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Al-Noumani H, Al Zaabi O, Arulappan J, George HR. Professional identity and preparedness for hospital practice among undergraduate nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2024; 133:106044. [PMID: 38011753 DOI: 10.1016/j.nedt.2023.106044] [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: 06/19/2023] [Revised: 10/29/2023] [Accepted: 11/12/2023] [Indexed: 11/29/2023]
Abstract
BACKGROUND Professional identity is a crucial characteristic that undergraduate nursing students must possess to ensure effective and safe clinical practice. It has been identified as a factor influencing nursing student retention and their intention to remain in the nursing profession. However, the influential factors that impact the development of professional identity among nursing students currently are not well known. OBJECTIVES To identify factors determining professional identity among undergraduate nursing students and to confirm the relationship between nursing students' professional identity and their preparedness for hospital practice. DESIGN A cross-sectional study. SETTINGS The largest public nursing college in Oman. PARTICIPANTS 180 full-time undergraduate nursing students in their third and fourth years who had completed at least one clinical course. METHODS Students completed validated, self-administered paper questionnaires through convenience sampling, including professional identity and preparedness for hospital practice scales. RESULTS The mean total score for professional identity was 63.3 (SD = 10.5), indicating a moderate level of professional identity. The findings showed a low level of preparedness for hospital practice among nursing students, with, a mean total score of 165.8 out of 246 (SD = 30.4). We found a significant positive association between professional identity and preparedness for hospital practice (r = 0.43, p < 0.001), the number of clinical courses taken (r = 0.15, p = 0.041), enrolment in fourth-year clinical courses (H (4) = 19.9, p = 0.001), grade (H (3) = 7.8, p = 0.049) and the selection of nursing profession as the first choice (H (3) = 28.0, p = 0.05). CONCLUSIONS The study has implications for identifying students with lower readiness for hospital practice and providing them with the necessary training. Nursing educators should prioritize reinforcing professional identity among students who have chosen nursing as a secondary option or have a lower grade. This can be achieved by promoting a positive nursing image and fostering a supportive clinical learning environment.
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Affiliation(s)
- Huda Al-Noumani
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
| | - Omar Al Zaabi
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
| | - Judie Arulappan
- Department of Maternal and Child Health, College of Nursing, Sultan Qaboos University, 66, Al Khoud, 123 Muscat, Oman.
| | - Hema Roslin George
- Adult Health and Critical Care Department, College of Nursing, Sultan Qaboos University, 66, Al Khoud, Muscat, Oman.
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Cant R, Gazula S, Ryan C. Predictors of nursing student satisfaction as a key quality indicator of tertiary students' education experience: An integrative review. NURSE EDUCATION TODAY 2023; 126:105806. [PMID: 37060777 DOI: 10.1016/j.nedt.2023.105806] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/21/2022] [Revised: 03/14/2023] [Accepted: 03/26/2023] [Indexed: 05/25/2023]
Abstract
INTRODUCTION Student satisfaction is an important quality indicator in higher education, impacting student retention and institutional rankings. Healthcare education literature lacks factors related to student satisfaction. Reporting these elements might assist educators in curriculum design that helps to retain students. This is imperative for nursing education with the current global need for graduates. OBJECTIVES To explore, synthesize and report available evidence on conceptual elements underlying the formation of higher education students' satisfaction, with a focus on nursing education. DESIGN Integrative review. DATA SOURCES Six databases were searched for learner experiences of satisfaction: MEDLINE, Academic Search Complete, CINAHL Complete, ERIC, APA PsychArticles, PsychInfo. Articles were screened, assessed for quality and 12 nursing student studies and 10 conceptual studies of mixed student cohorts were reviewed. REVIEW METHODS Peer-reviewed literature in English during the period 2012 to 2022 was reviewed using methods documented for an integrative review. RESULTS Twenty-two included studies were mostly quasi-experimental, based on statistical analysis of higher education student surveys. Antecedent elements affecting satisfaction in mixed student cohorts were Service Quality, Institutional Image and perceived Value. These studies identified up to seven dimensions underlying student satisfaction. Nursing studies were focused on the quality of service delivery related to teaching and confirmed five elements: Faculty, Learning environment, Curriculum, Social interaction and Development. Conceptual studies also reported 'consequent' elements, high satisfaction resulting in positive student behavioural intent, loyalty and positive word of mouth. The details of antecedent and consequent elements that underlie student satisfaction are described. CONCLUSION Conceptual studies of mixed student cohorts identified nine elements that inform student satisfaction with learning experiences. Nursing student studies tested fewer variables and confirmed up to five elements forming student satisfaction. There is a need to investigate the impact of additional key elements in nursing students - perceptions of value, institutional image and administrative support.
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Affiliation(s)
- Robyn Cant
- Health Innovation and Transformation Centre, Federation University Australia, Berwick, Victoria, Australia.
| | - Swapnali Gazula
- Institute of Health and Wellbeing, Federation University Australia, Mt Helen, Victoria, Australia.
| | - Colleen Ryan
- School of Nursing Midwifery and Social Sciences, Central Queensland University, 160 Ann St, Brisbane, Queensland, Australia.
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Rodríguez-Leal L, González-Hervías R, Silva LIM, Rodríguez-Gallego I, Saldaña MR, Montesinos JVB. Stressors inherent to clinical practices and their relationship with emotional intelligence in nursing students: A cross sectional study. NURSE EDUCATION TODAY 2023; 124:105753. [PMID: 36841193 DOI: 10.1016/j.nedt.2023.105753] [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: 08/22/2022] [Revised: 01/23/2023] [Accepted: 02/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND There is a wide body of knowledge about Emotional Intelligence and its benefits in health care, generating better productivity, clinical performance and communication with work teams, patients and families. Its relationship with stress and with performance of clinical practices has also been studied, although the results are not conclusive or up-to-date. OBJECTIVES To study and correlate the perception of Emotional Intelligence and the stressors inherent to Nursing students' clinical practices. DESIGN A multicenter and observational study was carried out through cross-sectional surveys with Nursing students during the 2021/2022 academic year. PARTICIPANTS 377 students were included in the study, recruited through non-probabilistic sampling in four Spanish universities. METHODS Sociodemographic and academic variables were collected, as well as the following main variables: perceived Emotional Intelligence and stressors in clinical practices. RESULTS The study sample consisted of 377 students (89.1 % women; mean age of 23.15 ± 5.50). The perception of Emotional Intelligence obtained adequate ranges. The stressors that generate most concern are being attacked by the patients, lack of competence, and impotence and uncertainty. There are statistically significant differences in Emotional Intelligence by gender and university, as well as in stressors between each other. The Emotional Intelligence dimensions are weakly correlated with the stressors, although with statistical significance. CONCLUSIONS This study shows that Emotional Intelligence slightly influences the stressors inherent to clinical practices, so that EI can help cope with the difficulties of clinical work. Specifically, emotional clarity has an inverse relationship with some stressors. However, the attention and repair dimensions do not present such a clear relationship in our study or in previous ones. This shows the need to include Emotional Intelligence training in Nursing training curricula.
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Affiliation(s)
- Leyre Rodríguez-Leal
- Red Cross Nursing University College, Madrid, Autonomous University of Madrid, Spain.
| | | | - Luis Iván Mayor Silva
- Departamento de Enfermería, Facultad de Enfermería, Fisioterapia y Podología, Universidad Complutense de Madrid, Spain
| | | | - Manuel Romero Saldaña
- Departamento de Enfermería, Farmacología y Fisioterapia. Facultad de Medicina y Enfermería, Universidad de Córdoba, Spain
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Kim EJ, Roh YS. Nursing students' achievement emotions in association with clinical practicums and alternative learning. Int J Nurs Educ Scholarsh 2023; 20:ijnes-2022-0062. [PMID: 36693716 DOI: 10.1515/ijnes-2022-0062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/07/2022] [Accepted: 01/10/2023] [Indexed: 01/26/2023]
Abstract
OBJECTIVES This study aimed to identify and compare nursing students' achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic. METHODS This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning. RESULTS Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning. CONCLUSIONS Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.
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Affiliation(s)
- Eun Jin Kim
- College of Nursing, Kyung-in Women's University, Incheon, Republic of Korea
| | - Young Sook Roh
- Red Cross College of Nursing, Chung-Ang University, Seoul, Republic of Korea
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Mata FR, Fernández-Donaire L, Canet-Velez O, Torralbas-Ortega J, Sastre-Rus M, Roca J. Nursing student learning of biosciences through movies and concept maps: A mixed study. NURSE EDUCATION TODAY 2022; 117:105480. [PMID: 35905596 DOI: 10.1016/j.nedt.2022.105480] [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: 08/25/2021] [Revised: 03/24/2022] [Accepted: 07/12/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND acquisition of bioscience knowledge is challenging for nursing students. This calls for teaching methodologies that allow them to acquire this knowledge and add value in the nursing context. OBJECTIVE to evaluate a teaching experience using a movie clip and the collaborative use of C-Maps in first-year bioscience learning in nursing students. DESIGN embedded mixed methods study. PARTICIPANTS 143 students. METHODS data were collected in two phases: first, collecting quantitative data through a questionnaire on utility, satisfaction and perceived competency development, and collecting qualitative data on learning, teaching materials and developed competencies through an open-question instrument. The second phase consisted of a focus group to explore in greater depth learning experience. RESULTS six themes emerged from the qualitative analysis: using C-Maps as a learning process; developing group competencies; knowledge integration and transfer; teacher-student relationship; art as a didactic support; and difficulties encountered and proposals for improvement. Regarding utility, the students highlighted learning and relating concepts. Elements of satisfaction were working in small groups and having the teacher as a guide. Finally, the competencies most developed were teamwork and learning ability. CONCLUSION the combination of a movie clip and a C-Map is an innovative strategy motivating and valuable for learning biosciences.
