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Gerdes MA, Schuessler JB. Nursing Students' Resilience and Intent to Work at the Bedside. Nurs Educ Perspect 2024:00024776-990000000-00239. [PMID: 38819211 DOI: 10.1097/01.nep.0000000000001279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2024]
Abstract
AIM The primary purpose of this study was to explore relationships between self-efficacy, peer support, coping style, intent to work at the bedside, and resilience in nursing students. BACKGROUND Resilience correlates with one-year retention at the bedside. Retention of bedside nurses improves patient outcomes. METHOD A quantitative, correlational design determined relationships between variables. Surveys were completed by 205 participants. Surveys included a program type list, intent to work at the bedside items, the Brief Cope Scale, the General Self-Efficacy Scale, the Peer Group Caring Interaction Scale. RESULTS Significant relationships were found between resilience and self-efficacy, resilience and coping style, and peer support and approach coping style. Half of the respondents intended to work at the bedside for two years after graduation. Self-efficacy and avoidance coping were resilience predictors. CONCLUSION To support resilience, educators should facilitate students' development of self-efficacy and approach coping style.
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Affiliation(s)
- Michele A Gerdes
- About the Authors Michele A. Gerdes, EdD, RN, CNE, is associate professor, Rockhurst University-Saint Luke's College of Nursing and Health Sciences, Kansas City, Missouri. Jenny B. Schuessler, PhD, RN, CNE, is dean and professor of nursing, University of West Georgia, Tanner Health System School of Nursing, Carrollton, Georgia. The authors are grateful to Dr. Laura Caramanica and Dr. Kathleen Morales for their contributions to the content and formatting of the original study and to Dr. Lynda Idleman for providing assistance with statistics. For more information, contact Dr. Gerdes at
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Ciezar Andersen S, Campbell T, White D, King-Shier K. An Intervention to Improve Mental and Physical Health of Undergraduate Nursing Students. Can J Nurs Res 2024:8445621241248308. [PMID: 38706094 DOI: 10.1177/08445621241248308] [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: 05/07/2024] Open
Abstract
BACKGROUND Nursing students experience poorer mental and physical health relative to students in other health-related disciplines and young adults of similar age outside post-secondary school. Compromised mental and physical health has numerous negative impacts on nursing students and can result in burnout and development of chronic diseases. PURPOSE To determine whether an asynchronous online yoga intervention would improve mental and physical health of students. METHODS An asynchronous online 6-week yoga intervention was carried out between January and December 2021, using a pre/post design. Participants' symptoms of depression, anxiety, stress, and self-compassion were assessed using the Depression, Anxiety, and Stress Scale and Self-Compassion Scale and core endurance was assessed using the Mackenzie Core Endurance Test prior to commencement and at the conclusion of the program. RESULTS Of 114 participants, 68 completed the online program and pre and post measures showed that the mean depression, anxiety, stress, self-compassion and core endurance scores improved significantly (p<0.001) between baseline and study completion. CONCLUSION A six-week virtual yoga program significantly improved mental and physical health of undergraduate nursing students. Targeted modifications to the yoga program might enhance participant retention.
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Affiliation(s)
| | - Tavis Campbell
- Department of Psychology, University of Calgary, Calgary, Canada
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O'Connor S. Over twenty years of pedagogical research from Nurse Education in Practice: A bibliometric analysis from 2001 to 2023. Nurse Educ Pract 2024; 76:103912. [PMID: 38401344 DOI: 10.1016/j.nepr.2024.103912] [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: 11/04/2023] [Revised: 12/30/2023] [Accepted: 01/29/2024] [Indexed: 02/26/2024]
Abstract
AIM To present a bibliometric overview of pedagogical research from Nurse Education in Practice from its inception in 2001 up until 2023. BACKGROUND Bibliometric methods are useful in analysing and understanding the characteristics of scientific publications in a particular field and the influence of specific journals. However, no bibliometric analysis of a nurse education journal has been undertaken to date which would highlight important research trends in this area of nursing and midwifery. METHODS A total of 2231 publications (articles and reviews only) from Nursing Education in Practice were retrieved from the Scopus database between 2001 and 2023. Several software applications including Microsoft Excel and VOSviewer were used to undertake bibliometric analysis on this dataset. Publication trends such as country analysis, author analysis, keywords analyses (cluster, content and trend analysis) were generated to help understand the volume and scope of pedagogical nursing and midwifery research in this journal. RESULTS There has been a steady increase in pedagogical research from Nurse Education in Practice since its launch in 2001 up until 2018, with a dip in publications in 2022 most likely due to the impact of restrictions during the coronavirus pandemic. The most prolific institutions publishing in the journal are mainly from the United Kingdom, Australia and the United States, with over eighty countries represented demonstrating its global reach and impact. Nursing students, nursing education, simulation and learning are some of the most frequent author keywords. CONCLUSION The diversity of pedagogies in nursing and midwifery education, clinical learning and supervision in practice environments, and competence and confidence when transitioning to practice are the most popular research areas in Nurse Education in Practice. This study informs nurse and midwife educators and scholars about the volume and scope of pedagogical research in nursing and midwifery. It also makes recommendations on how to improve aspects of scholarship in education and areas for future pedagogical research.
