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Permana B, Yusuf A, Bakar A, Lindayani L. Mediating Effect of Motivation on the Relationship Between Lecturer Experience and Learning Environment With Caring Character Among Undergraduate Nursing Student in Indonesia. SAGE Open Nurs 2024; 10:23779608231226072. [PMID: 38313402 PMCID: PMC10838029 DOI: 10.1177/23779608231226072] [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: 07/20/2023] [Revised: 11/10/2023] [Accepted: 12/22/2023] [Indexed: 02/06/2024] Open
Abstract
Introduction Caring is learned through faculty role-modeling and clinical interactions, enhancing nursing students' caring character. Relationship between caring, motivation, teacher experience, and learning environment remains uncertain. Objective The present study aimed to explore the relationship between their caring characters, motivation, lecturer experience, and learning environment among undergraduate nursing students in Indonesia. Methods A cross-sectional study was conducted between December 2022 and February 2023, recruiting 550 undergraduate nursing students from 10 universities in West Java province, Indonesia. The study included instruments such as students' perceptions of learning, academic motivation scale, service quality assessment of instructional laboratories, and caring character learning instrument. The Bootstrap analysis was used to analyze the mediating effect of study variable. Results The study involved participants aged 20-25 years. The mean scores for caring characters, lecturer experience, motivation, and learning environment were 2.18 ± 0.97, 3.46 ± 1.20, 4.32 ± 1.53, and 5.96 ± 2.08, respectively. The results showed significant direct effects of lecturer experience on caring character, mediating effects of learning environment, motivation, and chain mediating effects of learning environment and motivation. The direct effect accounted for 44.34% of the total effect, while the indirect effect was 35.21%. Conclusions The study found that learning environment and motivation mediate the relationship between lecturer experience and caring characters among undergraduate nursing students in West Java, Indonesia. Emphasizing best practices and creating a student-friendly environment is crucial for fostering guidance and support.
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Affiliation(s)
- Bhakti Permana
- Faculty of Nursing, University of Airlangga, Surabaya, Indonesia
- STIKep PPNI Jawa Barat, Bandung, Indonesia
| | - Ah. Yusuf
- Faculty of Nursing, University of Airlangga, Surabaya, Indonesia
| | - Abu Bakar
- Faculty of Nursing, University of Airlangga, Surabaya, Indonesia
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Wang J, Chen J, Zheng L, Zeng B, Yan X, Xia M, Chen L. Influence of psychological capital on core competency for new nurses. PLoS One 2023; 18:e0289105. [PMID: 37561799 PMCID: PMC10414633 DOI: 10.1371/journal.pone.0289105] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/19/2023] [Accepted: 07/11/2023] [Indexed: 08/12/2023] Open
Abstract
BACKGROUND The development of core competency is crucial for the success of new nurses, enabling them to deliver high-quality care. Psychological capital (PsyCap), encompassing self-efficacy, optimism, hope, and resilience, significantly influences individuals' abilities and achievements across various professions. However, limited research has specifically examined the impact of PsyCap on the core competency of new nurses. This study aims to bridge this gap by investigating the relationship between PsyCap and core competency development in new nurses, providing valuable strategic insights for improving PsyCap and promoting core competence acquisition. METHODS 142 new nurses were chosen for the investigation using a convenient cluster sampling method. The questionnaire included components on socio-demographic characteristics, the Competency Inventory for Registered Nurses (CIRN), and the PsyCap Questionnaire-24 (PCQ-24). The t-test, One-Way ANOVA, Pearson correlation analysis and hierarchical multiple regression were used for statistical analysis. RESULT The number of valid questionnaires was 138, and the effective return rate was 97.2%. The overall mean score for core competencies was 171.01 (SD 25.34), and the PsyCap score was 104.76(SD 13.71). The PsyCap of new nurses was highly correlated with core competency, with a correlation coefficient of r = 0.7, p < 0.01. Self-efficacy of PsyCap is a significant independent predictor of core competency (adjust R2 = 0.49). CONCLUSION Self-efficacy in PsyCap is an important predictor of new nurses' core competency. Nursing managers should pay sufficient attention to the cultivation and development of new nurses' PsyCap, with particular emphasis on enhancing self-efficacy to improve their core competency.