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Affiliation(s)
- Francisca Ruiz Mata
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Lidia Fernández-Donaire
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Olga Canet-Velez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Spain; Global Health, Gender and Society Research Group (GHenderS), 326-332 Padilla, St, 08025 Barcelona, Spain.
| | - Jordi Torralbas-Ortega
- Mental Health Center, Parc Taulí Hospital Universitari, GRItauli member of Institut d'Investigació i Innovació Parc Taulí I3PT, Universitat Autònoma de Barcelona, Sabadell, Spain.
| | - Meritxell Sastre-Rus
- School of Nursing Gimbernat, University Autònoma de Barcelona, Av. De la Generalitat, 202-206, 08174 Barcelona, Spain.
| | - Judith Roca
- Department of Nursing and Physiotherapy, Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain.
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Manuli A, Maggio MG, La Rosa G, Gregoli V, Tripoli D, Famà F, Oddo V, Pioggia G, Calabrò RS. Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10556. [PMID: 36078269 PMCID: PMC9518299 DOI: 10.3390/ijerph191710556] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/29/2022] [Revised: 08/16/2022] [Accepted: 08/21/2022] [Indexed: 06/15/2023]
Abstract
Social restrictions have a significant impact on higher education, especially on nursing students. The main goal of our study was to assess the emotional state of nursing students who received e-learning during the second wave of the COVID-19 pandemic. The secondary objective was instead to measure the usability and acceptability of distance learning systems. A cross-sectional survey design was used to assess the psychological effects of the COVID-19 pandemic on 1st-, 2nd-, and 3rd-year undergraduate nursing students attending the University of Messina, Italy, using an anonymous online questionnaire. The data of 522 nursing students were examined. All participants completed the online questionnaire, declaring the good usability of e-learning education (SUS mean 68.53 ds: 16.76). Moreover, we found that high levels of satisfaction in the use of the means of distance learning (based on the SUS score) were positively correlated with low levels of stress, anxiety, depression, and mental distress. In conclusion, the present study provided relevant information on usability and mental distress related to e-learning and use in a sample of nursing students. It was found that students generally found this method to be good for use. Although e-learning can be a valuable and usable teaching tool, the study suggests that students prefer a blended or presence modality, based on their perception of learning. So teaching nursing students in the future could integrate the two ways to enhance learning. Further studies are needed to evaluate this aspect.
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Affiliation(s)
| | - Maria Grazia Maggio
- Department of Biomedical and Biotechnological Science, University of Catania, 95123 Catania, Italy
| | | | - Vera Gregoli
- Department of Statistics, Università degli Studi di Messina-Piazza Pugliatti, 1, 98122 Messina, Italy
| | - Daniele Tripoli
- Oncology Unit, Azienda Ospedaliera Papardo, 98158 Messina, Italy
| | - Fausto Famà
- AOU Policlinico “G. Martino”, 98125 Messina, Italy
| | - Valentina Oddo
- Department of Statistics, Università degli Studi di Messina-Piazza Pugliatti, 1, 98122 Messina, Italy
| | - Giovanni Pioggia
- Institute for Biomedical Research and Innovation, National Research Council of Italy (IRIB-CNR), 98164 Messina, Italy
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Doody O, Meskell P, Murphy-Tighe S, Noonan M, Kingston L. Fourth year intellectual disability student nurses' journey and future work intention: a qualitative study. BMC Nurs 2022; 21:220. [PMID: 35934716 PMCID: PMC9358065 DOI: 10.1186/s12912-022-01007-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2021] [Accepted: 08/03/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND The aim of this qualitative study is to explore the views and experiences of final year BSc intellectual disability nursing students' journey, future work plans and examine factors influencing their migration intentions following graduation. METHODS A qualitative component of a mixed methods study where a focus group interview was conducted with final year BSc intellectual disability nursing students (n = 10) from one University in Ireland in June 2019. A topic guide was utilised, and participant's were interviewed about their programme, future work plans and migration intentions. An inductive approach was utilised, and data were analysed using a pre-existing framework for initial coding and thematic development. Duffy's conceptual model of identity transformation provided a structure to analyse the data and map themes onto the conceptual framework. RESULTS The findings were mapped onto the five stages of Duffy's (2013) conceptual model of identity transformation: Pre-Entry; Reaffirming; Surmounting; Stabilising and Actualising. Findings indicate that further work is required to promote intellectual disability nursing and address professional esteem issues, support for education and professional development, such as providing career guidance opportunities prior to course completion, development of clinical skills within their education programme and support for the professional development of new graduates. Participant's identified uncertainty about career opportunities and saw scope for future professional development opportunities particularly in community-based work. CONCLUSION This study has identified that final year intellectual disability nursing students are uncertain about career options and opportunities for intellectual disability nurses in other country's. There is an urgent need for the intellectual disability nursing profession to articulate their practice and advocate for their role and contribution to the care of people with intellectual disability. This study identified a clear need for direction and information regarding intellectual disability nursing roles and career opportunities.
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Affiliation(s)
- Owen Doody
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland.
| | - Pauline Meskell
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Sylvia Murphy-Tighe
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Maria Noonan
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland
| | - Liz Kingston
- Department of Nursing and Midwifery, Health Research Institute, University of Limerick, Limerick, Ireland
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Reynolds M, Bowers C, Peters H, Klein M, Clayton Z, Hagger D, McGarry B, Pelzer E. A team approach to delivery of contextually relevant bioscience: encouraging student connections between tacit knowledge and new content acquisition. BMC MEDICAL EDUCATION 2022; 22:470. [PMID: 35715773 PMCID: PMC9204984 DOI: 10.1186/s12909-022-03513-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Accepted: 05/09/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Bioscience is essential knowledge for nursing practice and is an important component of undergraduate nursing education, however students commonly feel anxious about studying the subject. The purpose of this study was to develop appropriately scoped contextually relevant bioscience lesson resources to enhance student engagement and performance and reduce attrition and unit failures over a sustained period. METHODS Participants included students enrolled in the core bioscience unit for an undergraduate Bachelor of Nursing degree from a central campus and a widening participation (WP) campus. From 2016 to 2018, unit learning resources were progressively revised to include a structured learning and teaching manual, signposted lectures, and digital resources. Online surveys and formal institutional data collection metrics were used to assess the impact of the changes to unit learning resources. RESULTS Student attrition rates and failure rates for the unit were reduced over a two-year period across a diverse student cohort. CONCLUSIONS Scaffolded and diverse learning materials support the success of undergraduate bioscience students by improving student engagement and reducing cognitive load.
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Affiliation(s)
- Mikaela Reynolds
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Cristina Bowers
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Holly Peters
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Mathilde Klein
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Zane Clayton
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - David Hagger
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Ben McGarry
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
| | - Elise Pelzer
- School of Biomedical Sciences, Faculty of Health, Queensland University of Technology, 2 George Street, 4001 Brisbane, Queensland Australia
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Hasan MK, Tonmon TT, Kabir H, Masud SB, Hasan MA, Das B, Akter M, Hawlader MDH, Mitra DK. Availability and use of technology for e-learning: to what extent do these impact Bangladeshi university students? A cross-sectional study. F1000Res 2022; 10:1285. [PMID: 35464177 PMCID: PMC9020528 DOI: 10.12688/f1000research.75532.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 12/06/2021] [Indexed: 12/01/2022] Open
Abstract
Background: E-learning is making education globally and conveniently attainable with the deliverance of advanced technology. However, this mode of academia is still not commonly practiced locally. Thus, the study aimed to investigate technological availability, usability, and association to university students' perceived stress due to e-learning curriculum. Methods: A cross-sectional study commenced among Bangladeshi university students enrolled in the e-learning curriculum.
A total of 1162 university students were included. The main explanatory variables were related to the availability of technology and the use of technology. The outcome variable was perceived e-learning stress. In statistical analysis,
p-value < 0.05 was considered statistically significant with a 95% confidence interval. Results: In this study, lack of technological availability and usability were associated with higher level of perceived e-learning stress. Being female, living in rural areas, and outside of Dhaka division were found the associated factors in the lack of technological availability and usability. Conclusions: A significant association between the availability and usability of technology with perceived e-learning stress was observed. Thus, measures should be taken to initialize e-learning adaptivity by increasing technological growth across the nation, considering educational preparedness for future catastrophes.
