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Ulutas Deniz E, Ceylan C, Eren R, Memiş OB. Advancing empathy and emotional intelligence among pharmacy students: A comparative mixed-methods study with peer role-play simulation intervention. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:102112. [PMID: 38795610 DOI: 10.1016/j.cptl.2024.102112] [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: 01/17/2024] [Revised: 05/14/2024] [Accepted: 05/16/2024] [Indexed: 05/28/2024]
Abstract
INTRODUCTION Due to the significance of interpersonal empathy and emotional intelligence in pharmaceutical practices, it has become essential to emphasize its importance in pharmacy education. The aim of this study is to provide pharmacy students, who require proper communication skills throughout their professional careers, with a simulation-based intervention focusing on empathy and emotional intelligence, and to evaluate the influence of this educational intervention on emotional intelligence and empathy levels. METHODS The methodological approach adopted in this study aims to integrate both qualitative and quantitative data for a comprehensive analysis, that is, the mixed method, and to provide in-depth answers to the research questions. RESULTS There was a difference observed in the change in empathy and emotional intelligence scores between the control and intervention groups. When the pre-test and mid-test results with the intervention group were analyzed, there was a difference in the values for emotional intelligence when only education was offered. Conversely, no difference was found in empathy scores under the same conditions. In the intervention group, after the implementation of both training and simulation practice resulted in a difference in the scores for emotional intelligence and empathy when comparing the results before and after the test. Gender and the interaction between gender and group had small effect sizes on both empathy and emotional intelligence. The comprehensive data collected from these interviews enabled a rigorous thematic analysis, culminating in the identification of three primary themes accompanied by respective categories: the contribution of theoretical education to simulation, perceptions of simulation practice, the significance of debriefing sessions. Students highlighted the development of various communication skills, such as improving patient-provider relationships, conveying empathy to patients, being aware of and managing their emotions, and building self-confidence through simulated encounters and debriefing sessions. CONCLUSION Based on these findings, it is recommended that simulation methods be made mandatory in pharmacy school curricula and be disseminated nationwide.
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Affiliation(s)
- Elif Ulutas Deniz
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, 25240 Yakutiye-Erzurum, Türkiye.
| | - Ceren Ceylan
- Faculty of Pharmacy, Atatürk University, Türkiye
| | - Rumeysa Eren
- Department of Pharmacy Management, Faculty of Pharmacy, Atatürk University, Türkiye
| | - Olcay Besnili Memiş
- Department of Labor Economics and Industrial Relations, Faculty of Economics and Administrative Sciences, Atatürk University, Türkiye.
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Shengyao Y, Xuefen L, Jenatabadi HS, Samsudin N, Chunchun K, Ishak Z. Emotional intelligence impact on academic achievement and psychological well-being among university students: the mediating role of positive psychological characteristics. BMC Psychol 2024; 12:389. [PMID: 38997786 PMCID: PMC11245800 DOI: 10.1186/s40359-024-01886-4] [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: 01/12/2024] [Accepted: 07/05/2024] [Indexed: 07/14/2024] Open
Abstract
The main objective of this study is to examine the relationship of emotional intelligence with psychological well-being and academic achievement through positive psychological characteristics among university students in China. The study was conducted with postgraduate and undergraduate students. The integration of emotional intelligence theory and positive psychological theory was used in this study. The introduced framework included emotional intelligence as the main independent variable, self-efficacy, motivation, and resilience as three mediators, and psychological well-being and academic achievement as two dependent variables. A survey was conducted among 518 students, and structural equation modelling was used to analyse the data. The study found that emotional intelligence was positively related to positive psychological characteristics, psychological well-being, and academic achievement, and the effects were stronger among postgraduate students. Also, positive psychological characteristics, which include self-efficacy, motivation, and resilience, mediate the relationship between emotional intelligence and psychological well-being and academic achievement, and the relationship was stronger among postgraduate students. Proper coping strategies and mechanisms can be helpful to improve both psychological well-being and academic achievement at the same time among university students.
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Affiliation(s)
- Ye Shengyao
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China.
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia.
| | - Lin Xuefen
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | | | - Nadia Samsudin
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
| | - Ke Chunchun
- Department of Public Education, Wenzhou Vocational College of Science and Technology, Wenzhou, Zhejiang Province, China
| | - Zahari Ishak
- Faculty of Social Sciences and Liberal Arts, UCSI University, Kuala Lumpur, Malaysia
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Werner A, Kater MJ, Kerkhoff D, Schlarb AA, Lohaus A. Personal and social resources in the context of adolescent sleep. Psychol Health 2024; 39:878-894. [PMID: 36082379 DOI: 10.1080/08870446.2022.2121396] [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: 09/28/2021] [Revised: 07/29/2022] [Accepted: 08/30/2022] [Indexed: 10/14/2022]
Abstract
OBJECTIVE The existing literature has focused little on the health-promoting role of resources for sleep. Mainly risk factors have been highlighted regarding mental health in general. Moreover, for the vulnerable age group of adolescents, resources and their relation to sleep have hardly been explored. Therefore, this study aims to investigate the predictive role of personal/social resources for the likelihood of having chronic sleep problems in adolescents. METHODS AND MEASURES A sample of n = 131 adolescents (M = 14.31 years, SD = 1.84) completed the Sleep Disturbance Scale for Children and the Questionnaire to Assess Resources for Children and Adolescents at two measurement points about 8 months apart. RESULTS Binomial logistic regressions controlling for age and sex revealed that higher levels of personal and social resources were associated with a lower likelihood of having chronic sleep problems. Especially optimism and school integration were associated with not experiencing chronic sleep problems. CONCLUSION For the first time, this study highlighted multiple resources and their health-promoting role in adolescent sleep. Both personal and social resources seem to be relevant for preventing adolescents from chronic sleep problems. Prevention and intervention programs for sleep disorders in teenagers should especially promote optimism and school integration.
