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Mingo SR, Fitch O, Tierney L, Nesbitt D. Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review. J Nurs Educ 2024; 63:515-524. [PMID: 39120507 DOI: 10.3928/01484834-20240501-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/10/2024]
Abstract
BACKGROUND Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. METHOD A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. RESULTS Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. CONCLUSION Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].
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Chang Y, Shun S, Lin P. Students' core competence performance during fundamental nursing practicum: A cross-sectional survey with importance-performance analysis. Nurs Open 2024; 11:e70012. [PMID: 39165079 PMCID: PMC11336056 DOI: 10.1002/nop2.70012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2024] [Revised: 06/02/2024] [Accepted: 08/04/2024] [Indexed: 08/22/2024] Open
Abstract
AIM Limited available studies compare the core competence performance of students undertaking their practicum at different level-of-care practicum sites. This study aimed to (1) compare the gaps between the perception of importance for competence and the perceived performance of nursing students at practicum sites involving different level-of-care and (2) identify low competencies that must be prioritized for improvement at different sites during the fundamental nursing practicum. DESIGN Cross-sectional design. METHODS A total of 659 students who had passed their fundamental nursing practicum within 1 month from six nursing colleges in Taiwan were recruited. The students completed the 25-item Core Competence in Fundamental Nursing Practicum Scale, wherein both the importance and performance level of each item are indicated. One-way analysis of variance along with the Scheffe post hoc test and importance-performance analysis were used to explore the gaps between the perception of importance for competence and the perceived performance and to identify weak competencies that must be prioritized for improvement, respectively. RESULTS Compared with nursing students practicing in district hospitals (predominantly caring for chronically ill patients), nursing students practicing in medical centres (predominantly caring for patients with severe and critical conditions) had larger gaps in total scores and the application of nursing processes. Students in medical centres also had larger gaps in professional attitude than their counterparts in long-term care facilities. Importance-performance analysis identified a common shortfall in communication skills among nursing students for all level-of-care practicum sites. Students at long-term facilities had the highest number of weak competencies that required improvement. The results of this study can guide instructors in designing curricular activities focused on the weaker core competencies of the students at a practicum site for each level of care. PATIENT OR PUBLIC CONTRIBUTION No patient or public contributions.
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Affiliation(s)
- Yu‐Hsuan Chang
- Department of NursingNational Tainan Junior College of NursingTainanTaiwan
| | - Shiow‐Ching Shun
- Institute of Clinical Nursing, College of NursingNational Yang Ming Chiao Tung UniversityTaipeiTaiwan
| | - Pao‐Chen Lin
- Department of NursingNational Tainan Junior College of NursingTainanTaiwan
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Garza B, Bang SH, Lin LC. Professional self-concept of BSN students: A cross-sectional correlational study. NURSE EDUCATION TODAY 2024; 139:106238. [PMID: 38728990 DOI: 10.1016/j.nedt.2024.106238] [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: 12/16/2023] [Revised: 04/25/2024] [Accepted: 05/04/2024] [Indexed: 05/12/2024]
Abstract
BACKGROUND Professional self-concept consists of one's judgments, attitudes about oneself professionally, and one's own perception as a professional. A positive professional self-concept can support students and new nurses throughout their nursing careers. OBJECTIVE To describe levels of self-concept among pre-licensure undergraduate students. PARTICIPANTS/SETTING The participants were nursing students in a Bachelor of Science in Nursing program in the United States. DESIGN/METHODS This is a cross-sectional correlational study with self-report instruments, including demographics and the Professional Self-Concept of Nurses Instrument. Data (N = 103) were analyzed with SPSS/WIN 29.0. Descriptive statistics and professional self-concept scores were examined with independent t-tests, ANOVA, and Pearson's correlations. RESULTS Most participants were female (n = 90), with a mean age of 20 years (SD = 1). The mean professional self-concept of nurses score was 78 (SD = 7), ranging from 27 to 108, and professional self-concept was positively correlated with receiving tutoring through the university's program, working as a tutor for nursing students or students in prerequisite classes, transferring into the nursing program, and participating in campus nursing organizations. Professional self-concept was negatively correlated with advancement in semesters of the nursing program, being a first-generation college student, having a family member who is a nurse, GPA, and having clinical-related work experience in healthcare. CONCLUSIONS Higher levels of exposure to nursing may be related to lower professional self-concept. This is important to recognize and it may generalize to other nursing schools and health-related departments. Schools of nursing should enhance students' resilience by promoting self-concept. Our findings also shade light on self-care and the mental health of healthcare professionals.
