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Goni-Fuste B, Martin-Delgado L, Llistosella M, Wennberg-Capellades L, Martin-Ferreres ML, Monforte-Royo C, Fuster-Linares P, Juan-Pardo MAD. Factors contributing to the fostering of resilience among final-year nursing students in challenging situations: Lessons from the COVID-19 pandemic. NURSE EDUCATION TODAY 2024; 144:106417. [PMID: 39316863 DOI: 10.1016/j.nedt.2024.106417] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/10/2024] [Revised: 09/09/2024] [Accepted: 09/16/2024] [Indexed: 09/26/2024]
Abstract
BACKGROUND During the first wave of the COVID-19 pandemic, final-year nursing students in our country volunteered to join the healthcare workforce, and the challenges they faced were considerable. AIM To explore the factors that foster resilience among final-year nursing students that joined the healthcare workforce during the first wave of the COVID-19 pandemic. DESIGN Descriptive qualitative study with thematic analysis. PARTICIPANTS Newly graduated nurses who had volunteered to join the health workforce during the first wave of the COVID-19 pandemic as final-year bachelor of nursing students. METHODS Twenty-two semi-structured interviews were conducted during January and February 2021. Interviews were conducted by nursing students as part of their final-year dissertation with the supervision of a researcher with experience on qualitative data collection methods. Thematic analysis of interview transcripts was performed using Weft QDA 1.0.1. RESULTS The analysis revealed two main themes that described newly graduated nurses views regarding the factors that had enabled them to develop resilience when working on the frontline as final-year nursing students: (1) factors that helped them cope with adversity related with the identification and use of personal resources, feeling supported from others and professional recognition; and (2) factors that promoted learning such as guided reflection and the opportunity to share peer experiences. CONCLUSION The identification and use of personal resources, recognition and support from others, guided reflection and sharing peer experiences appear to be the key factors in helping nursing students develop resilience in the face of challenging situations. Promoting these factors in the context of nurse education programmes will help to ensure that future professionals are better prepared to deal with the challenges that nurses face in clinical practice in their early career.
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Affiliation(s)
- Blanca Goni-Fuste
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Leandra Martin-Delgado
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Maria Llistosella
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain; Primary Health Care, Consorci Sanitari de Terrassa, Barcelona, Spain
| | - Laia Wennberg-Capellades
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain.
| | - María Luisa Martin-Ferreres
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Cristina Monforte-Royo
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Pilar Fuster-Linares
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - María Angeles de Juan-Pardo
- Department of Nursing, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
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Patel SE, Varghese J, Hamm K. Defining sense of belonging in nursing - An evolutionary concept analysis. J Prof Nurs 2024; 54:151-163. [PMID: 39266084 DOI: 10.1016/j.profnurs.2024.07.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2023] [Revised: 07/11/2024] [Accepted: 07/15/2024] [Indexed: 09/14/2024]
Abstract
OBJECTIVES The purpose of this analysis is to develop the concept of sense of belonging in nursing. The secondary purpose is to identify the antithesis or direct opposite beyond the negative consequences related to a lack of belonging in nursing. DESIGN Rodgers' evolutionary method guided the analysis and advancement of sense of belonging in nursing. DATA SOURCES Following PRISMA guidelines, peer-reviewed English articles and dissertations were reviewed from PubMed, ERIC, CINAHL, and PsychINFO. Forty-seven articles describing sense of belonging in the nursing profession, both academic and workforce, were included. REVIEW METHODS Inductive thematic analysis was used to determine recurring themes of the antecedents, attributes, consequences, and antithesis of belonging in nursing. RESULTS A welcoming, positive atmosphere encouraging a culture of mentorship is key to developing an environment of belonging. The attributes of belonging include being trusted, valued, and an accepted part of the team, and encouraging a connection to the community. Nurses and nursing students have improved confidence, self-esteem, and motivation to learn when a sense of belonging is present. They feel supported and respected in the environment. However, historically minoritized students and nurses report discrimination, bias, and condescension resulting in feeling invisible, isolated, excluded, and neglected. Nurses and nursing students feel invisible, isolated, excluded, and neglected without a sense of belonging. CONCLUSION Developing a sense of belonging in nurses and nursing students is critical to our profession. Further research is essential to develop interventions and strategies for cultivating a sense of belonging in nursing.