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Affiliation(s)
- Anika Werner
- Faculty of Psychology and Sports Science , Bielefeld University, Bielefeld, Germany
| | - Maren-Jo Kater
- Faculty of Psychology and Sports Science , Bielefeld University, Bielefeld, Germany
| | - Denny Kerkhoff
- Department of Psychology, University of Konstanz , Konstanz, Germany
| | | | - Arnold Lohaus
- Faculty of Psychology and Sports Science , Bielefeld University, Bielefeld, Germany
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Zoromski L. Emotional Intelligence in Intensive Clinical Experiences for Nursing Students. Nurs Educ Perspect 2024; 45:230-232. [PMID: 37937961 DOI: 10.1097/01.nep.0000000000001209] [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: 11/09/2023]
Abstract
ABSTRACT This study looked for associations between measures of emotional intelligence in an intensive clinical experience for nursing students in their final semester of an associate degree program. Twenty nursing students from a technical college in the Midwest volunteered to complete the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) before and after an intensive clinical experience. The results were mixed with a significant decrease in several specific scores within the MSCEIT on the Time Point 2 test. Stress levels or fatigue could have impacted participants' decreased performance on the MSCEIT.
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Affiliation(s)
- Lorraine Zoromski
- About the Author Lorraine Zoromski, EdD, MSN, RN, is RN-to-BSN Program director, University of Wisconsin Stevens Point College of Professional Studies, Stevens Point, Wisconsin. For more information, contact her at
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Huang R, Zhou Z, Liu Y, Lin M, Gong M, Xian S, Yin H, Meng T, Wang X, Wang Y, Chen W, Zhang C, Du E, Liu X, Lin Q, Wu H, Huang Z, Zhang J, Zhang G, Ji S. Empathy in undergraduate medical students: a multi-center cross-sectional study in China. BMC Psychiatry 2024; 24:414. [PMID: 38834981 PMCID: PMC11151548 DOI: 10.1186/s12888-023-05350-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/27/2022] [Accepted: 11/06/2023] [Indexed: 06/06/2024] Open
Abstract
BACKGROUND Fostering empathy has been continuously emphasized in the global medical education. Empathy is crucial to enhance patient-physician relationships, and is associated with medical students' academic and clinical performance. However, empathy level of medical students in China and related influencing factors are not clear. METHODS This was a cross-sectional study among medical students in 11 universities. We used the Jefferson Scale of Empathy Student-version of Chinese version to measure empathy level of medical students. Factors associated with empathy were identified by the univariate and multivariate logistic regression analyses. Based on the variables identified above, the nomogram was established to predict high empathy probability of medical students. Receiver operating characteristic curve, calibration plot and decision curve analysis were used to evaluate the discrimination, calibration and educational utility of the model. RESULTS We received 10,901 samples, but a total of 10,576 samples could be used for further analysis (effective response rate of 97.02%). The mean empathy score of undergraduate medical students was 67.38 (standard deviation = 9.39). Six variables including gender, university category, only child or not, self-perception doctor-patient relationship in hospitals, interest of medicine, Kolb learning style showed statistical significance with empathy of medical students (P < 0.05). Then, the nomogram was established based on six variables. The validation suggested the nomogram model was well calibrated and had good utility in education, as well as area under the curve of model prediction was 0.65. CONCLUSIONS We identify factors influencing empathy of undergraduate medical students. Moreover, increasing manifest and hidden curriculums on cultivating empathy of medical students may be needed among medical universities or schools in China.
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Affiliation(s)
- Runzhi Huang
- Department of Burns, The First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, China
| | - Zhitong Zhou
- Tongji University School of Medicine, Shanghai, 200092, China
| | - Yifan Liu
- Shanghai Jiao Tong University School of Medicine, Shanghai, 200025, China
| | - Min Lin
- Mental Health Education and Consultation Center, Chongqing Medical University, 61 Daxuecheng Middle Road, Chongqing, 401331, China
| | - Meiqiong Gong
- Office of Educational Administration, Shanghai University, Shanghai, 200444, China
| | - Shuyuan Xian
- Tongji University School of Medicine, Shanghai, 200092, China
| | - Huabin Yin
- Department of Orthopedics, Shanghai General Hospital, School of Medicine, Shanghai Jiaotong University, 100 Haining Road, Shanghai, China
| | - Tong Meng
- Department of Orthopedics, Shanghai General Hospital, School of Medicine, Shanghai Jiaotong University, 100 Haining Road, Shanghai, China
| | - Xiaonan Wang
- Department of Epidemiology and Health Statistics, School of Public Health, Capital Medical University, 10 Xitoutiao, Beijing, 100069, China
| | - Yue Wang
- Department of Health Statistics, School of Public Health, Air Force Medical University, No.169,Changle West Road, Xi'an, 710032, China
| | - Wenfang Chen
- Faculty of Medicine, Jinggangshan University, 28 Xueyuan Road, Ji'An, 343009, China
| | - Chongyou Zhang
- Basic Medical College, Harbin Medical University, 157 Baojian Road, Heilongjiang, 150081, Heilongjiang, China
| | - Erbin Du
- Frist Clinical Medical College, Mudanjiang Medical University, 66 Tongxiang Street, Mudanjiang, 157011, China
| | - Xin Liu
- Department of Rheumatology and Immunology, Second Affiliated Hospital of Naval Medical University, Shanghai, China
| | - Qing Lin
- Department of Human Anatomy, Laboratory of Clinical Applied Anatomy, School of Basic Medical Sciences, Fujian Medical University, 1 Xuefu North Road, Fuzhou, 350122, China
| | - Hongbin Wu
- National Centre for Health Professions Education Development, Peking University, Beijing, 100191, China
- Institute of Medical Education, Peking University, 5 YiHeYuan Road, Beijing, 100871, China
| | - Zongqiang Huang
- Department of Orthopedics, The First Affiliated Hospital of Zhengzhou University, 1 Jianshe East Road, Zhengzhou, 450052, China
| | - Jie Zhang
- Tongji University School of Medicine, Shanghai, 200092, China
- Department of Gynecology, Shanghai First Maternity and Infant Hospital, Tongji University School of Medicine, 2699 Gaoke West Road, Shanghai, 201204, China
| | - Guoyang Zhang
- Maastricht University School of Health Professions Education, Maastricht, the Netherlands.
