout among this group of students. Some areas of potential future study include whether these same results hold true at other medical schools and if improving EI has a benefit of decreasing burnout.
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Affiliation(s)
| | - Victoria Kravets
- Department of Orthopedics, Emory University School of Medicine, Atlanta, GA, USA
| | - Mara Schenker
- Department of Orthopedics, Emory University School of Medicine, Atlanta, GA, USA
| | - Thomas Moore
- Department of Orthopedics, Emory University School of Medicine, Atlanta, GA, USA
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Mazzella-Ebstein AM, Tan KS, Panageas KS, Arnetz JE, Barton-Burke M. The Emotional Intelligence, Occupational Stress, and Coping Characteristics by Years of Nursing Experiences of Newly Hired Oncology Nurses. Asia Pac J Oncol Nurs 2021; 8:352-359. [PMID: 34159227 PMCID: PMC8186394 DOI: 10.4103/apjon.apjon-2117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 04/01/2021] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVE The objective of the study was to compare and analyze the emotional intelligence, occupational stress, and coping characteristics of three groups of newly hired oncology nurses. METHODS Data for this secondary analysis were collected from a larger study of 114 newly hired nurses at a cancer center in the Northeastern United States. Survey data were collected using the EQi-2.0™, the Nursing Stress Scale, and the Ways of Coping Questionnaire. Dimensions of study measures were analyzed based on new graduates, 1-5 years, and >5 years of nursing experience. Analysis of variance was conducted among the three groups followed by Tukey pairwise comparisons analysis when P = 0.05. RESULTS New graduates scored significantly lower on the self-expression dimension (mean = 96.88; standard deviation [SD] = 13.27) than nurses with >5 years nursing experience (mean = 106.12; SD 15.02) (P = 0.04), and the subdimension, assertiveness (mean = 94.73; SD = 13.87) compared to nurses with >5-year nursing experience (mean = 103.94; SD = 14.86) (P = 0.03). Significantly higher sources of stress for new graduates were death and dying (mean = 16.45; SD = 3.37), and for the associations between the three nursing groups (P = 0.001). New graduate nurses used the problem-focused coping strategy of accepting responsibility (mean = 14.06; SD = 7.28) significantly (P = 0.006) more often than nurses with >5-year experience (mean = 8.54; SD = 4.25), and planful problem solving (mean = 16.76; SD = 5.27) significantly less often (P =.001) than nurses with 1-5-year experiences (mean = 20.12; SD = 7.31). CONCLUSIONS Dimension scores highlight the characteristics of nurses with varying levels of nursing experience onboarding at the same time. Findings may inform model-development for improving nurse-recruitment practices and retention strategies.
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Affiliation(s)
| | - Kay See Tan
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Katherine S. Panageas
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Judith E. Arnetz
- Department of Family Medicine, Michigan State University, Grand Rapids, MI, USA
| | - Margaret Barton-Burke
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
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Crawford C, Black P, Melby V, Fitzpatrick B. An exploration of the predictive validity of selection criteria on progress outcomes for pre-registration nursing programmes-A systematic review. J Clin Nurs 2021; 30:2489-2513. [PMID: 33655545 DOI: 10.1111/jocn.15730] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 02/05/2021] [Accepted: 02/12/2021] [Indexed: 11/30/2022]
Abstract
AIM To identify the selection methods currently being used for pre-registration nursing programmes and to assess the predictive power that these methods have on students' success. BACKGROUND Research into selection methods in nursing education is beginning to emerge, yet it is unclear which methods are most predictive of students' success. DESIGN A systematic review of the literature. METHODS A systematic search of ten electronic databases: CINAHL, MEDLINE Ovid, EMBASE, PROQUEST Health and Medical, PROQUEST Education, COCHRANE Library, Web of Science, ASSIA, SCOPUS and PROSPERO was conducted. The results were expanded by the handsearching of journals, reference lists and grey literature. The PRISMA statement guided the review. Studies published in English between January 2008-March 2020 were eligible for inclusion, and quality assessment was undertaken using the CASP Checklist for Cohort Studies. RESULTS Twenty-five studies met the criteria for inclusion. A range of selection methods was identified including prior academic achievement, admissions tests, interviews, emotional intelligence tests, personal statements and previous healthcare experience. Prior academic achievement and admissions tests appear to be the selection methods most predictive of student success. The evidence surrounding other selection methods such as interviews and personal statements is less conclusive. CONCLUSION Selecting individuals with the appropriate knowledge, interpersonal skills and personal qualities needed to complete an undergraduate nursing programme is an important part of the role of nurse educators. This review shows that a wide variety of selection methods are used across different institutions, some of which are more effective than others in predicting student outcomes. RELEVANCE TO CLINICAL PRACTICE Further research is required to justify the continued use of some commonly used selection methods for undergraduate nursing programmes. Selection models that combine various types of selection criteria with predictive power appear to increase the probability of selecting students that will have successful outcomes.