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Affiliation(s)
- Siobhan O'Connor
- Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, United Kingdom.
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Vick R, Walker J, Ketel C, Zsamboky M, Simmons M. Utilizing a HRSA Training Grant to Promote PMHNP Student Resilience: Answering the Call to Enhance Trauma-Informed Teaching and Learning Practices in Nursing Education. Issues Ment Health Nurs 2024; 45:196-201. [PMID: 38354381 DOI: 10.1080/01612840.2024.2308554] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 02/16/2024]
Abstract
Nursing burnout has reached a new level of prevalence among professionals and is rising among nursing students and can impact student success in the classroom and clinical areas. Among advanced practice nurses, psychiatric-mental health nurse practitioners have the least favorable combination of low compassion satisfaction and high secondary traumatic stress, placing them at even greater risk for burnout compared to other specialties. Trauma informed teaching and learning principles can serve to prevent burnout and have a positive impact on learning outcomes. Through these teaching methods, nurse educators have the opportunity to both support students during their nursing education and prepare students for the professional stressors that contribute to burnout. This quality improvement project involved implementation and evaluation of a HRSA funded program to train PMHNP students interested in working in rural and underserved areas. The training intervention included didactic curricular enhancements, a trauma resiliency training and a longitudinal clinical practicum. Qualitative program outcomes indicated that trainees were implementing trauma-informed principles and skills with patients and for self-care during their nursing training and at one year follow-up. The program may offer practical upstream solutions for nurse educators and future studies should explore concepts more formally to develop best practice models.
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Affiliation(s)
- Rose Vick
- Vanderbilt University School of Nursing, Nashville, Tennessee, USA
| | - Jessica Walker
- Vanderbilt University School of Nursing, Nashville, Tennessee, USA
| | - Christian Ketel
- Vanderbilt University School of Nursing, Nashville, Tennessee, USA
| | - Marci Zsamboky
- Vanderbilt University School of Nursing, Nashville, Tennessee, USA
| | - Megan Simmons
- Vanderbilt University School of Nursing, Nashville, Tennessee, USA
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Prosen M, Ličen S. Newly graduated nurses' perceptions of their professional role and professional competency: a qualitative focus group study. BMC MEDICAL EDUCATION 2023; 23:755. [PMID: 37821964 PMCID: PMC10568792 DOI: 10.1186/s12909-023-04747-7] [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: 04/02/2023] [Accepted: 10/04/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND In recent years, complex and rapidly changing healthcare settings have placed high demands on nursing graduates, who must effectively assume new professional roles with a wide variety of competencies. However, in an ever-altering environment it is impossible to teach students everything. This means that assessing nursing students' perceptions of their ability to practise their competencies and assume their professional roles is critical for faculty to further develop the nursing education curriculum and to assist healthcare organisations in supporting the transition of graduates. The aim of the study was to explore newly graduated nurses' perceptions of their new professional role and professional competency associated with this role. METHODS A qualitative study using the focus group method. The purposive sample included 18 nursing graduates with an average of 29 years, most of whom were female. The average time that had elapsed since graduation was 1.5 years. Four face-to-face focus group interviews were conducted. Thematic analysis was employed to identify themes and subthemes. RESULTS Three main themes describing newly graduated nurses' perceptions were found: (1) significance of the transition period; (2) commitment to the nursing profession; and (3) perceived needs and challenges to professional competency. CONCLUSION The transition from a safe academic environment to turbulent clinical practice is shaped by both graduates' expectations and reality. The results of the study indicate a high level of commitment to the profession immediately after graduation and point to groups of competencies that need greater emphasis in the nursing curriculum. Although the responsibility for adequately preparing and supporting nursing students for their new professional roles rests with faculty and healthcare organisations, the responsibility for professional development should also lie on the students themselves.