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Affiliation(s)
- Brianna Garza
- The University of Texas Southwestern Medical Center, United States of America.
| | - So Hyeon Bang
- School of Nursing, The University of Texas at Austin, United States of America.
| | - Li-Chen Lin
- School of Nursing, The University of Texas at Austin, United States of America.
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Haririan H, Hassankhani H, Porter JE. The Lived Experience of Nursing Students from Student Work in Clinical Environments: A Hermeneutic Phenomenological Study. J Caring Sci 2024; 13:138-145. [PMID: 39318729 PMCID: PMC11417296 DOI: 10.34172/jcs.33241] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/20/2023] [Accepted: 05/11/2024] [Indexed: 09/26/2024] Open
Abstract
Introduction Undergraduate nursing students often work part-time or even full-time while studying at university completing their bachelor's degrees. The aim of this study is to explain the meaning of the lived experiences of nursing students working as students in clinical field. Methods A phenomenological study was conducted at the nursing and midwifery school of Tabriz, Iran. Purposefully, 20 baccalaureate nursing students with experience working as student worker nurses were recruited. The sample size was determined according to data saturation. Semi-structured, face-to-face interviews were held with the participants over 3 months (April 2020 to June 2020), and Van Manen's hermeneutic phenomenological approach was used to analyze the data. Results Five main themes extracted from the data analysis, including "students' clinical competency", "nurse-student relationships", "shift work", "mislearning", and "chaotic wards". A further 12 sub-themes extracted under the five main themes. Conclusion The work of nursing students in clinical environments as student worker nurses is a two-dimensional phenomenon with advantages and disadvantages. The benefits are improving the nursing students' clinical and communication skills, increasing their self-confidence, learning and practicing discipline and nursing responsibilities, and the disadvantages are facing reality shock stress, and mislearning.
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Affiliation(s)
- Hamidreza Haririan
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Hadi Hassankhani
- Department of Medical Surgical Nursing, Faculty of Nursing and Midwifery, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Joanne E Porter
- Institute of Health and Wellbeing, Federation University Australia, Australia
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Alghtany S, Madhuvu A, Fooladi E, Crawford K. Assessment of academic burnout and professional self-concept in undergraduate nursing students: A cross-sectional study. J Prof Nurs 2024; 52:7-14. [PMID: 38777528 DOI: 10.1016/j.profnurs.2024.03.003] [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: 06/18/2023] [Revised: 03/03/2024] [Accepted: 03/04/2024] [Indexed: 05/25/2024]
Abstract
BACKGROUND Nursing turnover and shortage are an increasing phenomenon throughout the world; thus, it is critical to determine the factors that contribute to them. Nursing students' retention plans and turnover intentions are significantly influenced by academic burnout and professional self-concept. The COVID-19 pandemic could aggravate the study-associated stresses leading to burnout and jeopardize the nursing student's professional socialisation which is a key factor in their professional self-concept formation, it is important to investigate their relationship. PURPOSE To examine the relationship between professional self-concept and academic burnout among undergraduate Bachelor of Nursing students and identify predictors related to academic burnout. METHOD This cross-sectional study was conducted from May to June 2021. The participants were undergraduate Bachelor of Nursing students from two campuses of a large university in Victoria, Australia. Out of 1630 students, 198 participated in the study. The students were invited to complete an online survey through the university's online learning platform or flyers. Descriptive statistics, Pearson correlation, and Bootstrapping approaches were used to analyse the data. RESULTS The analysis found a significant positive correlation between the nursing students' total professional self-concept and academic burnout professional efficacy (r = 0.48; p < 0.01). A significant negative correlation was also detected between the total professional self-concept and academic burnout cynicism (r = - 0.21; p < 0.01). Moreover, the total nurse professional self-concept was a significant predictor of both academic burnout subscales cynicism and professional efficacy (p < 0.01). CONCLUSIONS Positive nursing professional self-concept may alleviate student's academic burnout, and it might contribute to the promotion of their professional efficacy.
