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Irvine S, Aggar C, Whiteing N, Honey M, Stewart L, Lim G, Philip S, Andrew S. Final year nursing students' preparedness for medication administration during COVID-19: A multi-site survey study. Nurse Educ Pract 2024; 78:104011. [PMID: 38852272 DOI: 10.1016/j.nepr.2024.104011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2023] [Revised: 02/23/2024] [Accepted: 05/30/2024] [Indexed: 06/11/2024]
Abstract
AIM To examine final-year undergraduate nursing students' characteristics and their perceived preparedness for medication administration across three universities during COVID-19. BACKGROUND Medication administration is a complex process and medication errors can cause harm to the patient. Nurses are at the frontline of medication administration; therefore, nursing students must be well-prepared to administer medicines safely before graduation. Little is known about final-year undergraduate nursing students' perceived medication administration preparedness during COVID-19. DESIGN A multi-site study using a cross-sectional survey of student demographics, the 'Preparedness for Medication Administration' (Revised) tool and an open-ended question. METHODS The questionnaire was distributed to nursing students in their final semester of the program in 2022 across two universities in Australia and one in New Zealand. Completed surveys n=214. Descriptive statistics were used to analyse the demographic data. Differences in demographic data and preparedness scores between the three universities were analysed using ranked means, correlation coefficient, Chi-Square, Mann- Whitney U and Kruskal- Wallace H. Directed content analysis was used to analyse the data from the open-ended question. RESULTS Overall, students reported high preparedness scores for medication. International students reported significantly higher preparedness scores (Md =119, n=29) compared with domestic students (Md=112.00, n=164), U=1759.50, z=-2.231, p=02, r=.16. Mean ranked scores for each item were above average across the three universities. The impact of COVID-19 on curriculum and students' opportunity to practice may be one explanation for the difference in preparedness scores between universities. International participants reported significantly higher scores on the Preparedness for Medication Administration (Revised) tool than domestic participants. Older students were more confident in applying principles of pharmacology to practice. Students' comments generated three major categories and five subcategories indicating preparedness gaps. CONCLUSION This study provides insights into students' medication management preparedness during restrictions and before transitioning to the role of Registered Nurse. It highlights the need to provide integrated and comprehensive medication education and assessments throughout the curriculum and the need for additional support for newly graduated nurses in medication management due to the restrictions.
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Affiliation(s)
- Susan Irvine
- Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia.
| | - Christina Aggar
- Southern Cross University, PO Box 539, Coolangatta 4225, Australia.
| | - Nicola Whiteing
- Southern Cross University, Southern Cross University, Military Road, East Lismore, NSW, Australia.
| | - Michelle Honey
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Lisa Stewart
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Gigi Lim
- University of Auckland, Private Bag 92019, Tāmaki Makaurau, Auckland 1142, New Zealand.
| | - Susan Philip
- Victoria University, St Albans Campus University Boulevard, St Albans, VIC 3021, Australia.
| | - Sharon Andrew
- Victoria University, PO Box 14428, Melbourne, VIC 8001, Australia.
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Setiawan A, Kusuma Wati DN, Hassan H, Sharmil H, Sukihananto S, Syamsir SB, Rachmawati U, Eriska W. Insights from a multi-country study: Lessons for future nursing education from community clinical practice amid the COVID-19 pandemic. Heliyon 2024; 10:e32486. [PMID: 38961994 PMCID: PMC11219488 DOI: 10.1016/j.heliyon.2024.e32486] [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: 05/28/2023] [Revised: 05/24/2024] [Accepted: 06/04/2024] [Indexed: 07/05/2024] Open
Abstract
Background The COVID-19 pandemic prompted adjustments in education, raising concerns about students' competency achievement. Despite these changes, aspects like student engagement (SE), basic needs fulfillment (BNF), and stress levels (SL) in nursing students during community-based clinical practice remain understudied. Objectives This study aims to examine the relationships between students' competencies achievement (SCA), student engagement, basic needs fulfillment, and stress levels among nursing students engaging in community-based clinical practice during the COVID-19 pandemic. Design and Methods: A cross-sectional online survey was conducted with 451 nursing students from Indonesia, Malaysia, and India. Online questionnaires assessing SCA, SE, BNF, and SL were administered between November and December 2021. Results The study involved 131 participants from Indonesia, 138 from Malaysia, and 182 from India, with an average age of 22.52. Multivariate analysis, employing linear regression revealed that across the three countries, online student engagement demonstrated the strongest association with SCA (B: 0.701; p-value: 0.0001). However, specific factors-stress levels, learning methods, and study year-showed greater relevance in Indonesia, India, and Malaysia, respectively. Conclusions The COVID-19 pandemic significantly impacted nursing students' teaching and learning experiences during clinical practice. Enhancing online engagement between academic lecturers and students is imperative for attaining clinical competencies.
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Affiliation(s)
- Agus Setiawan
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Depok 16424, Indonesia
| | | | - Hamidah Hassan
- Department of Nursing, Faculty of Medicine & Health Science, Universiti Tunku Abdul Rahman, Bandar Barat 31900, Malaysia
| | - Hepsibah Sharmil
- Chettinad College of Nursing, Chettinad Academy of Research and Education, Nadu 603103, India
| | - Sukihananto Sukihananto
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Depok 16424, Indonesia
| | - Syamikar Baridwan Syamsir
- Department of Nursing, Faculty of Health Sciences, Universitas Pembangunan Nasional Veteran Jakarta, Jakarta 12450, Indonesia
| | - Utami Rachmawati
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Depok 16424, Indonesia
| | - Winda Eriska
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Depok 16424, Indonesia
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Bellot J, Fennessey A, Gerolamo A, Kerr M, Wenner T. Design and Implementation of a Nursing Capstone Across a Multisite Health System. J Nurs Educ 2024; 63:292-297. [PMID: 38729138 DOI: 10.3928/01484834-20240305-03] [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: 05/12/2024]
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic created profound effects in nursing education. Using a robust academic-practice partnership, a college of nursing and a health care organization collaborated to launch Jefferson Capstone Experience (JCE), an education delivery model that included a one-to-one, 108-hour clinical preceptorship between an experienced RN and an undergraduate nursing student. METHOD The expedited design, implementation, and evaluation of JCE is described. The mixed-method program evaluation included surveys, interviews, and focus groups with students, faculty, and preceptors. RESULTS Students and preceptors reported high levels of satisfaction with JCE. All parties emphasized the importance of clear and timely communication, academic practice collaboration, and organization. A significant number of capstone graduates accepted a position with a capstone clinical partner. CONCLUSION Although the logistics of planning and implementation were challenging, an immersive and largely positive experience was created for undergraduate students, which created a robust hiring pipeline of new-to-practice nurses. [J Nurs Educ. 2024;63(5):292-297.].
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Spector N, Silvestre J. The Effects of the COVID-19 Pandemic on Nursing Education Programs. J Nurs Educ 2024; 63:312-319. [PMID: 38729145 DOI: 10.3928/01484834-20240305-06] [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: 05/12/2024]
Abstract
BACKGROUND The U.S. Boards of Nursing (BONs) collect annual report data from their nursing programs as part of their approval process. This paper highlights the 2020 and 2021 annual report data on the effect of coronavirus disease 2019 (COVID-19) on all nursing programs in 17 BONs in 2020 and 19 in 2021. METHOD Nursing programs answered 16 questions on the effect of COVID-19 on their programs. Because BONs require annual report data, all programs in the participating states answered the questions, which included 798 programs in 2020 and 929 in 2021. RESULTS Major disruptions in nursing education occurred during the pandemic. Clinical experiences and didactic classes were greatly affected, though alternative strategies were used. Student and faculty attrition rates were particularly high in 2021. CONCLUSION The authors call for a national forum where nurse leaders analyze what happened and make recommendations for future crisis events. [J Nurs Educ. 2024;63(5):312-319.].
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Ningsih DK, Ulya I, Kartika AW, Monirul Islam K. Assessment of Final Year Nursing Students' Willingness and Readiness to Work With Patients With COVID-19 During the Pandemic: A Cross-Sectional Survey. AJPM FOCUS 2024; 3:100157. [PMID: 38188225 PMCID: PMC10770419 DOI: 10.1016/j.focus.2023.100157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/09/2024]
Abstract
Introduction During the COVID-19 pandemic, Indonesia faced shortages of medical supplies and healthcare workers. With a limited supply of healthcare workers, we examined the possibility of bringing final-year nursing students into COVID-19 patient care. Methods We conducted a cross-sectional survey among final-year nursing students to assess their willingness and readiness to work with patients with COVID-19 in Indonesia. We recruited 1,028 final-year nursing students in East Java, Indonesia, during October 7-20, 2021. Data were collected using an online questionnaire designed for this study using Google Forms. Response data were extracted from Google Forms to MS Excel 2016 for analysis. We performed univariate analysis for descriptive statistics, followed by multivariate analysis using binary logistic regression to analyze the effect of independent variables on study outcomes. Results The characteristics of the study participants showed that most respondents were female (97.1%) and of Javanese ethnicity (75.3%). More than 90% of participants reported no chronic diseases (96.2%) and were vaccinated (81.4%). Most participants were willing to work (84.3%) and ready to work (94.4%) with patients with COVID-19. Adjusted analysis showed that sex, type of institution, ethnicity, household condition, and history of chronic diseases were independent determinants of willingness to work with patients with COVID-19. Male and private university students were significantly more willing to work with patients with COVID-19. Conclusions Nursing students were willing to work with patients with COVID-19 during the pandemic; however, a longitudinal study is recommended for trend analysis.