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Affiliation(s)
- Mirko Prosen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia.
| | - Sabina Ličen
- Faculty of Health Sciences, Department of Nursing, University of Primorska, Polje 42, Izola, 6310, Slovenia
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Randall PS, De Gagne JC, Lee E, Slack J, Lee Y, Ledbetter L. The experience of resilience in newly graduated nurses: A qualitative metasynthesis. Nurse Educ Pract 2023; 70:103681. [PMID: 37331028 DOI: 10.1016/j.nepr.2023.103681] [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: 03/19/2023] [Accepted: 06/06/2023] [Indexed: 06/20/2023]
Abstract
AIM The aim of the present study was to understand the experiences and perceptions of newly graduated nurses in relation to resilience by providing an interpretive synthesis of the existing qualitative literature on this topic. BACKGROUND Resilience in newly graduated nurses has been associated with increased satisfaction and decreased turnover. As the experience of resilience is unique to each individual, qualitative studies are well suited to explore this concept, yet the existing data is heterogenous. DESIGN A qualitative metasynthesis was conducted using a meta-ethnographic approach. METHODS The search was performed using PubMed, CINAHL, Embase, PsycINFO, ProQuest Dissertations and Theses Global for the English literature and NDSL, KCI, RISS, KISS and DBpia for the Korean literature. The JBI Critical Appraisal Checklist for Qualitative Research was used to assess the quality of studies. An a priori protocol was created and registered on the Open Science Framework (Randall & De Gagne, 2022). RESULTS The final review included seven articles published between 2008 and 2021. Three main themes were identified: (1) internal experience of resilience; (2) external sources of resilience; and (3) building resilience over time. Subthemes were also identified. CONCLUSIONS This study indicates that resilience can be developed over time during the period of transition from student nurse to professional nurse and is impacted by personal and organizational influences. The promotion of resilience presents considerations and opportunities for health care leaders and administrators.
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Affiliation(s)
- Paige S Randall
- Duke University School of Nursing, Durham, NC, United States.
| | | | - Eunhee Lee
- Hallym University School of Nursing/Research Institute of Nursing Science, Chuncheon, Gangwon-do, the Republic of Korea
| | - Julia Slack
- Duke University School of Nursing, Durham, NC, United States
| | - Youran Lee
- Duke University School of Nursing, Durham, NC, United States
| | - Leila Ledbetter
- Research & Education Librarian at Duke University Medical Center Library & Archives, Durham, NC, United States
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Impact of Nurse Residency Program Completion on Work Readiness and Clinical Competency of Saudi Graduate Nurses Transitioning into Professional Practice. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2023. [DOI: 10.1016/j.ijans.2023.100555] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/17/2023] Open
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Jones KD, Hayes R, McCauley L. Strategies to Evaluate and Enhance Accelerated Second-Degree Nursing Pathways. Nurse Educ 2023; 48:59-64. [PMID: 36728482 DOI: 10.1097/nne.0000000000001344] [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: 02/03/2023]
Abstract
BACKGROUND Health systems are facing historic staffing crises, and they require efficient pipelines of qualified students into practice. Accelerated second-degree students are helping to address pressing health care market needs. PROBLEM Few publications have assessed the second-degree program landscape or offered comparisons of second-degree pathways. APPROACH This article discusses the second-degree program landscape, including challenges in second-degree education; compares graduate-level second-degree entry against other pathway options; and presents strategies to optimize and sustain second-degree student pipelines based on these insights. FINDINGS The second-degree program landscape is characterized by variability. Challenges include inconsistent program nomenclature and limited national data collection. Graduate-level second-degree pathways offer financial and career advantages compared with other pathways. CONCLUSION Nursing education should standardize second-degree nomenclature, refine national data capture mechanisms, standardize program scope and requirements, and encourage second-degree pathways at the graduate level or above.
