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Balkan E, Genc Koyucu R. Feelings and thoughts of midwifery students during their first birth suite placement: A qualitative study. Nurs Health Sci 2024; 26:e13125. [PMID: 38742244 DOI: 10.1111/nhs.13125] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2023] [Revised: 04/16/2024] [Accepted: 04/21/2024] [Indexed: 05/16/2024]
Abstract
This descriptive qualitative study aimed to understand the feelings and thoughts experienced by 4th year midwifery students during the first birth they attended during clinical practice. Focus group interviews were conducted with 22 final year midwifery students in Istanbul, Türkiye December 2020. The transcribed data were analyzed by the descriptive qualitative analysis method. The students experienced not only negative feelings such as fear, torment, anxiety but also positive feelings such as hope, excitement, and curiosity during the first birth practice. The situations that caused negative feelings and thoughts were not only the feelings of the students but also the conditions that negatively affected the care provided to the patient in the clinic. The clinical practice environment affects the feelings and thoughts of midwifery students about the birth process. For this reason, improving the clinical practice environment and supporting students throughout the education process may contribute to the development of positive feelings and thoughts when attending as a student for their first birth suite placement.
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Affiliation(s)
- Elif Balkan
- Department of Obstetrics and Gynecology Nursing, Faculty of Health Sciences, Yalova University, Yalova, Turkey
| | - Refika Genc Koyucu
- Department of Midwifery, Faculty of Health Sciences, Istinye University, Istanbul, Turkey
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Noroozi F, Farrar Z, Gharibi T, Gashmard R. Family Self-Support in Managing Down Syndrome Children: A Qualitative Study. ScientificWorldJournal 2024; 2024:9992595. [PMID: 38818108 PMCID: PMC11139503 DOI: 10.1155/2024/9992595] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2023] [Revised: 04/30/2024] [Accepted: 05/09/2024] [Indexed: 06/01/2024] Open
Abstract
Background and Aim. Down syndrome (DS) is the most common reason for disabilities caused by genetic disorders. Due to the special nature of this disease and the special needs of children with Down syndrome, they are required to receive their families' support. Therefore, the recognition of their problems and needs and also the alternatives for resolving them and promoting their life quality are very useful. Also, since very limited qualitative studies have been conducted, it seems necessary to design a qualitative study. Method. This qualitative study was conducted by the content analysis method and through purposeful sampling method with the participation of 26 participants including 15 mothers, 6 fathers, 3 sisters, and 2 brothers of DS children in 2022-2023. The data were collected through semi-structured interviews. Findings. Using the content analysis method of Graneheim and Lundman (2004), the main theme was "Family self-supporting in protecting Down syndrome children." The subthemes were seven including "trying to find information-support resources," "Giving importance to child's health," "religious beliefs of the family," "child moral education, helping to child's relative self-support," "developing familial support," and "developing child's social interactions." Conclusion and Recommendations. The findings of this study showed that family is the main source of fulfilling the needs of children and their life challenges through using efficient self-support methods. This study introduced family self-support methods in terms of DS children in a way that other families can also manage the problems of their children more efficiently. The present study can be used by trustees of DS to support them and their families. Considering the existence of many problems in children with Down syndrome and the involvement of families, it is suggested that policymakers and community health managers provide the basis for receiving services and social support. For example, it is possible to strengthen the screening systems in the country to diagnose the disease on time and take quick action to solve this problem. Also, by increasing the health insurance coverage and fair distribution of the support resources needed by these people, it promoted the quality of life for them and their families. Also, health policymakers in Iran can take action to increase life expectancy and reduce deaths caused by DS by improving the equitable distribution of health resources and services. Also, public policies should enhance supportive intermediation for prevention and life quality promotion and also decrease health challenges. They are also supposed to lessen the costs of health care. Furthermore, to support social organizations, health service providers and researchers should consider the development of intermediations for the health enhancing and life quality promoting of DS children.