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Affiliation(s)
- Junqiang Wang
- Department of Gynecology, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Taizhou, Zhejiang, China
| | - Jiya Chen
- Department of Nursing, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Taizhou, Zhejiang, China
| | - Lingzhi Zheng
- Department of Obstetrics, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Taizhou, Zhejiang, China
| | - Baojin Zeng
- Department of Gynecology, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Taizhou, Zhejiang, China
| | - Xiaoting Yan
- Central Sterile Supply Department, Taizhou Central Hospital (Taizhou University Hospital), Taizhou, Zhejiang, China
| | - Mengjie Xia
- School of Medicine, Taizhou University, Taizhou, Zhejiang, China
- School of Nursing, Faculty of Medicine Bioscience & Nursing, MAHSA University, Jenjarom, Selangor, Malaysia
| | - Lili Chen
- Department of Nursing, Taizhou Hospital of Zhejiang Province Affiliated to Wenzhou Medical University, Taizhou, Zhejiang, China
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Janighorban M, Yousefi H, Yamani N. Structural empowerment of midwifery students following simulation-based training of management of obstetric emergencies. BMC MEDICAL EDUCATION 2023; 23:368. [PMID: 37221511 DOI: 10.1186/s12909-023-04365-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/11/2022] [Accepted: 05/17/2023] [Indexed: 05/25/2023]
Abstract
BACKGROUND Having the ability of managing obstetric emergencies is the necessary capability for providing care during labor and delivery.Simulation is considered to be a valuable strategy for empowering midwifery students in managing emergencies. So, this study was conducted to determine the structural empowerment of midwifery students following the simulation-based training of management of midwifery emergencies. METHODS This semi-experimental research was conducted from August 2017 to June 2019 in the Faculty of Nursing and Midwifery, Isfahan, Iran. 42 subjects of the third-year midwifery students were included in the study through convenience sampling method (n = 22 in the intervention group, n = 20 in the control group). Six simulation-based educational sessions were considered for the intervention group. Conditions for Learning Effectiveness Questionnaire, was used at the beginning of the study, one week after it and one year later. Repeated measures ANOVA was used to analyze the data. RESULTS In the intervention group, the significant difference was observed between the mean score of the students' structural empowerment before and after the intervention (MD=-28.41, SD = 3.25) (p < 0.001), before and one year after the study (MD=-12.45, SD = 3.47) (p = 0.003), and immediately after and one year after the study (MD = 15.95,SD = 3.67) (p < 0.001). In the control group, no significant difference was observed. Before the intervention, there was no significant difference between the mean score of the students' structural empowerment in the control and intervention groups (MD = 2.89, SD = 3.50) (p = 0.415); but, immediately after the intervention, the mean score of structural empowerment in the students of the intervention group was significantly higher than those of the control group (MD = 25.40, SD = 4.94 ) (p < 0.001). One year after the study, there was no significant difference between the two groups in terms of the mean score of the structural empowerment (MD = 6.89, SD = 3.58 ) (p = 0.061). CONCLUSION Simulation contributed to the structural empowerment of midwifery students by providing the opportunity for personal and professional growth and strengthening of the formal and informal power in the area of midwifery emergency management but these benefits were not seen at one year.