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Affiliation(s)
- Sarah E Patel
- School of Nursing and Health Studies, University of Missouri-Kansas City, 2464 Charlotte Street, Kansas City, MO 64108, United States of America.
| | - Jessica Varghese
- New York Institute of Technology, P.O. Box 8000, Old Westbury, NY 11568, United States of America.
| | - Kerry Hamm
- Lakeland University, W3718 South Drive, Plymouth, WI 53073, United States of America.
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O'Donnell S, Hayden J, Quigley E, Adamis D, Gavin B, McNicholas F. "We're seen as part of the supply chain of medicines rather than as the professionals that we are": The wellbeing of community pharmacists during the COVID response. Res Social Adm Pharm 2024; 20:389-400. [PMID: 38350789 DOI: 10.1016/j.sapharm.2023.12.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2023] [Revised: 12/10/2023] [Accepted: 12/13/2023] [Indexed: 02/15/2024]
Abstract
INTRODUCTION Challenges facing community pharmacists in delivering and adapting services during the COVID-19 response have been reported. However, few qualitative studies have examined the impact of these experiences on their wellbeing, and what supports the profession requires in the future. AIM(S) To examine the work-related experiences and psychosocial needs of community pharmacists situated in the Republic of Ireland arising from the COVID-19 response. METHOD 11 pharmacists and 1 representative were interviewed and data analysed through inductive thematic analysis. RESULTS Work experiences were characterised by increased workload linked to multiple roles pharmacists played during the pandemic. Remaining open, meeting the social and medical needs of patients unable to easily access other primary services exerted its toll on pharmacists while at the same time providing a sense of professional fulfilment. Participants felt contributions made to the community during COVID-19 went largely unrecognised by the wider healthcare structure. This added to a prior sense of professional disenchantment arising from long-standing under-resourcing, lack of clinical autonomy and high administrative burden eroding their sense of purpose and meaning. Informal, peer-support networks were preferred over formal psychological support initiatives. CONCLUSIONS The post-pandemic environment is an opportune time for policy makers to reconsider the role of community pharmacists. Greater clinical autonomy beyond dispensing of medicines, for example, for example, would also serve to enhance the sense of purpose and meaning of pharmacists as healthcare professionals. The longer-term well-being of community pharmacists is contingent on recognition of the value that community pharmacy bring both to the healthcare system and wider society as a whole.
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Affiliation(s)
- Shane O'Donnell
- Department of Child & Adolescent Psychiatry, School of Medicine and Medical Science, University College Dublin (UCD), Ireland.
| | - John Hayden
- RCSI School of Pharmacy and Biomolecular Sciences (PBS), Royal College of Surgeons in Ireland, Ireland
| | - Etain Quigley
- National University of Ireland, Maynooth (Maynooth University) - Department of Law, Ireland
| | | | - Blánaid Gavin
- Department of Child & Adolescent Psychiatry, School of Medicine and Medical Science, University College Dublin (UCD), Ireland
| | - Fiona McNicholas
- Department of Child & Adolescent Psychiatry, School of Medicine and Medical Science, University College Dublin (UCD), Ireland; Children Health Ireland, Crumlin, Dublin 12, Ireland; Lucena Clinic Rathgar, Dublin 6, Ireland
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Burt-Miller JF, Rismani M, Hopkins A, Cunningham T, Farquharson D, Balcázar AG, Chosed RJ, McPhail B, Green L, Gordon MC, Kennedy AB. "I realized I was not alone": A mixed-methods investigation of the implementation of Ubuntu groups to reduce burnout and social isolation in an allopathic medical School in the Southeastern United States. MEDICAL TEACHER 2024:1-11. [PMID: 38500338 DOI: 10.1080/0142159x.2024.2326123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2023] [Accepted: 02/28/2024] [Indexed: 03/20/2024]
Abstract
PURPOSE/BACKGROUND Healthcare providers experience higher rates of workplace burnout, a reality highlighted by the COVID-19 pandemic. In response, small groups, inspired by South African philosophy, Ubuntu, were introduced to decrease burnout and social isolation and build community and belonging. This study examines how participation in these groups can impact these measures. METHODS In this mixed-methods study, trained facilitators led small groups that utilized story-sharing to foster connections within the group and broader community. Quantitative and qualitative data were analyzed separately and merged to identify convergence. RESULTS Three main qualitative themes emerged: 1) seeking and building connections and community, 2) curiosity, learning, and growing, and 3) open-hearted and thriving. These themes were linked to quantitative outcomes, showing a statistically significant decrease in social isolation among staff/faculty and students. Furthermore, faculty/staff exhibited reduced burnout compared to students, while students reported increased feelings of belonging. CONCLUSION Participation in Ubuntu groups positively influenced students' sense of belonging, reduced faculty/staff burnout, and alleviated social isolation for all participants. Future research should explore the potential of this intervention to further promote wellness on medical campuses. Programs emphasizing the well-being of individuals, including faculty, staff, and students, are crucial for supporting the overall health of medical communities and the wider society.
