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Zhao L, Su Y, Jiang N, Zhou F, Liao L, Liu Y. Changes in professional commitment of undergraduate nurse students before and after internship: a longitudinal study. BMC MEDICAL EDUCATION 2022; 22:282. [PMID: 35422035 PMCID: PMC9011945 DOI: 10.1186/s12909-022-03364-0] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 04/11/2022] [Indexed: 05/15/2023]
Abstract
BACKGROUND Experiencing internship shapes nursing students' professional commitment and aggravates its changes. However, few studies have been investigated how this changes empirically. OBJECTIVES The aims of this study are to investigate (a) what are the changes of professional commitment of nursing students before and after the internship? (b) Which of multiple independent variables is the strongest predictor? METHODS A longitudinal study was conducted with 996 senior undergraduate nursing students (ready to enter clinical practice) in the China universities. The survey was conducted in the spring of 2015 and autumn of 2016. The data were collected by a paper-and-pencil questionnaire. The instruments used included Professional Commitment Scale and Perceived Stress Scale. Analysis of paired t-test and linear regression analysis were performed on the data. RESULTS Nursing students showed lower professional commitment (2.79 ± 0.36) than they were (2.92 ± 0.36) before internship. Socio-demographic variables, pre-internship professional commitment and stress perceived during internship predicted 40.1% of the variance in the post-internship commitment. DISCUSSION These data summarize the nursing students' professional commitment changes and the main influential factors that contribute to post-internship professional commitment of undergraduate nursing student. The findings are timely, which indicate that senior nursing students' professional commitment can be increased by enhancing pre-internship commitment and reducing students' stress levels during internship.
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Affiliation(s)
- Ling Zhao
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China
| | - Yinhua Su
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China
| | - Na Jiang
- Xiangnan University School of Nursing, Chenzhou, Hunan Province, China
| | - Fanhua Zhou
- Xiangnan University School of Nursing, Chenzhou, Hunan Province, China
| | - Li Liao
- University of South China School of Nursing, West Changsheng Road #28, Hengyang, 421001, Hunan Province, China.
| | - Yannan Liu
- School of Nursing, Hunan University of Medicine, Huaihua, Hunan Province, China.
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Hensel D, Toronto C, Lawless J, Burgess J. A scoping review of Q methodology nursing education studies. NURSE EDUCATION TODAY 2022; 109:105220. [PMID: 34902708 DOI: 10.1016/j.nedt.2021.105220] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/10/2021] [Revised: 10/29/2021] [Accepted: 11/09/2021] [Indexed: 06/14/2023]
Abstract
OBJECTIVES The purpose of this review was to examine the characteristics of published Q methodology nursing education studies including the purposes, the methodological variations, and the major implications to inform best practices. DESIGN Scoping review design using the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews. DATA SOURCES Academic Search Complete, CINAHL Complete, Education Research Complete, Embase, ERIC, Proquest Nursing and Allied Health, PubMed, PsycInfo, SocINDEX, and the Web of Science Core Collection. REVIEW METHODS A comprehensive search of English language journal articles was conducted for Q methodology studies published between 2015 and 2020 that used undergraduate nursing students or nursing faculty as participants. Data were extracted using a modified version of the Assessment Review Instrument for Q Methodology. RESULTS Eighteen studies from five countries met inclusion criteria. The majority were single-site studies and used nursing students as participants. The number of stimuli for sorting in the Q sample ranged from 21 to 60. Study aims fell into three broad domains: attitudes about patient populations or settings (N = 7), perceptions about teaching methods (N = 9), or beliefs about professional/practice issues (N = 2). Seven studies specifically explored simulation. Unique viewpoints discovered ranged from one to five in each study. Findings were used to inform teaching, create curricula, evaluate programs, and to generate more questions for study. Strategies for reporting the Q methodology research steps and findings varied significantly. CONCLUSION Q methodology is a useful research approach to discover variations in perspectives to inform best educational practices. Use of a standardized flow sheet could enhance reporting the Q methodological approach which may lead to a better understanding and acceptance of the method in the discipline.
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Affiliation(s)
- Desirée Hensel
- Hensel Nursing Education Consulting, PO Box 1007, Doreset VT 05251, United States of America.
| | - Coleen Toronto
- Curry College School of Nursing, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
| | - Jane Lawless
- Curry College, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
| | - Johanna Burgess
- Curry College, 1071 Blue Hill Avenue, Milton, MA 02186, United States of America.