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Affiliation(s)
- Farzaneh Noroozi
- Health Education and Health Promotion, Department of Midwifery, School of Nursing and Midwifery, Bushehr University of Medical Sciences, Bushehr, Iran
| | - Zohreh Farrar
- Research Committee, Faculty of Medicine, Bushehr University of Medical Sciences, Bushehr, Iran
| | - Tayebeh Gharibi
- Department of Midwifery, Nursing and Midwifery Faculty, Bushehr University of Medical Sciences, Bushehr, Iran
| | - Roqayeh Gashmard
- Department of Pediatric Nursing, Faculty of Nursing and Midwifery, Bushehr University of Medical Sciences, Bushehr, Iran
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Mirhosseini S, Sharif-Nia H, Esmaeili M, Ameri F, Khosravi H, Abbasi A, Ebrahimi H. Psychometric evaluation of the Persian version of the Sense of Belonging in Nursing School (SBNS): a quantitative and cross-sectional design. BMC Nurs 2024; 23:73. [PMID: 38281000 PMCID: PMC10822173 DOI: 10.1186/s12912-024-01738-x] [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: 10/11/2023] [Accepted: 01/16/2024] [Indexed: 01/29/2024] Open
Abstract
BACKGROUND This study aimed to evaluate the psychometric indicators of the Persian version of the Sense of Belonging in Nursing School scale (SBNS). METHODS The study conducted in Shahroud and Semnan schools of nursing and midwifery in Iran examined nursing students using a cross-sectional approach by convenience sampling method from 3/6/2023 to 24/8/2023. To assess the SBNS scale, the forward-backward procedure was used to translate it into Persian. Face and content validity were evaluated, and exploratory and confirmatory factor analyses were conducted with sample sizes of 200 and 182, respectively. Reliability was assessed using Cronbach's alpha coefficient, MacDonald's omega, and intra-class correlation coefficient. RESULTS The exploratory factor analysis resulted in the exclusion of four items, leaving a final selection of 15 items. These items were categorized into three factors: classmates, clinical staff, and inclusive educational environment, which accounted for 49.16% of the overall variance. The confirmatory factor analysis indicated that the model was a good fit for the observed data, and the subscales had high internal consistency (Cronbach's alpha coefficient was 0.752 to 0.880) and stability (intra-class correlation coefficient was 0.889 to 0.968). CONCLUSION According to the results, it can be concluded that the Persian version of the SBNS scale demonstrates sufficient validity and reliability in assessing students' sense of belonging to the nursing school.
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Affiliation(s)
- Seyedmohammad Mirhosseini
- Department of Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Hamid Sharif-Nia
- Psychosomatic Research Center, Mazandaran University of Medical Sciences, Sari, Iran
- Department of Nursing, Amol Faculty of Nursing and Midwifery, Mazandaran University of Medical Sciences, Sari, Iran
| | - Maede Esmaeili
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Fatemeh Ameri
- Student Research Committee, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Hamed Khosravi
- Nursing Care Research Center, Semnan University of Medical Sciences, Semnan, Iran
| | - Ali Abbasi
- Department of Nursing, School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran.