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Affiliation(s)
| | - Ikhda Ulya
- Faculty of Health Science, School of Nursing, Universitas Brawijaya, Malang, Indonesia
| | - Annisa Wuri Kartika
- Faculty of Health Science, School of Nursing, Universitas Brawijaya, Malang, Indonesia
| | - K.M. Monirul Islam
- Institute of Public and Preventive Health, Augusta University, Augusta, Georgia
- Department of Population Health Sciences, Medical College of Georgia, Augusta University, Augusta, Georgia
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Heidari H, Beni ZHM, Deris F. Using Kern model to design, implement, and evaluate an infection control program for improving knowledge and performance among undergraduate nursing students: a mixed methods study. BMC MEDICAL EDUCATION 2023; 23:795. [PMID: 37880731 PMCID: PMC10601198 DOI: 10.1186/s12909-023-04775-3] [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: 04/04/2023] [Accepted: 10/14/2023] [Indexed: 10/27/2023]
Abstract
BACKGROUND Nurses and Nursing students are the front line of care in managing the care of infectious patients then they have more contact with patients than other students. Therefore, the aim of this study was designing, implementing and evaluating the infection control program among undergraduate nursing students using a mixed study. METHOD The mixed method approach with sequential exploratory (qualitative-quantitative) method was used. Kern model was applied in six steps included: 1-Needs assessment 2- Initial design 3- Goals and specific objectives 4- Educational strategy 5- Program implementation 6- Program evaluation. Thirty nursing students and 3 nursing faculty members were selected through purposive sampling for focus group in need assessment. Single-group semi-experimental study with a pre-test and post-test design was used in partnership with all eighth semester nursing students in program evaluation. RESULT Data analysis of focus group obtained two categories including: Need to improve knowledge in infection control and need to improve performance in infection control. With need assessment and literature review, educational content developed according to nursing students learning needs. Then, 3 faculty members prepared a course plan including goals, specific objectives, educational strategy for student assignments. One-way analysis of variance to compare the average score of knowledge, performance and its categories before, 2 weeks after the intervention and 2 months after the intervention shows a statistically significant difference (p > 0.001). Pearson's correlation coefficient shows that there is a negative linear relationship between work experience and knowledge score 2 weeks after and 2 months after the intervention (p < 0.05). CONCLUSION According to our results, it is recommended the need to revise the curriculum for the integration of the infection control program in the undergraduate nursing education. Of course, it is necessary to conduct more studies in the field by dividing this program into internship and field internship.
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Affiliation(s)
- Haydeh Heidari
- Modeling in Health Research Center, Faculty of Nursing and Midwifery, Shahrekord University of Medical Sciences, Shahrekord, Iran
- School of Nursing and Midwifery, Shahrekord University of Medical Sciences, Rahmatieh, PO Box 3833346699, Shahrekord, Iran
| | | | - Fatemeh Deris
- Shahrekord University of Medical Sciences, Shahrekord, Iran
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Park HY, Bang YY. Improving the knowledge of and compliance with infection control for emerging respiratory infectious diseases among nursing students using importance-performance analysis: A descriptive survey study. NURSE EDUCATION TODAY 2023; 129:105898. [PMID: 37454583 DOI: 10.1016/j.nedt.2023.105898] [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: 01/25/2023] [Revised: 06/15/2023] [Accepted: 07/10/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Due to a lack of prior training on emerging respiratory infectious diseases (ERIDs), systematic nursing guidelines, supplies, and manpower, nurses experienced extreme physical and psychological stress while providing care to patients with infectious diseases during the pandemic. OBJECTIVES This study aimed to investigate the knowledge of and compliance with infection control for ERIDs among nursing students, as well as identify the priorities in infection control knowledge and compliance using importance-performance analysis (IPA), to prepare supporting data for developing infection control training programs for ERIDs. DESIGN This descriptive survey used IPA to examine nursing students' knowledge of infection control priorities and ERID compliance. SETTING The participants were recruited from a convenience sample of first- to fourth-year nursing majors from one region of South Korea. PARTICIPANTS Data were collected from 481 nursing students through a questionnaire survey conducted between May 3 and June 30, 2022. METHODS Data were examined using descriptive statistics, an independent t-test, a one-way analysis of variance, and IPA. RESULTS The IPA results showed that among 12 items related to nursing students' knowledge of infection control for ERIDs, item #1 (definition of ERID) belonged to quadrant C (low priority), whereas all other items (items #2-12) belonged to quadrant A (concentrate here). Among 12 items related to compliance with infection control for ERIDs, items #2 (hand hygiene) and #3 (mask wearing) belonged to quadrant B (keep up the good work), whereas the remaining 10 items belonged to quadrant A (concentrate here). CONCLUSION In order to improve nursing students' knowledge of and compliance with infection control for ERIDs, infection control training with more specific material should replace the present curriculum in South Korea.
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Affiliation(s)
- Ha-Young Park
- College of Nursing, Kyungbok University, 425, Kyungbokdae-ro Jinjeop-eup, Namyangju-si, Gyeonggi-do 12051, Republic of Korea
| | - Yun-Yi Bang
- College of Nursing, Kyungbok University, 425, Kyungbokdae-ro Jinjeop-eup, Namyangju-si, Gyeonggi-do 12051, Republic of Korea.
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Feizollahzadeh H, Hassankhani H, Barsaei M. Disturbances of nursing students in internship during emerging disease COVID-19 pandemic: A qualitative study. Nurs Open 2023; 10:6197-6204. [PMID: 37209363 PMCID: PMC10416039 DOI: 10.1002/nop2.1854] [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: 12/16/2022] [Revised: 05/02/2023] [Accepted: 05/10/2023] [Indexed: 05/22/2023] Open
Abstract
AIM The aim of the study was to examine the experiences of nursing students in internship during the COVID-19 pandemic. DESIGN A qualitative study. METHODS Purposeful sampling was conducted among undergraduate nursing students at Tabriz School of Nursing in November 2021. Students participated in 14 in-depth open-ended interviews and stated their experiences and opinions on internships during the COVID epidemic until full data saturation. Data analysis was performed using the conventional content analysis method. This study followed the Standards for Reporting Qualitative Research (SRQR) checklist. RESULTS Findings were extracted and classified into five main categories, including a lack of facilities and equipment, psychological disturbances, physical risk, disturbances in education and learning activities and movement to continue clinical learning in the situation. CONCLUSION Nursing students in clinical training during the COVID epidemic have experienced physical and mental health issues, as well as educational challenges. During an infectious disease epidemic period, education administrators should adopt appropriate strategies to protect students' health and facilitate their educational and learning activities.
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Affiliation(s)
- Hossein Feizollahzadeh
- Department of Medical‐Surgical Nursing, Nursing and Midwifery FacultyTabriz University of Medical SciencesTabrizIran
| | - Hadi Hassankhani
- Department of Medical‐Surgical Nursing, Nursing and Midwifery FacultyTabriz University of Medical SciencesTabrizIran
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Sala Defilippis TML, Prati A, Scascighini L. Healthcare students' moral concerns and distress during the pandemic. Nurs Ethics 2023; 30:832-843. [PMID: 36989456 PMCID: PMC10064183 DOI: 10.1177/09697330221146227] [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] [Indexed: 03/31/2023]
Abstract
BACKGROUND During the first wave of the new coronavirus (COVID-19) pandemic, the sudden increase in hospitalised patients put medical facilities in southern Switzerland under severe pressure. During this time, bachelor's degree programs in nursing, physiotherapy and occupational therapy were disrupted, and students in their second year were displaced. Students experienced the continuous reorganisation of their traineeship as healthcare facilities adapted to a climate of uncertainty. PURPOSE The aim of this study was to investigate the degree of moral distress and the ethical issues most often encountered by physiotherapy, nursing and occupational therapy students enrolled in a traineeship during the first wave of the COVID-19 pandemic in southern Switzerland. PARTICIPANTS AND RESEARCH CONTEXT The sample consisted of 102 participants, and the response rate was 81.6%. RESEARCH DESIGN Based on a pragmatic approach, a mixed-method with a convergent design was adopted. Data were collected between 30 April 2020 and 14 May 2020, via a survey administered to all occupational therapy, physiotherapy and nursing students in their fourth semester. ETHICAL CONSIDERATIONS Given that no vulnerable persons were involved, the Ethics Committee of Southern Switzerland waived authorisation. However, all measures were put into place to protect participants by guaranteeing their anonymity and confidentiality. RESULTS AND DISCUSSION The data analysis showed that the main source for moral distress was 'poor teamwork' and that the moral issues encountered most often by students were related to the appropriateness of care and working conditions, with a clear reference to students' own safety and that of their loved ones; the other concerns reported included the loss of learning opportunities and the perceived lack of technical knowledge and skills. CONCLUSIONS This survey offers a faithful overview of physiotherapy, nursing and occupational therapy students' experience during the first pandemic wave. This study also identifies some key recommendations for healthcare professions' education.
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Affiliation(s)
- Tiziana ML Sala Defilippis
- Department of Business Economics, Health and Social Care, University of Applied Sciences of Southern Switzerland, Manno, Switzerland
| | - Annia Prati
- Department of Business Economics, Health and Social Care, University of Applied Sciences of Southern Switzerland, Manno, Switzerland
| | - Luca Scascighini
- Department of Business Economics, Health and Social Care, University of Applied Sciences of Southern Switzerland, Manno, Switzerland
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Park HY, Yeom IS. Factors influencing nursing students' knowledge, attitudes, and infection management behavior for emerging respiratory infectious diseases: A cross-sectional study. PLoS One 2023; 18:e0290874. [PMID: 37651401 PMCID: PMC10470921 DOI: 10.1371/journal.pone.0290874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 08/18/2023] [Indexed: 09/02/2023] Open
Abstract
Understanding the factors influencing infection management behavior related to Emerging Respiratory Infectious Diseases (ERIDs) among nursing students is important because nursing students play a vital role in preventing the spread of ERIDs. This study aimed to determine factors influencing infection management behavior related to ERIDs among nursing students in Korea. In this cross-sectional survey study, data were collected from May 3 to June 30, 2022, using a questionnaire. Data collected from 481 nursing students were analyzed using descriptive statistics, an independent t-test, a one-way analysis of variance, Pearson correlation coefficients, and hierarchical multiple regression using the SPSS program. The key factors influencing respondents' ERID-related infection management behavior were attitude (β = 0.554, p<0.001) and knowledge (β = 0.282, p<0.001). The explanatory power of this model was 40.2%, and the regression model was found to be statistically significant (F = 27.935, p<0.001). To improve nursing students' ERID-related infection management behavior, their knowledge of and attitudes toward ERIDs should be enhanced by repeatedly providing them with accurate professional information about ERIDs. Therefore, intensive efforts should be taken to develop a systematic educational program that can help nursing students better perform infection management.