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Affiliation(s)
- Joel F Burt-Miller
- Harvard T.H. Chan School of Public Health, University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Mina Rismani
- Department of Internal Medicine, Medical College of Georgia, Augusta, Georgia, USA
| | - Alexis Hopkins
- University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Taylor Cunningham
- University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Daniel Farquharson
- University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Ana Gabriela Balcázar
- University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Renee J Chosed
- Department of Biomedical Sciences, the University of South Carolina School of Medicine Greenville, Greenville, South Carolina, USA
| | - Brooks McPhail
- Department of Physiology & Pharmacology at Wake Forest, University School of Medicine Charlotte, Charlotte, North Carolina, USA
| | - Lisa Green
- Department of Obstetrics and Gynecology, Prisma Health, Greenville, South Carolina, USA
| | | | - Ann Blair Kennedy
- Biomedical Sciences Department at the University of South Carolina School of Medicine Greenville and in the Family Medicine Department at Prisma Health, Director of the University of South Carolina Patient Engagement Studio, Greenville, South Carolina, USA
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Wakefield E, Innes K, Dix S, Brand G. Belonging in high acuity settings: What is needed for newly graduated registered nurses to successfully transition? A qualitative systematic review. NURSE EDUCATION TODAY 2023; 121:105686. [PMID: 36549257 DOI: 10.1016/j.nedt.2022.105686] [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: 04/03/2022] [Revised: 11/25/2022] [Accepted: 12/02/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND A worldwide shortage of nurses providing clinical care, coupled with an increase in severity of illness of hospitalised patients has led to newly graduated Registered Nurses being placed into high acuity settings, such as the emergency department, intensive care unit and operating theatre. The feeling of belonging in these settings impacts on successful transition of newly graduated Registered Nurses, their learning, and may lead to high attrition rates. OBJECTIVE To comprehensively synthesise qualitative research on newly graduated Registered Nurses' experiences of belonging, while working in high acuity clinical settings. DESIGN Elements of the Joanna Briggs Institute (JBI) systematic review protocol were utilised. The Preferred Reporting Items of Systematic reviews and Meta-Analyses (PRISMA) guidelines were used to conduct the review. Data were analysed using thematic analysis. DATA SOURCES Ovid Emcare, PsychInfo, CINHAL, Proquest and Scopus. METHODS The PICo (population, interest and context) strategy was used as a guide to develop search terms. Published literature from January 2007 to April 2021 was searched. Screening, selection and data extraction were performed by two authors independently. All discrepancies were resolved through discussion with a third reviewer. RESULTS A total of 506 studies were identified following the systematic search; after duplicates were removed, 440 were screened by title and abstract and 29 by full text. Six articles were included in this systematic review. Methodological quality was assessed utilising the JBI critical appraisal checklist, and discrepancies ratified through team consensus. The themes; emotional lability, structured program design, preceptors' influence and acceptance were identified. CONCLUSIONS Newly graduated Registered Nurses in the high acuity setting feel emotionally insecure related mainly to their educational unpreparedness. They have need for a structured program, inclusive of both theory and supported practice. The role of the preceptorship team is vital in enabling a feeling of belonging, as is acceptance by nursing staff of the learning journey.