| | - Hossein Ebrahimi
- Center for Health Related Social and Behavioral Sciences Research, Shahroud University of Medical Sciences, Shahroud, Iran
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Annuar N, Daud D, Sabri SM, Rahman NLA, Musairah SK, Mutalib HA. Mediating Effect of Goal Acquisition on the Relationship between Personal Factor and Self-Directed Learning. INTERNATIONAL ACADEMIC SYMPOSIUM OF SOCIAL SCIENCE 2022 2022. [DOI: 10.3390/proceedings2022082046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 09/02/2023]
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Kim JH, Seo MS, Chung S. The Influence of Physical Distancing, Sense of Belonging, and Resilience of Nursing Students on Their Viral Anxiety During the COVID-19 Era. Psychiatry Investig 2022; 19:386-393. [PMID: 35620824 PMCID: PMC9136524 DOI: 10.30773/pi.2021.0393] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/27/2021] [Accepted: 04/10/2022] [Indexed: 12/12/2022] Open
Abstract
OBJECTIVE We aimed to explore how nursing students' adherence to physical distancing, sense of belonging, or resilience may be associated with viral anxiety during the coronavirus disease (COVID-19) era in South Korea. METHODS We conducted an online survey among nursing students from December 8-10, 2021. The survey gathered participants' age, sex, grades, living area, and responses to questions on COVID-19. In addition, responses to Stress and Anxiety to Viral Epidemics-6 items (SAVE-6), adherence to physical distancing, Sense of Belonging Instrument, Calling and Vocation Questionnaire, Patient Health Questionnaire-9 items (PHQ-9), and Connor-Davidson Resilience Scale-2 (CD-RISC2) items were gathered. RESULTS The SAVE-6 score was significantly correlated with adherence to physical distancing (r=0.29), PHQ-9 (r=0.26), and CD-RISC2 (r=-0.34, all p<0.01) similar to partial correlation analysis adjusting participants' group (freshmen and sophomores vs. juniors and seniors). A linear regression analysis revealed that viral anxiety of nursing students was predicted by sex (female, β=0.20, p=0.001), adherence to physical distancing (β=0.25, p<0.001), sense of belonging (β=0.16, p=0.014), and CD-RISC2 score (β=-0.32, p<0.001) (adjusted R2=0.24, F=10.01, p<0.001). CONCLUSION We observed that adherence to physical distancing, sense of belonging, and their resilience influenced nursing student's viral anxiety. An appropriate support system to manage viral anxiety is needed for nursing students during the COVID-19 pandemic.
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Affiliation(s)
- Jeong Hye Kim
- Department of Clinical Nursing, University of Ulsan, Seoul, Republic of Korea
| | - Min-Sook Seo
- Department of Nursing, Sangji University, Wonju, Republic of Korea
| | - Seockhoon Chung
- Department of Psychiatry, Asan Medical Center, University of Ulsan College of Medicine, Seoul, Republic of Korea
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Oyelana OO, Olson J, Caine V. An evolutionary concept analysis of learner-centered teaching. NURSE EDUCATION TODAY 2022; 108:105187. [PMID: 34741919 DOI: 10.1016/j.nedt.2021.105187] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/08/2021] [Revised: 08/27/2021] [Accepted: 10/25/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. OBJECTIVE The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. DESIGN An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. SAMPLE AND SETTING Empirical and theoretical literature selected from the fields of education, nursing, and medicine. METHODS A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. RESULTS Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. CONCLUSIONS Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing.
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Affiliation(s)
- Olabisi O Oyelana
- 5-021 Edmonton Clinic Health Academy, Faculty of Nursing University of Alberta, Edmonton, AB, Canada.
| | - Joanne Olson
- 4-299 Edmonton Clinic Health Academy, Faculty of Nursing University of Alberta, Edmonton, AB, Canada
| | - Vera Caine
- 5-021 Edmonton Clinic Health Academy, Faculty of Nursing University of Alberta, Edmonton, AB, Canada
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Albloushi M, Ferguson L, Hellsten L, Stemler L, Kent-Wilkinson A, Bassendowski S. Modification, Translation, and Psychometric Testing of the Arabic Version of the Belongingness Scale-Clinical Placement Experience (BES-CPE). J Nurs Meas 2021; 30:94-108. [PMID: 34518411 DOI: 10.1891/jnm-d-20-00050] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND This paper aimed to describe the modification, translation, and psychometric testing of the Arabic version of the Belongingness Scale-Clinical Placement Experience (BES-CPE). METHODS This study included the following phases: modification of the original BES-CPE based on the qualitative findings from a previous study; translation and back-translation of the scale; evaluation of the content validity by experts from Saudi Arabia; evaluation of the internal consistency reliability; and other psychometric properties of the Arabic BES-CPE. RESULT The results demonstrated acceptable psychometric properties. The Cronbach's alpha ranged from 0.68 to 0.92. CONCLUSION The Arabic BES-CPE is a promising tool that can be used to assess Saudi nursing students' sense of belonging. However, testing the tool with other undergraduate nursing students in a different context is recommended.
