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Mingo SR, Wolf ZR. Academic program enhancement supporting the success of undergraduate nursing students and graduates. J Prof Nurs 2024; 53:8-15. [PMID: 38997202 DOI: 10.1016/j.profnurs.2024.02.007] [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: 06/28/2023] [Revised: 02/18/2024] [Accepted: 02/25/2024] [Indexed: 07/14/2024]
Abstract
Nursing program administrators, faculty, academic success coaches, and remediation specialists have implemented many interventions in support of baccalaureate nursing students' retention and graduates' NCLEX-RN® first-time pass rates. A private university's undergraduate nursing program's team incorporated additional evidence-based interventions aimed improving students' achievement of benchmarks following a 3-year decline in NCLEX-RN pass rates. Interventions expanded the prelicensure academic program's activities using a continuous quality improvement approach. A simulation center was constructed and a director was hired. A consultant also facilitated faculty engagement in curricular revisions. A new position, coordinator tutor/remediation specialist, was filled and the academic success coach launched interventions that complemented an initial and subsequent strategies for success initiative. New interventions were trialed and evaluated and became integral to students' and graduates' success. The academic success coach's commitment to students' achievements promoted their engagement in interventions. Pass rates increased and were sustained. Examples of interventions, supported by evidence, are presented in tables for review. A logic model depicts components of the program plan and its interventions as augmented by prospective strategies and remediation interventions. Continuous quality improvement processes will continue. Students and graduates have commented positively on the benefits of the assorted, success-promoting interventions.
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Affiliation(s)
- Sharon R Mingo
- School of Nursing and Health Sciences, La Salle University, 1900 West Olney Avenue, Philadelphia, PA 19141, USA.
| | - Zane Robinson Wolf
- School of Nursing and Health Sciences, La Salle University, 1900 West Olney Avenue, Philadelphia, PA 19141, USA.
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Yiin SJ, Shen KP, Lai CL, Liang JC. An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation. NURSE EDUCATION TODAY 2024; 135:106118. [PMID: 38325185 DOI: 10.1016/j.nedt.2024.106118] [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: 06/14/2023] [Revised: 01/15/2024] [Accepted: 01/26/2024] [Indexed: 02/09/2024]
Abstract
BACKGROUND Nursing learning self-efficacy (NLSE) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument. OBJECTIVE This research aimed to develop and validate a multidimensional NLSE instrument to measure Taiwanese nursing students' views of nursing learning self-efficacy. DESIGN The cross-sectional study design was used for this investigation. PARTICIPANTS The study included 1143 nursing students from a nursing junior college. METHODS To assess the validity and reliability of the instrument's factors, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted. RESULTS The study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSE. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy. CONCLUSIONS Evaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study.
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Affiliation(s)
- Shuenn-Jiun Yiin
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Kuo-Ping Shen
- Department of Veterinary Medicine, National Pingtung University of Science and Technology, Pingtung, Taiwan
| | - Chiu-Lin Lai
- Department of Education, National Taipei University of Education, Taipei, Taiwan.
| | - Jyh-Chong Liang
- Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan.
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Mayor-Silva LI, Del Gallego-Lastra R, Meneses-Monroy A, Hernández-Martín MM, Álvarez-Méndez AM, Romero-Saldaña M, Moreno G. A scale for assessing nursing students' emotional competence: A validation study. NURSE EDUCATION TODAY 2024; 133:106046. [PMID: 38007985 DOI: 10.1016/j.nedt.2023.106046] [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: 07/18/2023] [Revised: 10/10/2023] [Accepted: 11/13/2023] [Indexed: 11/28/2023]
Abstract
BACKGROUND The wellbeing of nursing professionals can be affected by emotionally challenging situations. Emotional intelligence (EI) is a recognised ability to manage stress, reduce work overload, and improve clinical relationships and decision making. Therefore, these emotional skills should be identified and developed throughout nursing education. OBJECTIVES The aim of this study is to create an observer-based emotional measurement tool to assess the level of emotional skills in university students. DESIGN This is a cross-sectional study. SETTING Complutense University in Madrid, Spain. PARTICIPANTS A total of 415 first- and fourth-year nursing students participated. METHODS The Situational Emotional Response Scale (ERES) is a questionnaire for observing emotional competence in nursing practice. It underwent content validation using the Delphi method with 6 experts, resulting in a final version of 34 items. Focus group sessions were conducted with nursing students to ensure readability and appropriateness. Participants completed the ERES after viewing two clinical interaction videos, resulting in two sets of responses. Half of the responses were used for exploratory factor analysis (EFA) and half for confirmatory factor analysis (CFA). RESULTS A total of 415 nursing students participated in the study. Four factors were extracted, explaining 55.1 % of the variance. The CFA was conducted with 208 students, yielding a total of 4 factors and a variance of 55.1 %. The internal consistency of the scale was high, with Cronbach's α and McDonald's ω coefficients of 0.947 and 0.949, respectively. Test-retest reliability showed a moderate intra-class correlation coefficient of 0.604 (95 % CI: 0.503-0.688) over a 15-day interval. CONCLUSIONS The ERES questionnaire is well grounded in the theoretical framework of emotional competence as manifested in clinical practice. The empirical evidence provided by this study suggests that the ERES is a reliable, valid, useful, and innovative instrument for measuring emotional competence in university students.