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Affiliation(s)
- Erin Wakefield
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, VIC 3199, Australia.
| | - Kelli Innes
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, VIC 3199, Australia
| | - Samantha Dix
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, VIC 3199, Australia
| | - Gabrielle Brand
- Monash Nursing and Midwifery, Monash University, 47-49 Moorooduc Highway, Frankston, VIC 3199, Australia
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Gómez-Moreno C, García-Carpintero Blas E, Lázaro P, Vélez-Vélez E, Alcalá-Albert GJ. Challenge, fear and pride: nursing students working as nurses in COVID-19 care units. Int J Qual Stud Health Well-being 2022; 17:2100611. [PMID: 35861598 PMCID: PMC9310785 DOI: 10.1080/17482631.2022.2100611] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Context and Purpose Methods Results Conclusion
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Affiliation(s)
- Cristina Gómez-Moreno
- Fundación Jiménez Díaz School of Nursing of Madrid, Autonomous University of Madrid, Madrid, Spain
| | | | - Pablo Lázaro
- Health Research Department Independent Health Services Researcher, Madrid, Spain
| | - Esperanza Vélez-Vélez
- Fundación Jiménez Díaz School of Nursing of Madrid, Autonomous University of Madrid, Madrid, Spain
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Zambodla A, Williams M, Ricks E. Community service nurses in primary healthcare clinics: Experiences of supervision and support from professional nurses. Health SA 2022; 27:1738. [PMID: 36337441 PMCID: PMC9634691 DOI: 10.4102/hsag.v27i0.1738] [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: 07/13/2021] [Accepted: 07/22/2022] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND Newly qualified nurses in South Africa are required to undertake a compulsory 1-year community service (CS) in a public healthcare facility. They are not yet competent to work alone and require supervision and support from senior professional nurses. AIM This study aimed to explore and describe the experiences of community service nurses (CSNs) regarding supervision and support from professional nurses at primary healthcare clinics (PHC). SETTING The study was conducted with CSNs who were working in PHC clinics in Nelson Mandela Bay (NMB). METHODS A qualitative, explorative, descriptive and contextual study was conducted using semi-structured interviews with 10 CSNs. Purposive sampling was used. Data were analysed using Tesch's coding method of content analysis. RESULTS Two themes and six sub-themes emerged, the key themes being participants' diverse needs related to CS placement at PHC clinics and participants' social interaction with the professional nurses during CS. CONCLUSION Supervision and support for the CSNs during their CS rotation was inadequate at most clinics in this study. Recommendations, based on findings, were made for an improved CS experience and further research. CONTRIBUTION The CSNs require supervision and support in the CS year, particularly in PHC clinics, clearly presented in this study. The findings of the study can be used to improve the experience of CS for CSNs in the PHC setting in NMB.
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Affiliation(s)
- Ayanda Zambodla
- Department of Nursing, Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa
| | - Margaret Williams
- Department of Nursing, Faculty of Community and Health Sciences, University of the Western Cape, Cape Town, South Africa
| | - Esmeralda Ricks
- Department of Nursing, Faculty of Health Sciences, Nelson Mandela University, Port Elizabeth, South Africa
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Guillaume D, Troncoso E, Duroseau B, Bluestone J, Fullerton J. Mobile-Social Learning for Continuing Professional Development in Low- and Middle-Income Countries: Integrative Review. JMIR MEDICAL EDUCATION 2022; 8:e32614. [PMID: 35671080 PMCID: PMC9214614 DOI: 10.2196/32614] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/03/2021] [Revised: 01/26/2022] [Accepted: 04/26/2022] [Indexed: 05/17/2023]
Abstract
BACKGROUND Access to continuing professional development (CPD) for health care workers in low- and middle-income countries (LMICs) is severely limited. Digital technology serves as a promising platform for supporting CPD for health care workers by providing educational content virtually and enabling virtual peer-to-peer and mentor interaction for enhanced learning. Digital strategies for CPD that foster virtual interaction can increase workforce retention and bolster the health workforce in LMICs. OBJECTIVE The objective of this integrative review was to evaluate the evidence on which digital platforms were used to provide CPD to health care workers and clinical students in LMICs, which was complemented with virtual peer-to-peer or mentor interaction. We phrased this intersection of virtual learning and virtual interaction as mobile-social learning. METHODS A comprehensive database and gray literature search was conducted to identify qualitative, quantitative, and mixed methods studies, along with empirical evidence, that used digital technology to provide CPD and virtual interaction with peers or mentors. The PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. Eligible articles were written in English, conducted in an LMIC, and used a mobile device to provide CPD and facilitate virtual peer-to-peer or mentor interaction. Titles, abstracts, and full texts were screened, followed by an assessment of the quality of evidence and an appraisal of the articles. A content analysis was then used to deductively code the