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Affiliation(s)
- Ha-Young Park
- College of Nursing, Kyungbok University, Namyangju-si, Gyeonggi-do, Republic of Korea
| | - In-Sun Yeom
- College of Nursing, Sungshin Women’s University, Gangbuk-gu, Seoul, Republic of Korea
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Bongiorno AW, Armstrong N, Moore GA, Mannino JE, Watters P, Cotter E, Kelley R. Impressions of the Nursing Profession Among Nursing Students and New Graduates During the First Wave of COVID-19: A Qualitative Content Analysis. Nurse Educ 2023; 48:204-208. [PMID: 36877986 PMCID: PMC10296978 DOI: 10.1097/nne.0000000000001386] [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] [Accepted: 02/16/2023] [Indexed: 03/08/2023]
Abstract
BACKGROUND The COVID-19 pandemic has been a defining event for the next generation of the nursing workforce. Complex pandemic practice environments have raised concerns for the preparation and support of novice nurses, even as a multitude of nurses leave the profession. PURPOSE Researchers sought to examine nursing students' and new graduate nurses' impressions of the nursing profession in contrasting regions of New York State during the first wave of the COVID-19 pandemic. METHODS Inductive content analysis was performed on narrative text responses (n = 295) drawn from a larger multisite mixed-methods survey. RESULTS Five subconcepts were abstracted, leading to the main concept of shocked moral distress . CONCLUSION Nursing students and new graduate nurses have experienced high levels of moral distress but remain committed to the profession. Building moral resilience, fostering ethical decision making, and implementing protective policies can reduce the incidence of moral distress.
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Affiliation(s)
- Anne Watson Bongiorno
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Normadeane Armstrong
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Geraldine A. Moore
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Jennifer Emilie Mannino
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Pamela Watters
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Elizabeth Cotter
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
| | - Randy Kelley
- Professor (Dr Bongiorno) and Assistant Professor (Dr Kelley), Department of Nursing, SUNY Plattsburgh, Plattsburgh, New York; Professor (Drs Armstrong, Moore, and Cotter) and Professor and Director of the PhD in Nursing Program (Dr Mannino), The Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York; and Statistical Support Consultant (Dr Watters), Office of Graduate Academic Affairs, Molloy University, Rockville Centre, New York
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Jokar Z, Torabizadeh C, Rakhshan M, Najafi Kalyani M. From disobedience to struggle for adaptation: nursing students' experiences of attending the clinical learning environment during Covid-19 pandemic. BMC Psychiatry 2023; 23:308. [PMID: 37131134 PMCID: PMC10153046 DOI: 10.1186/s12888-023-04807-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 04/20/2023] [Indexed: 05/04/2023] Open
Abstract
BACKGROUND The Covid-19 pandemic has affected the clinical education of nursing students all over the world. Considering the importance of clinical education and clinical learning environment (CLE) in the education of nursing students, identifying the challenges and problems faced by these students during the covid-19 pandemic helps to plan more effectively in this regard. The aim of this study was to investigate the experiences of nursing students in CLEs during the Covid-19 pandemic. METHODS A descriptive qualitative research was conducted, which used a purposive sampling technique to recruit 15 undergraduate nursing students from Shiraz University of Medical Sciences between July 2021 and September 2022. Data were collected through in-depth semi-structured interviews. For data analysis, conventional qualitative content analysis based on Graneheim and Lundman approach was used. RESULTS The data analysis led to emergence of two themes of "disobedience " and "struggle for adaptation". The disobedience theme consists of two categories: "objection to attend CLE" and "patient marginalization". The theme of struggle for adaptation includes two categories: "using support sources" and "applying problem-oriented strategies". CONCLUSION At the beginning of the pandemic, the students were unfamiliar due to the disease, as well as fear of contracting themselves and infecting others, so they tried not to be in the clinical environment. However, they gradually tried to adapt to the existing conditions by applying support resources and using problem-oriented strategies. Policymakers and educational planners can use the results of this study to plan for solving the challenges of students during future pandemics and improve the condition of CLE.
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Affiliation(s)
- Zeinab Jokar
- Student Research Committee, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Camellia Torabizadeh
- Community Based Psychiatric Care Research Center, Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mahnaz Rakhshan
- Department of Medical Surgical Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Majid Najafi Kalyani
- Department of Medical Emergencies, School of Nursing and Midwifery, Shiraz Univesity of Medical Sciences, Shiraz, Iran.
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Zeleníková R, Gurková E, Pěrůžková R, Štureková L, Jarošová D, Kajander-Unkuri S. Self-assessed competence of final-year nursing students. Nurs Open 2023. [PMID: 36882940 DOI: 10.1002/nop2.1708] [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: 06/15/2022] [Revised: 01/31/2023] [Accepted: 02/20/2023] [Indexed: 03/09/2023] Open
Abstract
AIM To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. DESIGN A cross-sectional observational study. METHODS Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. RESULTS Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.
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Affiliation(s)
- Renáta Zeleníková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Elena Gurková
- Department of Nursing, Slovak Republic, Faculty of Health Care, University of Prešov in Prešov, Prešov, Slovak Republic
| | - Radana Pěrůžková
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Lenka Štureková
- Department of Nursing, Faculty of Health Sciences, Palacký University in Olomouc, Olomouc, Czech Republic
| | - Darja Jarošová
- Department of Nursing and Midwifery, Faculty of Medicine, University of Ostrava, Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Finland, Turku, Finland.,Diaconia University of Applied Sciences, Helsinki, Finland
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14
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Riess D, Mersiovsky A, Gruhn C. Nurse Educators' Perceptions and Self-efficacy in Response to COVID-19: A Scoping Review. Nurse Educ 2023; 48:E47-E52. [PMID: 36729671 PMCID: PMC9936843 DOI: 10.1097/nne.0000000000001342] [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] [Accepted: 11/18/2022] [Indexed: 02/03/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, nurse educators had to adapt quickly to required changes in nursing education following isolation mandates. Educators worked diligently to provide a quality remote/online educational experience with limited resources. PURPOSE The purpose of this review was to explore nurse educators' perceptions and self-efficacy toward the transformation from the traditional face-to-face teaching to remote/online teaching and simulation/laboratory modifications in response to the COVID-19 pandemic. METHODS A scoping review, informed by PRISMA-SCR guidelines, was performed in PubMed, Web of Science, CINAHL Complete, OVID MEDLINE, and Google Scholar. RESULTS There were 34 articles included in the final review, with 7 themes identified: teaching pedagogy, technology challenges, online teaching role, learning environment, leadership, clinical education, and well-being. CONCLUSIONS The review is relevant to nursing faculty across the globe. Planning for future pandemics should include self-care, use of evidence-based practices, protocols, and increased communication.
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Affiliation(s)
- Dawn Riess
- Assistant Professor (Dr Riess), Associate Professor (Dr Mersiovsky), and Director and Chairperson (Dr Mersiovsky), Department of Nursing, Texas A&M University–Central Texas, Killeen; and Medical Librarian (Ms Gruhn), Baylor, Scott and White Healthcare–Temple, Texas
| | - Amy Mersiovsky
- Assistant Professor (Dr Riess), Associate Professor (Dr Mersiovsky), and Director and Chairperson (Dr Mersiovsky), Department of Nursing, Texas A&M University–Central Texas, Killeen; and Medical Librarian (Ms Gruhn), Baylor, Scott and White Healthcare–Temple, Texas
| | - Carole Gruhn
- Assistant Professor (Dr Riess), Associate Professor (Dr Mersiovsky), and Director and Chairperson (Dr Mersiovsky), Department of Nursing, Texas A&M University–Central Texas, Killeen; and Medical Librarian (Ms Gruhn), Baylor, Scott and White Healthcare–Temple, Texas
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15
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Aksu Ç, Ayar D. The effects of visualization meditation on the depression, anxiety, stress and achievement motivation levels of nursing students. NURSE EDUCATION TODAY 2023; 120:105618. [PMID: 36370587 DOI: 10.1016/j.nedt.2022.105618] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Revised: 10/11/2022] [Accepted: 10/25/2022] [Indexed: 06/16/2023]
Affiliation(s)
- Çiğdem Aksu
- Gaziantep Islamic Science and Technology University, Faculty of Health Sciences, Department of Nursing, Gaziantep, Turkey.
| | - Duygu Ayar
- Gaziantep Islamic Science and Technology University, Faculty of Health Sciences, Department of Nursing, Gaziantep, Turkey
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16
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Luo J, Luo L, Yang A, Cui M, Ma H. Clinical experiences of final-year nursing students during the COVID-19 pandemic: A systematic review and meta-synthesis. NURSE EDUCATION TODAY 2023; 120:105633. [PMID: 36436265 PMCID: PMC9671624 DOI: 10.1016/j.nedt.2022.105633] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 10/27/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES This systematic review aimed to qualitatively synthesise existing literature to examine the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic and provide recommendations for the effective management of clinical placement of nursing students. DESIGN A qualitative systematic review was conducted and reported following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. DATA SOURCES Five electronic databases were searched and qualitative studies were included for analysis if they focussed on the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic. REVIEW METHODS Data synthesis was conducted by extracting all findings, developing categories, and producing synthesised findings. RESULTS Four synthesised findings were concluded: 1) facing the unknown and willingness to help, 2) challenging the clinical environment, 3) transition improving professional identity, and 4) finding ways out of the pandemic. CONCLUSIONS The transition of nursing students to clinical nursing practice during the pandemic is a personally and professionally challenging process, while nursing students try to adapt to the changing clinical environment and enhance their professional identity. Nursing managers and health policymakers should acknowledge the challenges encountered by nursing students during the pandemic and support the professional growth of future nursing teams by providing high-quality supervision.
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Affiliation(s)
- Jing Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Ling Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Aihua Yang
- Child and Adolescent Psychiatry, The Fourth People's Hospital of Liaocheng, No. 47 Huayuan North Road, Liaocheng, Shandong Province, PR China
| | - Miao Cui
- Office of academic studies, Chongqing Medical University, Chongqing, PR China
| | - Huijuan Ma
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, PR China.
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17
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Nurse Students' Knowledge and Skills in Respiratory Care During COVD-19 Pandemic. INFECTIOUS DISEASES IN CLINICAL PRACTICE 2023. [DOI: 10.1097/ipc.0000000000001214] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
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18
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Rood L, Tanzillo T, Madsen N. Student nurses' educational experiences during COVID-19: A qualitative study. NURSE EDUCATION TODAY 2022; 119:105562. [PMID: 36150293 PMCID: PMC9479373 DOI: 10.1016/j.nedt.2022.105562] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 08/24/2022] [Accepted: 09/14/2022] [Indexed: 05/03/2023]
Abstract
BACKGROUND Due to the COVID-19 pandemic, many unexpected changes occurred in healthcare. With the abrupt change to online education in 2020, nursing students experienced challenges with virtual learning which impacted their perception of preparedness to practice. There were few qualitative studies completed in the U.S. that investigated the nursing students' experiences. The aim of this study was to explore pre-licensure nursing students' experiences with the transition to virtual learning and their perception of nursing amidst a pandemic. OBJECTIVES This study investigated nursing students' experiences and perceptions of the nursing profession amidst a pandemic and explored whether students would continue pursuing a career in nursing. DESIGN A descriptive exploratory qualitative study utilizing focus group interviews and questions using the Theory of Planned Behavior as a framework. SETTING A university in Northern Illinois educating baccalaureate degree pre-licensure nursing students. PARTICIPANTS Twenty-four pre-licensure nursing students first through fifth semesters. Ten focus groups were established and consisted of two to three students. METHODS A descriptive qualitative study design using the Theory of Planned Behavior to construct 9 semi-structured questions. These questions were utilized in the focus groups (n = 24) and Framework Analysis was utilized to analyze data. RESULTS Five themes and three sub-themes emerged from the study. Themes included: inspiration to become nurses with sub-themes-students' own inspiration and inspired by family; relationship strain with friend/family due to poor adherence to isolation guidelines; transition to online learning with sub-theme mental health strain; unprepared to begin nursing practice; and ambiguity regarding how to impact government health policy. CONCLUSIONS This study found that the students' perceptions of the nursing profession did not waiver, and their desire to pursue a nursing career was resolute. This study demonstrated the challenges students experienced with a transition to virtual learning. Students expressed having insufficient in-person experiences and felt unprepared to begin practice.
