Emotional learning within the framework of nursing education

Is spirituality an important variable as the predictor of emotional labour for nursing students?

In the present study, the purpose was to examine nursing students' spirituality and their sociodemographic and professional characteristics as the predictor of emotional labour. In the study, the descriptive cross-sectional and relational research design was used. The study was carried out with 167 2nd, 3rd and 4th grade students from the School of Health at a state university located in Southeast of Turkey. For the analysis of the data, descriptive statistics, correlations and stepwise multilinear regression analysis were used. The results revealed that spirituality (β = 0.198), the average academic achievement score ranging between 80 and 100 (β = 0.152), perception of the school atmosphere to be "poor" (β = -0.367) and "average" (β = -0.269, p = .048) and a) increasing one's motivation by doing his or her job (Yes) (β = 0.154) and c) being in a peaceful environment (Yes) (β = 0.188) for psychological relaxation were found to be important predictors for the sub-dimension of in-depth behaviours of the nurses (p < .05). For the sub-dimension of superficial behaviour, perception of the school atmosphere to be "poor" (β = -0.204) was a statistically significant predictor (p < .05). As for the intimate behaviour, spirituality (β = 0.254), c) being in a peaceful environment (Yes) for psychological relaxation (β = 0.241) and gender (being female) (β = 0.230) were statistically significant predictors (p < .05). In order for nursing instructors and nurses to manage the nursing students' emotional labour process well, an appropriate educational and clinic environment should be established. Also, strategies considering nursing students' spiritual values and development should be developed.

Development and psychometric evaluation of an emotional growth questionnaire for university students

Background: Despite the importance of emotional growth promotion among students, there is still a lack of standard emotional growth tools to evaluate the concept while developing interventional programs. The aim of present study was to devise and provide a valid and reliable instrument for measuring students' emotional growth. Methods: This study was conducted from 2016 to 2017 among university students. A questionnaire containing 79 items was made using focus group discussions with students and studying relevant texts. Exploratory factor analysis (EFA) (n = 188) was used to determine the construct validity of the questionnaire. Confirmatory factor analysis (CFA) (n = 38) was performed to assess the validity of the model. Reliability (n = 56) and repeatability (n = 31) of the questionnaire were assessed. Results: A 4-factor (positive identity, self-esteem, effective communication and motivation)and 21-item solution was found as the best solution, which explained 63.5% of total variancebetween the items. The results of CFA approved the validity of the model (CFI = 0.914, RMSEA= 0.070). Cronbach alpha (0.93) and Intra class correlation coefficient (0.91) approved the reliability and repeatability of questionnaire. Conclusion: The 21 items questionnaire seems to be a valid and reliable instrument to measure emotional growth among university students.

The influence of peer mentoring on critical care nursing students' learning outcomes

Purpose

The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students' learning outcomes in critical care units.

Design/methodology/approach

A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.

Findings

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.

Research limitations/implications

Mentors for the critical care nursing students were not included in the study.

Practical implications

The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.

Originality/value

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.

An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study

BACKGROUND

Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting.

OBJECTIVES

The aim of this paper is to report the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting.

DESIGN

A qualitative ethnographic study using non-participant observations.

SETTINGS

A range of inpatient paediatric clinical settings across two teaching hospitals.

PARTICIPANTS

First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme.

METHODS

Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes.

RESULTS

Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure.

CONCLUSIONS

Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning.

Peer Education Versus Computer-Based Education: Improve Utilization of Library Databases Among Direct Care Nurses

A quasiexperimental study was conducted to demonstrate which teaching modality, peer education or computer-based education, improves the utilization of the library electronic databases and thereby evidence-based knowledge at the point of care. No significant differences were found between the teaching modalities. However, the study identified the need to explore professional development teaching modalities outside the traditional classroom to support an evidence-based practice healthcare environment.

Developing mature empathy among first-year students: The learning potential of emotional experiences

Nursing students’ ability to develop mature empathy requires emotional work, usually associated with caring experiences in relation with patients and next of kin. This article is based on qualitative in-depth interviews with 11 first-year students, and the research questions were: What characterizes situations in a nursing home that evoke strong emotional reactions in first-year students? What is the learning potential of these experiences? Findings show that facing emotionally challenging situations during their first clinical placement in nursing education aroused strong feelings and commitment among the students. The students tried, however, to find ways to handle emotionally challenging situations both with support in scientific literature, as well as from experience. Nurses were important role models, but could also exemplify characteristics of less empathic behaviour. Developing ‘mature empathy’ requires emotional work so that the students learn to adapt themselves to what will be demanded of them as professional nurses. The findings of this and other studies should alert nurses as well as teachers to the importance of helping students develop empathy as part of their learning trajectory in nursing education.