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Affiliation(s)
| | - Linda Ferguson
- College of Nursing, University of Saskatchewan, Saskatoon, Canada
| | - Laurie Hellsten
- College of Education, University of Saskatchewan, Saskatoon, Canada
| | - Lynnette Stemler
- College of Nursing-Omaha Division, University of Nebraska Medical Center, Omaha, NE, USA
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Samarasooriya RC, Park J, Yoon SH, Oh J, Baek S. Self-Directed Learning Among Nurse Learners in Sri Lanka. J Contin Educ Nurs 2019; 50:41-48. [PMID: 30645658 DOI: 10.3928/00220124-20190102-09] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2018] [Accepted: 09/06/2018] [Indexed: 11/20/2022]
Abstract
BACKGROUND Although self-directed learning (SDL) has become an essential instrument for educating nursing professionals, little is known about SDL among nurses in a developing country. METHOD Data were collected using a structured self-reporting survey, which included Fisher's Self-Directed Learning Readiness (SDLR) scale, and a multiple linear regression analysis was conducted. RESULTS The mean score per item on the SDLR was 4.31 of 5. The learning-related factors that influenced SDLR were motivation for learning and self-efficacy in English proficiency, and the working-related factor was job satisfaction. These variables accounted for 17.6% of the variance in SDLR scores. CONCLUSION The SDLR of nurse learners in Sri Lanka was influenced not only by learning-related factors but also by working-related factors. Therefore, it is necessary to develop multidimensional strategies to strengthen nurses' SDLR. [J Contin Educ Nurs. 2019;50(1):41-48.].
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Albloushi M, Ferguson L, Stamler L, Bassendowski S, Hellsten L, Kent-Wilkinson A. Saudi female nursing students experiences of sense of belonging in the clinical settings: A qualitative study. Nurse Educ Pract 2019; 35:69-74. [DOI: 10.1016/j.nepr.2019.01.008] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/18/2017] [Revised: 11/17/2018] [Accepted: 01/23/2019] [Indexed: 10/27/2022]
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The Self-Directed Learning Readiness Level of the Undergraduate Students of Midwife and Nurse in Terms of Sustainability in Nursing and Midwifery Education. SUSTAINABILITY 2018. [DOI: 10.3390/su10103574] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Self-directed learning is a necessary skill for students and workers to remain lifelong learners. Being self-directed in learning allows nurses to stay elastic, open to change and sustain their, professional development. The aim of this study was to determine the level of self-directed learning readiness of undergraduate students of nursing and midwifery. This study also investigated whether there were associations between the level of self-directed learning readiness and selected demographic variables such as gender, department, academic level and monthly income in the undergraduate students. Quantitative research method was used in this research. A total of 398 students participated in this survey conducted at the Faculty of Health Sciences of University of Amasya. The Self-Directed Learning Readiness Scale (SDLRS) that was developed by Fisher et al., was used. In the data analysis, descriptive statistics, Kruskal Wallis H test and Mann Whitney U test were applied. In this study, it was revealed that nursing and midwifery students had relatively high self-directed learning readiness. However, students received the lowest score for the self-management dimension, which indicates that students need support in self-management skills. As a result of the Mann Whitney U test, it was put forward that there were statistically significant differences in level of self-directed learning readiness based on gender and department. As a result of the Kruskal Wallis H test, it was found that there was no difference in level of self-directed learning readiness based on monthly income variable.