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Gassas R. Sources of the knowledge-practice gap in nursing: Lessons from an integrative review. NURSE EDUCATION TODAY 2021; 106:105095. [PMID: 34388539 DOI: 10.1016/j.nedt.2021.105095] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/20/2020] [Revised: 06/17/2021] [Accepted: 08/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The ultimate value of learning lies in the transfer of knowledge to real-life settings. The gap between knowledge and practice can be described as the disconnection between acquired knowledge, the skills learned in nursing school, and those skills needed to practice safely and independently. This is a concerning issue that needs to be investigated deeply to address all the circumstances and factors contributing to the gap. OBJECTIVES To reveal the full range of factors leading to the knowledge-practice gap in nursing by means of a thorough survey of the most recent evidence and updates. METHODS An integrative review design was selected. Three data bases (MEDLINE, CINAHL Plus and ERIC) were searched electronically for research articles from 2009 up to June 2020 on the gap between knowledge and practice. The 406 articles that appeared were appraised for inclusion or exclusion using the JBI Critical Appraisal Checklist for qualitative research. RESULT Eight qualitative studies were included in the review, which identified three major themes and subthemes. The first theme is personal factors, with the following subthemes: internal motivation, learning style and attitude. The second theme is educational structure, with the following subthemes: clinical instructor role, preceptor effect and curriculum. The third theme is organisational characteristics, with the following subthemes: resources, clinical setting features and staffing. CONCLUSION The review revealed that the knowledge-practice gap has deep roots in multiple factors. Considering all dimensions of these factors is the key to bridging the knowledge-practice gap.
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Affiliation(s)
- Roaa Gassas
- King Abdulaziz Medical City, National Guard Health Affairs, Jeddah City, Saudi Arabia.
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Liyew B, Dejen Tilahun A, Kassew T. Knowledge, Attitude, and Associated Factors towards Physical Assessment among Nurses Working in Intensive Care Units: A Multicenter Cross-Sectional Study. Crit Care Res Pract 2020; 2020:9145105. [PMID: 32850150 PMCID: PMC7436285 DOI: 10.1155/2020/9145105] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2020] [Accepted: 07/27/2020] [Indexed: 11/17/2022] Open
Abstract
INTRODUCTION Nurses working in the intensive care unit play an essential role in detecting patients at risk of deterioration through ongoing assessment and action in response to changing health status. OBJECTIVES To assess knowledge, attitude, and associated factors towards physical assessment on critically ill patients among nurses working in the intensive care unit at Amhara regional state referral hospitals, Northwest Ethiopia, 2019. The research hypothesis: there is poor physical assessment knowledge, poor physical assessment attitude, and there are factors that are likely to affect nurses' knowledge and attitude towards physical assessment providing this care to critically ill patients at Amhara regional state referral hospitals, Northwest Ethiopia, 2019. METHODS Institution-based cross-sectional study was conducted among 299 nurses from March to September 2019. A convenience sampling method was used. Data were entered by using Epi Info 7.2.2 and analyzed by using STATA 14. The result was computed by descriptive statistics and to explore predictors of knowledge, and attitude linear regression analysis models were fitted, and the adjusted unstandardized beta (β) coefficient at 95% CI was used. A p-value <0.05 was considered significant. Result and conclusion: the knowledge mean scores were 9.93 ± 2.99 [95% CI (9.59, 10.31)]. The proportion of nurse's knowledge who score above the mean was 167 (55.9%) [95% CI (50.2, 61.5)] and below the mean 132 (44.1%) [95% CI (38.5, 49.8)]. Attitude means scores were 36.85 ± 6.21 [(36.16, 37.51)]. The proportions of nurse's attitudes who score above the mean were 158 (52.8%) [95% CI (47.5, 58.5)] and below the mean 141 (47.2) [95% CI (41.5, 52.5)]. Regarding predictor variables, being male [β = 0.84, 95% CI (0.16, 1.52)] and taken training [β = 1.85, 95% CI (1.14, 2.56)] were factors positively associated with knowledge, whereas has taken training [β = 4.13, 95% CI (2.82, 5.44)], total years of experience [β = 0.59, 95% CI (0.25, 0.93)], and knowledge [β = 0.92, 95% CI (0.0.72, 1.12)] were factors positively associated with attitude towards physical assessment. CONCLUSION Based on the result of this study, the knowledge and attitude towards physical assessment regarding critically ill patients among nurses working in intensive care units were good. Hence, training, educational support services, and awareness are recommended to encourage nurse's knowledge and attitude towards physical assessment.