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Affiliation(s)
- Md Kamrul Hasan
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
| | | | - Humayun Kabir
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,IQARUS, Cox's Bazar, 4700, Bangladesh
| | - Sumaya Binte Masud
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,Obstetrical and Gynaecological Society of Bangladesh, Dhaka, 1207, Bangladesh
| | - Md Abeed Hasan
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh.,International Organization for Migration (IOM), Cox's Bazar, Bangladesh
| | - Bikash Das
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
| | - Monira Akter
- Institute of Social Welfare & Research, University of Dhaka, Dhaka, 1000, Bangladesh
| | | | - Dipak Kumar Mitra
- Department of Public Health, North South University, Dhaka, 1229, Bangladesh
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Nursing students’ expectations, satisfaction, and perceptions regarding clinical learning environment: A cross-sectional, profile study from Turkey. Nurse Educ Pract 2022; 61:103333. [DOI: 10.1016/j.nepr.2022.103333] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2021] [Revised: 03/13/2022] [Accepted: 03/16/2022] [Indexed: 12/30/2022]
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Manninen K, Karlstedt M, Sandelin A, von Vogelsang AC, Pettersson S. First and second cycle nursing students' perceptions of the clinical learning environment in acute care settings - A comparative crossectional study using the CLES+T scale. NURSE EDUCATION TODAY 2022; 108:105211. [PMID: 34784564 DOI: 10.1016/j.nedt.2021.105211] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 09/08/2021] [Accepted: 11/05/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Research has shown that the clinical learning environment can both facilitate and hinder students' learning. Students' perceptions need to be evaluated, preferably using nationally and internationally validated instruments. In Sweden, there is a lack of research about students' evaluation in acute care settings and from the perspectives of different levels of students. OBJECTIVES The aim was to explore and compare perceptions of the clinical learning environment of first- and second-cycle nursing students in an acute care setting using the Clinical Learning Environment, Supervision and Nurse Teacher scale (CLES+T). DESIGN The design involves cross-sectional data collection with comparisons between groups. SETTING AND PARTICIPANTS Data were collected from a convenience sample of first- and second-cycle students at the end of their clinical placements in an acute care setting at a university hospital. METHODS A paper version and a web version of the culturally adapted version of CLES+T was filled out by the students. An independent t-test was used to explore the differences between CLES+T scores and distribution methods and educational level. Internal consistency was evaluated using Cronbach's alpha. RESULTS Overall, the students (N = 179) were satisfied with the clinical learning environment. There was no significant difference in the total score (m = 4.31, SD = 0.63) between first- and second-cycle students except for the subscale of "Premises of nursing on the ward" and the individual items "The ward's nursing philosophy was clearly defined" and "Patients received individual nursing care", showing that the first-cycle students were more satisfied compared to the second-cycle students. The scale demonstrated high internal consistency (α = 0.97 vs. 0.96) for the paper survey and the web survey, respectively. CONCLUSIONS Our findings provide initial support for the CLES+T as a useful instrument to evaluate the clinical learning environment at different levels of education and in different contexts regardless of distribution method.
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Affiliation(s)
- Katri Manninen
- Department of Infectious Diseases, Karolinska University Hospital, 141 86 Stockholm, Sweden; Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, Sweden; The Swedish Red Cross University College, Stockholm, Sweden.
| | - Michaela Karlstedt
- Department of Neurobiology, Care Sciences and Society, Karolinska Institutet, Stockholm, Sweden; Department of Neurosurgery, Heart, Vascular and Neuro Theme, Karolinska University Hospital, Stockholm, Sweden
| | - Annika Sandelin
- Research, Development, and Educational Unit Perioperative Medicine and Intensive Care, Karolinska University Hospital, Stockholm, Sweden; Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, Stockholm, Sweden
| | - Ann-Christin von Vogelsang
- Department of Neurosurgery, Heart, Vascular and Neuro Theme, Karolinska University Hospital, Stockholm, Sweden; Department of Clinical Neuroscience, Karolinska Institutet, Stockholm, Sweden
| | - Susanne Pettersson
- Department of Rheumatology, Inflammation and Ageing, Theme, Karolinska University Hospital, Stockholm, Sweden
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Saleh NH, Abd El-Aziz Mohamed H, El-Gilany AH, Alam R. Effect of Kahoot game based versus nongame based on learning achievements and anxiety among nursing students. EGYPTIAN NURSING JOURNAL 2022; 19:157. [DOI: 10.4103/enj.enj_40_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
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Benetti Corrêa Da Silva M, Bebber S, Matte J, Panizzon M, de Lucena Perini R, Libardi B. Antecedents of perceived value-in-use by university students. JOURNAL OF FACILITIES MANAGEMENT 2021. [DOI: 10.1108/jfm-02-2021-0022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to analyze factors that may influence the value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.
Design/methodology/approach
The authors conducted a survey with 900 students from a university in southern Brazil. The main results evidenced that the built environment positively and significantly influences teaching care, hedonic value and value-in-use.
Findings
The hedonic value, teaching care and built environment explain 67.8% of value-in-use; the built environment and teaching care explain 45.1% of hedonic value; and the built environment explains 45.1% of the teaching care. Based on the results, it was possible to identify the value that the built environment and the teaching care represent for university students. Therefore, universities should invest in these dimensions, considering the time and cost students spend on this service to increase their satisfaction and retention.
Originality/value
This study analyzes antecedents of value-in-use perceived by undergraduate students from the built environment, teaching care and hedonic value.
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Walker SB, Rossi DM. Personal qualities needed by undergraduate nursing students for a successful work integrated learning (WIL) experience. NURSE EDUCATION TODAY 2021; 102:104936. [PMID: 33965846 DOI: 10.1016/j.nedt.2021.104936] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2020] [Revised: 04/08/2021] [Accepted: 04/19/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND International research has shown that during work integrated learning (WIL) undergraduate nursing students may experience stress, self-doubt, and coping issues, however personal qualities these students bring to their WIL journey or those needed to succeed during WIL remain unknown. OBJECTIVE To describe the views of students midway through their Bachelor of Nursing program regarding personal qualities they bring to and need for WIL success. DESIGN This article reports on a descriptive study that used an electronic questionnaire to collect the data. SETTINGS AND PARTICIPANTS Bachelor of nursing students (n = 421), who were studying fulltime or part time equivalent, at a regional university in Queensland Australia, were invited to complete the anonymous electronic questionnaire that was developed by the research team following an extensive review of literature. Inclusion criteria required participants to have completed at least one WIL experience and be midway through their three-year Bachelor of Nursing program. METHODS Data were collected during January and February 2017. The electronic questionnaire consisted of demographic, forced choice questions, and open-ended questions. This paper presents the qualitative analysis of responses to two of the open-ended questions that focused on personal strengths and work integrated learning experiences. Data were analysed using the inductive content analysis approach. RESULTS Six personal qualities were identified including: enthusiasm to succeed, commitment to learning, self-motivation, confidence, effective communication skills, and compassion. CONCLUSIONS Pre-entry screening of applicants to bachelor level nursing programs and the delivery of learning opportunities that encourages both reflection and debriefing may assist in describing personal qualities needed to succeed in WIL.
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Affiliation(s)
- Sandra B Walker
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia.
| | - Dolene M Rossi
- School of Nursing Midwifery and Social Sciences, Central Queensland University, Bruce Highway, Rockhampton 4702, Queensland, Australia
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Wei H, Henderson D, Peery A, Andrews A. Nursing Students' Perceptions of Faculty Caring as a Predictor of Students' Caring Behaviors. ACTA ACUST UNITED AC 2021. [DOI: 10.20467/humancaring-d-20-00034] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
This cross-sectional, descriptive survey study aimed to examine the relationships among nursing students' perceptions of faculty caring, students' caring behaviors, and their confidence, satisfaction, and empathy in an undergraduate nursing program. The instruments included the Caring Behaviors Inventory-16 Student Version, Nursing Students' Perceptions of Instructor Caring, and students' confidence, satisfaction, and empathy. There were significant pair-wise relationships among students' perceptions of faculty caring, students' caring behaviors, satisfaction, confidence, and empathy. Students' perceptions of faculty caring were a significant predictor for students' caring behaviors. These findings are significant in future designing and implementing interventions to enhance students' learning experiences.
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Dugué M, Sirost O, Dosseville F. A literature review of emotional intelligence and nursing education. Nurse Educ Pract 2021; 54:103124. [PMID: 34175653 DOI: 10.1016/j.nepr.2021.103124] [Citation(s) in RCA: 29] [Impact Index Per Article: 9.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 06/14/2021] [Accepted: 06/16/2021] [Indexed: 12/30/2022]
Abstract
AIM The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program. DESIGN Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process. RESULTS 57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program. CONCLUSIONS This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.