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Affiliation(s)
- Caroline Crawford
- Faculty of Life and Health Sciences, School of Nursing, University of Ulster, Derry, UK
| | | | - Vidar Melby
- School of Nursing, University of Ulster, Derry, UK
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Zamanzadeh V, Ghahramanian A, Valizadeh L, Bagheriyeh F, Lynagh M. A scoping review of admission criteria and selection methods in nursing education. BMC Nurs 2020; 19:121. [PMID: 33317532 PMCID: PMC7734761 DOI: 10.1186/s12912-020-00510-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/26/2020] [Accepted: 11/29/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Nursing education institutions are required to select and train applicants who have appropriate characteristics for delivering effective healthcare. Unlike other healthcare professions and despite the need to attract and select a competent workforce, there has been no comprehensive analysis of the selection criteria and methods used to recruit nursing students. As there is relatively limited prior research available, we conducted a scoping review to explore and synthesise the existing evidence regarding admission criteria and selection methods of nursing students and for the purpose of identifying an agenda for future research in this field. METHODS Our scoping review follows the Arksey and O'Malley five-step proposition including identifying the research question and relevant studies, study selection, tabulation of data, and summarizing and reporting the results. Seven databases (PubMed, CINAHL, Scopus, ERIC, SID, Irandoc and PsycINFO) were searched systematically using relevant keywords. Articles on admission of undergraduate nursing students published in both English and/or Persian from 2006 to 2019 were retrieved. RESULTS Existing research evidence suggests that nursing students are largely selected on the basis of two criteria - "cognitive-academic abilities" and "non-cognitive abilities." Cognitive-academic abilities were assessed in four main dimensions of mathematics, language, natural sciences and reasoning skills mainly through standardized tests and academic records. Our review shows a wide range of non-cognitive characteristics are evaluated in nursing applicants including: morality, interpersonal communication skills and psychological strength. The selection method most commonly used to assess characteristics was through interviews (panel interviews or multiple mini interviews). Other methods included references, personal statements and personality assessment tools. CONCLUSIONS This is the first scoping review of literature regarding nursing education selection and recruitment. Results can be used to inform nursing education policymakers and institutions in the design of their selection practices. Future research should concentrate on the evaluation and improvement methods of student selection including content and predictive validity analysis of multiple mini interview and standardized tests, development of cost-effective selection methods and job analysis studies to identify specific non-cognitive characteristics for nursing.
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Affiliation(s)
- Vahid Zamanzadeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Akram Ghahramanian
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Leila Valizadeh
- Department of Pediatric Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Farzaneh Bagheriyeh
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Marita Lynagh
- School of Medicine & Public Health, University of Newcastle, Hunter Medical Research Institute (HMRI), Newcastle, Australia
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Capponi N, Mason Barber LA. Undergraduate nursing program admission criteria: A scoping review of the literature. NURSE EDUCATION TODAY 2020; 92:104519. [PMID: 32652316 DOI: 10.1016/j.nedt.2020.104519] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Revised: 04/16/2020] [Accepted: 06/24/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVE To provide a broad overview of literature related to undergraduate nursing program admission criteria used by faculty and administrators in the United States to predict student program success. DESIGN A scoping review of literature. REVIEW METHODS Review was guided by the framework for a scoping review suggested by Arksey and O'Malley (2007). DATA SOURCES Cinahl; ERIC; Google Scholar; ARHQ; Medline; ProQuest; Sigma Literature Search. RESULTS Thirty-five relevant articles were selected for full review, including 25 published research studies and 10 doctoral theses. Three themes emerged in the charted literature representing criteria used to predict student program success: academic program admission criteria, nonacademic program admission criteria, and admission criteria formulas or scoring systems. The traditional academic criterion of cumulative pre-nursing GPA was the criterion most commonly cited as being used to predict student success in a nursing program. No one criteria or combination of criteria emerged as most predictive of student program success. CONCLUSION Significant gaps in the literature exist regarding standards or benchmarks for determining program admission criteria, including nonacademic criteria such as CNA status or previous healthcare experience, that adequately predict student success in an undergraduate nursing program.
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Affiliation(s)
- Nancy Capponi
- Tanner Health System School of Nursing, University of West Georgia, United States of America.
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Gartrell K, Kent V, Rock M, Williams-Cooper K, Curran MS, Durry A, Necker B, Armstrong L, Mark H. Preadmission predictors for first semester course success in a baccalaureate nursing program. J Prof Nurs 2020; 36:322-329. [DOI: 10.1016/j.profnurs.2020.01.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2019] [Revised: 01/15/2020] [Accepted: 01/31/2020] [Indexed: 11/25/2022]
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Cassano F, Tamburrano A, Mellucci C, Galletti C, Damiani G, Laurenti P. Evaluation of Emotional Intelligence among Master's Degree Students in Nursing and Midwifery: A Cross-Sectional Survey. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17176347. [PMID: 32878197 PMCID: PMC7504047 DOI: 10.3390/ijerph17176347] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/15/2020] [Revised: 08/06/2020] [Accepted: 08/27/2020] [Indexed: 12/03/2022]
Abstract
Emotional intelligence is an important skill for nurses and midwives and leads them to cleverly work in various fields and contexts, successfully handling colleagues, patients and their families. The aim of this cross-sectional study is to evaluate the relationship between emotional intelligence, sociodemographic and academic variables in current and former master’s degree students in nursing and midwifery, through the administration of a questionnaire to 71 subjects. Emotional intelligence is significantly related to gender. Females showed higher scores (0.2 points higher than men) for emotional intelligence factors, highlighting an excellent ability to “evaluate and express emotions in relation to others”. Moreover, significant differences in academic performances are shown: both females and midwives demonstrated higher academic performance (a mean degree mark 3.8 points higher than men and a mean degree mark 2.6 point than nurses, respectively). High levels of emotional intelligence in individuals who carried out training activities in the organization area are also evident: These subjects have an ability regarding the “regulation of emotion in the others”, which is significantly higher (p = 0.01) than those interested in other master’s degree areas. Emotional intelligence (EI) is strongly linked to the individual’s characteristics and their personalities and differs from technical and professional skills. EI is also an excellent predictor of professional success.