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Affiliation(s)
- Kim Dupree Jones
- Professor and Associate Dean of Academic Advancement (Dr Jones), Director of Engagement (Ms Hayes), and Dean and Professor (Dr McCauley), Nell Hodgson Woodruff School of Nursing, Emory University, Atlanta, Georgia
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Lin YE, Lin CT, Hu ML, Tzeng S, Chien LY. The relationships among perceived stress, resilience, sleep quality and first-month retention of newly employed nurses: A cross-sectional survey. Nurs Open 2023; 10:4004-4012. [PMID: 36813734 PMCID: PMC10170957 DOI: 10.1002/nop2.1659] [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: 09/01/2022] [Revised: 11/23/2022] [Accepted: 02/04/2023] [Indexed: 02/24/2023] Open
Abstract
AIM Newly employed nurses are subject to high workplace stress, which leads to a low retention rate. Resilience can reduce burnout among nurses. The aim of this study was to explore the relationships among perceived stress, resilience, sleep quality of new nurses during initial employment, and their impacts on first-month retention. DESIGN This is a cross-sectional study design. METHODS We used a convenience sampling method to recruit 171 new nurses between January and September 2021. The Perceived Stress Scale, Resilience Scale, and Pittsburgh Sleep Quality Inventory (PSQI) were conducted in the study. Logistic regression analysis was used to explore the impacts on first-month retention for newly employed nurses. RESULTS The initial perceived stress, resilience, and sleep quality of the newly employed nurses were not correlated with the first-month retention rate. Forty-four per cent of the newly recruited nurses had sleep disorders. Resilience, sleep quality, and perceived stress of newly employed nurses were significantly correlated. Newly employed nurses assigned to their desired wards had lower perceived stress than their peers.
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Affiliation(s)
- Yueh-E Lin
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.,Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan
| | - Chiu-Tzu Lin
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.,Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan
| | - Mei-Lien Hu
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Sened Tzeng
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan
| | - Li-Yu Chien
- Department of Nursing, Linkou Chang Gung Memorial Hospital, Taoyuan, Taiwan.,Department of Nursing, Chang Gung University of Science and Technology, Taoyuan, Taiwan
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Thomas H, Naidoo K, Engel-Hills P. Resilience from the perspective of diagnostic radiography students. Radiography (Lond) 2023; 29:56-61. [PMID: 36327515 DOI: 10.1016/j.radi.2022.10.001] [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: 08/19/2022] [Revised: 09/30/2022] [Accepted: 10/03/2022] [Indexed: 11/13/2022]
Abstract
INTRODUCTION Resilience is a concept associated with the ability to overcome, adapt, and recover from stressors. The radiography profession is known to be stressful, and one can reason that radiographers must be resilient in order to cope with the clinical environment. Research shows there are varied understandings of resilience. However, little is known about the concept of resilience specifically as it relates to the perspectives of diagnostic radiography students within the clinical workplace. This paper reports on one aspect of a comprehensive study of resilience amongst radiography students. The objective of this paper is, therefore, to present the exploration of the concept of resilience drawing from the data gathered from first-year diagnostic radiography students. METHODS A qualitative, explorative, descriptive and contextual approach was adopted for this study. Qualitative data was collected through focus group interviews. A purposive sampling method was employed, selecting from first-year diagnostic radiography students at a University of Technology (UoT) in the Western Cape, South Africa. Interviews were audio-recorded transcribed and thematically analysed. Data was collected until saturation was reached. RESULTS The meaning of resilience as explained from the perspective of radiography students included three subthemes namely: (1) fundamentals of resilience; (2) external protective factors and (3) internal protective factors. CONCLUSION This study demonstrated that radiography students associated resilience with positive attributes. Furthermore, the study identified various resilience enhancement strategies to better support diagnostic radiography students in the clinical environment like supportive radiographers and talking to peers. IMPLICATIONS FOR PRACTICE The identification of resilience enhancement strategies is important as it will assist with the introduction of curriculum renewal initiatives tailored to support first-year diagnostic radiography students as they develop their resilience to stressors in the clinical environment.
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Affiliation(s)
- H Thomas
- Cape Peninsula University of Technology, Medical Imaging and Therapeutic Sciences, Bellville, 7530, South Africa.
| | - K Naidoo
- Cape Peninsula University of Technology, Medical Imaging and Therapeutic Sciences, Bellville, 7530, South Africa
| | - P Engel-Hills
- Cape Peninsula University of Technology, Medical Imaging and Therapeutic Sciences, Bellville, 7530, South Africa
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An Exploration of Resiliency Among Nurse Educators During the COVID-19 Pandemic. Nurs Educ Perspect 2022; 43:283-286. [PMID: 35947139 DOI: 10.1097/01.nep.0000000000001014] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM The purpose of this study was to explore resilience among nursing faculty during the COVID-19 pandemic and to examine associations or differences that may exist among variables and between groups. BACKGROUND Nurse educators' resilience has been identified as an important characteristic because of the challenges involved in nursing education. It is important to explore resilience among nurse educators to determine which factors promote or inhibit this important characteristic. METHOD This correlational research study used an online survey to explore factors related to resilience among nurse faculty during the COVID-19 pandemic. Correlational analyses were used to determine the relationship between various resilience constructs and select demographic variables. RESULTS Findings indicated that higher levels of resilience were associated with age (ρ = .21, p < .001), experience teaching online ( r = .22, p < .001), and professional development related to online teaching ( M = 80.7, SD = 11.0), t (276) = 2.41, p = .017. CONCLUSION Resilience and related characteristics have the potential to assist nurse educators in adapting successfully to stressful circumstances. It is crucial that schools of nursing develop programs to enhance or develop resilience among nurse educators. Support and training in the area of online education are also of paramount importance.