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Affiliation(s)
- Manon Dugué
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France.
| | - Olivier Sirost
- Université Rouen Normandie, 76130 Mont Saint Aignan, France; EA3832 Centre d'Etudes des Transformations des Activités Physiques et Sportives, 76821 Mont Saint Aignan, France
| | - Fabrice Dosseville
- Université Caen Normandie, UMR-S 1075, 14032 Caen, France; INSERM, UMR-S 1075 COMETE, 14032 Caen, France
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Wu Y, Qi L, Liu Y, Hao X, Zang S. Development and psychometric testing of a Learning Behaviour Questionnaire among Chinese undergraduate nursing students. BMJ Open 2021; 11:e043711. [PMID: 34127488 PMCID: PMC8204162 DOI: 10.1136/bmjopen-2020-043711] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
OBJECTIVE This study aimed to develop and validate a new Learning Behaviour Questionnaire (LBQ) for the undergraduate nursing students. STUDY DESIGN This study was performed in two phases. Phase 1 of the study focused on questionnaire development to create a pool of items, while phase 2 focused on validity and reliability testing. METHODS Semistructured interviews were used to explore nursing undergraduates' perception of learning behaviour. A two-round modified Delphi method was used to test content validity and quantify the degree of consistency in questionnaire items. An item analysis, an exploratory factor analysis (EFA), a confirmatory factor analysis (CFA) and an internal consistency reliability check were conducted. Criterion-related validity was demonstrated through correlations with Self-Regulated Learning Scale for Undergraduates (SRLS-U). A sample of 114 nursing students was evaluated in test-retest reliability to confirm stability. RESULTS The final LBQ consisted of four factors for the 19-item questionnaire with a 5-point rating from '1' (Fully disagree) to '5' (fully agree). The content validity was 0.890. EFA revealed the presence of four factors, including 'strategy', 'attitude', 'motivation' and 'degree of satisfaction'. The CFA indicated good fit indexes for the proposed model (χ2/df=1.866, root mean square residual=0.037, comparative fit index =0.950, goodness-of-fit index =0.929, Tucker-Lewis index=0.941, adjusted goodness-of-fit index=0.907 and root mean square error of approximation=0.049). The LBQ correlated significantly with SRLS-U subscales (r=0.742-0.837, p<0.01). The Cronbach's alpha coefficient of the whole questionnaire was 0.936, while the Cronbach's alphas of the four factors were 0.828, 0.826, 0.804 and 0.805, respectively. The test-retest reliabilities of the four factors were 0.886, 0.904, 0.852 and 0.875, respectively. CONCLUSION The validity and reliability of the LBQ were satisfying. The LBQ is a short, well-developed questionnaire that can serve as a generic assessment tool for measuring learning behaviour for Chinese undergraduate nursing students.Cite Now.
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Affiliation(s)
- Yifan Wu
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Li Qi
- School of Nursing, Qiqihar Medical University, Qiqihar, Heilongjiang, China
| | - Yu Liu
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Xinyi Hao
- School of Nursing, China Medical University, Shenyang, Liaoning, China
| | - Shuang Zang
- School of Nursing, China Medical University, Shenyang, Liaoning, China
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Zhao Y, Zhou Q, Li J, Luan J, Wang B, Zhao Y, Mu X, Chen H. Influence of psychological stress and coping styles in the professional identity of undergraduate nursing students after the outbreak of COVID-19: A cross-sectional study in China. Nurs Open 2021; 8:3527-3537. [PMID: 33960736 PMCID: PMC8242557 DOI: 10.1002/nop2.902] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Revised: 02/26/2021] [Accepted: 03/29/2021] [Indexed: 12/20/2022] Open
Abstract
Aim To investigate the influencing factors in professional identity of undergraduate nursing students after the outbreak of COVID‐19. Design Cross‐sectional study. Methods The study covered 2,999 nursing students in six undergraduate nursing schools. Several self‐report questionnaires were used to collect the general information, psychological stress, coping styles and professional identity of the undergraduate nursing students. Results The overall average score of the professional identity of nursing students (3.67 ± 0.51) has increased significantly after the outbreak of COVID‐19. The professional identity of the undergraduate nursing students was negatively correlated with psychological stress (r = −0.23, p < .001), expectation (r = −0.12, p < .001) and avoidance (r = −0.16, p < .001), but was positively correlated with solving problems (r = 0.18, p < .001) and seeking support (r = 0.12, p < .001). Academic performance, positions, grades, reasons for choosing a nursing profession, parents or relatives engaged in nursing work and the risk degree of residence were the factors influencing the professional identity score of undergraduate nursing students' (p < .001).
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Affiliation(s)
- Yanyan Zhao
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Qiang Zhou
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Jie Li
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Jiage Luan
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Bingfei Wang
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Yan Zhao
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Xinru Mu
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
| | - Haiying Chen
- College of Nursing, Hebei Medical University, Shijiazhuang, 050017, China
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Adam AB, Druye AA, Kumi-Kyereme A, Osman W, Alhassan A. Nursing and Midwifery Students' Satisfaction with Their Clinical Rotation Experience: The Role of the Clinical Learning Environment. Nurs Res Pract 2021; 2021:7258485. [PMID: 33936815 PMCID: PMC8060119 DOI: 10.1155/2021/7258485] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/25/2020] [Revised: 03/29/2021] [Accepted: 04/03/2021] [Indexed: 12/04/2022] Open
Abstract
BACKGROUND The clinical learning environment and clinical rotation experience of students are integral to nursing curriculum and are a crucial component of nursing education which helps transform theoretical knowledge to clinical practical skills. OBJECTIVE This study was aimed at assessing the role of the clinical learning environment on undergraduate nursing and midwifery students' satisfaction with their clinical rotation experience. METHOD The study employed a quantitative cross-sectional survey design. Data was collected from a sample of 240 undergraduate nursing and midwifery students of the University for Development Studies, Tamale, Ghana, using a structured questionnaire. Ethical approval was obtained from the University of Cape Coast Ethics Review Board. Descriptive analysis was displayed as frequencies and percentages. Inferentially, Fisher's exact test, linear regression, and Spearman's correlation tests were used to test for and quantify associations between independent and dependent variables at p ≤ 0.05. RESULTS The level of students' satisfaction with both clinical rotation experience and the clinical learning environment was high (65.6% and 63.5%, respectively). A statistically significant association of the students' satisfaction with their clinical rotation experience was found. There was a statistically significant relationship between the clinical learning environment (χ 2 (9, N = 224) = 80.665, p < 0.001), pedagogical atmosphere in the clinical area (r s = 0.379, p < 0.001), the leadership style of the ward manager (r s = 0.340, p < 0.001), the premises of nursing in the ward environment (r s = 0.501, p < 0.001), and the students' satisfaction with their clinical rotation experience. CONCLUSION These findings provide nurse educators and clinicians with meaningful understanding about areas to prioritise when planning clinical learning opportunities in such a way that skills learning and practice of nursing skills are successful and satisfactory for undergraduate student nurses and midwives.
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Affiliation(s)
- Alhassan Basour Adam
- Department of General Nursing, School of Nursing and Midwifery, University for Development Studies, Tamale, Ghana
| | - Andrew Adjei Druye
- School of Nursing and Midwifery, University of Cape Coast, Cape Coast, Ghana
| | - Akwasi Kumi-Kyereme
- Department of Population and Health, University of Cape Coast, Cape Coast, Ghana
| | - Wahab Osman
- Department of Advance Nursing, School of Nursing and Midwifery, University for Development Studies, Tamale, Ghana
- Ghana College of Nurses and Midwives (GCNM), 214 Residential Area, West Legon, Accra, Ghana
| | - Afizu Alhassan
- Kpembe Nursing and Midwifery Training College, Kpembe, Ghana
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Applying the social cognitive model of well-being in the nursing clinical practicum: A structural equation modeling analysis with a Spanish student's sample. Nurse Educ Pract 2021; 52:103028. [PMID: 33799098 DOI: 10.1016/j.nepr.2021.103028] [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: 01/30/2019] [Revised: 02/26/2021] [Accepted: 03/10/2021] [Indexed: 01/07/2023]
Abstract
BACKGROUND Clinical education, understanding as practicum, plays a key role in nursing education but has been identified as the most challenging and stressful experience for nursing students. Promoting student satisfaction and well-being during clinical practice has a significant effect on learning outcomes, retention and attrition. OBJECTIVES To examine the predictive power of a social cognitive model of wellbeing when applied to explain academic satisfaction in the clinical practicum and overall life satisfaction of Spanish nursing students. DESIGN/PARTICIPANTS A cross-sectional correlational study was conducted at four Spanish nursing schools in a 586 student's sample. METHODS Data were collected through a self-reported questionnaire that included measures of academic support, self-efficacy, goal progress, academic satisfaction, life satisfaction and trait positive affect. The research model was evaluated through structural equation modeling. RESULTS The proposed model fit well in the full sample and accounted for substantial portions of the variance in academic (50%) and life satisfaction (21%). Most of the hypotheses formulated were verified. The model was invariant across academic year. CONCLUSIONS The results indicated global support for the social cognitive model of academic satisfaction as a guide for developing interventions to facilitate the positive adjustment and wellbeing of nursing students in the practicum.