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Affiliation(s)
- Fabiana Cassano
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
| | - Andrea Tamburrano
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Correspondence: ; Tel.: +39-329-065-9841
| | - Claudia Mellucci
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
| | - Caterina Galletti
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
| | - Gianfranco Damiani
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
| | - Patrizia Laurenti
- Section of Hygiene, Woman and Child Health and Public Health, Università Cattolica del Sacro Cuore, 00168 Roma, Italy; (F.C.); (C.M.); (C.G.); (G.D.); (P.L.)
- Woman and Child Health and Public Health, Fondazione Policlinico Universitario A. Gemelli IRCCS, 00168 Roma, Italy
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Benington MR, Hussey LC, Long JM. Emotional Intelligence and Successful Completion of Nursing Courses in Associate Degree Nursing Students. TEACHING AND LEARNING IN NURSING 2020. [DOI: 10.1016/j.teln.2020.03.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Emotional Intelligence and Critical Thinking in Nursing Students: Integrative Review of Literature. Nurse Educ 2020; 45:E62-E65. [PMID: 32091477 DOI: 10.1097/nne.0000000000000801] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and critical thinking (CT) are positive attributes for nursing students throughout their nursing education and in future professional practice. PURPOSE The purpose was to review the literature investigating both EI and CT in prelicensure nursing students. METHODS A systematic literature search of original research articles published between 2003 and 2018 was conducted using electronic databases. Emerging themes were identified using integrative review methodological strategies. RESULTS Three themes emerged: (1) EI and CT are interdependent; (2) EI and CT are critical for success in nursing education; and (3) nursing education should enhance EI and CT. Findings are mixed regarding the usefulness of screening applicants for EI prior to admission. CONCLUSIONS Developing EI and CT skills in nursing students deserves thoughtful consideration. Further research is warranted regarding integrating strategies to enhance EI and CT skills as well as adopting EI as an adjunct admissions criterion for entrance into a prelicensure program.
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Hamshire C, Jack K, Forsyth R, Langan AM, Harris WE. The wicked problem of healthcare student attrition. Nurs Inq 2019; 26:e12294. [PMID: 31056831 PMCID: PMC9286456 DOI: 10.1111/nin.12294] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Revised: 03/01/2019] [Accepted: 03/03/2019] [Indexed: 12/13/2022]
Abstract
The early withdrawal of students from healthcare education programmes, particularly nursing, is an international concern and, despite considerable investment, retention rates have remained stagnant. Here, a regional study of healthcare student retention is used as an example to frame the challenge of student attrition using a concept from policy development, wicked problem theory. This approach allows the consideration of student attrition as a complex problem derived from the interactions of many interrelated factors, avoiding the pitfalls of small‐scale interventions and over‐simplistic assumptions of cause and effect. A conceptual framework is proposed to provide an approach to developing actions to reduce recurrent investment in interventions that have previously proved ineffective at large scale. We discuss how improvements could be achieved through integrated stakeholder involvement and acceptance of the wicked nature of attrition as a complex and ongoing problem.
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Affiliation(s)
- Claire Hamshire
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Kirsten Jack
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, Manchester, UK
| | - Rachel Forsyth
- Centre for Excellence in Learning and Teaching, Manchester Metropolitan University, Manchester, UK
| | - A Mark Langan
- Faculty of Science and Engineering, Manchester Metropolitan University, Manchester, UK
| | - W Edwin Harris
- Faculty of Science and Engineering, Manchester Metropolitan University, Manchester, UK
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Palombaro KM, Black JD, Dole RL, Jones SA, Stewart AR. Civic-Mindedness Sustains Empathy in a Cohort of Physical Therapy Students: A Pilot Cohort Study. J Patient Exp 2019; 7:185-192. [PMID: 32851139 PMCID: PMC7427372 DOI: 10.1177/2374373519837246] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Background: Empathy is critical to patient-centered care and thus is a valued trait in graduate health-care students. The relationship between empathy and civic-mindedness in health professions has not previously been explored. Objectives: (a) To determine whether significant differences occurred on the Jefferson Scale for Empathy–Health Professions Student Version (JSE-HPS) and Civic-Minded Professional scale (CMP) and its subscales across the curriculum, (b) to explore a potential relationship between civic-mindedness and empathy in a cohort of graduate physical therapy (PT) students at regular intervals, and (c) to explore the predictive ability of civic-mindedness on empathy scores. Methods: This study was a convenience sample of a cohort of 48 PT students who completed both the JSE-HPS and the CMP at 4 points of a service-learning intensive curriculum. Statistical analysis included descriptive statistics, a Friedman’s analysis of variance with Wilcoxon signed-ranks post hoc testing, and Spearman correlations with stepwise linear regressions. Results: Statistically significant differences were not found for the JSE-HPS. Civic-Minded Professional scores increased across the curriculum. The JSE-HPS, the CMP, and various CMP subscales were significantly correlated. The JSE-HPS pretest scores were predictive of the year 1 and 2 posttest JSE-HPS scores. Conclusion: This study’s findings indicate that service-learning and the resulting development of civic-mindedness supports empathy. Programs could use JSE-HPS pretests to identify individual graduate students need for empathy mentorship upon program entrance or as one admission criterion.