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Transition to Practice: The Use of Virtual Clinical Replacement During the COVID-19 Pandemic and Its Impact on New Graduate Nurse Readiness. Nurs Educ Perspect 2022; 43:292-296. [PMID: 35947117 DOI: 10.1097/01.nep.0000000000001015] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
AIM This study investigated graduate nurse readiness for practice after receiving virtual clinical replacement experiences during the COVID-19 pandemic. BACKGROUND The pandemic led to the closure of clinical sites for many undergraduate nursing students. Nurse educators replaced the hospital setting with virtual clinical replacement experiences, potentially affecting readiness for practice in graduate nurses. METHOD The Casey-Fink Graduate Nurse Experience Survey was used to collect data in the areas of demographics, comfort level with skills, work environment stress, job satisfaction, role transition, and the impact of the virtual clinical experience on transition to practice. Descriptive statistics and independent t -tests were used for analysis. RESULTS The virtual clinical replacement experience was statistically significant with greater confidence in providing for patient safety, stronger professional communication/leadership skills, and recognized support in the workplace. CONCLUSION The use of virtual clinical replacement experiences had a positive impact on new graduate nurses' transition to practice.
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Middleton R, Kinghorn G, Patulny R, Sheridan L, Andersen P, McKenzie J. Qualitatively exploring the attributes of adaptability and resilience amongst recently graduated nurses. Nurse Educ Pract 2022; 63:103406. [DOI: 10.1016/j.nepr.2022.103406] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2022] [Revised: 06/27/2022] [Accepted: 06/30/2022] [Indexed: 11/17/2022]
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McIntosh R. Improving Nursing Student Resilience Using Online Simulation and Resilience-Based Content in a Pediatric Course. J Nurs Educ 2022; 61:348-351. [PMID: 35667120 DOI: 10.3928/01484834-20220404-09] [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: 11/20/2022]
Abstract
BACKGROUND New graduate nurse job satisfaction persistently decreases at 6 months postgraduation. To prepare future nurses for career resilience, schools of nursing are implementing resilience into their curriculum. METHOD A large Midwestern school of nursing developed and instituted small group discussions, individual assignments, and online simulations to foster career resilience in a required specialty course. The course, offered in the last year of nursing school, included 93 nursing students and a comparison group of 93 nursing students. RESULTS The intervention showed an increase in Connor-Davidson Resilience Scale (CD-RISC) scores. Online simulations were useful for classroom learning, helped students discover new ways of thinking, and increased understanding of course content. Differences in simulation techniques were found, and students reported benefitting more from faculty-guided simulations than self-guided simulations. CONCLUSION Nurse educators implementing resilience simulation programs can increase new graduate nurse resilience using online simulation, which is an effective technique for teaching nursing students. [J Nurs Educ. 2022;61(6):348-351.].
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Hsiao P, Lin C, Han C, Chen L, Wang L, Su CC. Role Transition of Newly Graduated Nurses: A qualitative study. Contemp Nurse 2022; 57:450-461. [PMID: 35021962 DOI: 10.1080/10376178.2022.2029519] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
BACKGROUND Newly Graduated Nurses in different socio-cultural contexts confront dissimilar situations and influences on role transfer. It is important to understand how newly graduated nurses reconstruct their own professional concept of clinical nurses. OBJECTIVES This study aimed to explore how Taiwanese newly graduated nurses perceived their new role and the process through which they transition into the professional role. METHODS Charmaz's constructivist grounded theory guided the study's design and implementation. Purposive and theoretical sampling and the snowball technique were used to recruit 30 participants from 3 tertiary and 2 community hospitals in Taiwan. Interviews were audio-recorded and transcribed verbatim into a readable format. Initial, focused and theoretical coding was utilized for data analysis. The criteria of credibility, originality, resonance and usefulness guided assessment of the study's quality and ensured the trustworthiness of the study process. RESULTS The process of role transition to become a nurse comprised four stages: hesitation, psychological preparation, development and appreciation. The hesitation stage was interpreted as a phase of passive learning. In the psychological preparation, newly graduate nurses began to take full work responsibility. The development stage saw them gain work confidence and, in the appreciation stage, they acquired a full picture of their roles. CONCLUSION To bridge the gap between theoretical learning and practice and reduce the time new graduate nurses need for role adjustment contributes to an early stage of Hesitation rather than the Appreciation stage of role transition. The findings suggest the need for further research to explore newly graduated nurses' needs during the process of role transition.