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Undergraduate nursing student academic resilience during medical surgical clinical practicum: A constructivist analysis of Taiwanese experience. J Prof Nurs 2021; 37:521-528. [PMID: 34016309 DOI: 10.1016/j.profnurs.2021.02.004] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/08/2020] [Indexed: 11/21/2022]
Abstract
BACKGROUND Nursing students often experience a reality shock in the course of their practicums that can significantly impact their studies. PURPOSE This study aimed to explore the academic resilience of undergraduate nursing students during their Adulting Nursing practicums and identify protective factors to mitigate their impact. METHODS The constructivist grounded theory approach enabled us to explore nursing students' academic resilience in their practicums. Purposive and theoretical sampling was used to recruit 19 participants. Individual in-depth interviews were audio-recorded and transcribed verbatim. The constant comparative method directed theoretical sampling. The criteria of credibility, originality, resonance, and usefulness were considered to ensure the quality and trustworthiness of the study. RESULTS The main challenges were related to facilitators, the environment, and application of techniques. Students reported feelings of 'walking on thin ice' and doubts about their decision to pursue a nursing career. Academic resilience was identified as the ability to maintain optimism while facing challenges. Participants concluded that overcoming their ignorance through practical learning was an important outcome of the process of developing academic resilience. CONCLUSION The findings highlight the need for facilitators to re-examine their teaching strategies and provide supplementary support to help students to improve their academic resilience.
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Spurr S, Walker K, Squires V, Redl N. Examining nursing students' wellness and resilience: An exploratory study. Nurse Educ Pract 2021; 51:102978. [PMID: 33571805 DOI: 10.1016/j.nepr.2021.102978] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2020] [Revised: 01/11/2021] [Accepted: 01/24/2021] [Indexed: 10/22/2022]
Abstract
Undergraduate nursing students report high levels of stress which can negatively impact their overall wellness, and their academic and clinical performance. Despite this knowledge, there are few studies that have examined the well-being of nursing students and their ability to demonstrate resilience. Therefore, the purpose of this exploratory study was to examine resilience and wellness, together with the key factors that promote a well-being in nursing students from mid-western Canadian university. The sample of 196 undergraduate nursing students completed an online Nursing Well-being and Resilience Survey. Findings indicated that most nursing students had good health; however, many presented with anxiety and/or depression and a decreased sense of wellness in the physical, spiritual, and emotional domain. Other significant findings included participants >26 years old having lower burnout scores, higher ego-resilience and well-being scores compared to students ages 20 to 25; and, 2) there were differences between campus locations in terms of Professional Quality of life (compassion satisfaction, burnout, and traumatic stress) and sense of well-being. Understanding how resilience and wellness are influenced throughout the nursing program is a first step in developing targeted wellness initiatives for different nursing student populations.
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Affiliation(s)
- Shelley Spurr
- University of Saskatchewan, College of Nursing 104 Clinic Place, Saskatoon, SK S7N 2Z4 Canada.
| | - Keith Walker
- Department of Education Administration, College of Education, University of Saskatchewan, Saskatoon, SK, Canada.
| | - Vicki Squires
- Department of Education Administration, College of Education, University of Saskatchewan, Saskatoon, SK, Canada.
| | - Nicole Redl
- University of Saskatchewan, College of Nursing 104 Clinic Place, Saskatoon, SK S7N 2Z4 Canada.
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Rodríguez-García MC, Márquez-Hernández VV, Granados-Gámez G, Aguilera-Manrique G, Gutiérrez-Puertas L. Magnet hospital attributes in nursing work environment and its relationship to nursing students' clinical learning environment and satisfaction. J Adv Nurs 2020; 77:787-794. [PMID: 33210802 DOI: 10.1111/jan.14629] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2020] [Revised: 09/07/2020] [Accepted: 10/23/2020] [Indexed: 11/27/2022]
Abstract
AIMS To analyse nursing students' perception of the Magnet hospital attributes of the work environment at the hospitals where they perform their clinical placement and the relationship of this factor to their clinical learning environment and supervision, satisfaction and intention to stay in those hospitals once graduated. DESIGN This study had a cross-sectional, correlational, design. METHODS Data were collected using self-reported questionnaires from 180 nursing students at a university in southeast Spain between September-October 2018. Nursing work environment and clinical learning environment were measured using the Practice Environment Scale of the Nursing Work Index and Clinical Learning Environment, Supervision and Nurse Teacher scale, respectively. Students' satisfaction with the work environment and with the clinical learning process were measured using a four-point Likert scale developed by the researchers. Percentages, frequencies, mean, standard deviation, χ2 test, Mann-Whitney U test, Spearman and phi correlation were used to analyse the data. RESULTS Nursing students' perception of greater Magnet-like features at work environment was associated with better clinical learning environment (Spearman rs = |0.22-0.54|; p < .01) and satisfaction with the work environment (Spearman rs = 0.18; p = .01) and with their learning process (Spearman rs = 0.21; p < .01). Greater intention to stay working in the hospital after graduation was significantly associated with greater satisfaction with the learning process (phi = 0.31; p < .01) and the work environment (phi = 0.23; p = .02). CONCLUSION Magnet-like features at the work environment lead to superior clinical learning environment and higher students' satisfaction, two factors that play a decisive role in their decision to stay at hospitals where they performed clinicals after graduation. IMPACT In the face of a global nurse shortage, nursing managers and faculty leaders should consider the improvement of nursing workplaces as a strategic alliance to promote satisfactory clinical learning experience and aid recruitment of nurses.
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Affiliation(s)
- M Carmen Rodríguez-García
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria Sacramento S/N, Almería, Spain.,Research Group of Health Sciences CTS-451, Almeria, Spain
| | - Verónica V Márquez-Hernández
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria Sacramento S/N, Almería, Spain.,Research Group of Health Sciences CTS-451, Almeria, Spain
| | - Genoveva Granados-Gámez
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria Sacramento S/N, Almería, Spain.,Research Group of Health Sciences CTS-451, Almeria, Spain
| | - Gabriel Aguilera-Manrique
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria Sacramento S/N, Almería, Spain.,Research Group of Health Sciences CTS-451, Almeria, Spain
| | - Lorena Gutiérrez-Puertas
- Department of Nursing, Physiotherapy and Medicine, Faculty of Health Sciences, University of Almeria Sacramento S/N, Almería, Spain
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Mohammadnejad F, Asadizaker M, Molavynejad S, Saki-Malehi A. Development and Psychometric Assessment of Nursing Student's Satisfaction with First Clinical Practical Education Questionnaire: Modified Version. IRANIAN JOURNAL OF NURSING AND MIDWIFERY RESEARCH 2020; 25:325-332. [PMID: 33014745 PMCID: PMC7494164 DOI: 10.4103/ijnmr.ijnmr_229_18] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/29/2018] [Revised: 03/18/2020] [Accepted: 04/27/2020] [Indexed: 11/04/2022]
Abstract
Background The present study aimed to develop an instrument for assessing nursing students' satisfaction with First Clinical Practical Education (SFCPE), and then to test the validity and reliability of the instrument. Materials and Methods In this methodological research, the views of a panel of 15 clinical professors, in terms of the clinical nursing principles and skills training, were used to develop the instrument. The content validity of the instrument was evaluated quantitatively and qualitatively based on the panel's views. The data was collected from the questionnaire completed by 380 second- and third-semester nursing students in 15 medical universities of Iran. The Exploratory Factor Analysis (EFA) was later performed to determine the construct validity of the instrument. The reliability of the instrument and stability analysis were evaluated using the internal consistency test by calculating Cronbach's alpha and by the test-retest method, respectively. Results Throughout the development phase, 16 items were added to the SFCPE instrument, and a 42-item instrument was later developed. During the qualitative and quantitative content validity reviews, the number of added items decreased to 38 items. Finally, a 37-item instrument consisting of seven factors was developed. The Cronbach's alpha coefficients of 0.95 and 0.75-0.9 were obtained for the whole instrument and the factors, respectively. Pearson's correlation coefficient was within the normal range (0.71-1). Conclusions The developed SFCPE is a valid and reliable instrument that can be used for assessing the satisfaction of nursing students in terms of clinical nursing principles and skills.
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Affiliation(s)
- Farzaneh Mohammadnejad
- School of Nursing and Midwifery, Department of Nursing, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Marziyeh Asadizaker
- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Shahram Molavynejad
- Nursing Care Research Center in Chronic Diseases, School of Nursing and Midwifery, Ahvaz Jundishapur University of Medical Sciences, Ahvaz, Iran
| | - Amal Saki-Malehi
- Department of Biostatistics and Epidemiology, School of Public Health, Ahvaz jundishapur University of Medical Sciences, Ahvaz, Iran
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Li ZS, Hasson F. Resilience, stress, and psychological well-being in nursing students: A systematic review. NURSE EDUCATION TODAY 2020; 90:104440. [PMID: 32353643 DOI: 10.1016/j.nedt.2020.104440] [Citation(s) in RCA: 101] [Impact Index Per Article: 25.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2019] [Accepted: 04/14/2020] [Indexed: 05/14/2023]
Abstract
OBJECTIVE Synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across countries. DESIGN Systematic review DATA SOURCES: Peer reviewed studies published from 2008 to December 2018 were searched in CINAHL, Web of Science, Medline (OVID), PsycINFo and four biomedical databases originating from China (China National Knowledge Infrastructure, WanFang Data, VIP and CMB). REVIEW METHODS Adhering to the preferred reporting items for Systematic Reviews and Meta-analyses guidelines, eight databases were searched. Twelve studies, which met the inclusion criteria, were extracted, and subject to quality appraisal by two researchers. RESULTS In total, 12 papers were included. Outcome analysis revealed the level of resilience as moderate; stress levels were high and the incidence of negative psychological health accounts for a proportion of nursing students. The interaction between resilience and stress and well-being was high. Resilience and low stress were found to better predict well-being. All the studies cited recommendations to inform educational policy and practice in relation to resilience, well-being, and stress among undergraduate nursing students. CONCLUSIONS This was the first systematic review to synthesize the evidence relating to the interaction of resilience, stress, and well-being in undergraduate nursing students across cultural settings. Evidence confirms the importance of resilience in nursing students influencing stress and psychosocial morbidity. Nursing educational strategies that foster and enhance resilience is recommended.