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Affiliation(s)
- Kerstin M Palombaro
- Institute for Physical Therapy Education, Widener University, One University Place, Chester, PA, USA
| | - Jill D Black
- Institute for Physical Therapy Education, Widener University, One University Place, Chester, PA, USA
| | - Robin L Dole
- School of Human Service Professions, Widener University, Chester, PA, USA
| | - Sidney A Jones
- Institute for Physical Therapy Education, Widener University, One University Place, Chester, PA, USA
| | - Alexander R Stewart
- Institute for Physical Therapy Education, Widener University, One University Place, Chester, PA, USA
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Haavisto E, Hupli M, Hahtela N, Heikkilä A, Huovila P, Moisio EL, Yli-Koivisto L, Talman K. Structure and Content of a New Entrance Exam to Select Undergraduate Nursing Students. Int J Nurs Educ Scholarsh 2019; 16:ijnes-2018-0008. [DOI: 10.1515/ijnes-2018-0008] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2018] [Accepted: 01/27/2019] [Indexed: 11/15/2022]
Abstract
Abstract
Aim The aim of this study was to develop an evidence-based structure and content for the new nursing entrance examination. Background The purpose of the student selection process is to ensure that those admitted have the required aptitude, motivation and potential to successfully complete studies. Methods The literature reviews were collected using systematic searches in five electronic databases on the assessment of learning skills, social skills/ emotional intelligence and certainty of career choice of nursing applicants. Three focus group interviews (n = 26) were conducted. Data were analysed inductively. The structure and content of the entrance examination was formed by two data sets synthesis. Findings Nursing student selection should involve the assessment of five categories in learning skills, three in social skills and four categories in certainty of career choice. Conclusion Comprehensive assessment can ensure that those admitted are suitable for the profession and have the capability to succeed in their studies.
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Affiliation(s)
- Elina Haavisto
- Department of Nursing Science , University of Turku , Turku , Satakunta Central Hospital, Pori , Finland
| | - Maija Hupli
- Department of Nursing Science , University of Turku , Turku , Finland
| | | | - Asta Heikkilä
- School of Health Care and Social Work , Seinäjoki University of Applied Sciences , Seinäjoki , Finland
| | - Pirjo Huovila
- Faculty of Health Care and Social Service , Saimaan ammattikorkeakoulu , Lappeenranta , Finland
| | - Eeva-Liisa Moisio
- Faculty of Health and Welfare , Satakunta University of Applied Sciences , Pori , Finland
| | - Lea Yli-Koivisto
- Faculty of Health and Welfare , Tampere University of Applied Sciences , Tampere , Finland
| | - Kirsi Talman
- Department of Nursing Science , University of Turku , Turku , Finland
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Jeffrey P, Harris R, Sherman J. Quality improvement: A practical nursing program's admission test. NURSE EDUCATION TODAY 2019; 73:65-70. [PMID: 30522047 DOI: 10.1016/j.nedt.2018.11.016] [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: 06/28/2018] [Revised: 10/22/2018] [Accepted: 11/20/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Academic institutions are under pressure to maintain a nearly flawless retention rate, while graduating successful students. The use of standardized admission tests to provide data driven decisions regarding applicant selection is common. The varying reliability and validity of current standardized tests inspired a large Canadian academic institution to use a faculty developed admission test for admission to its practical nursing (PN) program. METHODS The target population for this project was a purposive, convenience sample of graduated PN students from a large publically funded polytechnic institution in southern Ontario, Canada, who had completed the Canadian Practical Nurse Registration Examination (CPNRE) within 2014-2016 (n = 293). Data was obtained retrospectively, and included program entry grade-point average (GPA) and CPNRE result, as well as chemistry, English, biology, and math admission test scores. RESULTS The predictors of chemistry, English, math admission test scores, and program entry GPA did not have an effect beyond the effects of the model's predictors. In this model, the R2 suggests that 9% of the variance can be explained, and 91% not explained. In consideration of all independent variables, findings indicate that mean biology admission test scores (M =74.96) are a predictor of student CPNRE success. Additionally, students who pass the CPNRE have a higher program GPA. CONCLUSIONS Academic factors including program entry GPA, English, math, biology and chemistry admission scores are a fragment of the characteristics to be considered when determining the predictability of success in PN students. Therefore, it is imperative that program admission processes identify and measure nonacademic program entry criteria, as academic criterion have limited predictability. Furthermore, in isolation, academic admission criteria could be used to identify at-risk-students for appropriate remediation/counselling or as a placement test.
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Affiliation(s)
- Paul Jeffrey
- Nursing, Humber Institute of Technology and Advanced Learning, 205 Humber College Blvd, Etobicoke, ON M9W 5L7, Canada.
| | - Robin Harris
- University of Missouri, 430 Sinclair School of Nursing, University of Missouri, Columbia, MO 65211, United States of America.
| | - Jan Sherman
- Department of Child Health, School of Medicine, University of Missouri, 430 Sinclair School of Nursing, University of Missouri, Columbia, MO 65211, United States of America.
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Magnavita N, Chiorri C. Academic stress and active learning of nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2018; 68:128-133. [PMID: 29906771 DOI: 10.1016/j.nedt.2018.06.003] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2018] [Revised: 04/27/2018] [Accepted: 06/01/2018] [Indexed: 05/22/2023]
Abstract
BACKGROUND The active role of nursing students is particularly important in the delivery of health care, since playing an active role at the bedside and the use of active and collaborative engagement of students in the nursing activities has been associated with improved student learning. This is consistent with Karasek's learning hypothesis, but it has never been tested on nursing students. This study aimed at investigating whether nursing students in high control conditions reported lower levels of work impairment than students in the conditions with low control, compared them with a group of healthcare workers (HCWs), and tested the moderating role of social support at work. METHODS 633 nursing students and 160 HCWs completed the Nursing Work Functioning Questionnaire (NWFQ), and the Demand-Control-Support questionnaire (DCS). FINDINGS Results showed that nursing students reported higher levels of work impairment and were less likely to be classified as active (high demand/high control) or low strain (low demand/high control) than HCWs, and that social support at work moderated the association between being in active or low strain condition and work impairment. CONCLUSIONS Programs to enhance the learning of nursing students must not only fight strain and isolation but must also promote active learning, by increasing the control over the job, team work, and support from teachers.