| | - Shizhao Ji
- Department of Burns, The First Affiliated Hospital of Naval Medical University, No. 168 Changhai Road, Yangpu District, Shanghai, 200433, China.
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Juniarta, Eka NGA, Ferawati Sitanggang Y. Empathy in Nursing Students: A Scoping Review. J Holist Nurs 2024; 42:S59-S86. [PMID: 37039440 DOI: 10.1177/08980101231163966] [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] [Indexed: 04/12/2023]
Abstract
Purpose: Empathy is essential for nursing students as they progress through their education. To date, few review studies explored empathy in nursing students. This review examined empathy in nursing students, including how to promote empathy, factors contributing to empathy, and the evaluation of empathy. Design: The eligible population included undergraduate nursing students. The concept of interest was empathy related to nursing students. The context was undergraduate nursing programs. Eligible studies included quantitative, qualitative, and mixed-method studies. The protocol was registered in Open Science Framework (OSF). Review Methods: Joanna Briggs Institute Reviewers' Manual guided this scoping review protocol. MEDLINE with Full text (EBSCO), Scopus, ScienceDirect (Elsevier), and PubMed were used for the electronic database search. The findings were analyzed with descriptive statistics and thematic analysis. Findings: A total of 94 articles were included for analysis. Three main themes emerged: (1) approaches to promoting empathy, (2) contributing factors to empathy, and (3) evaluation of empathy. Conclusions: Empathy is cultivated in nursing in numerous ways, highlighting the need to incorporate it into the nursing curriculum. There is also controversy regarding the relationship between empathy and individual characteristics. This finding highlights the need for more effective empathy-promoting educational training that considers these personal characteristics.
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Affiliation(s)
- Juniarta
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
- Biblical Seminary of the Philippines, Valenzuela, Philippines
| | - Ni Gusti Ayu Eka
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
| | - Yenni Ferawati Sitanggang
- Faculty of Nursing, Universitas Pelita Harapan, Tangerang, Indonesia
- School of Nursing, National Taipei University of Nursing and Health Sciences, Taipei, Taiwan
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Nguyen BN, Ng J, Piano ME, Cochrane AL, Guest D. Improving optometry student interpersonal skills through online patient, clinician and student evaluation and feedback. Clin Exp Optom 2024; 107:83-92. [PMID: 37078177 DOI: 10.1080/08164622.2023.2195049] [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: 10/13/2022] [Accepted: 03/19/2023] [Indexed: 04/21/2023] Open
Abstract
CLINICAL RELEVANCE Interpersonal skills are crucial for successful clinician-patient interactions. To prepare future optometrists for clinical practice, pedagogical evaluation is important to support the implementation of new strategies for teaching and evaluating interpersonal skills. BACKGROUND Optometry students largely develop their interpersonal skills through in-person patient interactions. Telehealth is increasing, yet strategies to develop the interpersonal skills of students for teleconsulting have not been explored. This study aimed to assess the feasibility, effectiveness and perceived usefulness of an online, multisource (patients, clinicians and students) evaluation and feedback program for developing interpersonal skills. METHODS Via an online teleconferencing platform, optometry students (n = 40) interacted with a volunteer patient, observed by a teaching clinician. Patients and clinicians evaluated the interpersonal skills of the student in two ways: (1) qualitative written feedback, and (2) quantitative rating (Doctors' Interpersonal Skills Questionnaire). All students received written patient and clinician feedback after the session, but not their quantitative ratings. A subset of students (n = 19) completed two sessions, self-ratings, and were provided with their written feedback and an audiovisual recording from their first interaction before completing the second session. All participants were invited to complete an anonymous survey at program completion. RESULTS Patient and clinician overall interpersonal skills ratings were positively correlated (Spearman's r = 0.35, p = 0.03) and showed moderate agreement (Lin's concordance coefficient = 0.34). Student self-ratings did not match patient ratings (r = 0.01, p = 0.98), whereas there was moderate agreement between clinician and student ratings (Lin's concordance coefficient = 0.30). Ratings improved at the second visit (p = 0.01). Patient ratings were higher than clinicians (p = 0.01) and students (p = 0.03). All participants agreed that the program was feasible, useful and effective at fostering good interpersonal skills. CONCLUSION Multisource feedback about interpersonal skills contributes to improvement in student performance. Patients and clinicians can evaluate and provide useful feedback to optometry students about their interpersonal skills using online methods.