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Qalehsari MQ, Khaghanizadeh M, Ebadi A. Lifelong learning strategies in nursing: A systematic review. Electron Physician 2017; 9:5541-5550. [PMID: 29238496 PMCID: PMC5718860 DOI: 10.19082/5541] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/12/2016] [Accepted: 02/07/2017] [Indexed: 11/22/2022] Open
Abstract
Background Lifelong learning is an expectation in the professional performance of nurses, which is directly related to the success of students in nursing schools. In spite of the considerable attention paid to this issue, lifelong learning strategies are not fully understood. Objective The aim of this study was to clarify lifelong learning strategies of nursing students with respect to international experience. Methods In this systematic review, an extensive investigation was carried out using Persian and English studies in Pub Med, ProQuest, Cochrane, Ovid, Scopus, Web of Science, SID, and Iran Doc using the following keywords: lifelong learning, self-directed learning, lifelong learning model, continuing education, nursing education, and lifelong program. Finally, 22 articles published from 1994 to 2016 were selected for the final analysis. Data extracted from the selected articles was summarized and classified based on the research questions. Results In this study, 8 main themes, namely intellectual and practical independence, collaborative (cooperative) learning, researcher thinking, persistence in learning, need-based learning, learning management, suitable learning environment, and inclusive growth, were extracted from the article data. Conclusion Having identified and clarified lifelong learning strategies in nursing, it is recommended to use the research findings in the programs and teaching systems of nursing schools. Use of strategies of lifelong learning will led to increased quality of education, development of nursing competency and finally, increased quality of patient care.
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Affiliation(s)
- Mojtaba Qanbari Qalehsari
- Ph.D. Student of Nursing, School of Nursing, Baqiyatallah University of Medical Sciences, Tehran, Iran
| | - Morteza Khaghanizadeh
- Ph.D. of Curriculum Studies, Associate Professor of Behavioral Sciences Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
| | - Abbas Ebadi
- Ph.D. in Nursing Education, Associate Professor of Behavioral Sciences Research Center, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
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Ashktorab T, Hasanvand S, Seyedfatemi N, Salmani N, Hosseini SV. Factors Affecting the Belongingness Sense of Undergraduate Nursing Students towards Clinical Setting: A Qualitative Study. J Caring Sci 2017; 6:221-235. [PMID: 28971073 PMCID: PMC5618947 DOI: 10.15171/jcs.2017.022] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2016] [Accepted: 04/09/2017] [Indexed: 11/09/2022] Open
Abstract
Introduction: One of the most important needs of the
students to work reliably in the clinical setting is the feeling of belongingness.
Understanding and recognizing such a distinguishing feature among students can reduce
their stress and tension. The current research aimed at studying the experiences of
belongingness among nursing students in clinical settings. Methods: In this conventional content analysis study, 12
nursing students were selected from Lorestan University of Medical Sciences by purposive
method. In-depth interviews were employed to collect data. All interviews were recorded
and transcribed for analyses. Data collection and analysis were carried out at the same
time. Results: The nature of belongingness with respect to
clinical setting was expressed and classified in five themes and 11 subthemes. Five
concepts (themes), which constituted the nature of nursing students’ experiences, were as
follows: moving in the direction of evolvement, attention to human and ethical values,
professional integrity, achieving inner satisfaction, and the environment conformity with
learner. Conclusion: The issue of belongingness and its promotion are
of utmost importance. The clinical staff, including head nurses and nurses, must perform
their roles properly in providing supportive and facilitative clinical environment,
positive and constructive interactions, and professional development contexts for
students, so that they feel being accepted and valued.