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Affiliation(s)
- Linda Rood
- Northern Illinois University, United States of America.
| | | | - Nancy Madsen
- Northern Illinois University, United States of America
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19
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Hung MSY, Ng WWM, Choi EKY. The Impacts of the COVID-19 Pandemic on Hong Kong Nursing Students' Mental Health and Quality of Life. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15117. [PMID: 36429837 PMCID: PMC9690710 DOI: 10.3390/ijerph192215117] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2022] [Revised: 11/14/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Abstract
Evidence shows that university students, especially healthcare students, experienced considerable health impacts during COVID-19. This study examined Hong Kong general nursing students' mental health and quality of life during the COVID-19 pandemic. An online questionnaire composed of personal demographics, the Fear of COVID-19 scale (FCV-19S), the Depression Anxiety Stress Scale short version (DASS21), and the World Health Organization Quality of Life-BREF (WHOQOL-BREF) was used for data collection in early 2021. Among 380 respondents, 170 (45%) did not attend clinical practicum during the pandemic. Students who did not participate in clinical training scored lower in FCV-19S but higher in WHOQOL-BREF than those who participated (p = 0.001 or p < 0.001). FCV-19S and WHOQOL-BREF were negatively correlated (r = -0.623 to -0.446, p < 0.001). Slight negative correlations were found between the FCV-19S and DASS-21 scores. Although there were no significant differences in DASS21 (p = 0.294-0.931) between these two student groups, there was a considerably high prevalence rate of depression (57.1%), anxiety (47.6%), and stress (39.5%). Hong Kong nursing students, especially those who attended clinical practicum during the pandemic, experienced substantial emotional and quality of life implications. Local universities are recommended to organize appropriate interventions to prepare and support nursing students' wellbeing and health in coping with future disasters.
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Affiliation(s)
- Maria Shuk Yu Hung
- School of Health Sciences, Caritas Institute of Higher Education, Hong Kong, China
| | - Winnie Wing Man Ng
- Division of Science, Engineering and Health Studies, College of Professional and Continuing Education, The Hong Kong Polytechnic University, Hong Kong, China
| | - Edward Kwok Yiu Choi
- Chinese Language Education and Assessment Centre, Lingnan University, Hong Kong, China
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20
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Shorey S, Pereira TLB, TEO WZ, Ang E, LAU TC, Samarasekera DD. Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis. Nurse Educ Pract 2022; 65:103483. [PMID: 36327596 PMCID: PMC9610673 DOI: 10.1016/j.nepr.2022.103483] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 10/06/2022] [Accepted: 10/21/2022] [Indexed: 11/09/2022]
Abstract
Aim To consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic. Background The Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises. Design A systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso’s approach. Methods Six electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles. Results Forty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme ‘Remote and online education: a rollercoaster ride’, emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead. Conclusion To improve nursing undergraduates’ and faculty member’s navigation of remote and online education, more institutions should move towards establishing hybrid education as the new ‘normal’ and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore,Corresponding author
| | - Travis Lanz-Brian Pereira
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Wei Zhou TEO
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, 117597, Singapore
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore; National University Health System, Singapore
| | - Tang Ching LAU
- Yong Loo Lin School of Medicine, NUHS Tower Block, Level 1, 1 E Kent Ridge Road, 119228, Singapore
| | - Dujeepa D. Samarasekera
- Centre for Medical Education, National University of Singapore, Clinical Research Centre, Level 5, 10 Medical Drive, 117597, Singapore
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21
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Villa G, Galli E, Allieri S, Baldrighi R, Brunetti A, Giannetta N, Manara DF. Frontline Involvement in Population COVID-19 Vaccinations: Lived Experience of Nursing Students. Healthcare (Basel) 2022; 10:healthcare10101985. [PMID: 36292432 PMCID: PMC9601827 DOI: 10.3390/healthcare10101985] [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: 08/24/2022] [Revised: 10/06/2022] [Accepted: 10/07/2022] [Indexed: 11/04/2022] Open
Abstract
(1) Background: The globally promoted vaccination campaign has been shown to be the solution for the COVID-19 pandemic, reducing transmission, hospitalisation and the need for intensive care. Although several studies have examined the experiences of healthcare workers during the pandemic, few studies have investigated healthcare student experiences. The aim of this study is to explore the lived experience of third-year nursing students during the COVID-19 vaccination campaign. (2) Methods: A phenomenological qualitative method was adopted. The researchers selected third-year students undertaking a bachelor’s nursing degree who took part in the COVID-19 vaccination campaign at a high-volume vaccination centre in the period from May to August 2021. (3) Results: Thirteen students were included in the study. Three themes and twelve subthemes emerged from the study. The themes were: a challenging experience; it is not as easy as it seems; a learning experience worth living; and teamwork and trust leading to professional development. (4) Conclusions: Participation in the vaccination campaign was a novelty for students in their degree program. Students emphasized the positive aspects of having the opportunity to participate in the vaccination campaign and help the entire community in the fight against COVID-19.
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Affiliation(s)
- Giulia Villa
- Center for Nursing Research and Innovation, Faculty of Medicine and Surgery, Vita-Salute San Raffaele University, 20132 Milan, Italy
| | - Emanuele Galli
- Nursing School San Raffaele Hospital, Vita-Salute San Raffaele University, 20132 Milan, Italy
- IRCSS San Raffaele Scientific Institute, 20132 Milan, Italy
| | - Sara Allieri
- Nursing School San Raffaele Hospital, Vita-Salute San Raffaele University, 20132 Milan, Italy
| | - Riccardo Baldrighi
- Nursing School San Raffaele Hospital, Vita-Salute San Raffaele University, 20132 Milan, Italy
| | - Adelaide Brunetti
- Nursing School San Raffaele Hospital, Vita-Salute San Raffaele University, 20132 Milan, Italy
| | - Noemi Giannetta
- School of Nursing, UniCamillus—Saint Camillus International University of Health and Medical Sciences, 00131 Rome, Italy
- Correspondence:
| | - Duilio Fiorenzo Manara
- Center for Nursing Research and Innovation, Faculty of Medicine and Surgery, Vita-Salute San Raffaele University, 20132 Milan, Italy
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22
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Suplee PD, Jerome-D'Emilia B, Linz S. The Lived Experiences of New Nurses During the COVID-19 Pandemic and Their Contributions to Nursing Education and Professional Development. J Contin Educ Nurs 2022; 53:451-459. [PMID: 36178756 DOI: 10.3928/00220124-20220907-06] [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 The COVID-19 pandemic had a major impact on new nurses' transition to the staff nurse role in hospital settings. New staff nurses were not prepared to care for COVID-19 patients based on their previous nursing education. Method A qualitative descriptive design with purposive sampling was used for this study. Twenty-nine new nurses were recruited. They were interviewed using a semi-structured guide to elicit data that were coded and analyzed using content analysis. Results Five themes were identified: "You might have to risk your own life to save others," "I wish I had developed a thicker skin," "There is real world and there is nursing school," "Learning how to handle your own mental health," and "What I would tell them." Conclusion New nurses described their preparedness from baccalaureate education to clinical practice as insufficient in certain areas that were needed in the care of COVID-19 patients. Nurse educators who teach in pre-licensure and hospital orientation programs can revise or expand on the themes voiced by new nurses in order to improve their transition to the staff nurse role. [J Contin Educ Nurs. 2022;53(10):451-459.].
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23
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A teaching role practicum during the COVID-19 for final year nursing students in Spain: A qualitative study. J Prof Nurs 2022; 42:51-57. [PMID: 36150878 PMCID: PMC9180557 DOI: 10.1016/j.profnurs.2022.06.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/31/2022] [Revised: 06/02/2022] [Accepted: 06/02/2022] [Indexed: 12/24/2022]
Abstract
Background Due to the COVID-19 pandemic, suspension of face-to-face learning and clinical placements for nursing students in Spain led us to expand and adapt clinical training to a teaching role. Final-year nursing students conducted an online clinical training focused on developing their health education competence. Purpose The aim of this study was to explore the experiences of final-year nursing students who completed their clinical training in a teaching role practicum during the pandemic outbreak (March–June 2020). Method A qualitative content analysis of reflective journals from eighteen final-year nursing students was conducted. Findings Three themes were revealed: 1) An array of emotions due to not being able to complete their final clinical placement and deciding not to join the nursing workforce; 2) Perceived benefits of a teaching role such as being able to help, contributing to knowledge, acquiring competence, and learning support and companionship; and 3) Recognizing the teaching role as fundamental to the nursing profession and becoming aware of the importance of scientific evidence in clinical practice. Discussion Nursing students appreciated how teaching and health education are an integral part of the nurse's role. A teaching role allowed final-year students to acquire competence in a key nursing role during the pandemic outbreak providing a good practice for nursing education.