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Affiliation(s)
- Mojgan Janighorban
- Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Hojatollah Yousefi
- Department of Adult Health Nursing, School of Nursing and Midwifery, Nursing and Midwifery Care Research Center, Isfahan University of Medical Sciences, Isfahan, Iran.
| | - Nikoo Yamani
- Department of Medical Education, Educational Development Center, Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
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Hong Y, Zhao J, Yu J, Wang H. Quality of life and emergency preparedness of MHO staff: role of psychological capital and perceived organizational support. J Health Organ Manag 2022; ahead-of-print. [PMID: 35799312 DOI: 10.1108/jhom-05-2022-0130] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PURPOSE Enhancing the initiative and enthusiasm of emergency preparedness behaviors among Medical and Health Organization (MHO) staff is an effective measure to prevent and reduce losses from emergencies. In this study, emergency preparedness behavioral intentions were divided into noncooperative behavioral intentions (EPNCBI) and cooperative behavioral intentions (EPCBI) to discuss the impact brought by quality of life (QoL). The mediating effects of psychological capital (PsyCap) and perceived organizational support (POS) were also considered. DESIGN/METHODOLOGY/APPROACH A web-based questionnaire was used for MHO staff in China, and a structural equation analysis of the data collected from 243 participants was conducted to test the hypotheses. FINDINGS The empirical results reveal that: (1) QoL had a positive effect on EPNCBI, PsyCap and POS; (2) PsyCap had a positive effect on EPNCBI and EPCBI; (3) POS had a positive effect on PsyCap and EPCBI; (4) PsyCap mediated the relationship between QoL and EPNCBI, and the relationship between POS and EPNCBI; (5) PsyCap and POS mediated the relationship between QoL and EPCBI. PRACTICAL IMPLICATIONS Improving MHO staff's QoL is an effective way to enhance positive behavioral outcomes. Furthermore, these findings could provide managers with valuable insight focusing their limited resources on enhancing the emergency preparedness of MHO staff by reinforcing the level of PsyCap and POS. ORIGINALITY/VALUE This study provides important updated considerations for the application of positive psychology in the field of emergency preparedness.
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Affiliation(s)
| | | | - Jian Yu
- Hangzhou Dianzi University, Hangzhou, China
| | - Huihui Wang
- Hunan University of Science and Technology, Xiangtan, China
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Dong L, Liu M, Yang F. The Relationship Between Foreign Language Classroom Anxiety, Enjoyment, and Expectancy-Value Motivation and Their Predictive Effects on Chinese High School Students' Self-Rated Foreign Language Proficiency. Front Psychol 2022; 13:860603. [PMID: 35712204 PMCID: PMC9196878 DOI: 10.3389/fpsyg.2022.860603] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Accepted: 04/08/2022] [Indexed: 11/13/2022] Open
Abstract
The present study explored the relations among foreign language (FL) classroom anxiety, enjoyment, expectancy-value motivation, and their predictive effects on Chinese high school students' self-rated FL proficiency. Participants were 280 senior high school Chinese English as a foreign language learners who were surveyed on their foreign language classroom anxiety (FLCA), foreign language enjoyment (FLE), and expectancy-value motivation. Results showed that (1) the students generally experienced a medium to a high level of FL classroom emotions with FLE slightly higher than FLCA. They were more value-motivated than expectancy-motivated toward FL learning. Most of them perceived their FL proficiency as unsatisfying; (2) the students' FLE was significantly positively correlated with all dimensions of expectancy-value motivation, while their FLCA and expectancy-value motivation demonstrated a complex correlation pattern. As the students' FLCA level increased, their expectancy beliefs, intrinsic value, attainment value, and utility value decreased, but their cost value increased. By contrast, as their FLE level increased, their expectancy beliefs, intrinsic value, attainment value, utility value all increased, while their cost value first increased and then slightly decreased; and (3) expectancy beliefs, intrinsic value, private enjoyment in FL learning and anxiety arising from fear of negative evaluation jointly significantly predicted the students' self-rated FL proficiency. Implications for future research and teaching were also discussed.