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Affiliation(s)
- Zhuang-Shuang Li
- School of Nursing, Institute of Nursing and Health Research, Ulster University, Newtownabbey, Belfast BT37 0QB, Ireland.
| | - Felicity Hasson
- School of Nursing, Institute of Nursing and Health Sciences Research, Ulster University, Newtownabbey, Belfast BT37 0QB, Ireland.
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Chaudhuri JD. Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach. ANATOMICAL SCIENCES EDUCATION 2020; 13:250-271. [PMID: 31021529 DOI: 10.1002/ase.1884] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/24/2018] [Revised: 04/17/2019] [Accepted: 04/21/2019] [Indexed: 06/09/2023]
Abstract
There has been a fundamental change in health care pedagogy to address the demands and challenges posed by the present generation of millennial students. There is also a growing recognition of the role of intrinsic motivation as a catalyst in a positive learning experience. The term intrinsic motivation refers to energizing behavior that comes from within an individual and develops due to an inherent interest in the activity at hand. However, stimulating intrinsic motivation in the present generation of millennial health care students is a daunting task, considering their diverse and disparate nature. In addition, the inherent generational differences between educators and students, and an increasing emphasis on technological tools have resulted in a dichotomy in the educational environment leading to the development of a greater incidence of burnouts among students. Hence, numerous innovative techniques have been introduced in health care education to enhance the levels of intrinsic motivation in these students. Unfortunately, most of these approaches have only been moderately successful due to their limited ability to address the unique educational expectations of millennial students. The cumulative evidence suggests that specific approaches to stimulate intrinsic motivation should aim at nurturing the learning efforts of students, bridging the generational barriers between educators and students, and ameliorating the stress associated with health care education. Hence, the specific aim of this narrative review is to suggest empirically proven curricular strategies and institutional reforms to enhance intrinsic motivation in health care students belonging to the Millennial Generation.
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Affiliation(s)
- Joydeep Dutta Chaudhuri
- School of Occupational Therapy, College of Health Sciences, Husson University, Bangor, Maine
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López-Entrambasaguas OM, Calero-García MJ, Díaz-Meco-Niño AM, Martínez-Linares JM. Quality Assurance in Nursing Education: A Qualitative Study Involving Students and Newly Graduated Nurses. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2019; 17:ijerph17010240. [PMID: 31905756 PMCID: PMC6981800 DOI: 10.3390/ijerph17010240] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/04/2019] [Revised: 12/26/2019] [Accepted: 12/27/2019] [Indexed: 11/29/2022]
Abstract
Background: Assuring quality training for future nursing professionals is essential to preserving population health and socio-economic development. Quality assurance in the European Higher Education Area places students in a leading role to transform and improve higher education programs. Therefore, an innovative way of reviewing strengths and weaknesses of the nursing education program of a Spanish university has been developed. Objectives: The aim of this paper was to explore the perceptions and opinions of nursing students and newly-qualified nurses regarding the contents of the nursing curriculum in order to improve its quality. Methods: Descriptive and exploratory qualitative research was carried out involving 12 newly-qualified nurses and 12 student nurses. Semi-structured interviews and focus groups were performed. Results: Based on the thematic analysis, two themes emerged: improving clinical practices and reviewing the theoretical curriculum. Conclusions: Among the improvements suggested by the participants, the most relevant ones were establishing a clear structure of learning contents in the practicum, and redistributing the European Credit Transfer and Accumulation System ECTS credits in various courses of the study program. However, additional evidence is needed prior to proceeding with any changes.
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Takase M, Niitani M, Imai T, Okada M. Students' perceptions of teaching factors that demotivate their learning in lectures and laboratory-based skills practice. Int J Nurs Sci 2019; 6:414-420. [PMID: 31728394 PMCID: PMC6838877 DOI: 10.1016/j.ijnss.2019.08.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2019] [Revised: 07/16/2019] [Accepted: 08/15/2019] [Indexed: 11/16/2022] Open
Abstract
Objectives The objective of this paper is to report students' perceptions of factors that demotivated their learning in lectures and laboratory-based skills practice settings. Methods A total of 23 students were recruited from the Bachelor of Nursing courses at three Japanese universities, using purposive sampling. A semi-structured interview was conducted with each participant between November 2017 and January 2018 to elicit their perceptions about which aspects of the teaching context demotivated their engagement in learning. The results were analyzed using thematic analysis. Results Three themes were generated: a restrictive environment, discouraging attitudes and discouraging teaching approaches. Conclusions To prevent students from experiencing demotivation, teachers in the nursing faculty need to manage learning resources more effectively, create a quiet and focused atmosphere to allow students to concentrate, and be enthusiastic about teaching. They also need to add value to their classes, help students to follow lectures, and ensure that the workload they give their students is appropriate.
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Affiliation(s)
| | - Mayumi Niitani
- Institute of Biomedical & Health Sciences, Hiroshima University, Japan
| | - Takiko Imai
- School of Nursing, Yasuda Women's University, Japan
| | - Mari Okada
- School of Nursing, Prefectural University of Hiroshima, Japan
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Castro MJ, López M, Cao MJ, Fernández-Castro M, García S, Frutos M, Jiménez JM. Impact of educational games on academic outcomes of students in the Degree in Nursing. PLoS One 2019; 14:e0220388. [PMID: 31356621 PMCID: PMC6663014 DOI: 10.1371/journal.pone.0220388] [Citation(s) in RCA: 22] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 07/15/2019] [Indexed: 01/19/2023] Open
Abstract
Objective The aim of using the game-based tool Kahoot! was to evaluate and reinforce the contents taught in the subject of Management and Administration of Nursing, Ethics and Health Legislation Services included in the Degree in Nursing, during the 2016–2017 academic year. Methods A prospective quasi-experimental study was carried out on a sample of 116 students. 10 multiple-choice questions were designed, with only one possible correct answer and a 20-second-limited response time for each of the questions. Four of these questions previously answered in the classroom using this game were chosen (20% of the exam). Each one of them corresponded to one unit of the topics taught in the subject. In order to participate in the educational game, students needed their smartphones or electronic devices. After completing the game, the students’ satisfaction level derived from its use was assessed. Results The correct answer rate in the educational game was greater than 50% for all questions except for one, in which the rate was 28.8% (P<0.05). Response time as related to score presented statistically significant differences, and higher scores for those questions with lower response time (P<0.001). The questions included in the final test which had been previously answered using Kahoot! showed a significantly higher difficulty index than the rest of the final exam questions (P<0.05). Question 3 was the easiest, while being the one in which the highest-scoring students obtained more wrong answers. For the students this tool was easy to use (89.6%) and they positively valued the content acquisition and comprehension, as well as the teacher-student interaction (P<0.05). Conclusion The implementation of educational games which consider response time and correct answers favors competitiveness and motivates students to actively participate in their learning process.
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Affiliation(s)
- María-José Castro
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
| | - María López
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- * E-mail: (ML); (JMJ)
| | - María-José Cao
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
| | | | - Sara García
- Nursing Faculty, University of Valladolid, Valladolid, Spain
| | - Manuel Frutos
- Nursing Faculty, University of Valladolid, Valladolid, Spain
| | - José-María Jiménez
- Nursing Faculty, University of Valladolid, Valladolid, Spain
- Endocrinology and Clinical Nutrition Research Centre (ECNRC), University of Valladolid, Valladolid, Spain
- * E-mail: (ML); (JMJ)
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McNally S, Azzopardi T, Hatcher D, O'Reilly R, Keedle H. Student perceptions, experiences and support within their current Bachelor of Nursing. NURSE EDUCATION TODAY 2019; 76:56-61. [PMID: 30771610 DOI: 10.1016/j.nedt.2019.01.032] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2018] [Revised: 12/11/2018] [Accepted: 01/28/2019] [Indexed: 06/09/2023]
Abstract
BACKGROUND This study was developed to assist academics and curriculum designers to understand the perspectives and expectations of students when designing a program of study and inclusive of students as partners. The purpose of this qualitative study was to explore the perceptions and experiences of students enrolled in the Bachelor of Nursing (BN). SETTINGS, PARTICIPANTS, METHODS The setting is a multi-campus university in Australia. Participants were currently enrolled and recruited from the Bachelor of Nursing, Bachelor of Nursing Advanced and Bachelor of Nursing Graduate Entry. Semi-structured focus group interviews and thematic analysis was used to collect and analyse the data. RESULTS Three major themes were identified from the focus group interviews: 1. Expectations; 2. Interesting and stimulating; and 3. Preparedness for study and clinical practice. CONCLUSION Students held strong personal reasons for pursuing a nursing degree. The geographic location and international rankings were factors for choosing the university in this study. Student's perceptions and experiences of the curriculum and support identified that their BN program was interesting and adequately prepared them for clinical practice. Some areas for improvement were more detail during program orientation related to clinical practice requirements and more assistance with engaging with learning and teaching technologies.