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Affiliation(s)
- Nicola Magnavita
- Occupational Health Unit, Institute of Public Health, Università Cattolica del Sacro Cuore, Roma, Italy.
| | - Carlo Chiorri
- Department of Educational Sciences, University of Genoa, Genoa, Italy
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Štiglic G, Cilar L, Novak Ž, Vrbnjak D, Stenhouse R, Snowden A, Pajnkihar M. Emotional intelligence among nursing students: Findings from a cross-sectional study. NURSE EDUCATION TODAY 2018; 66:33-38. [PMID: 29655019 DOI: 10.1016/j.nedt.2018.03.028] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2017] [Revised: 03/06/2018] [Accepted: 03/28/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Emotional intelligence in nursing is of global interest. International studies identify that emotional intelligence influences nurses' work and relationships with patients. It is associated with compassion and care. Nursing students scored higher on measures of emotional intelligence compared to students of other study programmes. The level of emotional intelligence increases with age and tends to be higher in women. OBJECTIVES This study aims to measure the differences in emotional intelligence between nursing students with previous caring experience and those without; to examine the effects of gender on emotional intelligence scores; and to test whether nursing students score higher than engineering colleagues on emotional intelligence measures. DESIGN A cross-sectional descriptive study design was used. SETTINGS AND PARTICIPANTS The study included 113 nursing and 104 engineering students at the beginning of their first year of study at a university in Slovenia. DATA Emotional intelligence was measured using the Trait Emotional Intelligence Questionnaire (TEIQue) and Schutte Self Report Emotional Intelligence Test (SSEIT). METHODS Shapiro-Wilk's test of normality was used to test the sample distribution, while the differences in mean values were tested using Student t-test of independent samples. RESULTS Emotional intelligence was higher in nursing students (n = 113) than engineering students (n = 104) in both measures [TEIQue t = 3.972; p < 0.001; SSEIT t = 8.288; p < 0.001]. Although nursing female students achieved higher emotional intelligence scores than male students on both measures, the difference was not statistically significant [TEIQue t = -0.839; p = 0.403; SSEIT t = -1.159; p = 0.249]. EI scores in nursing students with previous caring experience were not higher compared to students without such experience for any measure [TEIQue t = -1.633; p = 0.105; SSEIT t = -0.595; p = 0.553]. CONCLUSIONS Emotional intelligence was higher in nursing than engineering students, and slightly higher in women than men. It was not associated with previous caring experience.
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Affiliation(s)
- Gregor Štiglic
- Faculty of Health Sciences, University of Maribor, Žitna ulica 15, 2000 Maribor, Slovenia; Faculty of Electrical Engineering and Computer Science, University of Maribor, Koroška cesta 46, 2000 Maribor, Slovenia.
| | - Leona Cilar
- Faculty of Health Sciences, University of Maribor, Žitna ulica 15, 2000 Maribor, Slovenia.
| | - Žiga Novak
- Faculty of Health Sciences, University of Maribor, Žitna ulica 15, 2000 Maribor, Slovenia.
| | - Dominika Vrbnjak
- Faculty of Health Sciences, University of Maribor, Žitna ulica 15, 2000 Maribor, Slovenia.
| | - Rosie Stenhouse
- School of Health in Social Science, University of Edinburgh, Teviot Place, Edinburgh EH8 9AG, UK.
| | - Austyn Snowden
- School of Health and Social Care, Sighthill Campus, Edinburgh Napier University, Sighthill Court, Edinburgh EH11 4BN, UK.
| | - Majda Pajnkihar
- Faculty of Health Sciences, University of Maribor, Žitna ulica 15, 2000 Maribor, Slovenia.
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Kozlowski D, Hutchinson M, Hurley J, Browne G. Increasing nurses' emotional intelligence with a brief intervention. Appl Nurs Res 2018; 41:59-61. [DOI: 10.1016/j.apnr.2018.04.001] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/26/2017] [Revised: 04/03/2018] [Accepted: 04/06/2018] [Indexed: 01/01/2023]
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Gutman SA, Falk-Kessler JP. Reliability and convergent validity of the Emotional Intelligence Admission Essay Scale, revised. Br J Occup Ther 2018. [DOI: 10.1177/0308022618763053] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
Introduction The purpose of this study was to reassess the reliability and convergent validity of the revised Emotional Intelligence Admission Essay Scale, and determine whether the scale could identify students demonstrating professional behavior problems in the classroom and fieldwork environments. Method Thirty-six student participants completed the revised Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale. Interrater reliability, internal consistency, and convergent validity were established. Results Interrater reliability and internal consistency were found to be high (intraclass correlation coefficient = .82, p < .001; Cronbach’s alpha = .96, p < .001, respectively). When participants were separated by age, convergent validity between the Emotional Intelligence Admission Essay Scale and Schutte Assessing Emotions Scale of participants aged ≥ 26 years was high ( rs = .83, p < .002) compared to those ≤ 25 years ( rs = .58, p < .002). Six participants (16.6%) received Emotional Intelligence Admission Essay Scale scores of 0 and were identified as potentially exhibiting professional behavioral problems; three of these students demonstrated professional behavior problems in the academic and/or fieldwork settings. Conclusion The Emotional Intelligence Admission Essay Scale can be used as a screen to identify whether students may exhibit professional behavior problems; however, caution should be used as some identified students may be able to prevent professional behavior problems once aware of program expectations.