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Affiliation(s)
- Lianqi Dong
- Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - Meihua Liu
- Department of Foreign Languages and Literatures, Tsinghua University, Beijing, China
| | - Fan Yang
- Academic Affairs Office, Tsinghua University, Beijing, China
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Structural and psychological empowerment and its influencing factors among nursing students in Oman. J Prof Nurs 2022; 39:76-83. [DOI: 10.1016/j.profnurs.2022.01.003] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/25/2021] [Revised: 12/31/2021] [Accepted: 01/03/2022] [Indexed: 11/23/2022]
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Chevalier S, Calmé I, Coillot H, Le Rudulier K, Fouquereau E. How Can Students' Entrepreneurial Intention Be Increased? The Role of Psychological Capital, Perceived Learning From an Entrepreneurship Education Program, Emotions and Their Relationships. EUROPES JOURNAL OF PSYCHOLOGY 2022; 18:84-97. [PMID: 35330855 PMCID: PMC8895703 DOI: 10.5964/ejop.2889] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Accepted: 11/09/2020] [Indexed: 11/20/2022]
Abstract
Entrepreneurship education has become a major focus of interest for researchers and national policy makers to encourage students to pursue entrepreneurial careers. The research on entrepreneurship education-entrepreneurial intentions (EIs) has yielded mixed results, and indicates the need to focus on antecedents of EI. More precisely, the aim of this paper was to examine antecedents of students' EI in French entrepreneurship education programs. Participants were 460 French university undergraduates. Structural equation modeling results revealed that students' Psychological Capital (PsyCap) had a significant positive relationship with perceived learning from the program and a significant negative relationship with negative emotions related to entrepreneurial actions. They also show that PsyCap indirectly enhanced EI. More precisely, students with high PsyCap learned more from the program in terms of perceived skills and knowledge and in turn had a higher EI. Moreover, students with high PsyCap had less entrepreneurial action-related doubt, fear and aversion, which also increased EI. This decrease in negative emotions can be explained notably by what students perceived they had learned from the program. This article concludes with the implications of these findings for future research and practical applications.
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Affiliation(s)
- Séverine Chevalier
- EE 1901, Work and Organizational Psychology, University of Tours, Tours, France
| | - Isabelle Calmé
- EA 6296, Management Science, University of Tours, Tours, France
| | - Hélène Coillot
- EE 1901, Work and Organizational Psychology, University of Tours, Tours, France
| | - Karine Le Rudulier
- UMR CNRS 6262, Management Science, University of Rennes 1, Rennes, France
| | - Evelyne Fouquereau
- EE 1901, Work and Organizational Psychology, University of Tours, Tours, France
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Geremias RL, Lopes MP, Soares AE. Psychological Capital Profiles and Their Relationship With Internal Learning in Teams of Undergraduate Students. Front Psychol 2022; 13:776839. [PMID: 35126274 PMCID: PMC8811219 DOI: 10.3389/fpsyg.2022.776839] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Accepted: 01/03/2022] [Indexed: 11/22/2022] Open
Abstract
This study aims to analyze the relationship between psychological capital profiles and internal learning in teams. The participants in this study were 480 undergraduate students. We performed a cluster analysis using the SPSS and yielded four distinct psychological capital profiles. The student profile with the highest scores in self-efficacy, optimism, hope, and resilience (Profile 2-Fully PsyCap) exhibited also the highest scores of internal learning in teams. On the other hand, the student profile with the lowest scores in self-efficacy, optimism, hope, and resilience (Profile 1- Empty PsyCap) presented the lowest scores of internal learning in teams. It is also noteworthy that there was no significant relationship between the profile with a positive combination between self-efficacy and hope (profile 4) and the profile that presents the optimism as the only positive psychological capability (profile 3), in the way they relate to internal learning in teams, which led us to reject the second hypothesis of the study. This study reinforces the role of psychological capital in academic settings and suggests that psychological capital profiles can affect internal learning in teams differentially.