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Affiliation(s)
- Bao N Nguyen
- Department of Optometry and Vision Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | - Jonathan Ng
- Department of Optometry and Vision Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | - Marianne Ef Piano
- Department of Optometry and Vision Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | - Anthea L Cochrane
- Department of Optometry and Vision Sciences, The University of Melbourne, Parkville, Victoria, Australia
| | - Daryl Guest
- Department of Optometry and Vision Sciences, The University of Melbourne, Parkville, Victoria, Australia
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Xu J, Zhang L, Ji Q, Ji P, Chen Y, Song M, Guo L. Nursing students' emotional empathy, emotional intelligence and higher education-related stress: a cross-sectional study. BMC Nurs 2023; 22:437. [PMID: 37981672 PMCID: PMC10658862 DOI: 10.1186/s12912-023-01607-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/06/2023] [Accepted: 11/14/2023] [Indexed: 11/21/2023] Open
Abstract
BACKGROUND Nursing is one of the critically important disciplines in healthcare. Due to its complexity and specificity, nursing students often face additional higher education-related stress. However, there is less research on higher education-related stress among nursing students. Therefore, the purpose of this study was to investigate the effects of emotional empathy and emotional intelligence on the dimensions of higher education-related stress among nursing students. METHODS This study utilized a multi-stage sampling design and was completed within the March-June 2023 period. A total of 1126 nursing students were recruited to complete the questionnaire. The self-administered questionnaire included the basic characteristics of the subjects, an emotional empathy scale, an emotional intelligence scale, and a higher education-related stress scale. One-way ANOVA/t-tests, correlation coefficients, and hierarchical linear regression analyses were used to explore the factors affecting higher education-related stress and the relationship between emotional empathy and emotional intelligence with the dimensions of higher education-related stress. RESULTS The mean (SD) scores of challenges and dissatisfaction dimensions of higher education-related stress among nursing students were 30.052 (7.466) and 8.270 (2.205), respectively. Emotional empathy was significantly and positively related to the challenges and dissatisfaction dimensions of higher education-related stress. Emotional intelligence was negatively correlated with the challenges dimension of higher education-related stress and positively correlated with the dissatisfaction dimension. Stratified multiple regression analyses revealed that nursing students' emotional empathy and emotional intelligence were significant predictors of the dimensions of higher education-related stress. CONCLUSION Overall, emotional empathy and emotional intelligence were significantly correlated with all dimensions of higher education-related stress. Consequently, in future interventions, the Chinese government and education sector can develop nursing students' ability to use emotional empathy and emotional intelligence rationally through emotional regulation strategies and emotional intelligence courses, to reduce the higher education-related stress they experience.
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Affiliation(s)
- Jiashuang Xu
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China
| | - Lin Zhang
- Department of Internal Medicine Nursing, School of Nursing, Wannan Medical College, 22 Wenchang West Road, Higher Education ParkAn Hui Province, Wuhu City, P. R. China
| | - Qiqi Ji
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China
| | - Pengjuan Ji
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China
| | - Yian Chen
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China
| | - Miaojing Song
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China
| | - Leilei Guo
- School of Nursing, Liaoning Province, Jinzhou Medical University, No.40, Section 3, Songpo Road, Linghe District, Jinzhou City, P. R. China.
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Wang Y, Kou J, Han B. Effect of online modified mindfulness-based stress reduction training on the resilience of nursing interns in China. Nurs Open 2023. [PMID: 37186462 DOI: 10.1002/nop2.1788] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 03/26/2023] [Accepted: 04/17/2023] [Indexed: 05/17/2023] Open
Abstract
AIM This study aimed to adopt online mindfulness-based stress reduction (MBSR) training to increase the resilience of nursing interns and help them to achieve a smooth transition. DESIGN A one-group pretest-posttest study design was used. METHODS A total of 119 college nursing interns were recruited from 12 tertiary hospitals in Beijing on Feb.20, 2021. The MBSR training was organized into 4 weeks of courses, conducted online using Tencent Meeting and taught by a certified teacher at the Oxford Mindfulness Centre. Resilience was assessed before and 2 weeks after the training, respectively, using Resilience Scale for Chinese Adolescents via an online questionnaire tool. RESULTS Seventy-nine college nursing interns finished both of the resilience questionnaire surveys. The mean resilience values before and after the training were 98.7 ± 13.69 and 104.57 ± 16.64 respectively. The 4-week online MBSR training considerably increased the resilience of nursing interns. This can be an effective measure to maintain a balanced state among nursing interns and help them smoothly transition from school to clinical practice. No Patient or Public Contribution.
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Affiliation(s)
- Yanqiu Wang
- Geriatrics Department of Xuan Wu Hospital, Capital Medical University, Beijing, China
| | - Jingli Kou
- Geriatrics Department of Xuan Wu Hospital, Capital Medical University, Beijing, China
| | - Binru Han
- Nursing Department of Xuan Wu Hospital, Capital Medical University, Beijing, China
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Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [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: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
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Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
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Academic burnout, self-esteem, coping with stress and gratitude among Polish medical students – a cross sectional study. CURRENT PROBLEMS OF PSYCHIATRY 2022. [DOI: 10.2478/cpp-2022-0023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/14/2022] Open
Abstract
Abstract
Introduction: Academic burnout is emerging as an essential obstacle in education process. Students of the most challenging fields of study with high degrees of stress are thought to be at the highest risk. Medical studies are considered one of them. The aim of the study was to measure the levels of academic burnout, stress and gratitude among Polish medical students of Medical University of Lublin, and determine their styles of coping with stress.
Materials and methods: A cross-sectional study was conducted using a questionnaire comprised of the following: Maslach Burnout Inventory – Student Survey (MBI-SS), Rosenberg Self-Esteem Scale (SES), a Coping Inventory for Stressful Situations (CISS) and a Gratitude Questionnaire Six-Item form (GQ-6). The data was obtained from 773 medical students.