data into emerging themes. RESULTS A total of 750 articles were identified, and 31 (4.1%) were included in the review. SMS text messaging and mobile instant messaging were the most common methods used to provide continuing education and virtual interaction between peers and mentors (25/31, 81%). Across the included articles, participants had high acceptability for using digital platforms for learning and interaction. Virtual peer interaction and mentorship were found to contribute to positive learning outcomes in most studies (27/31, 87%) through increased knowledge sharing, knowledge gains, improved clinical skills, and improved service delivery. Peer-to-peer and mentor interaction were found to improve social support and reduce feelings of isolation (9/31, 29%). There were several challenges in the implementation and use of digital technology for mobile-social learning, including limited access to resources (eg, internet coverage and stable electricity), flexibility in scheduling to participate in CPD, and sociobehavioral challenges among students. CONCLUSIONS The summary suggests that mobile-social learning is a useful modality for curriculum dissemination and skill training and that the interface of mobile and social learning serves as a catalyst for improved learning outcomes coupled with increased social capital.
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Affiliation(s)
- Dominique Guillaume
- Jhpiego, Baltimore, MD, United States
- School of Nursing, Johns Hopkins University, Baltimore, MD, United States
| | | | - Brenice Duroseau
- School of Nursing, Johns Hopkins University, Baltimore, MD, United States
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Annese S, Amenduni F, Candido V, McLay KF, Ligorio MB. Tutor's Role in WhatsApp Learning Groups: A Quali-Quantitative Methodological Approach. Front Psychol 2022; 12:799456. [PMID: 35422726 PMCID: PMC9003016 DOI: 10.3389/fpsyg.2021.799456] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Accepted: 12/03/2021] [Indexed: 11/13/2022] Open
Abstract
In recent years, digital tools, such as WhatsApp, have been increasingly deployed to support group interaction and collaboration in higher education contexts. To understand contemporary, digitally-mediated collaborative dynamics – including the role played by tutors and the situated nature of group development – robust and innovative methodologies are needed. In this paper, we illustrate how integrating qualitative methods with quantitative tools used in qualitative ways makes it possible to trace how tutors adapt their style to support group development, which in turn triggers student development in a circular and responsive process. To make visible this contemporary phenomenon, we combine thematic content analysis – a qualitative tool – with a quantitative method: Social Network Analysis. Drawing on data generated by two WhatsApp learning groups (six students and four academic tutors) in research exploring the collaborative construction of boundary objects in a master’s level “E-learning Psychology” course, we suggest that our methodological approach has the potential to support interrogation of complex and dynamic digitally-mediated group interactions. Our results show the situational nature of an effective tutorship style through its complex adaptation to learners’ maturity, digital tools, and learning goals.
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Affiliation(s)
- Susanna Annese
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
| | - Francesca Amenduni
- Research and Development, Sfuvet Swiss Federal University for Vocational Education and Training, Lugano, Switzerland
| | - Vito Candido
- Research and Development, Sfuvet Swiss Federal University for Vocational Education and Training, Lugano, Switzerland
| | | | - Maria Beatrice Ligorio
- Department of Education, Psychology, Communication, University of Bari Aldo Moro, Bari, Italy
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Kovancı MS, Atlı Özbaş A. 'Young saplings on fire' newly graduated nurses in the COVID-19 pandemic: A qualitative study. J Nurs Manag 2021; 30:15-24. [PMID: 34449922 PMCID: PMC8646891 DOI: 10.1111/jonm.13460] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Revised: 08/15/2021] [Accepted: 08/23/2021] [Indexed: 11/27/2022]
Abstract
Aim To explore the experiences of newly graduated nurses during the pandemic. Background Newly graduated nurses were employed during the pandemic by several countries to meet the increasing demand for healthcare services. Methods A descriptive qualitative study with thematic analysis. The study was conducted with 14 newly graduated nurses. Results Themes were systematized into four variables of the system research organization model, and a total of 12 themes were identified. Nurses, who started to work in the beginning months of the pandemic, faced several difficulties in their transition period, including the difficulties of starting employment and the effects of the pandemic on both society and health systems. Conclusions During the pandemic, newly graduated nurses faced various difficulties in transition processes, difficulties in starting the employment process and the effects of the pandemic on both society and health systems. In order to reduce these effects, regulations are needed at all stages of the health system. Implications for Nursing Management It is the responsibility of health system policymakers, hospital managers, nurse managers and senior nurses to ensure that newly graduated nurses endure these pandemic conditions, which are quite challenging even for senior nurses, without any damage, and continue in the profession.