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Affiliation(s)
- Safea Alghtany
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Auxillia Madhuvu
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Ensieh Fooladi
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
| | - Kimberley Crawford
- Monash Nursing and Midwifery, Monash University, Melbourne, VIC 3800, Australia.
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Miao C, Liu C, Zhou Y, Zou X, Song L, Chung JWY, Tan W, Li X, Li D. Nurses' perspectives on professional self-concept and its influencing factors: A qualitative study. BMC Nurs 2024; 23:237. [PMID: 38594667 PMCID: PMC11003037 DOI: 10.1186/s12912-024-01834-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2023] [Accepted: 03/01/2024] [Indexed: 04/11/2024] Open
Abstract
BACKGROUND Nurses with a strong professional self-concept tend to exhibit a positive mindset and strong work engagement, delivering high-quality patient care. Although numerous quantitative studies have examined the factors impacting professional self-concept, there remains a limited exploration of these factors from the perspective of nurses themselves. METHODS This qualitative descriptive study uses the PERMA theory and Social Cognitive Theory as the theoretical framework. Semi-structured interviews were conducted with 15 nurses from six public hospitals in China. The data were analyzed thematically using a combination of inductive and deductive approaches. RESULTS Nurses' understanding of professional self-concept could be divided into four categories: professional identity, competence, care, and knowledge. Factors influencing nurses' professional self-concept were categorized into eight subthemes in three domains: (1) personal factors, including psychological qualities and attitude towards the nursing profession; (2) occupational-related behavioral factors, including role-oriented behavior and knowledge-oriented behavior; and (3) work environment and external factors, including external evaluation and perceptions of nurses, time allocation, nursing work tasks, work atmosphere, school education, and perceived supports. CONCLUSIONS This study found that, although nurses had different personal experiences, their perceptions of professional self-concept were similar. Nurses' professional self-concept is a multidimensional concept and involves various factors, such as personality, work-related characteristics, environment, and family. To thrive in a nursing career, nurses must discern the factors that can enhance or hinder their professional self-concept. By identifying and adjusting these factors, personalized support and positive interventions can be tailored to meet nurses' specific needs, which ultimately nurtures their professional development. TRIAL REGISTRATION This study was registered on December 14, 2022, in the Chinese Clinical Trial Registry (ChiCTR2200066699) as part of our ongoing study.
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Affiliation(s)
- Chuyuan Miao
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China
| | - Chunqin Liu
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China
| | - Ying Zhou
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China.
| | - Xiaofang Zou
- Department of Nursing, The Third Affiliated Hospital of Guangzhou Medical University, Guangzhou, Guangdong Province, 510150, China
| | - Liqin Song
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China
| | - Joanne W Y Chung
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China.
- Kiang Wu Nursing College of Macau, Macao, Macao SAR, 999078, China.