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Affiliation(s)
- Rosa Lutete Geremias
- Centre for Public Administration and Public Policies, Institute of Social and Political Sciences, Universidade de Lisboa, Lisbon, Portugal
- *Correspondence: Rosa Lutete Geremias,
| | - Miguel Pereira Lopes
- Centre for Public Administration and Public Policies, Institute of Social and Political Sciences, Universidade de Lisboa, Lisbon, Portugal
| | - André Escórcio Soares
- Faculty of Health and Life Sciences, Coventry University, Coventry, United Kingdom
- Faculty of Economic Sciences and Management, Nicolaus Copernicus University in Toruń, Toruń, Poland
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Saleh MO, Eshah NF, Rayan AH. Empowerment Predicting Nurses' Work Motivation and Occupational Mental Health. SAGE Open Nurs 2022; 8:23779608221076811. [PMID: 35224187 PMCID: PMC8874176 DOI: 10.1177/23779608221076811] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/18/2020] [Revised: 01/03/2022] [Accepted: 01/11/2022] [Indexed: 11/16/2022] Open
Abstract
INTRODUCTION Empowering nurses is essential for improving work outcomes, and understanding the role of structural and psychological empowerment in supporting nurses' work motivation and occupational mental health are essential to stimulate nurses' productivity and preserve their mental health. OBJECTIVES To evaluate nurses' perspectives about the levels of structural and psychological empowerment in their working areas. Additionally, to evaluate nurses' motivation and occupational mental health, and to predict the nurses' motivation and occupational mental health through structural and psychological empowerment. METHODS A descriptive correlational design and quota sampling were used. Two hundred registered nurses were recruited from two hospitals in Jordan. Data were collected using four valid and reliable self-report questionnaires. RESULTS Nurses who participated in this study were young and have an average total experience in nursing of fewer than 10 years. Nurses in this study reported a moderate level of structure empowerment and a low level of psychological empowerment. Significant positive relationships were documented between both structural, psychological empowerment, and nurses' work motivation (r = 0.85), (r = 0.83) respectively. A significant negative relationship found between both structural, psychological empowerment, and nurses' occupational mental health (r = -0.31), (r = -0.29) respectively. CONCLUSIONS The levels of nurses' work motivation and occupational mental health can be predicted through the levels of structural and psychological empowerment. The higher workplace empowerment was associated with increased work motivation, as well as reduced the feeling of occupational stress among nurses. Thus, administrators should invest in fostering structural and psychological empowerment in the work environment.
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Affiliation(s)
- Mahmoud O. Saleh
- Zarqa University, Nursing Department, King Hussein Cancer Center
| | | | - Ahmad H. Rayan
- Associate Professor – Faculty of Nursing, Zarqa University
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Fallahchai R. Occupational stress, dyadic adjustment and quality of work-life in married nurses: Moderating effects of dyadic coping. Int J Nurs Pract 2021; 28:e13032. [PMID: 34935250 DOI: 10.1111/ijn.13032] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Revised: 10/22/2021] [Accepted: 11/20/2021] [Indexed: 11/30/2022]
Abstract
AIMS This study aimed to evaluate whether stress communication and supportive dyadic coping moderate the effects of occupational stress on dyadic adjustment and the quality of work-life of nurses. BACKGROUND Nurses are at higher risk for occupational stress, work-family conflict, and the challenge of balancing job and family roles. However, in recent studies, the impact of dyadic coping strategies in dealing with work-family stress in those couples has not received adequate attention. DESIGN This study was a cross-sectional study. METHODS The research sample comprised 591 nurses recruited through announcements in hospitals and health centres in Iran between May 2018 and February 2019. They completed the Expanded Nursing Stress Scale, the Dyadic Coping Inventory, the Dyadic Adjustment Scale, and the Quality of Nursing Work Life questionnaire. Hierarchical regression was utilized. RESULTS Results indicated that there was a negative relationship between occupational stress and dyadic adjustment, and quality of work-life. Stress communication and supportive dyadic coping moderated the association between occupational stress and dyadic adjustment as well as the quality of work-life. CONCLUSION The current findings suggest that the nurses who use dyadic coping strategies to deal with occupational stress report a higher level of adjustment and quality of work-life.