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Affiliation(s)
- Mustafa Sabri Kovancı
- Psychiatric Nursing Department, Faculty of Nursing, Hacettepe University, Ankara, Turkey
| | - Azize Atlı Özbaş
- Psychiatric Nursing Department, Faculty of Nursing, Hacettepe University, Ankara, Turkey
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11
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Velarde-García JF, Cachón-Pérez JM, Rodríguez-García M, Oliva-Fernández O, González-Sanz P, Espejo MM, González-Hervías R, Álvarez-Embarba B, Moro-López-Menchero P, Fernández-de-Las-Peñas C, Palacios-Ceña D. The challenges of "learning on the go": A qualitative study of final-year Spanish nursing students incorporated to work during the first Covid-19 pandemic. NURSE EDUCATION TODAY 2021; 103:104942. [PMID: 33965720 PMCID: PMC9756394 DOI: 10.1016/j.nedt.2021.104942] [Citation(s) in RCA: 19] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/20/2021] [Revised: 04/06/2021] [Accepted: 04/22/2021] [Indexed: 05/13/2023]
Abstract
BACKGROUND The first wave of the COVID-19 pandemic caused a shortage of qualified nurses in Spain. As a result, the government authorized the hiring of senior students. OBJECTIVES To explore the perspectives of a group of final-year nursing students who were hired on the basis of a relief contract for health professionals during the first COVID-19 outbreak, regarding their learning process and their mixed role as students and novice nurses. DESIGN A qualitative exploratory study was conducted. SETTINGS The Nursing Department of the European University of Madrid, and the Red Cross College of Nursing. PARTICIPANTS Eighteen nursing students were recruited, aged between 18 and 65 years old, enrolled in the fourth year of Nursing Studies and who were hired under a relief contract for health professionals during the pandemic. METHODS Purposive sampling was used. Semi-structured, in-depth interviews were carried out using a question guide. Interviews were conducted in a private video chat room platform. Also, a thematic, inductive analysis was performed. This study was conducted according to the Consolidated Criteria for Reporting Qualitative Research and the Standards for Reporting Qualitative Research. RESULTS Four specific themes emerged: a) The students' role during the relief contract; b) The learning process during the pandemic; c) Barriers to learning; and d) A unique learning opportunity. The students had an undefined mixed role, which hindered their skills and activities. Learning was self-directed, sometimes through trial and error, and through experiencing critical events. Time constraints and having to learn under pressure were experienced as difficulties for learning. Nevertheless, this was a unique professional learning opportunity. The students learned to be organized and effective, acknowledge their limitations, gain confidence, face their fears, and mature. CONCLUSIONS These results can help inform nurse training programs and improve the organization and incorporation of nurses in health care facilities during the COVID-19 pandemic.