Results: Total number of 169 students (21.86%) met criteria for academic burnout. When it comes to 354 participants, they displayed signs of low self-esteem (45.8%). The number of 18 students showed low level of gratitude, while gratitude level of the majority of them – 496 (64.17%) was high. The most common style of coping with stress was emotions-oriented style – 354 students (48.29%), followed by task-oriented style – 345 students (47.07%). Burnout subscales turned out to be associated with age, year of study, self-esteem, gratitude and different styles of coping with stress to the various extent.
Conclusions: The prevalence of academic burnout among Polish medical students is high compared with general population across various occupations. Utilisation of protective characteristics of high self-esteem, gratitude and healthy coping methods can result in development of efficient anti-burnout prevention strategies and intervention tools.
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Tran MAQ, Hà TA, Chau NNT, Dang TAN, Ngo VT. Mediating Effects of Self-Esteem on the Relationship Between Self-Compassion and Empathy Among Vietnamese University Students. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2022; 41:1-15. [PMID: 36247046 PMCID: PMC9549816 DOI: 10.1007/s10942-022-00484-w] [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] [Accepted: 09/10/2022] [Indexed: 11/02/2022]
Abstract
Empathy is a critical element of subjective well-being and an important personality trait among undergraduate students. To improve empathy among undergraduate students, the current study examined the relationship between self-compassion and empathy and the mediating role of self-esteem in this relationship. Participants were six hundred and twenty-two (320 males and 302 females) students from five Vietnamese universities, aged 18-21 years (M age = 19.5; SD age = 0.95 years), who completed the self-compassion scale (SCS), empathy scale in adults (BES-A), and self-esteem scale of Toulouse (ETES). The results indicated that (1) self-compassion was positively associated with empathy; (2) self-esteem mediated the relationship between the two variables. Therefore, enhancing undergraduate students' self-compassion may be an effective way to improve their empathy. However, additional studies are required to elucidate the role of self-compassion in the educational context.
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Affiliation(s)
- Minh Anh Quang Tran
- Department of Psychology, National Cheng Kung University, No. 1, University Road, Tainan City, 701 Taiwan (R.O.C.)
| | - Tú Anh Hà
- Present Address: FPT University, Ha Noi City, Vietnam
| | - Nguyen Ngoc Thao Chau
- University of Economics and Law, Ho Chi Minh City, Vietnam
- Vietnam National University, Ho Chi Minh City, Vietnam
| | - Thien An Nguyen Dang
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
| | - Vinh Tai Ngo
- Department of Psychology, Ho Chi Minh City University of Education, Ho Chi Minh City, Vietnam
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Batmaz M, Kendirkiran G, Kavurucu Ö. The effects of the education received by nursing students on their self-esteem and emotional intelligence: A 4-year longitudinal study. Perspect Psychiatr Care 2022; 58:2088-2098. [PMID: 35118673 DOI: 10.1111/ppc.13035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/14/2021] [Revised: 12/20/2021] [Accepted: 01/15/2022] [Indexed: 11/28/2022] Open
Abstract
PURPOSE This study was conducted to determine the effects of 4-year nursing education on self-esteem and emotional intelligence levels of nursing students. DESIGN AND METHODS This descriptive longitudinal study was conducted with 73 nursing students between 2014 and 2018 at a foundation university in Istanbul. FINDINGS The nursing students' self-esteem and emotional intelligence levels increased at the end of the 4-year nursing education. Nursing students' self-esteem scores measured in the 2nd and 4th years, their emotional intelligence scores measured in the 3rd, 1st years, and 4th years were statistically significantly higher. PRACTICE IMPLICATIONS In the light of these results, in addition to the routine educational content, it is recommended that the courses related to self-esteem and emotional intelligence be added to the curriculum or trainings should be organized.
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Affiliation(s)
- Makbule Batmaz
- Department of Nursing, Faculty of Health Sciences, Halic University, Beyoglu, Istanbul, Turkey
| | - Gülcan Kendirkiran
- Department of Nursing, Faculty of Health Sciences, Halic University, Beyoglu, Istanbul, Turkey
| | - Özlem Kavurucu
- Department of Child Development, Vocational School, Halic University, Beyoglu, Istanbul, Turkey
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Larsen M, Holde GE, Johnsen JAK. Challenging encounters in clinical dentistry: a qualitative study investigating online reviews of patient satisfaction with Norwegian dentists. Acta Odontol Scand 2022; 80:328-337. [PMID: 34875189 DOI: 10.1080/00016357.2021.2009909] [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: 10/19/2022]
Abstract
OBJECTIVE Mapping key themes that characterize challenging and positive encounters in dental practice using online reviews of patient satisfaction. MATERIALS AND METHODS 11,764 online patient reviews of dental encounters, consisting of an overall satisfaction rating (1-5 stars) and a free-text response, were collected from the web-site Legelisten.no. The reviews were split into two sets: reviews from patients with low satisfaction (1-2 stars) representing challenging encounters vs. patients with high satisfaction (4-5 stars) representing positive encounters. A qualitative thematic analysis was used to analyse the text materials in the datasets. RESULTS Five key themes to both challenging and positive patient encounters were identified: (1) Interpersonal factors, (2) Patient factors, (3) Dentist factors, (4) Situational factors, and (5) Consequences. These themes are discussed in light of their role in challenging and positive patient encounters, as well as previous studies of online reviews and patient satisfaction. CONCLUSIONS Based on the patients' experiences with dental encounters, challenging encounters seem to arise when dentists' personality traits and communication skills fail to match the patients' expectations or preferences. It appears central to patient satisfaction that dentists are able to shift between different communication styles in order to adapt to the personality and preferences of the patients.