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24
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Santinha G, Forte T, Gomes A. Willingness to Work during Public Health Emergencies: A Systematic Literature Review. Healthcare (Basel) 2022; 10:healthcare10081500. [PMID: 36011158 PMCID: PMC9408569 DOI: 10.3390/healthcare10081500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2022] [Revised: 07/24/2022] [Accepted: 08/03/2022] [Indexed: 11/16/2022] Open
Abstract
The identification of the factors underlying the willingness or lack thereof to respond to public health emergencies is paramount to informing more capable health services. The interest in this topic appears renewed with each surge of threat, either referring to natural disasters, man-made violence, or epidemic and pandemics. However, there is no systematic approach to the research patterns and related main findings concerning individual and contextual determinants. The present article contributes to this theme through a systematic literature review of a sample of 150 articles published in the last 30 years on the subject of willingness and preparedness of health professionals to deal with public health threats. Our findings show that the research is mainly phenomena and contextual driven, responding to whichever emergency threat is more salient in a given period. Geographically, research on this topic is led by USA and China, mostly solely, while European countries invest in collaborations that are more international. Universities, including health institutes and schools, and researchers at hospitals conduct most of the research on the topic. The main research areas are medicine, psychology, and psychiatry. Pandemics, including COVID-19, influenza, and natural disasters, are the phenomena gauging more attention as opposed to terrorism events and biological accidents. The specific role of health professionals within the institution, their belief in ethical duties, preparation training, and concerns regarding infection of self and family are the main variables influencing the willingness and ability to report to work in public health emergencies.
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Affiliation(s)
- Gonçalo Santinha
- GOVCOPP, Department of Social, Political and Territorial, University of Aveiro, 3810-193 Aveiro, Portugal
- Correspondence:
| | - Teresa Forte
- Department of Social, Political and Territorial Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
| | - Ariana Gomes
- Department of Social, Political and Territorial Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
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25
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Dempsey L, Gaffney L, Bracken S, Tully A, Corcoran O, McDonnell‐Naughton M, Sweeney L, McDonnell D. Experiences of undergraduate nursing students who worked clinically during the COVID-19 pandemic. Nurs Open 2022; 10:142-155. [PMID: 35866179 PMCID: PMC9350264 DOI: 10.1002/nop2.1289] [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: 07/29/2021] [Revised: 05/10/2022] [Accepted: 05/12/2022] [Indexed: 01/04/2023] Open
Abstract
AIM This study explored the experiences of undergraduate nursing students who worked clinically during the COVID-19 pandemic in Irish healthcare settings. DESIGN A qualitative descriptive approach was employed. METHODS Online focus group interviews were used to collect data from general nursing students (N = 47) between February and April 2021. Data were analysed using thematic analysis. RESULTS Descriptive thematic analysis of the data revealed five themes; changes in care delivery, changes in communication and relationships with the patient, an emotionally charged work atmosphere, coping strategies during the pandemic and student learning specific to COVID-19. Challenges such as an increased workload, fear of contracting the virus and taking on novel and additional roles were revealed. Students remained undeterred, and despite the many challenges faced, they largely viewed their experiences as a source of personal and professional growth, and benefitted from the learning opportunities afforded to them.
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Affiliation(s)
- Laura Dempsey
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Lorraine Gaffney
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Sinead Bracken
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Agnes Tully
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Olivia Corcoran
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Mary McDonnell‐Naughton
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Lisa Sweeney
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
| | - Denise McDonnell
- Department of Nursing & HealthcareTechnological University of the Shannon: Midlands Midwest (TUS)AthloneIreland
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26
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Yuan HB. Professional Identity of Nursing Undergraduates during the Pandemic: A Focus Group Study in Macao. 2022 6TH INTERNATIONAL CONFERENCE ON EDUCATION AND MULTIMEDIA TECHNOLOGY 2022. [DOI: 10.1145/3551708.3551715] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/01/2023]
Affiliation(s)
- Hao Bin Yuan
- Faculty of health sciences and sports, Macao Polytechnic University, China
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27
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Cho S, Jang SJ. Nursing students' motivational and self-regulated learning during the COVID-19 pandemic: A cross-sectional study. Nurs Health Sci 2022; 24:699-707. [PMID: 35717611 PMCID: PMC9349992 DOI: 10.1111/nhs.12968] [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: 05/03/2022] [Revised: 06/06/2022] [Accepted: 06/16/2022] [Indexed: 11/27/2022]
Abstract
On‐site clinical training, which has been greatly hindered during the COVID‐19 pandemic, is essential in nursing practicum. This study aimed to identify the predictors of nursing students' motivational and self‐regulated learning in clinical nursing practicum during the pandemic. This cross‐sectional study aimed to identify the predictors of motivational and self‐regulated learning among nursing students in clinical nursing practicum during the COVID‐19 pandemic. An online survey was completed by 195 nursing students in Korea in 2021. Students' moral sensitivity and motivational and self‐regulated learning were assessed using the Moral Sensitivity Questionnaire and the Motivated Strategies for Learning Questionnaire. Multiple regression analysis revealed that moral sensitivity was the most potent predictor of motivational and self‐regulated learning, followed by online clinical practicum experience, determination to become a nurse, and online practicum type; these factors explained 21.0% of the variance. Practicum courses using a tailored hybrid model, combining online and in‐person approaches for imparting nursing practices and inspiring moral sensitivity, can enhance nursing students' motivational and self‐regulated learning. Modules to enhance nursing students' moral sensitivity should be included in online practicum curricula.
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Affiliation(s)
- Sunhee Cho
- Department of Nursing, Mokpo National University, Muan, South Korea
| | - Sun Joo Jang
- Red Cross College of Nursing, ChungAng University, Seoul, South Korea
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Pullen D, Ahchay D. A case study of new nurses’ transition from university to work. TEACHING AND LEARNING IN NURSING 2022. [DOI: 10.1016/j.teln.2022.04.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Laczko D, Hodson A, Dykhuizen M, Knipple K, Norman K, Hand-Cortes P. Nursing Students Experiences’ of Mental Wellness During the COVID-19 Pandemic: A Phenomenological Study. TEACHING AND LEARNING IN NURSING 2022; 17:392-397. [PMID: 35291375 PMCID: PMC8913261 DOI: 10.1016/j.teln.2022.03.002] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Dana Laczko
- Saskatchewan Polytechnic, 4635 Wascana Parkway, Regina, Saskatchewan, S4P 3A3, Canada
| | - Alex Hodson
- University of Regina, 111-116 Research Drive, Innovation Place, Saskatoon, Saskatchewan, S7N 3R3, Canada
| | - Melissa Dykhuizen
- Saskatchewan Polytechnic, 1130 Idylwyld Drive, Saskatoon, Saskatchewan, S7K 3R5, Canada
| | - Kelsey Knipple
- Saskatchewan Polytechnic, 4635 Wascana Parkway, Regina, Saskatchewan, S4P 3A3, Canada
| | - Kassandra Norman
- Saskatchewan Polytechnic, 1130 Idylwyld Drive, Saskatoon, Saskatchewan, S7K 3R5, Canada
| | - Paula Hand-Cortes
- University of Regina, 111-116 Research Drive, Innovation Place, Saskatoon, Saskatchewan, S7N 3R3, Canada
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Shorey S, Ang E, Baridwan NS, Bonito SR, Dones LBP, Flores JLA, Freedman-Doan R, Fukahori H, Hirooka K, Koy V, Lee WL, Lin CC, Luk TT, Nantsupawat A, Nguyen ATH, Nurumal MS, Phanpaseuth S, Setiawan A, Shibuki T, Sumaiyah Jamaluddin TS, Tq H, Tun S, Wati NDNK, Xu X, Kunaviktikul W. Salutogenesis and COVID-19 pandemic impacting nursing education across SEANERN affiliated universities: A multi-national study. NURSE EDUCATION TODAY 2022; 110:105277. [PMID: 35101809 PMCID: PMC8785336 DOI: 10.1016/j.nedt.2022.105277] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/22/2021] [Revised: 12/29/2021] [Accepted: 01/19/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The COVID-19 pandemic has disrupted the lives of many. Particularly, nursing students experience greater stress as their normal curriculum is interrupted and some of them face the risk of being infected as frontline workers. Nursing faculty members may face similar struggles, in addition to developing teaching materials for online learning. Thus, it is important to examine the faculty members' and students' views on their ability to adapt during the pandemic to obtain a holistic view of how learning and training has been affected. DESIGN The descriptive cross-sectional quantitative design was used. SETTINGS Data were collected from Southeast and East Asian Nursing Education and Research Network (SEANERN) affiliated nursing institutions from January 2021 to August 2021. PARTICIPANTS A total of 1897 nursing students and 395 faculty members from SEANERN-affiliated nursing institutions in Cambodia, Hong Kong, Indonesia, Japan, Laos, Malaysia, Philippines, Singapore, Thailand and Vietnam were recruited for this study. METHODS Quantitative surveys were used to explore the satisfaction levels in education modalities, confidence levels, psychosocial well-being, sense of coherence and stress levels of nursing students and faculty members during the COVID-19 pandemic. RESULTS Participants were mostly satisfied with the new education modalities, although most students felt that their education was compromised. Both groups showed positive levels of psychosocial well-being, despite scoring low to medium on the sense of coherence scale and experiencing great stress. The participants' sense of coherence was positively correlated with their psychosocial well-being and negatively correlated with stress levels. CONCLUSIONS While the COVID-19 pandemic had negatively impacted the lives of nursing students and faculty members, most of them had a healthy level of psychosocial well-being. Having a strong sense of coherence was associated with better psychosocial health and lower stress levels. As such, it may be helpful to develop interventions aimed at improving the sense of coherence of nursing students and staff to help them manage stressors better.
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Affiliation(s)
- Shefaly Shorey
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597
| | - Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Level 2, Clinical Research Centre, Block MD11, 10 Medical Drive, Singapore 117597
| | - Ns Syamikar Baridwan
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Indonesia
| | - Sheila R Bonito
- College of Nursing, University of the Philippines Manila, Philippines
| | | | - Jo Leah A Flores
- College of Nursing, University of the Philippines Manila, Philippines
| | | | | | - Kayo Hirooka
- Graduate School of Health Management, Keio University, Japan
| | - Virya Koy
- Faculty of Nursing, Chulalongkorn University, Thailand; Department of Hospital Services, Ministry of Health, Phnom Penh, Cambodia
| | - Wan Ling Lee
- Department of Nursing Sciences, Faculty of Medicine, University of Malaya, Malaysia
| | - Chia-Chin Lin
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong; Alice Ho Miu Ling Nethersole Charity Foundation, Hong Kong
| | - Tzu Tsun Luk
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong
| | | | | | - Mohd Said Nurumal
- Department of Critical Care Nursing, Kulliyyah of Nursing, International Islamic University Malaysia, Malaysia
| | | | - Agus Setiawan
- Department of Community Health Nursing, Faculty of Nursing, Universitas Indonesia, Indonesia
| | - Takuma Shibuki
- Keio University School of Medicine, Department of Preventive Medicine and Public Health, Japan
| | | | - Huy Tq
- Vietnam Nurses Association, Vietnam; Thang Long University, Vietnam
| | - Sreypeov Tun
- Faculty of Nursing and Midwifery, Puthisastra University, Cambodia
| | | | - Xinyi Xu
- Li Ka Shing Faculty of Medicine, The University of Hong Kong, Pok Fu Lam, Hong Kong
| | - Wipada Kunaviktikul
- Faculty of Nursing, Chiang Mai University, Thailand; Panyapiwat Institute of Management. Thailand.