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Affiliation(s)
- Reza Fallahchai
- Department of Psychology, Faculty of Human Sciences, University of Hormozgan, Bandar Abbas, Iran
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Wang J, Bu L, Li Y, Song J, Li N. The mediating effect of academic engagement between psychological capital and academic burnout among nursing students during the COVID-19 pandemic: A cross-sectional study. NURSE EDUCATION TODAY 2021; 102:104938. [PMID: 33934039 PMCID: PMC8669342 DOI: 10.1016/j.nedt.2021.104938] [Citation(s) in RCA: 57] [Impact Index Per Article: 19.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/17/2020] [Revised: 04/08/2021] [Accepted: 04/19/2021] [Indexed: 05/20/2023]
Abstract
BACKGROUND Almost all universities have been forced to close and change to online teaching during the COVID-19 pandemic, which has been a big challenge for students. There is little knowledge about the academic burnout among nursing students in these difficult circumstances, especially in traditional Chinese medicine universities, and the relationship between the burnout and their psychological capital and academic engagement. OBJECTIVE The aim is to describe academic burnout and clarify the relationships between academic burnout, academic engagement, and psychological capital among nursing students in traditional Chinese medicine universities. DESIGN This is a cross-sectional, descriptive study. SETTING The study sampled a four-year undergraduate traditional Chinese medicine university in Jian, Shandong Province, China. PARTICIPANTS A convenience sampling method was used to select 733 nursing students from April to June 2020. METHODS The Academic Burnout Scale, the Positive Psychological Capital Scale, and the Academic Engagement Scale were used for data collection, in addition to social-demographic data. Path analysis was used to clarify the relationships among academic burnout, academic engagement and psychological capital. RESULTS Of all the study participants, 39.29% had a certain degree of academic burnout. Academic engagement and psychological capital were negatively correlated with academic burnout among nursing students in traditional Chinese medicine university. Psychological capital was positively correlated with academic engagement. CONCLUSION Nursing students had a certain degree of academic burnout. Academic engagement played a partial mediated role in the relationship between psychological capital and academic burnout.
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Affiliation(s)
- Jinfang Wang
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Lingrui Bu
- Department of Information Engineering, Shandong Labor Vocational and Technical College, Jinan, China
| | - Yan Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Jie Song
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China
| | - Na Li
- School of Nursing, Shandong University of Traditional Chinese Medicine, Jinan, China.
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Ball S, Hussey LC. The Effects of Augmented Reality on Prelicensure Nursing Students' Anxiety Levels. J Nurs Educ 2021; 59:142-148. [PMID: 32130415 DOI: 10.3928/01484834-20200220-04] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2019] [Accepted: 11/25/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND Prelicensure nursing students experience high anxiety as they enter the clinical setting, which can have a negative impact on learning care performance and critical thinking. This study explored the viability of an innovative technological teaching strategy, augmented reality (AR), as a platform to prepare students and decrease their anxiety levels when entering a new environment. METHOD A pretest/posttest quasiexperimental design was used to assess the effect of AR 360 photosphere on preli-censure nursing students' anxiety levels as they entered a new clinical environment compared with anxiety levels of prelicensure nursing students who participated in the traditional faculty-led orientation method. RESULTS Students from three midwestern colleges of nursing completed the State-Trait Anxiety Inventory before and after completing the AR 360 photosphere orientation or a faculty-led orientation. An independent t test revealed no difference in students' anxiety levels between the two methods of orientation. CONCLUSION Although there were no significant differences in nursing students' anxiety levels between the two methods of clinical orientation, the AR 360 can be a valuable method of orientation that saves faculty time and ensures more consistent and uniform content compared with the traditional faculty orientation method. [J Nurs Educ. 2020;59(3):142-148.].