| | - Wenying Tan
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China
| | - Xiaohua Li
- School of Nursing, Guangzhou Medical University, Guangzhou, Guangdong Province, 510182, China
| | - Dong Li
- Department of International Culture Education, Chodang University, Muan, 58530, Republic of Korea
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Ding Z, Weng H, Yang L, Zhang B, Luo Y, Wang Q. Transition shock, future time perspective, professional self-concept, and professional identity among nursing interns: A cross-sectional study. Heliyon 2024; 10:e26207. [PMID: 38439868 PMCID: PMC10909643 DOI: 10.1016/j.heliyon.2024.e26207] [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: 05/05/2023] [Revised: 02/07/2024] [Accepted: 02/08/2024] [Indexed: 03/06/2024] Open
Abstract
Background Transition shock is prevalent among nursing interns. Future time perspective helps nursing interns learn and work more effectively and improve their problem-solving skills. Professional self-concept and professional identity play an important central and driving role in nursing interns' career choices and career development. However, the mechanism by which future time perspective, professional self-concept and professional identity are linked to transition shock among nursing interns remains unknown. Objectives We assess the degree of transition shock experienced by nursing interns and investigate the connections among transition shock, future-focused viewpoint, professional identity, and professional self-concept. Design A descriptive, cross-sectional design was conducted. Setting Eight hospitals in Hunan Province, China were included in the study. Participants Nursing interns at the studied hospital participated in the study. Methods A total of 1090 nursing interns [929 female, 161 male] were recruited from eight hospitals. Data on transition shock, future time perspective, professional self-concept and professional identity among nursing interns were collected using questionnaires from 30 May to June 15, 2022. Results On a 4-point rating scale, the participants' felt transition shock had a mean overall score of 2.39 (SD = 0.52). The dimension with the highest score was overwhelming workload (mean = 2.74, SD = 0.58), while the dimension with the lowest score was incongruity between work and personal life (mean = 2.16, SD = 0.70).Professional identity was statistically significantly correlated with transition shock (r = -0.198, p < 0.01). The preferred level of nursing (β = 0.354, p < 00.01), professional self-concept (β = 0.226, p < 00.01), professional identity (β = -0.2576, p < 00.01) and future time perspective (β = 0.119, p < 00.01) were predictors of transition shock. Conclusions The development of nursing interns' sense of professional identity and future time perspective should be enhanced during both the education phase and clinical placement to help nursing interns overcome the experience of transition shock.
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Affiliation(s)
- Ziwei Ding
- Xiangya Nursing School of Central South University, Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:Xiangya School of Nursing, Central South University, 172, Tongzroad, Changsha, 410013, China
| | - Huiting Weng
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Li Yang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Bo Zhang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
| | - Yuanyuan Luo
- Xiangya Nursing School of Central South University, Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:Xiangya School of Nursing, Central South University, 172, Tongzroad, Changsha, 410013, China
| | - Qin Wang
- Clinical Nursing Teaching and Research Section, The Second Xiangya Hospital of Central South University, Address:139 Middle Renmin Road Changsha, 410011, China
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Lillekroken D, Kvalvaag HM, Lindeflaten K, Flølo TN, Krogstad K, Hessevaagbakke E. Educating the nurses of tomorrow: exploring first-year nursing students' reflections on a one-week senior peer-mentor supervised inspiration practice in nursing homes. BMC Nurs 2024; 23:132. [PMID: 38378512 PMCID: PMC10877788 DOI: 10.1186/s12912-024-01768-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/03/2023] [Accepted: 01/28/2024] [Indexed: 02/22/2024] Open
Abstract
BACKGROUND Worldwide, the healthcare system stresses a severe deficit of nurses because of elevated levels of work-induced stress, burnout and turnover rates, as well as the ageing of the nursing workforce. The diminishing number of nursing students opting for a career in nursing older people has exacerbated this shortage. A determining factor in the choice of a career within the field of residential care for nursing students is educational institutions offering students learning opportunities with positive learning experiences. Therefore, educational institutions must develop programmes that employ student active learning methods during clinical periods. Although much focus has been given to the development of new educational programs, insufficient consideration has been given to the value of peer mentoring and students' interactions during the clinical placement at nursing homes. The aim of the present study is to explore first-year nursing students' perceptions and experiences with peer mentoring as an educational model during their inspiration practice week at nursing home. METHODS The study employed a qualitative exploratory and descriptive research design. Data collection took place in October 2022 using focus group interviews. A total of 53 students in their first year of the bachelor's programme at the Oslo Metropolitan University participated in eight focus group interviews. The data were analysed following the principles of inductive content analysis. RESULTS The analysis resulted in one main category, 'Being inspired-keep learning and moving forward', representing first-year nursing students' common perceptions of being mentored by third-year students. The main category is supported by two categories: 'Closeness to the mentor' and 'Confidence in mentors' professional knowledge and teaching and supervision methods', which are interpreted as the drivers that enabled first-year students to learn more about nurses' roles and responsibilities in the nursing home. CONCLUSION Mentorship enhances the learning transfer from third-year nursing students over to first-year nursing students by providing them with real-world exposure and guidance from their more experienced peers. This hands-on approach allows them to bridge the gap between theory and practice more effectively, boosting first-year nursing students' confidence and competence in nursing and caring for older people living in nursing homes.