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Affiliation(s)
- Juan Francisco Velarde-García
- Research Nursing Group of Instituto de Investigación Sanitaria Gregorio Marañón (IiSGM). Calle del Dr. Esquerdo, 46, 28007 Madrid, Spain; Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Jose Miguel Cachón-Pérez
- Department of Nursing. Facultad Ciencias Salud. Research Group of Teaching methodologies and assessment systems in nursing, Universidad Europea de Madrid. Calle Tajo, s/n, 28670 Villaviciosa de Odón, Madrid, Spain.
| | - Marta Rodríguez-García
- Department of Nursing. Facultad Ciencias Salud. Research Group of Teaching methodologies and assessment systems in nursing, Universidad Europea de Madrid. Calle Tajo, s/n, 28670 Villaviciosa de Odón, Madrid, Spain
| | - Oscar Oliva-Fernández
- Department of Nursing. Facultad Ciencias Salud. Research Group of Teaching methodologies and assessment systems in nursing, Universidad Europea de Madrid. Calle Tajo, s/n, 28670 Villaviciosa de Odón, Madrid, Spain
| | - Pilar González-Sanz
- Department of Nursing. Facultad Ciencias Salud. Research Group of Teaching methodologies and assessment systems in nursing, Universidad Europea de Madrid. Calle Tajo, s/n, 28670 Villaviciosa de Odón, Madrid, Spain
| | - Marta Mas Espejo
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Raquel González-Hervías
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Beatriz Álvarez-Embarba
- Department of Nursing, Red Cross College of Nursing, Universidad Autónoma de Madrid, Avenida Reina Victoria 28, 28003 Madrid, Spain
| | - Paloma Moro-López-Menchero
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Research Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS), Avenida Atenas s/n, 28922 Alcorcón, Spain
| | - César Fernández-de-Las-Peñas
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Research Group of Manual Therapy, Dry Needling and Therapeutic Exercise of Universidad Rey Juan Carlos (GITM-URJC), 28001 Madrid, Spain
| | - Domingo Palacios-Ceña
- Department of Physical Therapy, Occupational Therapy, Physical Medicine and Rehabilitation, Research Group of Humanities and Qualitative Research in Health Science of Universidad Rey Juan Carlos (Hum&QRinHS), Avenida Atenas s/n, 28922 Alcorcón, Spain
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Monforte-Royo C, Fuster P. Coronials: Nurses who graduated during the COVID-19 pandemic. Will they be better nurses? NURSE EDUCATION TODAY 2020; 94:104536. [PMID: 32801065 PMCID: PMC7387935 DOI: 10.1016/j.nedt.2020.104536] [Citation(s) in RCA: 23] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Accepted: 07/14/2020] [Indexed: 05/26/2023]
Affiliation(s)
- Cristina Monforte-Royo
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain.
| | - Pilar Fuster
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
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Singer B, Walsh CM, Gondwe L, Reynolds K, Lawrence E, Kasiya A. WhatsApp as a medium to collect qualitative data among adolescents: lessons learned and considerations for future use. Gates Open Res 2020. [DOI: 10.12688/gatesopenres.13169.1] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
In the field of adolescent sexual and reproductive health (ASRH), candid youth perspectives are necessary for understanding the nuances surrounding contraceptive access and use. Methods of data collection leveraging technological solutions may provide avenues for increased privacy for adolescents. With the use of WhatsApp and other smartphone-based messaging applications as platforms for qualitative methodologies, public health researchers may find increased access to adolescents through utilizing mediums that adolescents already engage with in their daily lives. This article describes the use of WhatsApp as a data collection methodology with adolescents in Malawi. In June 2018, VillageReach used WhatsApp to conduct focus group discussions (FGD) to collect qualitative data on contraceptive use from Malawian youth. WhatsApp FGD participants were male and female adolescents, aged 15-19 representing rural and urban populations across three geographic regions of Malawi (northern, central and southern). Youth researchers (YR), aged 22-25, were trained and facilitated fifteen WhatsApp FGDs, as in-person (12) and remote (3) sessions. WhatsApp FGDs consisted of a YR sharing fictitious but contextually realistic ASRH scenarios, and managing the virtual discussion with questions and probing. Youth indicated comfort using WhatsApp to express their opinions and experiences related to contraceptive use and preferences. Based on the data collected, the researchers felt that use of the technology may increase willingness to provide additional levels of information during anonymized WhatsApp FGDs vis à vis traditional, in-person FGDs. Using WhatsApp as a methodological tool to facilitate FGDs has practical implications for data collection, data quality and data analysis. This paper reports lessons learned as well as the advantages and disadvantages of using WhatsApp to conduct FGDs in a low-resource setting. It also calls for developing guidelines and an ethical code of conduct for the future use of mobile applications for conducting qualitative research with vulnerable populations.
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