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The effect of peer learning on professional competence development among Indonesian undergraduate nursing students: A quasi-experimental study. J Prof Nurs 2020; 36:477-483. [DOI: 10.1016/j.profnurs.2020.03.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2019] [Revised: 03/10/2020] [Accepted: 03/17/2020] [Indexed: 11/24/2022]
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Adaptation and validation to Spanish of the Psychological Capital Questionnaire–12 (PCQ–12) in academic contexts. CURRENT PSYCHOLOGY 2019. [DOI: 10.1007/s12144-019-00276-z] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
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15
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Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. CURRENT PSYCHOLOGY 2019. [DOI: 10.1007/s12144-019-00227-8] [Citation(s) in RCA: 35] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
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16
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Shahsavari H, Ghiyasvandian S, Houser ML, Zakerimoghadam M, Kermanshahi SSN, Torabi S. Effect of a clinical skills refresher course on the clinical performance, anxiety and self-efficacy of the final year undergraduate nursing students. Nurse Educ Pract 2017; 27:151-156. [PMID: 28910662 DOI: 10.1016/j.nepr.2017.08.006] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2016] [Revised: 07/12/2017] [Accepted: 08/06/2017] [Indexed: 12/21/2022]
Abstract
Although the final year of nursing undergraduate programs that focus on clinical education are planned to prepare nursing students to better transition to the real world of health care service; evidence has shown that this program is not sufficient to reach this end goal. This controlled trial study was to investigate the effectiveness of a basic clinical skills refresher course for nursing students before entering the internship program. The sample consisted of 160 undergraduate nursing students assigned into two groups. The intervention was a three-day refresher course directed by nurse instructors for intervention group focused on 10 basic nursing procedures in the clinical skill lab. The control group did not receive any intervention. The students' anxiety, clinical self- efficacy and clinical skills practice were measured before and after intervention in both groups. The results indicated that the students who took part in the refresher course experienced lower anxiety levels, higher levels of clinical self-efficacy, and have better clinical skills during their internships. The undergraduate nursing curriculum can be strengthened by the basic clinical skills refresher course. This refresher course can bridge the theory - practice gap and provide a better transition from the student to nurse role.
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Affiliation(s)
- Hooman Shahsavari
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Iran
| | - Shahrzad Ghiyasvandian
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Iran.
| | - Marian L Houser
- Department of Communication Studies, Texas State University, United States
| | - Masoumeh Zakerimoghadam
- Department of Critical Care Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Iran
| | | | - Sedigheh Torabi
- Department of Medical-Surgical Nursing, Faculty of Nursing and Midwifery, Tehran University of Medical Sciences, Iran
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Jun WH, Lee G. The role of ego-resiliency in the relationship between social anxiety and problem solving ability among South Korean nursing students. NURSE EDUCATION TODAY 2017; 49:17-21. [PMID: 27875714 DOI: 10.1016/j.nedt.2016.11.006] [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: 05/24/2016] [Revised: 08/26/2016] [Accepted: 11/06/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Problem-solving is a core ability that nursing students should develop during their education. There is a need to better understand the importance of problem-solving and the factors related to it among nursing students. OBJECTIVES This study aimed to identify the role of ego-resiliency in the relationship between social anxiety and problem-solving ability in Korean nursing students. METHODS Data were collected from a total of 329 nursing students who were enrolled in three nursing programs in South Korea, using a self-administrated questionnaire. Data were mainly analyzed by Baron and Kenny's three-step regression analysis and the Sobel test. RESULTS Ego-resiliency played a partial mediating role in the relationship between social anxiety and problem-solving ability. Further, the Sobel test suggested a mediating effect of ego-resiliency on the relationship between social anxiety and problem-solving (Z=-9.079, p<0.001). CONCLUSIONS To enhance problem-solving ability in nursing students, nursing educators should establish educational strategies that decrease social anxiety and improve ego-resiliency.
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Affiliation(s)
- Won-Hee Jun
- College of Nursing, Keimyung University, Daegu, South Korea
| | - Gyungjoo Lee
- College of Nursing, Keimyung University, Daegu, South Korea.
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