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Affiliation(s)
- Daniela Lillekroken
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway.
| | - Heidi M Kvalvaag
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Katrin Lindeflaten
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Tone Nygaard Flølo
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Kristine Krogstad
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
| | - Elisabeth Hessevaagbakke
- Department of Nursing and Health Promotion, Oslo Metropolitan University, PB 4 St. Olavs plass N, 0130, Oslo, Norway
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Xu Y, Liang Y, Ye H, Xu Y. Literature review of the research on nursing students' professional self-concept. MEDICAL EDUCATION ONLINE 2023; 28:2153396. [PMID: 36447421 PMCID: PMC9721427 DOI: 10.1080/10872981.2022.2153396] [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: 02/28/2022] [Revised: 08/10/2022] [Accepted: 11/27/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVE To understand the current situation and progress of nursing students' professional self-concept, this review aimed to perform a general analysis of research related to the connotation of professional self-concept, measurement tools, influencing factors, effects, and intervention experiments. METHODS Three databases (Web of Science, PubMed, and CNKI) were searched for relevant articles. Research articles that met specific criteria were included, with identified articles initially screened by title and keyword. Then the abstracts were screened for relevance, and the full text was read for validation before inclusion. Descriptive analysis was performed with relevant findings from data retrieved from various sources. RESULTS Finally, 54 articles that met the criteria were included, which organised the connotation of self-concept of nursing speciality, and introduced six measurement scales, such as Professional Self-Concept of Nurses Instrument and Nurse's Self-Concept Questionnaire. A total of 16 investigations on influencing factors were described, and the results showed that there were internal individual and external environmental factors. The professional self-concept was formed by analysing both factors. This paper described 17 effect surveys and found that professional self-concept had an important impact on students' mental health, academic performance, and professional values, and so on. Eight intervention experiments including attribution training and hierarchical teaching were evaluated. CONCLUSIONS Research articles on the professional self-concept included in this review were rich. These articles clarified the basic connotation of the concept, developed relatively mature measurement tools, found many influencing factors and effects, and proposed effective intervention strategies. They were of great value for understanding the professional self-concept and could provide a reference for scholars to conduct relevant research and practice. It also presents research prospects in this field, aiming to inspire future research.
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Affiliation(s)
- Yun Xu
- Institute of Education, Nanjing University, Nanjing, Jiangsu Province, China
- School of Nursing, Nanjing University of Chinese Medicine, Nanjing, Jiangsu Province, China
| | - Yongqi Liang
- School of Nursing, Nanjing University of Chinese Medicine, Nanjing, Jiangsu Province, China
| | - Hui Ye
- School of Nursing, Nanjing University of Chinese Medicine, Nanjing, Jiangsu Province, China
| | - Yue Xu
- School of Nursing, Nanjing University of Chinese Medicine, Nanjing, Jiangsu Province, China
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Kim SY, Ko YJ. Development and Validation of a Clinical Practicum Transition Shock Scale (CPT-Shock) for Korean Nursing Students. Healthcare (Basel) 2023; 11:2789. [PMID: 37893862 PMCID: PMC10606087 DOI: 10.3390/healthcare11202789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2023] [Revised: 10/11/2023] [Accepted: 10/17/2023] [Indexed: 10/29/2023] Open
Abstract
Clinical practice is an important educational tool for nursing students, and their emotions during clinical practice should be accurately understood. This study aimed to develop and verify the validity and reliability of a clinical practicum transition shock scale (CPT-shock) to measure Korean nursing students' emotional responses when transitioning from a theoretical learning process to clinical practice. This research design was a methodological study and the content, construct, criterion validity, and reliability of the items were verified. Content validity was evaluated by seven experts. The preliminary survey was conducted on 24 nursing students, and the factor analysis was conducted on 331 nursing students in various regions of Korea. Confirmatory factor analysis confirmed the model fit (χ2/df = 1.741, GFI = 0.930, AGFI = 0.902, NFI = 0.869, TLI = 0.923, CFI = 0.938, RMR = 0.035, RMSEA = 0.047) and established discrimination and convergence validity. Positive and negative correlations were found with existing transition shock (r = 0.779) and clinical practice adaptation (r = -0.505), respectively (p < 0.001), thus establishing criterion validity. The reliability was good, with a Cronbach's α of 0.85. The clinical practicum transition shock scale reflects nursing students' practice environment and is expected to accurately measure nursing students' unique emotional shock.