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Affiliation(s)
- Maria Larsen
- Department of Clinical Dentistry, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
| | - Gro Eirin Holde
- Department of Clinical Dentistry, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
- The Public Dental Health Service Competence Centre of Northern Norway, Tromsø, Norway
| | - Jan-Are K. Johnsen
- Department of Clinical Dentistry, Faculty of Health Sciences, UiT The Arctic University of Norway, Tromsø, Norway
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Exploring the Association between Emotional Intelligence and Academic Performance and Stress Factors among Dental Students: A Scoping Review. Dent J (Basel) 2022; 10:dj10040067. [PMID: 35448061 PMCID: PMC9026633 DOI: 10.3390/dj10040067] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2022] [Revised: 03/22/2022] [Accepted: 03/30/2022] [Indexed: 01/10/2023] Open
Abstract
Background: Numerous studies have been conducted to explicate the scope of emotional intelligence in educational success and coping with stress in different academic sectors, but very few have been conducted with dental students. This scoping review aimed to ascertain the role of emotional intelligence in academic performance and stress factors among dental students. Methods: All publications in the English language between 2001 and 2020 were retrieved employing MeSh keywords. Academic resources such as Pubmed, Pubmed Central, EMBASE, Web of Science, EBSCO-Host, Cochrane, PROSPERO, and ARU E-library were comprehensively searched for empirical research. One thousand, three hundred and fifty-nine papers were screened according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) standards for inclusion and exclusion criteria. These publications were then evaluated further by deleting duplicates, examining full-text articles, and conducting an abstract assessment. This review included a critical appraisal of 24 articles. Results: The narrative analysis method was applied to evaluate the data retrieved from publications regarding EI, academic performance, and stress factors. The review found that EI had a greater impact on the educational success of dental students throughout their clinical years. Moreover, EI may be a key tool in coping with stress and negative emotions. Higher EI scores were shown to be associated with better performance in organizational and leadership abilities, which are important for career advancement. Conclusion: The review suggested including EI training in the dental curriculum. Furthermore, EI should be used as a selection criterion for admission to dental education.
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Nguyen NN, Takahashi Y, Nham TP. Relationship between emotional intelligence and narcissism: a meta-analysis. MANAGEMENT RESEARCH REVIEW 2022. [DOI: 10.1108/mrr-07-2021-0515] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This study aims to examine the relationship between emotional intelligence (EI) and narcissism, including its possible moderators.
Design/methodology/approach
A meta-analytic investigation of 32 studies was conducted to check hypotheses. Both uncorrected sample-size-weighted and corrected sample-size-weighted mean correlation coefficients were calculated. Meta-regression was used to assess moderation from EI and narcissism measures.
Findings
The results indicated that the relationship between EI and narcissism varied, depending on how EI and narcissism were constructed and measured. Specifically, EI was positively related to grandiose narcissism (GN) and negatively related to vulnerable narcissism (VN). EI was also positively correlated with “composite measures” of narcissism when the measures focused on GN, and negatively correlated when the measures focused on VN. Furthermore, some EI and narcissism measures moderated the correlation between EI and narcissism.
Originality/value
The current study enriches theory by synthesizing the literature to examine whether, and under which conditions, EI fosters or inhibits narcissism. By using the self-regulatory process of narcissism, carefully considering the multifaceted nature of narcissism and updating more data in the meta-analysis, this study contributes to explaining the inconsistency in the relationship between EI and narcissism.
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Cardona-Isaza ADJ, Jiménez SV, Montoya-Castilla I. Decision-making Styles in Adolescent Offenders and Non-offenders: Effects of Emotional Intelligence and Empathy. ANUARIO DE PSICOLOGÍA JURÍDICA 2021. [DOI: 10.5093/apj2021a23] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023] Open
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Brscic M, Contiero B, Schianchi A, Marogna C. Challenging suicide, burnout, and depression among veterinary practitioners and students: text mining and topics modelling analysis of the scientific literature. BMC Vet Res 2021; 17:294. [PMID: 34488757 PMCID: PMC8419380 DOI: 10.1186/s12917-021-03000-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2021] [Accepted: 08/17/2021] [Indexed: 12/25/2022] Open
Abstract
Background Worldwide, veterinary practitioners and students are reported to be at higher risk of suicide, burnout, and depression compared to other occupational groups. The aim of the current study was to apply text mining and topic modelling analysis on scientific literature regarding suicide, burnout, and depression among veterinary practitioners and students to extract meaningful and synthetic information. These statistical approaches can be used to comprehend more in deep the phenomena involving veterinarians and veterinary students and to suggest the potential changes needed in admission to veterinary school, veterinary curricula, and post-graduation initiatives as preventive actions. Results A systematic search protocol was set up to identify scientific literature that published on the topic from 1985 to 2019. Two-hundred-eleven records were selected with abstracts/texts submitted to text mining and topic modelling analysis. Student, stress, work, anim*, and euthanasia resulted the most frequent terms. Topics modelling allowed to differentiate groups of words and papers in 3 areas of interest: 1) students’ difficulties encountered during their studies that increase stress and anxiety impairing their psychological health; 2) exposure to death and euthanasia as risk factor for mental health; and 3) need of support among those providing medical and health care, and of supportive group work to cope with such profession. Conclusion Based on the most frequent words included in the clouds and on the contents of the papers clusterised in them, some suggestions are interfered. It is emphasized that the veterinary curricula should include courses that prepare them early to deal with animal death and post-death grief of pet owners, to handle ethical dilemmas and moral stressors, to communicate with clients and staff members, to work in team, to balance work-family life and to promote individual and team resources. Specific courses for veterinary practitioners could keep them updated on their new roles and ways to handle them among functioning as potential feedbacks to monitor their psychological wellbeing. Supplementary Information The online version contains supplementary material available at 10.1186/s12917-021-03000-x.