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Affiliation(s)
- Stephen McNally
- Western Sydney University, School of Nursing & Midwifery, Locked Bag 1797, Penrith, South NSW 2751, Australia.
| | - Toni Azzopardi
- Western Sydney University, School of Nursing & Midwifery, Locked Bag 1797, Penrith, South NSW 2751, Australia.
| | - Deborah Hatcher
- Western Sydney University, School of Nursing & Midwifery, Locked Bag 1797, Penrith, South NSW 2751, Australia.
| | - Rebecca O'Reilly
- Western Sydney University, School of Nursing & Midwifery, Locked Bag 1797, Penrith, South NSW 2751, Australia. re.o'
| | - Hazel Keedle
- Western Sydney University, School of Nursing & Midwifery, Locked Bag 1797, Penrith, South NSW 2751, Australia.
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Nursing students' perceptions of a clinical learning assessment activity: 'Linking the puzzle pieces of theory to practice'. Nurse Educ Pract 2019; 36:85-90. [PMID: 30889469 DOI: 10.1016/j.nepr.2019.03.008] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2018] [Revised: 02/24/2019] [Accepted: 03/09/2019] [Indexed: 11/23/2022]
Abstract
The nursing profession struggles with providing a bridge to close the theory to practice gap for students. Students are expected to graduate with competencies that promote their safe and comprehensive nursing care provision in accordance with professional standards. This paper reports on students' a simulated clinical educational intervention embedded into a second-year nursing student clinical topic offering experiential learning opportunities for a large cohort. Feedback was analysed using Braun and Clarke's (2006) thematic qualitative process to investigate student-learning experiences and present student perceptions of this experience. Three key themes were identified: support promoted learning, focus on the bigger picture and practice clarifies puzzle pieces. Students perceived the simulated clinical experience as beneficial to their confidence, learning and ability to develop their professional practice. Promotion of learning outcomes facilitated by the structured, supportive and educational approach was important for students. Nurse educators have a responsibility to develop learning experiences that enable student's ability to link theory to practice in context. Ongoing exploration and evaluation of this intervention is required however, such an approach appears to support student's knowledge development for transference across situations and within large student cohorts.
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Heiney SP, Polyakova-Norwood V, DeGregory C. Using a Continuing Multimedia Case Study to Develop Critical Thinking and Empathy. J Nurs Educ 2019; 58:169-172. [PMID: 30835805 DOI: 10.3928/01484834-20190221-08] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2018] [Accepted: 11/27/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND Critical thinking and empathy are essential elements in attaining competencies expected of Bachelor of Science in Nursing graduates. Our purpose is to describe the use of a continuing multimedia case study in a large online course, including the pedagogical framework, implementation, and impact on student learning. METHOD We adapted qualitative analysis strategies to thematically analyze data from course assignments to demonstrate evidence of the development of critical thinking and empathy. RESULTS Students reported a variety of critical thinking skills acquired through continuous examination of patient problems and completion of case study-based tasks. Students described changes in their emotions and attitudes toward the older adult patient in the case study and the population represented with empathy as the dominant emotion. CONCLUSION The use of a continuing multimedia case study provided a successful platform for enhancing the learning of didactic content and the development of critical thinking and empathy. [J Nurs Educ. 2019;58(3):169-172.].
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Hwang E, Shin S. Characteristics of nursing students with high levels of academic resilience: A cross-sectional study. NURSE EDUCATION TODAY 2018; 71:54-59. [PMID: 30245256 DOI: 10.1016/j.nedt.2018.09.011] [Citation(s) in RCA: 30] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/23/2018] [Revised: 08/15/2018] [Accepted: 09/11/2018] [Indexed: 05/22/2023]
Abstract
BACKGROUND Academic resilience is an important characteristic that helps nursing students, who must engage in intensive learning and clinical practice, to overcome academic stress and adapt to their school and the clinical field. OBJECTIVES To determine the characteristics of nursing students with high academic resilience. DESIGN This study used a cross-sectional design. SETTING Three universities in South Korea. SUBJECTS We recruited a convenience sample of 254 nursing students. METHODS Academic resilience, general characteristics, clinical practice stress, clinical practice satisfaction, and social-affective capability were assessed via self-reported questionnaires. The collected data were analyzed using descriptive statistics, chi-squared test, and analysis of variance with Tukey's post hoc test. RESULTS The mean academic resilience score was 3.79. A greater proportion of respondents with high levels of academic resilience had good interpersonal relationships (χ2 = 35.175, p < .001), high academic grades (χ2 = 30.968, p < .001), a role model (χ2 = 9.770, p = .033), and high satisfaction with their major (χ2 = 20.214, p = .001). Significant differences in the subscale scores for clinical practice stress, including burden of clinical tasks (F = 4.727, p = .010), conflict of interpersonal relations (F = 4.889, p = .008), and conflict with patients (F = 7.023, p = .001), were found among the academic resilience groups. We also observed differences in the subscale scores of clinical practice satisfaction, including practice content (F = 4.894, p = .008) and practice environment (F = 8.301, p < .001). Respondents in the high resilience group had higher social-affective capability scores than did those with lower resilience (F = 43.994, p < .001). CONCLUSION Based on our results, students with high academic resilience are more likely to continue their studies and benefit from programs that strengthen their social-affective capability. We therefore propose that nursing school curriculum focus on enhancing social-affective capability.
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Affiliation(s)
- Eunhee Hwang
- Department of Nursing, Wonkwang University, 460 Iksandae-ro, Iksan, Jeonbuk 54538, Republic of Korea.
| | - Sujin Shin
- College of Nursing, Ewha Womans University, 52 Ewhayeodae-gil, Seodaemun-gu, Seoul 03760, Republic of Korea.
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Cleary M, Visentin D, West S, Lopez V, Kornhaber R. Promoting emotional intelligence and resilience in undergraduate nursing students: An integrative review. NURSE EDUCATION TODAY 2018; 68:112-120. [PMID: 29902740 DOI: 10.1016/j.nedt.2018.05.018] [Citation(s) in RCA: 81] [Impact Index Per Article: 13.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/02/2018] [Revised: 04/16/2018] [Accepted: 05/23/2018] [Indexed: 05/11/2023]
Abstract
OBJECTIVE To synthesize the evidence that explored resilience and emotional intelligence in undergraduate nursing students. BACKGROUND Nursing is a demanding profession that offers unique challenges. Emotional intelligence and resilience are traits that can allow nursing students to effectively respond to challenges in professional placements and future practice. DESIGN An integrative review incorporating both quantitative and qualitative research designs. DATA SOURCE Studies in the English language were identified through a systematic search in electronic databases: CINAHL, PubMed, ERIC, Scopus and PsycINFO. No restriction dates were used and the search was up until November 1, 2017. REVIEW METHODS Methodological quality was assessed using the Critical Appraisal Skills Programme checklist for qualitative research and the Newcastle-Ottawa Quality Assessment Scale for quantitative research. Data analysis was conducted based on the integrative review method. RESULTS Fourteen articles were included. A positive relationship was found between resilience and performance in undergraduate studies including professional experience placements. While some studies observed an important role for emotional intelligence for nursing students, there is currently insufficient evidence to conclude that emotional intelligence improves nursing students' communication, academic success and retention. CONCLUSION Developing skills, such as resilience, as part of nursing programs allows students to be better prepared to deal with the unique challenges in nursing practice.
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Affiliation(s)
- Michelle Cleary
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Denis Visentin
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Sancia West
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
| | - Violeta Lopez
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Rachel Kornhaber
- School of Health Sciences, College of Health and Medicine, University of Tasmania, Sydney, Australia.
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Ghasemi MR, Moonaghi HK, Heydari A. Student-related factors affecting academic engagement: A qualitative study exploring the experiences of Iranian undergraduate nursing students. Electron Physician 2018; 10:7078-7085. [PMID: 30128099 PMCID: PMC6092140 DOI: 10.19082/7078] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/24/2018] [Accepted: 04/25/2018] [Indexed: 12/03/2022] Open
Abstract
Background and aim Academic engagement is an important indicator of quality of higher education. This study aimed to explain the experiences of undergraduate nursing students in terms of student-related factors affecting academic engagement. Methods This qualitative study was conducted in 2017 at Mashhad University of Medical Sciences in Iran. Data were collected using semi-structured interviews and focus groups with 7 and 16 undergraduate nursing students at Mashhad School of Nursing and Midwifery; respectively. Undergraduate nursing students of both genders who enrolled in different academic semesters with various academic achievements were selected. Data were analyzed using conventional content analysis approach proposed by Graneheim and Lundman, with the support of MAXQDA software. Results After analyzing the data, 374 initial codes were extracted, which ultimately conceptualized within six main categories including: “learning motivation”, “interest in learning”, “student participation in extracurricular scientific programs”, “self-directedness”, “mental concentration”, and “demonstration of emotions”. Conclusion The findings of this study indicated that student-related factors such as individual motivation and interest, mental concentration, participation in extracurricular activities, and self-directedness in learning, as well as students’ sense of satisfaction with learning could play important roles in the creation of academic engagement in undergraduate nursing students that need to be of interest to nursing educators and planners.