Curriculum development through understanding the student nurse experience of suicide intervention education--A phenomenographic study

Suicide remains a global public health issue and a major governmental concern. The World Health Organisation argues for continued investment in education for front-line professionals, with a particular focus on nurses, to address the rising suicide levels. Considering this rate, it could be argued that suicide has impacted on the lives of many, including the student nurse population. Understanding the psychological impact, and influence on learning, whilst developing suicide intervention knowledge is crucial. However, little is known of the student experience in this complex and challenging area of skills development. This phenomenographic study examines the experiences of second year Bachelor of Nursing (mental health) students who participated in the Applied Suicide Intervention Skills Training (ASIST). Experiences were illuminated through two focus groups, Experiences were distilled and categorised through hierarchically relationships to construct a group experiential field to illustrate understandings of the impact this approach has on learning Students found ASIST to be emotionally challenging yet an extremely positive experience through bonding, peer learning, and class cohesion. The supportive workshop facilitation was essential allowing for full immersion into role simulation thus developing student confidence. Appropriate pedagogy and student support must be considered whilst developing suicide intervention in the pre-registration curricula.

Compassionate care: empowering students through nurse education

Compassionate care is widely discussed in the media, at policy level, in practice and in academic institutions. In order to provide care of this quality, students must be equipped with the skills necessary to build effective relationships with patients and others and to successfully manage the challenges they can encounter in this process. This article describes an evaluation of a teaching approach designed to enhance students' ability to deliver compassionate care. The student voice is used to illuminate their experiences.

Emotional labour and compassionate care: what's the relationship?

BACKGROUND

Malawi is one of the countries in the Sub-Saharan region of Africa severely affected by the HIV pandemic. This being the case, student nurses' clinical encounters include caring for patients with HIV and AIDS.

OBJECTIVES

The study explored the clinical learning experience of undergraduate nursing students in Malawi, with the aim of understanding the nature of their experience.

DESIGN

This was a hermeneutic phenomenological study.

SETTING

The study took place at a university nursing college in Malawi.

PARTICIPANTS

Thirty undergraduate nursing students were purposively selected.

METHODS

Conversational interviews were conducted and a framework developed by modifying Colaizzi's procedural steps guided the phenomenological analysis.

RESULTS

The participants reported their experience during the early years of their studies and their current experience at the time of the study, depicting them as novice and senior students respectively. The study findings demonstrated an overt fear of contracting HIV infection among novice nursing students. Such fear led students to deliberately avoid taking care of HIV positive patients and develop a sense of legitimate emotional detachment. However, as students progressed in their studies, and their knowledge and experiences increased, they realised that HIV and AIDS patients needed support and empathy. The learning trajectory demonstrate a gradual change from emotional detachment based on fear to a sense of emotional engagement built on knowledge, experiential insights and the notion of emotions management that led to the provision of care driven by compassion as opposed to anxiety.

CONCLUSION

The findings illustrate that nursing students need to work on their emotions to provide compassionate care. This is consistent with the concept of emotional labour and the paper argues that undertaking emotional labour is essential in promoting compassionate care.

Emotive responses to ethical challenges in caring

This article reports findings of a hermeneutic phenomenological study that explored the clinical learning experience for Malawian undergraduate student nurses. The study revealed issues that touch on both nursing education and practice, but the article mainly reports the practice issues. The findings reveal the emotions that healthcare workers in Malawi encounter as a consequence of practising in resource-poor settings. Furthermore, there is severe nursing shortage in most clinical settings in Malawi, and this adversely affects the performance of nurses because of the excess workload it imposes on them. The results of the study also illustrate loss of professional pride among some of the nurses, and the article argues that such a demeanour is a consequence of burnout. However, despite these problems, the study also reveals that there are some nurses who have maintained their passion to care.

The value of peer learning in undergraduate nursing education: a systematic review

The study examined various methods of peer learning and their effectiveness in undergraduate nursing education. Using a specifically developed search strategy, healthcare databases were systematically searched for peer-reviewed articles, with studies involving peer learning and students in undergraduate general nursing courses (in both clinical and theoretical settings) being included. The studies were published in English between 2001 and 2010. Both study selection and quality analysis were undertaken independently by two researchers using published guidelines and data was thematically analyzed to answer the research questions. Eighteen studies comprising various research methods were included. The variety of terms used for peer learning and variations between study designs and assessment measures affected the reliability of the study. The outcome measures showing improvement in either an objective effect or subjective assessment were considered a positive result with sixteen studies demonstrating positive aspects to peer learning including increased confidence, competence, and a decrease in anxiety. We conclude that peer learning is a rapidly developing aspect of nursing education which has been shown to develop students' skills in communication, critical thinking, and self-confidence. Peer learning was shown to be as effective as the conventional classroom lecture method in teaching undergraduate nursing students.