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Barisone M, Ghirotto L, Busca E, Diaz Crescitelli ME, Casalino M, Chilin G, Milani S, Sanvito P, Suardi B, Follenzi A, Dal Molin A. Nursing students’ clinical placement experiences during the Covid-19 pandemic: A phenomenological study. Nurse Educ Pract 2022; 59:103297. [PMID: 35066254 PMCID: PMC8759293 DOI: 10.1016/j.nepr.2022.103297] [Citation(s) in RCA: 17] [Impact Index Per Article: 8.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2021] [Revised: 01/09/2022] [Accepted: 01/12/2022] [Indexed: 12/15/2022]
Abstract
Aim This study explored the clinical placement experiences of nursing students during the Covid-19 pandemic. Background The health emergency caused by Covid-19 required a rapid reorganisation of care settings. This reorganisation entailed revisiting the clinical placements settings and learning programs of Italian nursing faculties. Some Italian universities wanted to seize the health emergency as a learning opportunity enabling the nursing student to acquire additional knowledge and skills. Design We conducted a descriptive qualitative study employing a phenomenological approach. The study population was second and third-year nursing students. The students did their clinical placement in 5 Northern Italy hospitals, mainly in infectious diseases wards, intensive care and sub-intensive care units, emergency department, short-stay surgical units and internal medicine wards. In these departments, the inpatient wards were entirely converted into Covid-19 units. Ethical approval was obtained from the local ethics committee. Methods Semi-structured, open-ended interviews were conducted in March-April 2021 and analysed following a phenomenological approach. Results Twenty-one nursing students in their 2nd and 3rd academic year participated. Their average age was 24 years. 81% were female and 19% were male. Three main themes were generated: (i) Learning which surpasses technicalities; (ii) Confronting dignity issues; (iii) Feeling treated as an equal in the workspace. Students had to learn how to lower their fear and self-manage the emotional burden to be a caring presence for the patients who were intensely suffering from the disease and isolation. Attending a clinical practice placement in Covid-19 wards led them to focus on human dignity issues: participants realised how dignity was questioned and how they could become patients’ advocates. Students also described that they felt part of the team, with their student role almost fading. Conclusions This study describes that the most unpredictable public health emergency, such as Covid-19, can provide learning opportunities in the practice environment for nursing students. Students described feeling useful and capitalising on new competencies. Designing educational activities for nursing students concerning pandemic emergencies may be strategic for dealing with similar situations in the future.
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Affiliation(s)
- Michela Barisone
- Department of Translational Medicine, University of Piemonte Orientale, Via P. Solaroli, 17, 28100 Novara, Italy.
| | - Luca Ghirotto
- Qualitative Research Unit, Azienda USL-IRCCS di Reggio Emilia, Viale Umber to I, 50 - 42123 Reggio Emilia, Italy.
| | - Erica Busca
- Department of Translational Medicine, University of Piemonte Orientale, Via P. Solaroli, 17, 28100 Novara, Italy.
| | | | - Monica Casalino
- School of Nursing, Department of Translational Medicine, University of Piemonte Orientale, Vercelli Hospital, 13100 Vercelli, Italy.
| | - Giovanni Chilin
- School of Nursing, Department of Translational Medicine, University of Piemonte Orientale, Azienda Ospedaliera SS. Antonio e Biagio e Cesare Arrigo, 15121 Alessandria, Italy.
| | - Simona Milani
- School of Nursing, Department of Translational Medicine, University of Piemonte Orientale, Biella Hospital "Nuovo Ospedale degli Infermi", 13900 Biella, Italy.
| | - Paola Sanvito
- School of Nursing, Department of Translational Medicine, University of Piemonte Orientale, Verbania Hospital, 28921 Verbania, Italy.
| | - Barbara Suardi
- School of Nursing, Department of Translational Medicine, University of Piemonte Orientale, 28100 Novara, Italy.
| | - Antonia Follenzi
- Department of Health Sciences, University of Piemonte Orientale, 28100 Novara, Italy.
| | - Alberto Dal Molin
- Department of Translational Medicine, University of Piemonte Orientale, Direzione delle Professioni Sanitarie - A.O.U. Maggiore della Carità di Novara, Via P. Solaroli, 17, 28100 Novara, Italy.
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Parreira P, Santos-Costa P, Pardal J, Neves T, Bernardes RA, Serambeque B, Sousa LB, Graveto J, Silén-Lipponen M, Korhonen U, Koponen L, Myllymäki M, Yurrebaso Macho A, Mayens ALW, Picado Valverde EM, Guzmán Ordaz R, Juanes Méndez JA, Iglesias JLP, Canelo JAM, Jankowiak-Bernaciak A, Patrzała A, Bączyk G, Basa A, do Sacramento Costa Reis AM, Simões JA, Torres AL, do Rosário Pinto M, Salgueiro-Oliveira A. Nursing Students’ Perceptions on Healthcare-Associated Infection Control and Prevention Teaching and Learning Experience in Portugal. J Pers Med 2022; 12:jpm12020180. [PMID: 35207668 PMCID: PMC8880596 DOI: 10.3390/jpm12020180] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2021] [Revised: 01/21/2022] [Accepted: 01/24/2022] [Indexed: 02/04/2023] Open
Abstract
Healthcare-associated infections (HAI) are one of the major concerns worldwide, posing significant challenges to healthcare professionals’ education and training. This study intended to measure nursing students’ perceptions regarding their learning experiences on HAI prevention and control. In the first phase of the study, a cross-sectional and descriptive study with a convenience sample composed of undergraduate nursing students from Portugal, Spain, Poland, and Finland was conducted to develop the InovSafeCare questionnaire. In the second phase, we applied the InovSafeCare scale in a sample of nursing students from two Portuguese higher education institutions to explore which factors impact nursing students’ adherence to HAI prevention and control measures in clinical settings. In phase one, the InovSafeCare questionnaire was applied to 1326 students internationally, with the instrument presenting adequate psychometric qualities with reliability results in 14 dimensions. During phase two, the findings supported that Portuguese nursing students’ adherence to HAI prevention and control measures is influenced not only by the curricular offerings and resources available in academic settings, but also by the standards conveyed by nursing tutors during clinical placements. Our findings support the need for a dedicated curricular focus on HAI prevention and control learning, not only through specific classroom modules, innovative resources, and pedagogical approaches, but also through a complementary and coordinated liaison between teachers and tutors in academic and clinical settings.
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Affiliation(s)
- Pedro Parreira
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - Paulo Santos-Costa
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
- Correspondence:
| | - João Pardal
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - Teresa Neves
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - Rafael A. Bernardes
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - Beatriz Serambeque
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
- Coimbra Institute for Clinical and Biomedical Research (iCBR) Area of Environment Genetics and Oncobiology (CIMAGO), University of Coimbra, 3000-548 Coimbra, Portugal
- Institute of Biophysics, Faculty of Medicine, University of Coimbra, 3000-548 Coimbra, Portugal
- Center for Innovative Biomedicine and Biotechnology (CIBB), University of Coimbra, 3000-548 Coimbra, Portugal
| | - Liliana B. Sousa
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - João Graveto
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
| | - Marja Silén-Lipponen
- Savonia University of Applied Sciences, Health and Social Care, 70201 Kuopio, Finland; (M.S.-L.); (U.K.); (L.K.); (M.M.)
| | - Ulla Korhonen
- Savonia University of Applied Sciences, Health and Social Care, 70201 Kuopio, Finland; (M.S.-L.); (U.K.); (L.K.); (M.M.)
| | - Leena Koponen
- Savonia University of Applied Sciences, Health and Social Care, 70201 Kuopio, Finland; (M.S.-L.); (U.K.); (L.K.); (M.M.)
| | - Mikko Myllymäki
- Savonia University of Applied Sciences, Health and Social Care, 70201 Kuopio, Finland; (M.S.-L.); (U.K.); (L.K.); (M.M.)
| | - Amaia Yurrebaso Macho
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Alexander L. Ward Mayens
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Eva Maria Picado Valverde
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Raquel Guzmán Ordaz
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Juan Antonio Juanes Méndez
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Jose Luis Pérez Iglesias
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - José Antonio Mirón Canelo
- Salamanca University, 37008 Salamanca, Spain; (A.Y.M.); (A.L.W.M.); (E.M.P.V.); (R.G.O.); (J.A.J.M.); (J.L.P.I.); (J.A.M.C.)
| | - Aleksandra Jankowiak-Bernaciak
- Hipolit Cegielski State University of Applied Sciences in Gniezno, 62-200 Gniezno, Poland; (A.J.-B.); (A.P.); (G.B.); (A.B.)
| | - Amelia Patrzała
- Hipolit Cegielski State University of Applied Sciences in Gniezno, 62-200 Gniezno, Poland; (A.J.-B.); (A.P.); (G.B.); (A.B.)
| | - Grażyna Bączyk
- Hipolit Cegielski State University of Applied Sciences in Gniezno, 62-200 Gniezno, Poland; (A.J.-B.); (A.P.); (G.B.); (A.B.)
- Department of Practice Nursing, Poznan University of Medical Sciences, 61-701 Poznan, Poland
| | - Anna Basa
- Hipolit Cegielski State University of Applied Sciences in Gniezno, 62-200 Gniezno, Poland; (A.J.-B.); (A.P.); (G.B.); (A.B.)
| | | | - Joaquim Augusto Simões
- Escola Superior de Saúde, IP Santarem, 2040-413 Santarém, Portugal; (A.M.d.S.C.R.); (J.A.S.); (A.L.T.); (M.d.R.P.)
| | - Ana Luísa Torres
- Escola Superior de Saúde, IP Santarem, 2040-413 Santarém, Portugal; (A.M.d.S.C.R.); (J.A.S.); (A.L.T.); (M.d.R.P.)
| | - Maria do Rosário Pinto
- Escola Superior de Saúde, IP Santarem, 2040-413 Santarém, Portugal; (A.M.d.S.C.R.); (J.A.S.); (A.L.T.); (M.d.R.P.)
| | - Anabela Salgueiro-Oliveira
- The Health Sciences Research Unit: Nursing (UICISA: E), Nursing School of Coimbra (ESEnfC), 3004-011 Coimbra, Portugal; (P.P.); (J.P.); (T.N.); (R.A.B.); (B.S.); (L.B.S.); (J.G.); (A.S.-O.)