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Affiliation(s)
- Marta Brscic
- Department of Animal Medicine, Production and Health (MAPS), University of Padova, Agripolis - Viale dell'Università 16, 35020, Legnaro, PD, Italy.
| | - Barbara Contiero
- Department of Animal Medicine, Production and Health (MAPS), University of Padova, Agripolis - Viale dell'Università 16, 35020, Legnaro, PD, Italy
| | | | - Cristina Marogna
- Department of Philosophy, Sociology, Education and Applied Psychology (FISPPA), University of Padova, Piazza Capitaniato 3, 35139, Padova, PD, Italy
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Reduced cortisol response to traumatic images, self-esteem and stress levels in Emergency Medical Technicians from the Red Cross. PERSONALITY AND INDIVIDUAL DIFFERENCES 2021. [DOI: 10.1016/j.paid.2021.110929] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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PERCEPTIONS OF CONSCIENCE OF NURSING STUDENTS ACCORDING TO EMPATHY LEVELS. INTERNATIONAL JOURNAL OF HEALTH SERVICES RESEARCH AND POLICY 2021. [DOI: 10.33457/ijhsrp.916695] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022] Open
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21
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Khan MA, Malviya M, English K, Forman R, Frisch S, Jordan K, Southern W, Raff A, Aksoy T. Medical Student Personality Traits and Clinical Grades in the Internal Medicine Clerkship. MEDICAL SCIENCE EDUCATOR 2021; 31:637-645. [PMID: 34457916 PMCID: PMC8368116 DOI: 10.1007/s40670-021-01239-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/03/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Third year clerkship grades include subjective evaluations. The purpose of this study is to identify if personality traits and self-esteem predispose students to better clerkship performance. METHODS Third-year medical students completed the OCEAN Five Factor Model Personality Test and Rosenberg Self-Esteem Scale. Clerkship grades were matched to survey results. Chi-squared and linear regression analyses assessed the correlation between students' clerkship grades, personality traits, and self-esteem. RESULTS There was no association between OCEAN personality domains and any component of clerkship grade. In secondary post hoc analysis, students who are "deep thinking" (OR 2.97, 95% CI 1.26-7.01, p = 0.01), "sophisticated" (OR 2.70, 95% CI 1.12-6.50, p = 0.03), and "outgoing" (OR 2.45, 95% CI 1.02-5.89, p = 0.04) were significantly more likely to get an overall clerkship grade of Honors. "Deep thinking" (OR 3.44, 95% CI 1.47-8.04, p = 0.004) and "efficient" (OR 2.87, 95% CI 1.12-7.36, p = 0.03) students scored better on shelf exams, while "shy" students scored worse (OR 0.30, 95% CI 0.13-0.69, p = 0.004); "aloof" students received worse clinical scores (OR 0.57, 95% CI 0.37-0.89, p = 0.03), and "rude" (OR 5.08, 95% CI 1.03-24.94, p = 0.03) and "sophisticated" (OR 2.47, 95% CI 1.02-6.00, p = 0.04) students received higher preceptor scores. There was no correlation between self-esteem and clerkship grades. CONCLUSION Students with certain personality traits may be predisposed to success during clerkships. Medical educators should be cognizant of biases favoring certain personalities and help students maximize success by recognizing their strengths and identifying gaps.
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Affiliation(s)
- Masrur A. Khan
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Pediatrics, Children’s Hospital Los Angeles, Los Angeles, CA USA
| | - Monica Malviya
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Internal Medicine, New York University Winthrop Hospital, Mineola, NY USA
| | - Keara English
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Medicine, Memorial Sloan Kettering Cancer Center, New York, NY USA
| | - Rebecca Forman
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Internal Medicine, Yale Medical Center, New Haven, CT USA
| | - Stacey Frisch
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Emergency Medicine, State University of New York Downstate, Brooklyn, NY USA
| | - Kevin Jordan
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Medicine, Mt. Sinai Beth Israel, Icahn School of Medicine, New York, NY USA
| | - William Southern
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Internal Medicine, Albert Einstein College of Medicine, Montefiore Medical Center, Bronx, NY USA
| | - Amanda Raff
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Internal Medicine, Albert Einstein College of Medicine, Montefiore Medical Center, Bronx, NY USA
| | - Tulay Aksoy
- Albert Einstein College of Medicine, Bronx, NY USA
- Department of Internal Medicine, Albert Einstein College of Medicine, Montefiore Medical Center, Bronx, NY USA
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Babal JC, Abraham O, Webber S, Watterson T, Moua P, Chen J. Student Pharmacist Perspectives on Factors That Influence Wellbeing During Pharmacy School. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2020; 84:ajpe7831. [PMID: 33012796 PMCID: PMC7523666 DOI: 10.5688/ajpe7831] [Citation(s) in RCA: 31] [Impact Index Per Article: 7.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2019] [Accepted: 02/07/2020] [Indexed: 05/22/2023]
Abstract
Objective. To explore first-year student pharmacist perspectives on the influence of individual, educational system, and health care system factors on their wellbeing during pharmacy school. Methods. As part of a required course, first-year student pharmacists were required to submit reflective essays detailing the factors that most significantly contributed to their wellbeing since starting pharmacy school. Reflections from students who consented to participate during the study period from February 2019 to July 2019 were included for analysis. Qualitative thematic analysis was performed using open and axial coding, hierarchical categorization, and representative theme determination through a process of iterative review and deliberation. Coders developed a codebook with operational definitions for each emergent code. Coders met biweekly with lead researchers to ensure consistency and reliability of data analysis and to address minor discrepancies in coding. All team members discussed and revised themes until consensus regarding final representative themes was achieved. Results. Forty-nine students (36.8% of the first-year class) submitted reflective essays for analysis. Five themes emerged for the factors most influential on student pharmacist wellbeing: workload; learning environment culture and values; meaningful pharmacy school experiences; relationships; and personal factors. Student pharmacists did not consistently identify health care system factors as influencing their wellbeing. Conclusion. Student pharmacists identified both education system and individual factors as influencing their wellbeing. Education systems should prioritize implementation of systematic strategies that address curricular and learning climate factors, maximize student engagement in meaningful experiences, optimize social connectedness, and provide individual student support.