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Affiliation(s)
- Tahereh Ashktorab
- Departement of Nursing, Nursing and Midwifery Faculty, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Shirin Hasanvand
- Departement of Nursing, Social Determinants of Health Research Center, School of Nursing & Midwifery y, Lorestan University of Medical Sciences, Khorramabad, Iran
| | - Naemeh Seyedfatemi
- Departement of Nursing, Nursing Care Research Center, Iran University of Medical Sciences, Nursing and Midwifery Faculty, Tehran, Iran
| | - Naiire Salmani
- Departement of Nursing, Nursing and Midwifery Faculty, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Seyyed Vahide Hosseini
- Departement of Nursing, Nursing Faculty, Islamic Azad University, Zanjan Branch, Zanjan, Iran
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Japanese nursing students' sense of belonging: A story of Uchi (insider) and Soto (outsider). Nurse Educ Pract 2016; 20:85-92. [DOI: 10.1016/j.nepr.2016.07.004] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/09/2014] [Revised: 05/20/2016] [Accepted: 07/27/2016] [Indexed: 11/22/2022]
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Ashktorab T, Hasanvand S, Seyedfatemi N, Zayeri F, Levett-Jones T, Pournia Y. Psychometric testing of the Persian version of the Belongingness Scale-Clinical Placement Experience. NURSE EDUCATION TODAY 2015; 35:439-443. [PMID: 25468309 DOI: 10.1016/j.nedt.2014.11.006] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/05/2014] [Revised: 11/02/2014] [Accepted: 11/10/2014] [Indexed: 06/04/2023]
Abstract
BACKGROUND Belongingness has been identified both as a fundamental human need and as a prerequisite for nursing students' clinical learning. Belongingness has also been associated with students' academic achievement, retention, self-esteem, self-directed learning, and self-efficacy. The Belongingness Scale-Clinical Placement Experience is a valid and reliable measure of nursing students' belongingness scores; however, a Persian version of this scale is not currently available. AIM This study aimed to translate the Belongingness Scale-Clinical Placement Experience into Persian, to evaluate its psychometric properties, and to measure the belongingness experiences of Iranian nursing students. METHODS Following translation and initial validity and reliability testing of the scale, 300 nursing students from three universities in Iran completed the survey. Further psychometric testing was undertaken followed by analysis of descriptive statistics. RESULTS Based on the results of confirmatory factor analysis two items were removed from the scale. The mean score of Persian version of the Belongingness Scale-Clinical Placement Experience was 3.21 (0.57). The whole scale had a high internal consistency (Cronbach's alpha=0.92). The alpha coefficients of the subscales of "self-esteem", "connectedness", and "efficacy" were 0.85, 0.86, and 0.80 respectively. CONCLUSION Similar to previous versions of the Belongingness Scale-Clinical Placement Experience, the Persian version demonstrated strong psychometric properties with strong validity and reliability, indicating its utility and appropriateness when measuring Iranian nursing students' belongingness experiences. Further testing with other cohorts would strengthen these results.
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Affiliation(s)
- Tahereh Ashktorab
- School of Nursing and Midwifery, Shahid Beheshti University of Medical, Tehran, Iran.
| | - Shirin Hasanvand
- School of Nursing and Midwifery, Shahid Beheshti University of Medical, Tehran, Iran.
| | - Naemeh Seyedfatemi
- School of Nursing and Midwifery, Iran University of Medical, Tehran, Iran.
| | - Farid Zayeri
- Department of Biostatistics, School of Paramedical, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Tracy Levett-Jones
- School of Nursing and Midwifery, The University of Newcastle, Callaghan, NSW 2308, Australia.
| | - Yadollah Pournia
- School of Medicine, Lorestan University of Medical Sciences, Khorramabad, Iran.
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Kim M, Jung D. Reliability and Validity of the Korean Version of Belongingness Scale-Clinical Placement Experience. Asian Nurs Res (Korean Soc Nurs Sci) 2012; 6:137-42. [DOI: 10.1016/j.anr.2012.10.002] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/25/2012] [Revised: 08/17/2012] [Accepted: 09/28/2012] [Indexed: 10/27/2022] Open
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