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Affiliation(s)
- Soo-Yeon Kim
- Department of Nursing, Deagu Haany University, Hanuidae-ro 1, Gyeongsan-si 38610, Republic of Korea;
| | - Yeong-Ju Ko
- Department of Nursing, Cheju Halla University, Halladaehak-ro, Jeju-si 63092, Republic of Korea
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Crowley M, Mcinally W, Goodall N, Webb J. Evidencing Enquiry Based Learning: An Innovative Approach to Educating Children and Young People's Nursing Students. Compr Child Adolesc Nurs 2023; 46:142-157. [PMID: 36867836 DOI: 10.1080/24694193.2023.2171157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
This discussion paper gives an overview of an innovative online distance learning pre-registration BSc (Hons) Children and Young People's nursing program underpinned by Enquiry-Based Learning pedagogy. Whilst the program is delivered to all four fields of practice (Adult, Children and Young People, Learning Disability, and Mental Health), in all four nations of the UK (England, Scotland, Wales, and Northern Ireland), the focus here is Children and Young People's nursing. Nurse education programs are delivered in accordance with the Standards for Nurse Education developed by the professional nursing body in the UK. This online distance learning curriculum uses a life-course perspective for all fields of nursing. Students develop the general knowledge and skills to care for all people across the life course but as the program progresses, they learn how to care for people within their own field of practice in greater depth. The educational context of the Children and Young People's nursing program highlights that the use of Enquiry-Based Learning can help address some of the challenges faced by Children and Young People's nursing students. A critical evaluation of Enquiry-Based Learning and its use within the curriculum concludes that Enquiry-Based Learning provides Children and Young People's nursing students with the graduate attributes of being able to communicate with infants, children, young people, and their families, adopt critical thinking to clinical settings and have an ability to find, generate, or synthesize their own knowledge in order to lead and manage evidence-based quality care for infants, children, young people, and their families in a variety of care settings and within interprofessional teams.
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Affiliation(s)
- Margaret Crowley
- The Faculty of Wellbeing, Education and Language Studies (WELS), The Open University, Milton Keynes, UK
| | - Wendy Mcinally
- The Faculty of Wellbeing, Education and Language Studies (WELS), The Open University, Milton Keynes, UK
| | - Nicola Goodall
- The Faculty of Wellbeing, Education and Language Studies (WELS), The Open University, Milton Keynes, UK
| | - Janet Webb
- The Faculty of Wellbeing, Education and Language Studies (WELS), The Open University, Milton Keynes, UK
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Lönn BB, Hörnsten Å, Styrke J, Hajdarevic S. Transitioning to the clinical research nurse role - A qualitative descriptive study. J Adv Nurs 2022; 78:3817-3829. [PMID: 35909097 PMCID: PMC9796943 DOI: 10.1111/jan.15397] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2022] [Revised: 06/23/2022] [Accepted: 07/17/2022] [Indexed: 01/07/2023]
Abstract
BACKGROUND Studies have reported on the important role of the clinical research nurse in clinical studies. Yet, there is no international consensus about the role's competencies and tasks. Furthermore, the literature offers a little description of the career pathway from a ward-based registered nurse to a clinical research nurse. More knowledge about this specific role could benefit the nursing profession as well as increase the quality of clinical research. AIM The aim of the study was to explore Swedish registered nurses' experiences transitioning into the clinical research nurse role. DESIGN The study had a qualitative design. Data were collected via semi-structured interviews. Inductive qualitative content analysis was employed. METHODS Ten participants (i.e., clinical research nurses) were interviewed in the spring of 2017. A semi-structured interview guide was used to address the transition into the clinical research nurse role, experience working in a new role, experience of ethical dilemmas and experience of organizational and professional issues related to the role. The interviews were analysed inductively using qualitative content analysis. RESULTS The registered nurses described experiencing reality shock when they became clinical research nurses; that is, it was a challenging and transforming experience. The main theme, a challenging transition, was developed from the four subthemes highlighting that it defied their previous nursing role. They experienced an unclear professional identity, extended professional mandate, increased professional status and growing ethical consciousness in their new role. CONCLUSION The results highlight that registered nurses who became clinical research nurses had needs that were both distinct from and overlapped with those of their former professional role as registered nurses. To avoid reality shocks, the development of clear competence pathways for nurses to become clinical research nurses, including introduction, mentorship and continued support, is necessary. Making their professional title more homogeneous, nationally and internationally, would facilitate role identification and comparisons in research.