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Affiliation(s)
- Jessica C. Babal
- University of Wisconsin-Madison, School of Medicine and Public Health, Madison, Wisconsin
| | | | - Sarah Webber
- University of Wisconsin-Madison, School of Medicine and Public Health, Madison, Wisconsin
| | - Taylor Watterson
- University of Wisconsin-Madison, School of Pharmacy, Madison, Wisconsin
| | - Pahder Moua
- University of Wisconsin-Madison, Madison, Wisconsin
| | - Judy Chen
- University of Wisconsin-Madison, Madison, Wisconsin
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Role of Global Self-Esteem in Predicting Life Satisfaction of Nursing Students in Poland, Spain and Slovakia. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17155392. [PMID: 32727049 PMCID: PMC7432823 DOI: 10.3390/ijerph17155392] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/24/2020] [Revised: 07/22/2020] [Accepted: 07/23/2020] [Indexed: 01/02/2023]
Abstract
Background: This study analyzed the role of global self-esteem and selected sociodemographic variables in predicting life satisfaction of nursing students in Poland, Spain and Slovakia. Methods: The study subjects were full-time nursing students from three European countries. A diagnostic survey was used as a research method, while the Rosenberg self-esteem scale (SES) and the satisfaction with life scale (SWLS) were used to collect data. Results: The research was performed on a group of 1002 students. The mean age of those surveyed was 21.6 (±3.4). The results showed significant differences both in the level of the global self-esteem index (F = 40.74; p < 0.0001) and in the level of general satisfaction with life (F = 12.71; p < 0.0001). A comparison of the structure of results demonstrated that there were significantly fewer students with high self-esteem in Spain (11.06%) than in Poland (48.27%) and in Slovakia (42.05%), while more students with a high sense of life satisfaction were recorded in Spain (64.90%) than in Poland (37.87%) or in Slovakia (47.44%). A positive, statistically significant correlation was found between global self-esteem and satisfaction with life in the group of Slovak students (r = 0.37; p < 0.0001), Polish students (r = 0.31; p < 0.0001) and Spanish students (r = 0.26; p < 0.0001). Furthermore, a regression analysis proved that three variables explaining a total of 12% output variation were the predictors of life satisfaction in Polish students. The regression factor was positive (ßeta = 0.31; R2 = 0.12), which indicates a positive correlation and the largest share was attributed to global self-esteem (9%). In the group of Spanish students, global self-esteem explained 7% (ßeta = 0.27; R2 = 0.07) of the output variation and 14% in the group of Slovak students (ßeta = 0.38; R2 = 0.14). Conclusions: The global self-esteem demonstrates the predictive power of life satisfaction of nursing students, most clearly marked in the group of Slovak students. The measurement of the variables under consideration may facilitate the planning and implementation of programs aimed at increasing self-esteem among young people and promoting the well-being of nursing students.
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Factors Associated with Initiation and Sustenance of Stress Management Behaviors in Veterinary Students: Testing of Multi-Theory Model (MTM). INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17020631. [PMID: 31963749 PMCID: PMC7014212 DOI: 10.3390/ijerph17020631] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 12/18/2019] [Revised: 01/13/2020] [Accepted: 01/15/2020] [Indexed: 01/22/2023]
Abstract
Veterinary students across the United States face the challenge of stress during school every day. When managed improperly, stress can become chronic and manifest in physical and emotional consequences. The purpose of this study was to examine the utility of the multi-theory model (MTM) of health behavior change in predicting the initiation and sustenance of stress management behaviors among veterinary students. A cross-sectional design was used to study the efficacy of the MTM in predicting initiation and sustenance of stress management behaviors among veterinary students at a private College of Veterinary Medicine in the Southeast United States. Researchers collected data using a 54-item valid and reliable survey. Only students who did not already engage in daily stress management behaviors were included in the study. After recruitment and exclusion, a total of 140 students remained and participated in the study. Hierarchical multiple regression revealed that, for initiation of stress management behaviors, 49.5% of the variance was explained by depression, academic classification, and behavioral confidence. Regarding sustenance of stress management behaviors, 50.4% of the variance was explained by perceived stress, depression, academic classification, and emotional transformation. MTM serves as a promising framework for predicting initiation and sustenance of health behavior change. Based on the results of this study, interventions aimed to promote stress management behaviors in veterinary students should focus on the MTM constructs of behavioral confidence and emotional transformation.
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Azim Majumder M, Ojeh N, Rahman S, Sa B. Empathy in medical education: Can 'kindness' be taught, learned and assessed? ADVANCES IN HUMAN BIOLOGY 2020. [DOI: 10.4103/aihb.aihb_14_20] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022] Open
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