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Affiliation(s)
- PingRu Hsiao
- Assistant Professor, Department of Nursing, Chang Gung University of Science and Technology; Assistant Research Fellow (joint appointment), Chang Gung Memorial Hospital at Linkou, Taiwan
| | - ChunChih Lin
- Assistant Professor, Department of Nursing, Chang Gung University of Science and Technology; Assistant Research Fellow (joint appointment), Chang Gung Memorial Hospital at Linkou, Taiwan
| | - ChinYen Han
- Assistant Professor, Department of Nursing, Chang Gung University of Science and Technology; Assistant Research Fellow (joint appointment), Chang Gung Memorial Hospital at Linkou, Taiwan
| | - LiChin Chen
- Director, Department of Nursing, New Taipei Municipal TuCheng Hospital
| | - LiHsiang Wang
- Department of Nursing, Chang Gung University of Science and Technology; Assistant Research Fellow (joint appointment)Chang Gung Memorial Hospital, Taiwan
| | - Ching-Ching Su
- Assistant professor, Department of Nursing, Chang Gung University of Science and Technology, Taiwan
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Wilson JL, Hampton D, Hensley A, Culp-Roche A, De Jong MJ, Chase-Cantarini S, Wiggins AT. A Multicenter Study About Resilience of Nursing Students and Faculty in Online Courses. J Prof Nurs 2021; 37:894-899. [PMID: 34742519 DOI: 10.1016/j.profnurs.2021.07.005] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Indexed: 01/21/2023]
Abstract
BACKGROUND Resilience is the process of adapting well in adverse situations. Due to the challenges of teaching in online programs and the adaptations needed by students, it is important that faculty and students maintain a high level of resilience. PURPOSE The purpose of this study was to assess the resilience level of undergraduate and graduate nursing students and faculty who interact in an online environment and to determine factors that impact resilience. METHODS This study employed a descriptive cross-sectional study design using a convenience sample of undergraduate and graduate students and faculty at six accredited universities in the United States. Faculty and student resilience were measured using the Connor Davidson 10 Resilience scale instrument. RESULTS The sample included 92 faculty who taught at least one online course and 200 students who were enrolled in at least one online course. There was no difference in faculty or student resilience by generation or program. Overall resilience scores were at the moderate level for both students and faculty. CONCLUSION Resilience has multiple benefits for both students and faculty, and is a critical concept for focus in nursing education at all levels.
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Affiliation(s)
- Jessica L Wilson
- University of Kentucky College of Nursing, Lexington, KY, United States of America.
| | - Debra Hampton
- University of Kentucky College of Nursing, Lexington, KY, United States of America.
| | - Angie Hensley
- University of Kentucky College of Nursing, Lexington, KY, United States of America.
| | - Amanda Culp-Roche
- University of North Carolina Wilmington School of Nursing, Wilmington, NC, United States of America.
| | - Marla J De Jong
- University of Utah College of Nursing, Salt Lake City, UT, United States of America.
| | - Sue Chase-Cantarini
- University of Utah College of Nursing, Salt Lake City, UT, United States of America.
| | - Amanda T Wiggins
- University of Kentucky College of Nursing, Lexington, KY, United States of America.