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San José Arribas A, Santana-Padilla Y. La formación de las enfermeras en cuidados intensivos: indispensable para el paciente crítico. ENFERMERÍA INTENSIVA 2022. [DOI: 10.1016/j.enfi.2021.10.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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San José Arribas A, Santana-Padilla YG. Training of nurses in intensive care: essential for the critical patient. ENFERMERIA INTENSIVA 2022; 33:1-3. [PMID: 35131211 DOI: 10.1016/j.enfie.2021.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2021] [Accepted: 10/28/2021] [Indexed: 06/14/2023]
Affiliation(s)
- A San José Arribas
- Escola Universitari Sant Pau, Hospital Universitari de la Santa Creu i Sant Pau, Barcelona, Spain
| | - Y G Santana-Padilla
- Complejo Hospitalario Universitario Insular Materno-Infantil, Las Palmas de Gran Canaria, Spain.
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Matlhaba KL, Khunou SH. Transition of graduate nurses from student to practice during the COVID-19 pandemic: Integrative review. INTERNATIONAL JOURNAL OF AFRICA NURSING SCIENCES 2022; 17:100501. [PMID: 36311300 PMCID: PMC9595285 DOI: 10.1016/j.ijans.2022.100501] [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: 10/11/2021] [Revised: 08/29/2022] [Accepted: 10/21/2022] [Indexed: 11/05/2022] Open
Abstract
The COVID-19 pandemic has had dire consequences for all health care workers including nurses. Consequently, those graduate nurses who transitioned into practice during that time were not spared the pandemic's impact. The purpose of this integrative review is to identify and present the extant literature on the transition of graduate nurses from student to practice during the COVID-19 pandemic. Online data bases ranging from the Cumulative Index to the Nursing and Allied Health Literature, the Education Resources Information Centre and PsychINFO were all perused for publications between 2019 and 2021. Key search terms included COVID-19, graduate nurses, newly qualified nurses, transition. The researchers then carefully assessed the articles found and used the coder to determine the relevance of those selected articles. The Critical Appraisal Skills Programme was used to validate the quality of the research articles considered for review. The search of these data bases produced 10 articles which met the inclusion criteria. Four main themes emerged from the study, namely: Organisational challenges faced by graduate nurses during their transition into practice during the COVID-19 pandemic; Personal challenges experienced by graduate nurses in their transition into practice in the context of COVID-19 pandemic; Positive outcomes emanating from the transition of graduate nurses during the pandemic; and Factors which facilitated the transition from student to practice by graduate nurses during the pandemic. The organisational challenges findings revealed that graduate nurses experienced such problems as a shortage of resources, burnout syndrome, work overload and lack of support. Challenges related to their transition throughout the COVID-19 pandemic period included psychological effects and the theory practice gap. Positive outcomes that emerged were learning and better employment opportunities. Factors which could have better facilitated their transition encompassed the availability of equipment and training opportunities. Recommendations include increased collaborative efforts amongst stakeholders to support and mentor graduate nurses during such emergencies; and psychological interventions that could assist with coping in such dire situations as the COVID-19 pandemic.
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Sarli L, Artioli G, Bogotto S, Labelli E, Pittella F, Guasconi M, De Simone R, De Luca E, Rossi S, D’Apice C. From classroom training to e-learning: a journey through the quality of learning life of nurse students in post-graduate education - A longitudinal qualitative study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2022; 93:e2022192. [PMID: 35545973 PMCID: PMC9534212 DOI: 10.23750/abm.v93is2.13080] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/30/2022] [Accepted: 04/04/2022] [Indexed: 11/05/2022]
Abstract
Background and aim: recent studies regarding COVID-19 experiences of nursing students highlighted the effect of the transition from face-to-face to online education, rather than the complexity of the overall quality of educational life. This study aim investigating of how the students perceive the quality of educational life in the forced online training, searching for any shift of meanings concerning the students learning experience, from the first phase of the sudden transition to online and the online stabilization phase. Methods: a longitudinal qualitative study, carried during two moments of the online teaching activity forced by COVID-19, the first one in May-June 2020 and the second six months later in January -February 2021. A convenience sample of 24 students attending post-graduate courses for health professions recruited at University of Parma, answered in-depth interviews, videotaped, verbatim transcribed and analyzed using the Braun and Clarke model. Results: five themes emerged from meaning shift of data collection: reactions to change in educational life; factors hindering the perception of the quality of educational life; strategies to facilitate communication and lack of the classroom; factors favoring a new quality of educational life; adaptation strategies to the new educational life. Conclusions: participants perceive advantages of online teaching, on quality of their educational life. The issue of how to create opportunities for internship period remains open. Further research to understand online internship and exploring what extent it is essential to propose it in face-to-face modality. (www.actabiomedica.it)
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Affiliation(s)
- Leopoldo Sarli
- University of Parma, Department of Medicine and Surgery, Parma, Italy
| | - Giovanna Artioli
- University of Parma, Department of Medicine and Surgery, Parma, Italy
| | - Sonia Bogotto
- University of Verona, Department of Medicine and Surgery, Legnago (VR), Italy, “AULSS Scaligera” (Local Health Service),Verona, Italy
| | - Elsa Labelli
- University of Padova, Department of Medicine, Portogruaro (VE), Italy, “AULSS Veneto Orientale” (Local Health Service), San Donà di Piave (VE), Italy
| | - Francesco Pittella
- “IRCCSPoliclinico San Donato” (Local Health Service), Health Professions Research and Development Unit,San Donato Milanese (MI), Italy
| | - Massimo Guasconi
- University of Parma, Department of Medicine and Surgery, Parma, Italy, “Azienda Unità Sanitaria Locale” (Local Health Service) di Piacenza, Piacenza, Italy
| | | | - Enrico De Luca
- University of Parma, Department of Medicine and Surgery, Parma, Italy
| | - Sandra Rossi
- University of Parma, Department of Medicine and Surgery, Parma, Italy
| | - Clelia D’Apice
- University of Parma, Department of Medicine and Surgery, Parma, Italy
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Rasmussen B, Hutchinson A, Lowe G, Wynter K, Redley B, Holton S, Manias E, Phillips N, McDonall J, McTier L, Kerr D. The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey. Nurse Educ Pract 2021; 58:103275. [PMID: 34922092 PMCID: PMC8662551 DOI: 10.1016/j.nepr.2021.103275] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 10/20/2021] [Accepted: 12/07/2021] [Indexed: 02/07/2023]
Abstract
Aim To explore the impact of COVID-19 on psychosocial well-being and learning for nursing and midwifery undergraduate students in an Australian university. Background The World Health Organization has reported a substantial psychological impact of COVID-19 on healthcare professionals to date. Evidence is lacking, however, regarding university nursing and midwifery students of the pandemic and its impact on their educational preparation and/or clinical placement during the COVID-19 pandemic. Design Cross-sectional survey of nursing and midwifery undergraduate students enrolled in the Bachelor of Nursing suite of courses from the study institution in August- September 2020. Methods A cross-sectional self-administered anonymous online survey was distributed to current nursing and midwifery undergraduate students. The survey included three open-ended questions; responses were thematically analysed. Results Of 2907 students invited, 637 (22%) responded with 288 of the respondents (45%) providing a response to at least one of the three open-ended questions. Three major themes associated with the impact of the pandemic on psychosocial well-being and learning were identified: psychosocial impact of the pandemic, adjustment to new modes of teaching and learning, and concerns about course progression and career. These themes were underpinned by lack of motivation to study, feeling isolated, and experiencing stress and anxiety that impacted on students’ well-being and their ability to learn and study. Conclusions Students were appreciative of different and flexible teaching modes that allowed them to balance their study, family, and employment responsibilities. Support from academic staff and clinical facilitators/mentors combined with clear and timely communication of risk management related to personal protective equipment (PPE) in a healthcare facility, were reported to reduce students’ stress and anxiety. Ways to support and maintain motivation among undergraduate nursing and midwifery students are needed.
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Affiliation(s)
- Bodil Rasmussen
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia; Faculty of Health and Medical Sciences, University of Copenhagen Blegdamsvej 3B, 2200 Copenhagen, Denmark; Faculty of Health Sciences, University of Southern Denmark and Steno Diabetes Center, Campusvej 55, Odense M, DK-5230, Denmark.
| | - Alison Hutchinson
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Grainne Lowe
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Karen Wynter
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Bernice Redley
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Sara Holton
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Elizabeth Manias
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Nikki Phillips
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Jo McDonall
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Lauren McTier
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Debra Kerr
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
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Diaz K, Staffileno BA, Hamilton R. Nursing student experiences in turmoil: A year of the pandemic and social strife during final clinical rotations. J Prof Nurs 2021; 37:978-984. [PMID: 34742531 PMCID: PMC8564681 DOI: 10.1016/j.profnurs.2021.07.019] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2021] [Indexed: 12/02/2022]
Abstract
Background The duration and magnitude of the coronavirus (COVID-19) posed unique challenges for nursing students, whose education was altered because of the pandemic. Purpose To explore the perceptions and experiences of nursing students whose clinical rotations were abruptly interrupted by COVID-19's initial surge in the United States. Methods This qualitative study was conducted at a midwestern, academic medical center to elicit senior nursing students' experiences. An online survey was administered with eight open-ended questions asking about: initial impressions of the pandemic; experiences of being a senior nursing student; sources of stress and coping mechanisms; preparing to work as a registered nurse; and views on the nursing profession. Results Among the 26 students who completed the survey, the majority were female (92%), aged 28 ∓ 4.1 years. A total of 18 subcategories emerged with four main themes identified as: a) breakdown of normal systems, b) feeling alone and the inability to escape, c) protective factors/adaptability, and d) role identify and formation. Conclusions Findings indicate students implemented a variety of strategies while adapting to the abrupt interruption of in-person clinical rotations, mandated restrictions, and social unrest. The cascading themes illustrate the enormity of sudden changes and their significant impact on daily life.
