Challenges of Recruitment and Retention of University Students as Research Participants: Lessons Learned from a Pilot Study

Measuring emotional contagion as a multidimensional construct: the development and initial validation of the contagion of affective phenomena scales

We offer an alternative conceptualization of the construct of susceptibility to emotional contagion and four related studies where two separate measures were developed and initially validated. The Contagion of Affective Phenomena Scale-General (CAPS-G) is a 5-item scale that measures the general susceptibility to the contagion of affect, and the Contagion of Affective Phenomena Scale - Emotion (CAPS-E) assesses six distinct emotions. Study 1 generated items with experts. Study 2 explored and confirmed construct validity and the factorial structure of both measures using exploratory structural equation modeling. Study 3 established test-retest reliability, concurrent validity, and discriminant validity. Study 4 found predictive validity with a sample of competitive swimmers. In four separate samples, a 21-item and 6-factor first-order structure of CAPS-E provided the best model fit. We provide initial evidence that supports the use of CAPS-E and CAPS-G as reliable and valid measures of the susceptibility to contagion of affective phenomena.

The influence of intensive clinical skills 'bootcamps' on nursing students' perceptions of ability to provide acute care: A mixed methods study

OBJECTIVES

To examine the influence of an intensive clinical skill bootcamp on students' perceptions to provide care in acute situations.

SETTING

Evidence indicates that the recognition and response to patient change can be a challenge in nursing practice and especially so for undergraduate students (Goldsworthy et al., 2022). Additionally, the impact of the pandemic interrupted the preparation of undergraduate nursing students across the world. It is suggested that intensive clinical skills practice can enhance clinical skills, confidence and time management (Hinton and Chirgwin, 2010). However, little is known about the value of these intensive programs on the perceived ability of nursing students to provide care in acute situations.

METHODS

An embedded mixed methods design was employed with a quasi-experimental repeated pre-post design using the Perception to Care in Acute Situations scale (Sterner et al., 2020) and qualitative focus groups. The intervention comprised 4 h of technical skills simulation and 2 h of immersive simulation. Data were analysed using descriptive and inferential statistics and inductive thematic analysis.

RESULTS

From 130 final year nursing student who participated in the bootcamp, 73 responses to the survey were obtained. Fifty-four responses from students before the simulation activities and 19 responses after. Significant changes in student perceptions of their abilities to provide care in acute situations were noted. Three focus groups were conducted with four themes recognised in the qualitative data including interrupted preparation; factors that influence learning; role modelling; and making connections.

CONCLUSION

The pandemic interrupted student preparation for clinical placement. Intensive clinical skills bootcamps develop student perceived confidence by providing feedback and opportunities for reflection to make connections. Opportunities for student reflection on their current competence supports developing realistic insights into perceived capabilities.

Impact of the HOPE Intervention on Mental Health Literacy, Psychological Well-Being and Stress Levels amongst University Undergraduates: A Randomised Controlled Trial

Mental health literacy (MHL) promotes mental health among youths. We aimed to evaluate the effectiveness of the newly developed HOPE intervention in improving depression literacy, anxiety literacy, psychological well-being, and reducing personal stigma and stress levels amongst young adults at a university in Singapore. After two pilot studies, we conducted a randomised controlled trial (RCT) and recruited 174 participants aged 18-24 years old through social media platforms. The HOPE intervention group received four online sessions over two weeks and the control group received online inspirational quotes. Study outcomes were measured with self-reported questionnaires and they were assessed at baseline, post-intervention, and two-month follow-up (ClinicalTrials.gov: NCT04266119). Compared with the control arm, the intervention group was associated with increased depression and anxiety literacy levels at post-intervention and two-month follow-up. In addition, personal stigma for depression was reduced at the post-intervention juncture. However, there were no statistically significant changes in the ratings of psychological well-being and stress levels between the two groups. Longitudinal studies with larger sample sizes are warranted to replicate and extend the extant findings.

Promoting the use of a self-management strategy among novice chiropractors treating individuals with spine pain: A mixed methods pilot clustered-clinical trial

Background

The uptake of Self-Management Support (SMS) among clinicians is suboptimal. To date, few studies have tested knowledge translation (KT) interventions to increase the application of SMS in chiropractic teaching clinics.

Study objective

Evaluate the feasibility of implementing a KT intervention to promote the use of a SMS strategy among chiropractic interns, their supervisors, and individuals with spine pain compared to controls.

Methods

Mixed methods pilot clustered-clinical trial. Clusters of 16 Patient Management Teams were allocated to a complex KT intervention (online and workshop training). Primary feasibility outcomes for clinicians, interns and patients were rates of recruitment, retention, and adherence to protocol. A nominal group technique and interviews were used to seek end-users’ views on the implementation process, and generate possible solutions.

Results

In total, 16 (84%) clinicians, 65 (26%) interns and 42 patients agreed to participate. All clinicians in the intervention group completed all KT intervention components, 23 interns (85%) completed the online training and 14 interns (51.8%) attended the workshop training. All clinicians in the intervention and seven (78%) in the control group completed all outcome measures at baseline and 6-month follow-up, while 15 (55.6%) and 23 (60.5%) interns in the intervention and control groups completed the questionnaires at baseline and 6-month follow-up, respectively. Among patients, 10 (52.6%) and 12 (52.2%) in the intervention and control groups respectively completed the questionnaires at the end of the study. Based on interview findings, solutions to improve the feasibility of conducting a full trial include: making SMS a part of the internship, changing the time of introducing the study to the interns, and having more training on SMS.

Conclusion

Recruitment and retention of chiropractic interns and patients for a larger implementation trial in a single outpatient teaching clinic may be challenging.