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Affiliation(s)
- Bikis Liyew
- School of Nursing, Department of Emergency and Critical Care Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Ambaye Dejen Tilahun
- School of Nursing, Department of Emergency and Critical Care Nursing, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
| | - Tilahun Kassew
- School of Medicine, Department of Psychiatry, College of Medicine and Health Sciences, University of Gondar, Gondar, Ethiopia
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Gronvik CKU, Hauge KW. A Q-methodology study of the type of support mentors need when assessing underperforming nursing students. J Adv Nurs 2020; 76:2369-2379. [PMID: 32538487 DOI: 10.1111/jan.14447] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2020] [Revised: 04/27/2020] [Accepted: 05/26/2020] [Indexed: 11/26/2022]
Abstract
AIMS To identify and describe patterns of the shared viewpoints of nurse mentors about the support obtained from link lecturer in assessing underperforming students. DESIGN Non-experimental, exploratory research design. METHODS Q-methodology was applied to explore the viewpoints of 26 mentors about support. The data were collected from May-September 2018. During the development of the Q-set, we combined a naturalistic and theoretical approach, resulting in 27 statements. The participants ranked statements into a Q-sort grid. PQ-Method 2.35 software was used to perform a principal component analysis to identify different patterns of the mentors' viewpoints. RESULTS Five factors of shared viewpoints, which accounted for 62% of the total variance, were derived from the factor analysis: (a) Confident in professional assessment and expects respect from link lecturer; (b) confident about the limit but need guidance in documentation. (c) Confident in the assessment but need support to manage concerns; (d) require knowledge and skills but not emotional support; and (e) dialogue and collaboration rather than information. CONCLUSIONS Based on our findings, all mentors need different types of support from the link lecturer, depending on their experience as a mentor and nurse and educational credits in mentorship. The central principle identified in this study was that mentors need to feel secure in their role. The accessibility, approachability, and willingness of the link lecturer to participate in dialogue and collaboration are important, but emotional support is not. IMPACT Our findings provide insights into the type of support mentors need when assessing underperforming students. The findings highlight the necessity of a link lecturer who is accessible and is meeting the mentors' need for knowledge and skills about assessment and mentoring. The nurse education programme must prioritize resources to ensure that the link lecturer can follow-up with the student and the mentor.
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Affiliation(s)
- Cecilie K U Gronvik
- Faculty of Health Sciences and Social Care, Molde University College, Specialized University in Logistics, Molde, Norway
| | - Kari W Hauge
- Faculty of Health Sciences and Social Care, Molde University College, Specialized University in Logistics, Molde, Norway
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Aragaw Y, Sinishaw W, Daba W, Mekie M. Attitude of Nursing and Midwifery students towards clinical practice and its associated factors in Northwest Ethiopia: a cross-sectional study. BMC Res Notes 2019; 12:205. [PMID: 30944037 PMCID: PMC6448283 DOI: 10.1186/s13104-019-4230-3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/06/2019] [Accepted: 03/26/2019] [Indexed: 11/10/2022] Open
Abstract
OBJECTIVE The aim of this study was to assess the attitude of Nursing and Midwifery students towards clinical practice and its associated factors at University of Gondar, Northwest Ethiopia. 2018. RESULT The prevalence of a favorable attitude towards clinical practice was found to be 42.9% in this study. The odds of having favorable attitude were found to be 2 times higher among students who prepared well for clinical practice [AOR = 2.07, 95%, CI (1.25, 3.44)] compared with counterparts. Similarly students who communicate well with clinical staffs [AOR = 1.89, 95%, CI (1.05, 3.41)], practiced in well-equipped hospital [AOR = 1.76, 95%, CI (1.01, 3.06)], and accompanying frequently by a clinical supervisor [AOR = 1.69, 95%, CI (1.02, 2.81)] were more likely to have favorable attitude compared with counterparts.