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Affiliation(s)
- Mohammad Reza Ghasemi
- PhD Candidate in Nursing, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Hossein Karimi Moonaghi
- Evidence-Based Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.,Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Abbas Heydari
- Evidence-Based Care Research Center, Mashhad University of Medical Sciences, Mashhad, Iran.,Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Mashhad University of Medical Sciences, Mashhad, Iran
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A Scoping Review of the Use and Contribution of Simulation in Australian Undergraduate Nurse Education. Clin Simul Nurs 2018. [DOI: 10.1016/j.ecns.2018.03.003] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
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Participation of clinical nurses in the practical education of undergraduate nursing students. ENFERMERIA CLINICA 2017; 28:171-178. [PMID: 29241599 DOI: 10.1016/j.enfcli.2017.11.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2016] [Revised: 10/31/2017] [Accepted: 11/09/2017] [Indexed: 11/24/2022]
Abstract
OBJECTIVE To evaluate the level of participation of clinical nurses from Castellón where Universitat JaumeI nursing students do their clinical clerkship. To identify the variables that may influence clinical nurses' participation in students' clinical mentorship. METHOD This observational, cross-sectional and descriptive study was conducted by applying the validated Involvement, Motivation, Satisfaction, Obstacles and Commitment (IMSOC) questionnaire. The variables collected were: age, work environment and previous training. The study was conducted between January and December 2014. RESULTS The sample included 117 nurses. The overall mean questionnaire score was 122.838 (standard deviation: ±18.692; interquartile range 95%: 119.415-126.26). The variable "previous training for mentorship students" was statistically significant in the overall score and for all dimensions (P<.05). Primary care nurses obtained better scores in the dimension Implication than professionals working at other care levels. CONCLUSIONS The level of participation of the clinical nurses from Castellón is adequate. The previous training that professionals receive for mentoring students improves both their level of participation and primary care level. Extending this research to other national and international environments is recommended.
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Al Nozha OM, Fadel HT. Student perception of the educational environment in regular and bridging nursing programs in Saudi Arabia using the Dundee Ready Educational Environment Measure. Ann Saudi Med 2017; 37:225-231. [PMID: 28578362 PMCID: PMC6150580 DOI: 10.5144/0256-4947.2017.225] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
BACKGROUND Taibah University offers regular nursing (RNP) and nursing bridging (NBP) bachelor programs. We evaluated student perception of the learning environment as one means of quality assurance. OBJECTIVES To assess nursing student perception of their educational environment, to compare the perceptions of regular and bridging students, and to compare the perceptions of students in the old and new curricula. DESIGN Cross-sectional survey. SETTING College of Nursing at Taibah University, Madinah, Saudi Arabia. PATIENTS AND METHODS The Dundee Ready Educational Environment Measure (DREEM) instrument was distributed to over 714 nursing students to assess perception of the educational environment. Independent samples t test and Pearson's chi square were used to compare the programs and curricula. MAIN OUTCOME MEASURE The DREEM inventory score. RESULTS Of 714 students, 271 (38%) were RNP students and 443 (62%) were NBP students. The mean (standard deviation) DREEM score was 111 (25). No significant differences were observed between the programs except for the domain "academic self-perceptions" being higher in RNP students (P < .001). Higher mean DREEM scores were observed among students studying the new curriculum in the RNP (P < .001) and NBP (P > .05). CONCLUSION Nursing students generally perceived their learning environment as more positive than negative. Regular students were more positive than bridging students. Students who experienced the new curriculum were more positive towards learning. LIMITATIONS The cross-sectional design and unequal gender and study level distributions may limit generalizability of the results. Longitudinal, large-scale studies with more even distributions of participant characteristics are needed.
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Affiliation(s)
| | - Hani T Fadel
- Dr. Hani T. Fadel, Department of Preventive Dental Services,, Taibah University Dental College and Hospital (TUDCH), Madinah, Saudi Arabia, T: +966554406095, , http://orcid.org/0000-0001-9113-2399a
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Feijoo-Cid M, Moriña D, Gómez-Ibáñez R, Leyva-Moral JM. Expert patient illness narratives as a teaching methodology: A mixed method study of student nurses satisfaction. NURSE EDUCATION TODAY 2017; 50:1-7. [PMID: 27998806 DOI: 10.1016/j.nedt.2016.11.029] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2016] [Revised: 11/09/2016] [Accepted: 11/24/2016] [Indexed: 06/06/2023]
Abstract
OBJECTIVE To evaluate nursing students' satisfaction with Expert Patient Illness Narratives as a teaching and learning methodology based on patient involvement. METHODS AND DESIGN Mixed methods were used in this study: online survey with quantitative and qualitative items designed by researchers. SETTINGS AND PARTICIPANTS Sixty-four nursing students of the Universitat Autònoma de Barcelona, attending a Medical Anthropology elective course. RESULTS Women more frequently considered that the new learning methodology was useful in developing the competency "to reason to reason the presence of the triad Health-Illness-Care in all the groups, societies and historical moments" (p-value=0.02) and in that it was consolidated as a learning outcome (p-value=0.022). On the other hand, men considered that this methodology facilitated the development of critical thinking (p=0.01) and the ability to identify normalized or deviant care situations (p=0.007). Students recognized the value of Expert Patient Illness Narratives in their nursing training as a way to acquire new nursing skills and broaden previously acquired knowledge. This educational innovation improved nursing skills and provided a different and richer perspective of humanization of care. CONCLUSIONS The results of the present study demonstrate that nursing students found Expert Patient Illness Narratives satisfactory as a learning and teaching methodology, and reported improvement in different areas of their training and also the integration of new knowledge, meaning, theory applicability, as well las critical and reflective thinking. Involvement of patients as storytellers also provides a new humanizing perspective of care. Nonetheless, further studies of Expert Patient Illness Narratives are needed in order to improve its benefits as a teaching and learning methodology.
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Affiliation(s)
- Maria Feijoo-Cid
- Department of Nursing, Faculty of Medicine, Universitat Autònoma de Barcelona, Spain; Grups de Recerca d'America i Àfrica Llatines (GRAAL) (2014 SGR 1175), Spain.
| | - David Moriña
- Unit of Infections and Cancer (UNIC), Cancer Epidemiology Research Program (CERP), Catalan Institute of Oncology (ICO)-IDIBELL, L'Hospitalet de Llobregat, Barcelona, Spain
| | - Rebeca Gómez-Ibáñez
- Department of Nursing, Faculty of Medicine, Universitat Autònoma de Barcelona, Spain; Grup de Recerca en Antropologia de la Corporalitat (2014 SGR 835), Spain
| | - Juan M Leyva-Moral
- Department of Nursing, Faculty of Medicine, Universitat Autònoma de Barcelona, Spain; Grups de Recerca d'America i Àfrica Llatines (GRAAL) (2014 SGR 1175), Spain
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Rebueno MCDR, Tiongco DDD, Macindo JRB. A structural equation model on the attributes of a skills enhancement program affecting clinical competence of pre-graduate nursing students. NURSE EDUCATION TODAY 2017; 49:180-186. [PMID: 27988466 DOI: 10.1016/j.nedt.2016.11.030] [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: 08/17/2016] [Revised: 10/20/2016] [Accepted: 11/28/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Clinical competence remains an issue in nursing and has received greater emphasis than academic competence. Although skill enhancement programs are recommended and beneficial, there is limited evidence on its influence on the clinical competence of pre-graduate nursing students. OBJECTIVE This study explored the attributes of a skills enhancement program that affect the perceived clinical competence of pre-graduate nursing students. DESIGN AND SETTING A cross-sectional study was conducted in a private higher education institution in the Philippines from April to May 2016. PARTICIPANT AND METHODS A total of 245 pre-graduate nursing students participated and completed a three-part survey composed of the respondent's robotfoto, the Skills Enhancement Program Questionnaire, and the Clinical Competence Questionnaire. Factor analysis explicated the attributes of the skills enhancement program while structural equation modeling and path analysis analyzed the variables' relationship. RESULTS Findings showed that a skills enhancement program has 4 attributes: supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment. Although all attributes of the program positively affected clinical competence, a supportive clinical instructor had the strongest influence on all clinical competency dimensions. CONCLUSION A skills enhancement program that has a supportive clinical instructor, comprehensive orientation, formative goals and objectives, and conducive learning environment facilitates clinical competency development among pre-graduate nursing students. This knowledge provides momentum for nursing educators to review and refine their skills and the existing design of their skills enhancement program to further develop clinical competency among pre-graduate nursing students.
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Affiliation(s)
- Ma Carina D R Rebueno
- College of Nursing, University of Santo Tomas, España Boulevard, Manila 1015, Philippines.
| | - Dyan Dee D Tiongco
- College of Nursing, University of Santo Tomas, España Boulevard, Manila 1015, Philippines.
| | - John Rey B Macindo
- College of Nursing, University of Santo Tomas, España Boulevard, Manila 1015, Philippines.
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