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Affiliation(s)
- Sharon A Gutman
- Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
| | - Janet P Falk-Kessler
- Associate Dean, Vice Chair, Professor of Rehabilitation and Regenerative Medicine, Programs in Occupational Therapy, Columbia University Medical Center, USA
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Jack K, Hamshire C, Harris WE, Langan M, Barrett N, Wibberley C. “My mentor didn't speak to me for the first four weeks”: Perceived Unfairness experienced by nursing students in clinical practice settings. J Clin Nurs 2018; 27:929-938. [DOI: 10.1111/jocn.14015] [Citation(s) in RCA: 43] [Impact Index Per Article: 7.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/10/2017] [Indexed: 11/29/2022]
Affiliation(s)
- Kirsten Jack
- Manchester Metropolitan University; Manchester UK
| | | | - W. Edwin Harris
- Division of Biology and Conservation Ecology; School of Science and the Environment; Manchester Metropolitan University; Manchester UK
| | - Mark Langan
- School of Science and the Environment; Manchester Metropolitan University; Manchester UK
| | - Neil Barrett
- Strategic Planning Directorate, University of Salford; Salford UK
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Foster K, Fethney J, McKenzie H, Fisher M, Harkness E, Kozlowski D. Emotional intelligence increases over time: A longitudinal study of Australian pre-registration nursing students. NURSE EDUCATION TODAY 2017; 55:65-70. [PMID: 28528126 DOI: 10.1016/j.nedt.2017.05.008] [Citation(s) in RCA: 29] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2016] [Revised: 03/09/2017] [Accepted: 05/08/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Emotional intelligence (EI) has been associated with positive outcomes for nursing students. Higher EI is associated with personal wellbeing and stress management, higher academic performance, stronger nursing leadership and practice performance, and greater patient safety. While there is an increasing body of evidence on nursing students' EI, there is minimal evidence on EI over time during pre-registration programs. OBJECTIVES To measure EI in pre-registration nursing students from program commencement to conclusion to ascertain EI over time and examine the relationship between EI and academic performance. DESIGN AND SETTING Longitudinal repeated measures study between March 2010-February 2013 at a metropolitan university in Australia. PARTICIPANTS 111 nursing students (74.8% female) contributed data on at least two occasions. Participants were enrolled in a pre-registration Master of Nursing degree. Half the cohort (55.0%) comprised Graduate Entry students who completed the course in two years full time. The other 45% were enrolled in an undergraduate degree in arts, science or health science, combined with the same pre-registration Master of Nursing Degree. These students completed their Combined Degree program in four years full time. Participants had a mean age of 24.7years (SD=7.36). METHODS EI was measured for commencing students (T1) using the Assessing Emotions Scale (AES), then a further three times: end of first year (T2; 9 months follow up); beginning of second year (12 months follow up; T3) and end of the program (T4; 24/36 months follow up). RESULTS Students' EI was found to increase across the program; one subscale of EI (managing others' emotions) was related to higher academic performance; and there was a significant increase in the Utilising Emotions subscale scores over time. CONCLUSIONS Pre-registration nurse education contributes to strengthening students' EI over time. Specific EI education scaffolded throughout programs is recommended in pre-registration curricula.
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Affiliation(s)
- Kim Foster
- Australian Catholic University & Northwestern Mental Health, 1 North, Royal Melbourne Hospital, Grattan St., Parkville, VIC 3050, Australia.
| | - Judith Fethney
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Heather McKenzie
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Murray Fisher
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Emily Harkness
- Sydney Nursing School, University of Sydney, 88 Mallett St., Camperdown, NSW 2006, Australia.
| | - Desirée Kozlowski
- Discipline of Psychology, School of Health and Human Sciences, Southern Cross University, Hogbin Drive, Coffs Harbour, NSW 2450, Australia.
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O'Brien B, Graham MM, O'Sullivan D. Realising the dream of becoming a nurse: Underrepresented BSc nursing students experiences. NURSE EDUCATION TODAY 2017; 54:1-5. [PMID: 28453985 DOI: 10.1016/j.nedt.2017.04.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Revised: 02/23/2017] [Accepted: 04/07/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND This paper describes the experiences of underrepresented BSc nursing students in realising the dream of becoming a nurse in one university. In the past ten years, pre-registration nurse education has become established within higher education in Ireland. This development includes promoting access and inclusion of students from traditionally underrepresented groups in higher education. A third of nursing students currently access places on programmes through routes specifically designed for underrepresented groups. METHODS A qualitative descriptive study design provided an opportunity for student voices to be heard. Ethical approval was sought and granted. Eleven students were interviewed nearing completion of a four year BSc Nursing programme. Data analysis followed a thematic approach, in generating themes. FINDINGS Three themes emerged from the data: taking the first steps; finding a way and getting through. Findings highlight participants' challenges in balancing study, clinical practice and family life in achieving and realising their dream of becoming a nurse. CONCLUSION This study illustrates the nature and complexities of participants' experiences throughout the BSc Nursing programmes towards becoming university graduates, eligible for registration as a nurse. Students from underrepresented groups bring rich and diverse life experiences in preparation for and becoming caring practitioners. It highlights the individuality within participants' experiences and draws attention to the value of personalised support for students. An opportunity to encourage the development of emotional intelligence needs to be fostered within nurse education programmes. Creating positive learning environments is critical to supporting student understanding of compassionate patient centred care. Findings have relevance for global curriculum design and structures to support individual student centred engagement. Further research is required to consider how best to support students from underrepresented groups.