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Affiliation(s)
- Beatrice Backman Lönn
- Department of NursingUmeå UniversityUmeåSweden,Department of Research & Development, Region VästernorrlandSundsvall HospitalSundsvallSweden
| | | | - Johan Styrke
- Department of Surgical and Perioperative SciencesUrology and Andrology, Umeå UniversityUmeåSweden
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Yang G, Zang X. Development of the professional competence and professional self-concept of undergraduate nursing students during the clinical practice period: A cross-lagged panel analysis. Nurse Educ Pract 2022; 63:103360. [DOI: 10.1016/j.nepr.2022.103360] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2022] [Revised: 04/12/2022] [Accepted: 05/11/2022] [Indexed: 11/29/2022]
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Tang M, Sun Y, Zhang K, Luo R, Liu Y, Sun H, Zhou F. Associated factors of professional identity among nursing undergraduates during COVID-19: A cross-sectional study. Int J Nurs Sci 2021; 9:107-113. [PMID: 34567827 PMCID: PMC8452454 DOI: 10.1016/j.ijnss.2021.09.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/15/2021] [Revised: 09/05/2021] [Accepted: 09/14/2021] [Indexed: 11/13/2022] Open
Abstract
Objectives Professional identity plays an important role in the long-term development of nurses, and it will change when public health emergency occurs. The objective of this study is to investigate the factors associated with the professional identity of nursing undergraduates in the epidemic of COVID-19. Methods A cross-sectional survey design with convenience sampling was used. A total of 3,875 nursing undergraduates were recruited from seven universities across China from March to April 2020. A general information questionnaire was used to collect students’ information, and the Professional Identity Questionnaire for Nurse Students was used to survey their professional identity during the early and later stages of the first wave of the COVID-19 epidemic. Results The score of professional identity in the later stage (59.49 ± 12.41) was higher than that in the early stage (56.96 ± 12.61). The stepwise regression indicated that several factors were associated with professional identity, including gender, residential area, major, impact of the epidemic on intention to work after graduation, reasons for choosing nursing major and students’ scores of professional identity in early stage. Conclusions Nursing educators can utilize the positive impact of responding to public health emergencies to increase the professional identity of students. Meanwhile, educators should give those students with lower professional identity more targeted education to cultivate their professional identity after the occurrence of public health emergencies.
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Affiliation(s)
- Man Tang
- Xuzhou Medical University, School of Nursing, Jiangsu Province, China
| | - Yumie Sun
- Peking University, School of Nursing, Beijing, China
| | - Kaili Zhang
- Xuzhou Medical University, School of Nursing, Jiangsu Province, China
| | - Ruzhen Luo
- Tianjin University of Traditional Chinese Medicine, Tianjin, China
| | - Yanhui Liu
- Tianjin University of Traditional Chinese Medicine, Tianjin, China
| | - Hongyu Sun
- Peking University, School of Nursing, Beijing, China
| | - Fang Zhou
- Xuzhou Medical University, School of Nursing, Jiangsu Province, China
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