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Miraj M, Chuntian L, Mohd Said R, Osei-Bonsu R, Rehman RU. How Information-Seeking Behavior, Essential Technologies, and Resilience Enhance the Academic Performance of Students. Front Psychol 2021; 12:651550. [PMID: 34512432 PMCID: PMC8428236 DOI: 10.3389/fpsyg.2021.651550] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2021] [Accepted: 07/14/2021] [Indexed: 11/13/2022] Open
Abstract
This study explores how the scholarly accomplishments of students might increment due to specific fundamental causes. The academic performance of the student was prioritized as a dependent variable, and the independent indicators chosen were “information seeking, IT ability, reading/writing capacity, and resilience.” At the same time, age, gender, marital status, and family income were included in the control variables. The research subject samples were limited to (N = 288) postgraduate students from three mega universities in Islamabad, Pakistan. Forward regression analysis was performed in this research to decide the impact of the indicators. The results indicate that information seeking affects academic performance positively and significantly. Essentially, the study revealed that information technology (IT) skills make a fundamentally positive and significant impact on academic performance. Reading and writing influenced academic performance considerably. In addition, resilience affected academic performance emphatically and essentially. Further, this research also noted the relationships between information-seeking behaviors, IT ability, reading/writing capacities, and resilience capabilities and the academic performance of students. These variables have a positive impact on the academic performance of students.
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Affiliation(s)
- Muhammad Miraj
- School of Humanities and Social Science, Institute for Empirical Social Science Research (IESSR), Xi'an Jiaotong University, Xi'an, China
| | - Lu Chuntian
- School of Humanities and Social Science, Institute for Empirical Social Science Research (IESSR), Xi'an Jiaotong University, Xi'an, China
| | - Ridzwana Mohd Said
- School of Business and Economics, Universiti Putra Malaysia, Serdang, Malaysia
| | - Robert Osei-Bonsu
- Department of Biblical and Theological Studies, Adventist University of Africa (AUA), Nairobi, Kenya
| | - Ramiz Ur Rehman
- Lahore Business School, The University of Lahore, Lahore, Pakistan
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Fear of death and its relationship to resilience in nursing students: A longitudinal study. Nurse Educ Pract 2021; 55:103175. [PMID: 34450400 DOI: 10.1016/j.nepr.2021.103175] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2021] [Revised: 07/19/2021] [Accepted: 08/14/2021] [Indexed: 12/15/2022]
Abstract
AIM Taking a corpus of nursing students enrolled in the 2017-2021 nursing degree, we aim to analyse how students' levels of resilience and fear of death evolve in the first three years of the degree and whether there are differences between students based on age and gender. In addition, we aim to describe the relationship between resilience and fear of death. BACKGROUND Throughout their training, nursing students will encounter situations of grief and death that may generate reactions of rejection, anxiety and emotional imbalance. Recognising and controlling these emotions through specialised training in end-of-life care and fostering resilience is essential. DESIGN Comparative, correlational and longitudinal study. METHODS Our corpus comprised 100 nursing students who were followed through the first three years of their training. Data were collected using a sociodemographic questionnaire, the Collet-Lester Fear of Death Scale and the Resilience Scale. RESULTS The corpus reported medium-high levels of fear of death overall. Patterns were similar for all academic years: fear of other people's death was invariably the highest scoring subscale; and while individual dimensions of the Collet-Lester scale correlated directly and significantly with each other they were found to be inversely related to student age. High levels of resilience were recorded and were highest in the final year. CONCLUSIONS In this sample of student nurses, fear of death and resilience do not appear to be related to each other. Nursing education must include training specifically targeted at increasing levels of resilience and decreasing fear of death to improve end-of-life care.
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Macdiarmid R, McClunie-Trust P, Shannon K, Winnnington R, E Donaldson A, Jarden RJ, Lamdin-Hunter R, Merrick E, Turner R, Jones V. What Motivates People to Start a Graduate Entry Nursing Programme: An Interpretive Multi-Centred Case Study. SAGE Open Nurs 2021; 7:23779608211011310. [PMID: 33959679 PMCID: PMC8064655 DOI: 10.1177/23779608211011310] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2020] [Revised: 03/16/2021] [Accepted: 03/26/2021] [Indexed: 12/03/2022] Open
Abstract
Introduction While graduate entry nursing programmes are well established in the United Kingdom and the United States of America (USA), they are relatively new to New Zealand and Australia. These programmes have been developed to meet the demands of the health workforce and provide graduates an alternative pathway to becoming a RN. Nursing is viewed as an attractive career option for this growing market of graduate entry students. Objective This study explored the motivations underpinning students choosing a graduate entry MNSc degree over a traditional undergraduate nursing programme. Methods A qualitative, longitudinal single case study design, informed by Yin was used. The first phase of the study is reported here. All students commencing a MNSc degree at the beginning of 2020 across four education providers (3 in New Zealand & 1 in Australia) were eligible to take part in the study. Ten students agreed to take part and undertake an interview. Braun and Clarke’s approach to thematic analysis was used to analyse the interview data. Results Three key themes of motivation were identified from the data: the attraction of nursing; the clarity nursing offers in terms of career progression; and the design of the intensive programme. Conclusions The motivations to choose a MNSc degree were deeply considered, multifaceted, and influenced by nursing role models. Students wanting to engage with a graduate entry MNSc programme did so through a reflective process of assessing their current career status and future career values. Participants in this study believed nursing would provide a secure and sustainable career path, potentially creating new horizons or possibilities beyond their previous work and life experiences. Having insight into what motivates individuals to enrol in such programmes may assist both education providers and the health sector with RN graduate recruitment and graduate entry programme enrolment.