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Affiliation(s)
- Brid O'Brien
- Department of Nursing and Midwifery, Health Sciences Building, University of Limerick, Limerick, Ireland.
| | - Margaret M Graham
- Department of Nursing and Midwifery, Health Sciences Building, University of Limerick, Limerick, Ireland
| | - Deirdre O'Sullivan
- Department of Nursing and Midwifery, Health Sciences Building, University of Limerick, Limerick, Ireland
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Hamshire C, Barrett N, Langan M, Harris E, Wibberley C. Students' perceptions of their learning experiences: A repeat regional survey of healthcare students. NURSE EDUCATION TODAY 2017; 49:168-173. [PMID: 27978446 DOI: 10.1016/j.nedt.2016.11.019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2016] [Revised: 11/07/2016] [Accepted: 11/23/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Student experience is an international concern and recent research has focused on initiatives to improve students' learning experiences and ultimately reduce attrition levels. OBJECTIVE To determine similarities and differences between students' perceptions of their learning experiences between 2011 and 2015 in relation to campus-based learning, placement-based learning and personal circumstances. DESIGN A repeat online survey in 2011 and 2015; using a questionnaire developed from thematic analysis of narrative interviews with a subsample of the target population. SETTINGS Nine universities in the North West of England. PARTICIPANTS A total of 1080 students completed the survey in 2011 and 1983 students in 2015 from a target population of all students studying on commissioned pre-registration healthcare education programmes. METHODS An online survey was made available to all undergraduate students studying on Health Education funded programmes within the region and survey respondents were invited to give demographic information and rate their agreement to statements on four-point Likert-type responses. RESULTS Responses to a repeat survey of healthcare studying in the North West of England in 2015 were strikingly similar overall to those of an original 2011 survey. Although the students were positive overall about their experiences, a number were dissatisfied with some aspects of their experiences - particularly in relation to initial support on campus and whilst studying on placement. Four years on from the original survey, despite a considerable investment in improving students' experiences across the region, there appears to be little change in students' perceptions of their learning experiences CONCLUSION: In the short-term monitoring of student experience needs to be continued; and links to attrition (potential or actual) noted and acted upon. However, given that attrition from these courses has been a long-term problem and the complexity of its resolution a recurrent finding in the literature; new ways of framing and resolving the problem need to be considered.
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Affiliation(s)
- Claire Hamshire
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, United Kingdom; Department of Strategic Planning and Management Information, School of Science and Environment, Manchester Metropolitan University, United Kingdom.
| | - Neil Barrett
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, United Kingdom; Department of Strategic Planning and Management Information, School of Science and Environment, Manchester Metropolitan University, United Kingdom
| | - Mark Langan
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, United Kingdom; Department of Strategic Planning and Management Information, School of Science and Environment, Manchester Metropolitan University, United Kingdom
| | - Edwin Harris
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, United Kingdom; Department of Strategic Planning and Management Information, School of Science and Environment, Manchester Metropolitan University, United Kingdom
| | - Christopher Wibberley
- Faculty of Health, Psychology and Social Care, Manchester Metropolitan University, United Kingdom; Department of Strategic Planning and Management Information, School of Science and Environment, Manchester Metropolitan University, United Kingdom
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Stenhouse R, Snowden A, Young J, Carver F, Carver H, Brown N. Do emotional intelligence and previous caring experience influence student nurse performance? A comparative analysis. NURSE EDUCATION TODAY 2016; 43:1-9. [PMID: 27286937 DOI: 10.1016/j.nedt.2016.04.015] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2015] [Revised: 02/22/2016] [Accepted: 04/20/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Reports of poor nursing care have focused attention on values based selection of candidates onto nursing programmes. Values based selection lacks clarity and valid measures. Previous caring experience might lead to better care. Emotional intelligence (EI) might be associated with performance, is conceptualised and measurable. OBJECTIVES To examine the impact of 1) previous caring experience, 2) emotional intelligence 3) social connection scores on performance and retention in a cohort of first year nursing and midwifery students in Scotland. DESIGN A longitudinal, quasi experimental design. SETTING Adult and mental health nursing, and midwifery programmes in a Scottish University. METHODS Adult, mental health and midwifery students (n=598) completed the Trait Emotional Intelligence Questionnaire-short form and Schutte's Emotional Intelligence Scale on entry to their programmes at a Scottish University, alongside demographic and previous caring experience data. Social connection was calculated from a subset of questions identified within the TEIQue-SF in a prior factor and Rasch analysis. Student performance was calculated as the mean mark across the year. Withdrawal data were gathered. RESULTS 598 students completed baseline measures. 315 students declared previous caring experience, 277 not. An independent-samples t-test identified that those without previous caring experience scored higher on performance (57.33±11.38) than those with previous caring experience (54.87±11.19), a statistically significant difference of 2.47 (95% CI, 0.54 to 4.38), t(533)=2.52, p=.012. Emotional intelligence scores were not associated with performance. Social connection scores for those withdrawing (mean rank=249) and those remaining (mean rank=304.75) were statistically significantly different, U=15,300, z=-2.61, p$_amp_$lt;0.009. CONCLUSIONS Previous caring experience led to worse performance in this cohort. Emotional intelligence was not a useful indicator of performance. Lower scores on the social connection factor were associated with withdrawal from the course.