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Affiliation(s)
- Yosef Aragaw
- Department of Midwifery, Debre Tabor Health Science College, Debre Tabor, Ethiopia
| | - Workinesh Sinishaw
- Department of Nursing and Midwifery, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia
| | - Workinesh Daba
- Department of Nursing and Midwifery, College of Health Sciences, Addis Ababa University, Addis Ababa, Ethiopia
| | - Maru Mekie
- Department of Midwifery, College of Health Sciences, Debre Tabor University, Debre Tabor, Ethiopia
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Factor EMR, Matienzo ET, de Guzman AB. A square peg in a round hole: Theory-practice gap from the lens of Filipino student nurses. NURSE EDUCATION TODAY 2017; 57:82-87. [PMID: 28753518 DOI: 10.1016/j.nedt.2017.07.004] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2016] [Revised: 02/05/2017] [Accepted: 07/07/2017] [Indexed: 06/07/2023]
Abstract
Previous studies suggest that theory-practice gap has remained to be a formidable task and a challenge to the nursing profession. While efforts to understand the nature and dynamics of theory-practice gap have been undertaken across the globe, a dearth in literature exists in the context of a developing country like the Philippines. Seemingly, no research has ventured yet to explore the theory-practice gap experiences of Filipino student nurses. Hence, the major intent of this qualitative investigation is to describe and capture how theory-practice gap is viewed by a select group of senior nursing students (n=10) in a comprehensive university in the Philippines. From the thickness and richness of the descriptions of the field text gathered in this study, an interesting conceptualization labeled as the Theory-Practice Gap Deficit Triad which consists of (a) structural, (b) pedagogical, and (c) relational deficits was emerged. Interestingly, the said model describes a clear intersection of the various concerns and dilemmas encountered by student nurses in their clinical exposures. Findings of this paper are valuable inputs to nursing educators, practitioners, and administrators in initiating realignment efforts geared toward developing nurses whose knowledge, skills and attitudes are responsive to the ever changing professional practice landscape.
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Affiliation(s)
- Elisa Monette R Factor
- The Graduate School, College of Education, College of Nursing, University of Santo Tomas, Manila 1015, Philippines
| | - Evangeline T Matienzo
- The Graduate School, College of Education, College of Nursing, University of Santo Tomas, Manila 1015, Philippines
| | - Allan B de Guzman
- The Graduate School, College of Education, College of Nursing, University of Santo Tomas, Manila 1015, Philippines.
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Miguel S, Caldeira S, Vieira M. The Adequacy of the Q Methodology for Clinical Validation of Nursing Diagnoses Related to Subjective Foci. Int J Nurs Knowl 2016; 29:97-103. [DOI: 10.1111/2047-3095.12163] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/01/2016] [Revised: 10/14/2016] [Accepted: 10/22/2016] [Indexed: 11/29/2022]
Affiliation(s)
- Susana Miguel
- PhD Student at the Institute of Health Sciences; Universidade Católica Portuguesa; Lisbon Portugal
| | - Sílvia Caldeira
- Assistant Professor at the School of Nursing and a Researcher at the Centre for Interdisciplinary Research in Health; Institute of Health Sciences; Universidade Católica Portuguesa; Lisbon Portugal
| | - Margarida Vieira
- Associate Professor and a Researcher at the Centre for Interdisciplinary Research in Health, and an Associate Dean at the Institute of Health Sciences; Universidade Católica Portuguesa; Porto Portugal
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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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Chu Y, Xu M, Li X. Psychometric properties of an instrument to measure nursing students' quality of life. NURSE EDUCATION TODAY 2015; 35:e1-e5. [PMID: 25935667 DOI: 10.1016/j.nedt.2015.03.019] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/31/2014] [Revised: 03/01/2015] [Accepted: 03/23/2015] [Indexed: 06/04/2023]
Abstract
It is important for clinical nursing teachers and managers to recognize the importance of nursing students' quality of life (QOL) since they are the source of future nurses. As yet, there is no quality of life evaluation scale (QOLES) specific to them. This study designed a quantitative instrument for evaluating QOL of nursing students. The study design was a descriptive survey with mixed methods including literature review, panel discussion, Delphi method, and statistical analysis. The data were collected from 880 nursing students from four teaching hospitals in Wuhan, China. The reliability and validity of the scale were tested through completion of the QOLES in a cluster sampling method. The total scale included 18 items in three domains: physical, psychological, and social functional. The cumulative contributing rate of the three common factors was 65.23%. Cronbach's alpha coefficient of the scale was 0.82. This scale had good reliability and validity to evaluate nursing students' QOL.
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Affiliation(s)
- Yanxiang Chu
- Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Jiefang Dadao 1095, Hankou, Wuhan, China.
| | - Min Xu
- Tongji Hhospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
| | - Xiuyun Li
- Department of Nursing Management, Tongji Hospital, Tongji Medical College, Huazhong University of Science and Technology, Wuhan, China
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