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Affiliation(s)
- Katherine Diaz
- Rush University Medical Center, Division of Nursing, United States of America; Rush Nursing Research Fellow, Rush University College of Nursing, United States of America
| | - Beth A Staffileno
- Department of Adult Health and Gerontological Nursing, Rush University College of Nursing, United States of America; Center for Clinical Research and Scholarship, United States of America.
| | - Rebekah Hamilton
- Department of Women, Children, and Family Nursing, Rush University College of Nursing, United States of America
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Espin S, LeGrow K, Bookey-Bassett S, Rose D, Santa Mina E, Indar A. Exploring the Intersection Between Academic and Professional Practice During the COVID-19 Pandemic: Undergraduate and Graduate Nursing Students' Experiences. Can J Nurs Res 2021; 54:283-291. [PMID: 34706572 PMCID: PMC9378827 DOI: 10.1177/08445621211037147] [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] [Indexed: 12/02/2022] Open
Abstract
Background The coronavirus disease-2019 (COVID-19) pandemic has implications for students who are
also nurses. Purpose and Methods This qualitative descriptive study used a practice development approach to explore the
intersection between academic and professional work experiences for undergraduate
Post-Diploma Registered Practical Nurses bridging to Registered Nurse Bachelor of
Science in Nursing students and Master of Nursing graduate nursing students during the
first wave of the COVID-19 pandemic. The study incorporated critical aesthetic
reflections that focused on the personal and aesthetic ways of knowing, as a data
collection approach and knowledge dissemination strategy. Results Analysis of the narrative component of participants’ reflections revealed the following
themes: sensing a “call to duty,” experiencing a myriad of emotions, shifting societal
and individual perceptions of nursing, and learning in an uncertain environment. Conclusions The results of the study can inform educational strategies and academic policies to
support this unique nursing population, who are frontline practitioners as well as
student learners.
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Affiliation(s)
- Sherry Espin
- Daphne Cockwell School of Nursing, 7984Ryerson University, Toronto, ON, Canada
| | - Karen LeGrow
- Daphne Cockwell School of Nursing, 7984Ryerson University, Toronto, ON, Canada
| | - Sue Bookey-Bassett
- Daphne Cockwell School of Nursing, 7984Ryerson University, Toronto, ON, Canada
| | - Donald Rose
- Daphne Cockwell School of Nursing, 7984Ryerson University, Toronto, ON, Canada
| | - Elaine Santa Mina
- Daphne Cockwell School of Nursing, 7984Ryerson University, Toronto, ON, Canada
| | - Alyssa Indar
- 70373Faculty of Health Sciences and Wellness, 10025Humber College, Toronto, ON, Canada
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Cygan H, Bejster M, Tribbia C, Vondracek H. Impact of COVID-19 on public health nursing student learning outcomes. Public Health Nurs 2021; 39:481-487. [PMID: 34614222 PMCID: PMC8662227 DOI: 10.1111/phn.12978] [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: 05/18/2021] [Revised: 07/28/2021] [Accepted: 09/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND The COVID-19 pandemic has highlighted the importance of a strong, effective public health nursing workforce while also requiring public health nursing faculty to adapt teaching strategies as courses transitioned online. It is essential to understand how the pandemic-enforced transition from face-to-face to remote learning impacts student outcomes. The purpose of this paper is to compare student learning outcomes in a pre-licensure public health nursing course before, during, and after the transition to remote learning. METHODS Descriptive statistics were computed for assignments, exams, and final course grades for three terms (Fall 2019, Spring 2020 and Fall 2020). RESULTS Analysis showed statistically significant differences between terms for assignments and exams but not the final course grade. However, these differences were driven by small standard deviations rather than differences between mean scores demonstrating that there was actual little difference in student learning outcomes across terms. CONCLUSIONS Authors suggest strategies to support consistent academic outcomes and future research needed understand student learning outcomes during the pandemic; ultimately building the public health nursing workforce necessary to address the current and future public health crises.
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Affiliation(s)
- Heide Cygan
- Community Systems and Mental Health, College of Nursing, Rush University Medical Center, Chicago, Illinois
| | - Mallory Bejster
- Community Systems and Mental Health, College of Nursing, Rush University Medical Center, Chicago, Illinois
| | - Carly Tribbia
- Community Health Nursing, Faculty Practice, College of Nursing, Rush University Medical Center, Chicago, Illinois
| | - Hugh Vondracek
- Office of Research and Scholarship, College of Nursing, Rush University Medical Center, Chicago, Illinois
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Knowledge, Behaviors, and Perceptions of Risk of COVID-19 Among Brazilian Nursing Students: A Cross-sectional Study. Nurse Educ 2021; 46:E158-E163. [PMID: 34482344 PMCID: PMC8579890 DOI: 10.1097/nne.0000000000001109] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2023]
Abstract
Supplemental digital content is available in the text. Background The COVID-19 pandemic presented important challenges for the education of nursing students to provide health care with competence, quality, and safety. Objectives The purpose was to analyze knowledge, behavior, and perception of risk regarding COVID-19 and associated factors. Methods A cross-sectional study was conducted among 2637 Brazilian undergraduate nursing students using a self-reported online survey. Results Students' knowledge about COVID-19 in general was considered inadequate. Students had limited knowledge about preventive measures in the hospital environment and recommendations for aerosol precautions. More than 90% of graduates adopted recommended prevention measures, and 86.1% perceived themselves to be at a greater risk of acquired SARS-CoV-2 during clinical practice. Conclusions The results show the need to rethink undergraduate nursing education regarding the prevention and control of infectious diseases, including the most appropriate strategies for COVID-19 prevention measures.
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Evans EJ, Noureddine N, Curry SR, Nam K. COVID-19 Impacts on Social Work and Nursing Now and into the Future: National Administration Plans. HEALTH & SOCIAL WORK 2021; 46:152-157. [PMID: 34255036 PMCID: PMC8344478 DOI: 10.1093/hsw/hlab020] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/07/2021] [Indexed: 05/27/2023]
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Ng CKC. A review of the impact of the COVID-19 pandemic on pre-registration medical radiation science education. Radiography (Lond) 2021; 28:222-231. [PMID: 34393067 PMCID: PMC8332733 DOI: 10.1016/j.radi.2021.07.026] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2021] [Revised: 06/17/2021] [Accepted: 07/27/2021] [Indexed: 01/24/2023]
Abstract
Objective The COVID-19 pandemic has changed traditional ways to provide pre-registration medical radiation science (MRS) (medical imaging and radiation therapy) education. This literature review explores the published pre-registration MRS education curriculum adaptations implemented in response to the pandemic and effects of the adaptations on stakeholders. Key findings Eleven articles were identified through a systematic literature search. The included articles covered the pre-registration MRS curriculum adaptations implemented in response to the pandemic in 12 countries of five continents. Through changing content delivery and assessment modes from face-to-face to online, non-practical classes and academic assessments could continue without significant interruptions. However, cancellation/postponement of practical classes and clinical placements was common during COVID-19 lockdown. Simulated learning was used by some institutions to replace some practical classes and placements. Among the stakeholders of MRS education (students, academics and clinical educators), the students were most affected. The main impacts were negative psychological effects and learning experiences. For the academics, they had common concerns about online learning quality and assessment integrity. Conclusion This review of the early publications in the first year of the pandemic provides an illustration of the MRS curriculum adaptations implemented in five continents covering both English and non-English speaking countries and their effects on the stakeholders as yet. It is expected that more articles on this area will be published over time and hence allowing a more comprehensive review in the future. Implications for practice The included articles show provision of wellbeing support, good planning of online content delivery based on sound pedagogical approaches, implementation of computer-based simulation tools suitable for home-based learning environment and use of authentic online assessments would address the impacts on the students and academics.
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Affiliation(s)
- C K C Ng
- Discipline of Medical Radiation Science, Curtin Medical School, Curtin University, GPO Box U1987, Perth, Western Australia, 6845, Australia.
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Mena-Tudela D, González-Chordá VM, Andreu-Pejó L, Mouzo-Bellés VM, Cervera-Gasch Á. Spanish nursing and medical students' knowledge, confidence and willingness about COVID-19: A cross-sectional study. NURSE EDUCATION TODAY 2021; 103:104957. [PMID: 34015678 PMCID: PMC8118698 DOI: 10.1016/j.nedt.2021.104957] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 04/20/2021] [Accepted: 05/04/2021] [Indexed: 05/18/2023]
Abstract
BACKGROUND COVID-19 challenges world governments. In Spain, measures to contain the pandemic are novel, and include the possibility of contracting Nursing and Medical students who might not be ready or willing to treat infected cases. OBJECTIVES To study Spanish Nursing and Medical students' knowledge about COVID-19 community transmission prevention measures, treating infected patients, and their confidence and willingness to treat cases. To learn their views about the first public health policy measures adopted by the Spain government to contain the pandemic. DESIGN Cross-sectional study. SETTINGS AND PARTICIPANTS 237 Spanish Nursing and Medical students. METHODS An online questionnaire was designed on the knowledge, confidence and willingness to treat, and the suitability of the public health policy measures adopted in Spain. The data were collected through social networks. The results were compared according to their university degree. RESULTS Knowledge about community prevention was suitable, unlike knowledge about treating infected patients. Students had little confidence in treating cases, but their willingness and moral responsibility were high. Very few significant differences were found in their university degrees. Medical students evaluated the measures taken in Spain more favorably. CONCLUSIONS Students' knowledge about COVID-19 community prevention measures was adequate, but not about preventive measures when treating patients with COVID-19. They felt little confidence despite being willing to treat infected patients. The sample agreed with the public health measures adopted in Spain.
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Affiliation(s)
- Desirée Mena-Tudela
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | | | - Laura Andreu-Pejó
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | - Víctor M Mouzo-Bellés
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
| | - Águeda Cervera-Gasch
- Nursing Department, Univesitat Jaume I, Avda Sos Baynat s/n, 12071 Castellón, Spain.
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Nursing students on the frontline: Impact and personal and professional gains of joining the health care workforce during the COVID-19 pandemic in Spain. J Prof Nurs 2021; 37:588-597. [PMID: 34016318 PMCID: PMC7899922 DOI: 10.1016/j.profnurs.2021.02.008] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/24/2020] [Indexed: 01/15/2023]
Abstract
BACKGROUND Final-year nursing students in Spain augmented the health care workforce during the COVID-19 pandemic. PURPOSE To understand the lived experience of nursing students who joined the health care workforce during the first wave of the COVID-19 outbreak (March-May 2020). METHOD Qualitative content analysis of the reflective journals of 40 nursing students in Spain. FINDINGS The analysis identified four main themes: 1) Willingness to help; 2) Safety and protective measures: Impact and challenges; 3) Overwhelming experience: Becoming aware of the magnitude of the epidemic; and 4) Learning and growth. DISCUSSION The wish to help, the sense of moral duty, and the opportunity to learn buffered the impact of the students' lived experience. Despite the challenges they faced, they saw their experiences as a source of personal and professional growth, and they felt reaffirmed in their choice of career. Promoting opportunities for reflection and implementing adequate support and training strategies is crucial for building a nursing workforce that is capable of responding to future health crises.
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