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Affiliation(s)
- Rachel Macdiarmid
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Patricia McClunie-Trust
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand
| | - Kay Shannon
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Rhona Winnnington
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | | | - Rebecca J Jarden
- Department of Nursing /School of Health Sciences University of Melbourne Australia
| | - Rachel Lamdin-Hunter
- Centre for Health and Social Practice, Waikato Institute of Technology, Hamilton, New Zealand
| | - Eamon Merrick
- School of Clinical Sciences, Auckland University of Technology, Auckland, New Zealand
| | - Rosemary Turner
- Department of Nursing /School of Health Sciences University of Melbourne Australia
| | - Virginia Jones
- Centre for Postgraduate Nursing Studies, University of Otago, Christchurch, New Zealand
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20
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Brooks IA, Morphet J. The defining characteristics of newly graduated nurses - A Delphi study. Nurse Educ Pract 2021; 51:102985. [PMID: 33610968 DOI: 10.1016/j.nepr.2021.102985] [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: 06/10/2020] [Revised: 01/28/2021] [Accepted: 01/31/2021] [Indexed: 12/01/2022]
Abstract
Despite processes designed to ensure that graduates of accredited nursing programs possess the necessary skills and knowledge to enter the workforce, a gap remains between graduate capabilities and industry expectations of work-readiness. This study aims to identify the defining characteristics of work-ready graduate nurses from the perspective of a purposive sample of new graduates, employers and academics utilising a three-round Delphi design and to compare the findings. In Round One participants provided free-text descriptors of graduate attributes, core knowledge and skills. In Rounds Two and Three participants prioritised categorised results from Round One and added free-text responses. Data from these rounds were not aggregated. In Round One, 14 academics, 20 clinicians and 12 graduates provided responses. In Round Two we received 10, 12 and 5 responses respectively and in Round Three 9, 8 and 4 responses respectively. The final round identified 19 characteristics and attributes, 10 knowledge areas and 11 skills for work-ready graduate nurses. This study identified that graduates should be safe practitioners, with professional behaviours, an understanding of anatomy and physiology, pathophysiology of disease, and medication safety, with good patient assessment and communication skills. Time management and prioritisation skills that graduates expect of themselves, develop with consolidation of practice.
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Affiliation(s)
- Ingrid Ann Brooks
- Monash University Nursing and Midwifery, Level 1 Building 10 Chancellor's Walk, Wellington Road, Clayton, Victoria, 3800, Australia.
| | - Julia Morphet
- Monash University Nursing and Midwifery, Level 2, Building E, 47 - 49 Moorooduc Highway, Frankston, Victoria, 3199, Australia; Monash Centre for Scholarship in Health Education, Monash University, Australia.
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21
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The Future of Onboarding: Implementation of Immersive Virtual Reality for Nursing Clinical Assessment Training. J Nurses Prof Dev 2021; 36:235-240. [PMID: 32251173 DOI: 10.1097/nnd.0000000000000629] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
An immersive virtual reality curriculum was piloted with new nurse graduates that focused on improving clinical reasoning and situational awareness for pediatric respiratory distress and impending respiratory failure. Learnings from this pilot could inform strategies for development of standardized, efficient, and safe onboarding curricula to increase the likelihood of successful transition to practice.
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22
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Kim JH, Shin HS. Exploring barriers and facilitators for successful transition in new graduate nurses: A mixed methods study. J Prof Nurs 2020; 36:560-568. [DOI: 10.1016/j.profnurs.2020.08.006] [Citation(s) in RCA: 17] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2020] [Revised: 08/04/2020] [Accepted: 08/10/2020] [Indexed: 12/01/2022]
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25
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Affiliation(s)
- Kelly Kester
- Kelly Kester is a cardiothoracic ICU operations nurse manager at Duke University Medical Center in Durham, N.C. Holly Wei is an assistant professor at East Carolina University College of Nursing in Greenville, N.C
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