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Hayden LJ, Jeong SY, Norton CA. An Analysis of Factors Affecting Mature Age Students’ Academic Success in Undergraduate Nursing Programs: A Critical Literature Review. Int J Nurs Educ Scholarsh 2016; 13:127-138. [DOI: 10.1515/ijnes-2015-0086] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2015] [Accepted: 10/10/2016] [Indexed: 11/15/2022]
Abstract
AbstractThe population of mature age students entering university nursing programs has steadily increased in both Australia and worldwide. The objective of the literature review was to explore how mature age students perform academically and to analyse the factors associated with their academic performance in nursing programs. A literature search was conducted in the following databases: CINAHL, ProQuest, Medline, Cochrane, Mosby’s Index, Joanna Briggs Institute (JBI), and Scopus. Twenty-six (26) research papers published between 2000 and 2014 have met the selection criteria of this review. The key themes identified include; 1) ambiguity in definition of mature age and academic success, 2) age and academic success, 3) intrinsic factors (life experiences, emotional intelligence, and motivation and volition), and 4) extrinsic factors (peer, academic and family support; and learning style, components of the modules and mode of delivery). Current literature provides evidence that mature age nursing students perform at a higher level within the methodological issues discussed in this paper. Future research is warranted to advance the understanding of the complex relationship between extrinsic and intrinsic factors of mature age students and their academic success in higher education. Nursing educators will benefit from novel evidence, ideas and opportunities to explore and implement in nursing education.
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Affiliation(s)
- Lisa J. Hayden
- 1University of Newcastle, Teaching and Research Unit, Gosford Hospital, and Central Coast Local Health District, Gosford, NSW 2250, Australia
| | - Sarah Y. Jeong
- 2School of Nursing & Midwifery, The University of Newcastle, PO Box 127, Ourimbah, NSW 2258, Australia
| | - Carol A. Norton
- 2School of Nursing & Midwifery, The University of Newcastle, PO Box 127, Ourimbah, NSW 2258, Australia
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Snowden A, Watson R, Stenhouse R, Hale C. Emotional Intelligence and Nurse Recruitment: Rasch and confirmatory factor analysis of the trait emotional intelligence questionnaire short form. J Adv Nurs 2015; 71:2936-49. [DOI: 10.1111/jan.12746] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/07/2015] [Indexed: 12/12/2022]
Affiliation(s)
| | - Roger Watson
- University of Hull; UK
- University of Western Sydney; New South Wales Australia
| | | | - Claire Hale
- University of Leeds; UK
- Institute for Innovation in Professional Practice in the School of Healthcare; Leeds UK
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Marvos C, Hale FB. Emotional intelligence and clinical performance/retention of nursing students. Asia Pac J Oncol Nurs 2015; 2:63-71. [PMID: 27981096 PMCID: PMC5123482 DOI: 10.4103/2347-5625.157569] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022] Open
Abstract
Objective: This exploratory, quantitative, descriptive study was undertaken to explore the relationship between clinical performance and anticipated retention in nursing students. Methods: After approval by the university's Human Subjects Committee, a sample of 104 nursing students were recruited for this study, which involved testing with a valid and reliable emotional intelligence (EI) instrument and a self-report survey of clinical competencies. Results: Statistical analysis revealed that although the group average for total EI score and the 6 score subsets were in the average range, approximately 30% of the individual total EI scores and 30% of two branch scores, identifying emotions correctly and understanding emotions, fell in the less than average range. This data, as well as the analysis of correlation with clinical self-report scores, suggest recommendations applicable to educators of clinical nursing students. Conclusions: Registered nurses make-up the largest segment of the ever-growing healthcare workforce. Yet, retention of new graduates has historically been a challenge for the profession. Given the projected employment growth in nursing, it is important to identify factors which correlate with high levels of performance and job retention among nurses. There is preliminary evidence that EI a nontraditional intelligence measure relates positively not only with retention of clinical staff nurses, but with overall clinical performance as well.
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Affiliation(s)
- Chelsea Marvos
- School of Nursing, University of Hawaii at Manoa, Honolulu, HI, USA
| | - Frankie B Hale
- School of Nursing and Dental Hygiene, University of Hawaii, Honolulu, HI, USA
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Abstract
OBJECTIVE Emotional intelligence (EI) within nursing appears to be a growing interest as evidenced by the expanding number of literature reviews conducted on the subject. The inquiry for this historical research is to understand the work and characteristics of Florence Nightingale and EI. METHODS The assumption is that nurses who are emotionally intelligent are the most likely to not only survive the nursing profession but to thrive and make compassionate future leaders. Nightingale's letters, pictures and other writings were used to evaluate her viewpoints as an inspirational nurse and leader. RESULTS Nightingale was a catalyst for change; internally motivated to be a great nurse and had the zeal to develop others as well. CONCLUSIONS Exploring Nightingale's characteristics of EI such her confidence, determination, integrity and compassion, her teachings and beliefs can transcend time to mold successful nurses more than a century later. "The voice of a leader. It is as resounding as the heart it encourages, as far-reaching as the change it invokes. It is tuned by its keen sense of the voices around it and speaks back in a language they can understand. Its breath enters all that truly hear it, and when it no longer speaks, it can still be heard."-Mae Taylor Moss.
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Affiliation(s)
- Edna Ruiz Magpantay-Monroe
- Chaminade University of Honolulu School of Nursing and Oxford Scholar, Harris Manchester College, England, UK
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