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Affiliation(s)
- L Iván Mayor-Silva
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Ramón Del Gallego-Lastra
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Alfonso Meneses-Monroy
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain.
| | - Marta M Hernández-Martín
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain; Gregorio Marañón Health Research Institute (IiSGM), Madrid, Spain
| | - Ana M Álvarez-Méndez
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain
| | - Manuel Romero-Saldaña
- GA 16 Estilos de vida, innovación y salud. Maimonides Biomedical Research Institute of Cordoba (IMIBIC), Department of Nursing, Pharmacology and Physiotherapy, University of Córdoba, Córdoba, Spain
| | - Guillermo Moreno
- Nursing Department, Faculty of Nursing, Physiotherapy and Podiatry, Complutense University of Madrid (UCM), Madrid, Spain; Grupo de Investigación Cardiovascular Multidisciplinar Traslacional (GICMT), Hospital 12 de Octubre Health Research Institute (imas12), Madrid, Spain
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Hollinger-Smith LM, Patterson BJ, Morin KH, Scott CJ. Cognitive and Noncognitive Factors Influencing Nursing Students' Academic Success: Structural Equation Model Analysis. Nurs Educ Perspect 2023; 44:E25-E32. [PMID: 37053551 DOI: 10.1097/01.nep.0000000000001121] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/15/2023]
Abstract
AIM The study aim was to identify and explore relationships among cognitive and noncognitive factors that may contribute to prelicensure baccalaureate nursing students' academic success across their program of study. BACKGROUND Nurse educators are challenged to improve students' academic success. With limited evidence, cognitive and noncognitive factors have been identified in the literature as potential factors that influence academic success and may support students' readiness for practice as new graduate nurses. METHOD Data sets from 1,937 BSN students at multiple campuses were analyzed using an exploratory design and structural equation modeling. CONCLUSION Six factors were conceptualized as contributing equally to the initial cognitive model. The final noncognitive model, with deletion of two factors, yielded the best fit for the four-factor model. Cognitive and noncognitive factors were not significantly correlated. This study provides a beginning understanding of cognitive and noncognitive factors associated with academic success that may support readiness for practice.
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Affiliation(s)
- Linda M Hollinger-Smith
- About the Authors Linda M. Hollinger-Smith, PhD, RN, FAAN, ANEF, is associate provost, chief research officer, Chamberlain University, Chicago, Illinois. Barbara J. Patterson, PhD, RN, FAAN, ANEF, is distinguished scholar, National League for Nursing, Chamberlain University College of Nursing Center for the Advancement of the Science of Nursing Education. Karen H. Morin, PhD, RN, FAAN, ANEF, is professor emerita, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin. Cameron J. Scott, PhD, is director of data science and institutional effectiveness, Chamberlain University. Dr. Patterson, editor of Nursing Education Perspectives, did not participate in review or decision for this article. The authors acknowledge the contributions of Karen Cox, PhD, RN, FACHE, FAAN, president, Chamberlain University; Carla D. Sanderson, PhD, RN, FAAN, provost, Chamberlain University; Darrell Spurlock, Jr., PhD, RN, NEA-BC, ANEF; Susan Groenwald, PhD, RN, FAAN, ANEF, president emerita, Chamberlain University; and Jennifer Couvillon, PhD, RN-BC, CNE, New Orleans Campus president, Chamberlain University. For more information, contact Dr. Hollinger-Smith at
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Jang SJ, Lee H. Social jetlag and quality of life among nursing students during the COVID-19 pandemic: a cross-sectional study. BMC Nurs 2023; 22:61. [PMID: 36869297 PMCID: PMC9982803 DOI: 10.1186/s12912-023-01223-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: 06/11/2022] [Accepted: 02/25/2023] [Indexed: 03/05/2023] Open
Abstract
BACKGROUND Amid drastic changes in the educational environment and continued substitution of in-person learning with online learning owing to the COVID-19 pandemic, it is important to analyze the predictors of quality of life among nursing students to devise strategies to enhance their quality of life. This study aimed to identify the predictors of nursing students' quality of life during the COVID-19 pandemic, focusing on social jetlag. METHODS In this cross-sectional study, data were collected from 198 Korean nursing students in 2021, using an online survey. Chronotype, social jetlag, depression symptoms, and quality of life were assessed using the Korean version of the Morningness-Eveningness Questionnaire, Munich Chronotype Questionnaire, Center for Epidemiological Studies Depression Scale, and World Health Organization Quality of Life Scale abbreviated version, respectively. Multiple regression analyses were performed to identify the predictors of quality of life. RESULTS Factors affecting participants' quality of life were age (β = - 0.19, p = .003), subjective health status (β = 0.21, p = .001), social jetlag (β = - 0.17, p = .013), and depression symptoms (β = - 0.33, p < .001). These variables accounted for 27.8% of the variance in quality of life. CONCLUSION As the COVID-19 pandemic continues, the social jetlag of nursing students has decreased compared to before the pandemic. Nevertheless, the results showed that mental health issues such as depression affect their quality of life. Therefore, it is necessary to devise strategies to support students' ability to adapt to the rapidly changing educational environment and promote their mental and physical health.
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Affiliation(s)
- Sun Joo Jang
- grid.254224.70000 0001 0789 9563Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974 Seoul, Republic of Korea
| | - Haeyoung Lee
- Red-Cross College of Nursing, Chung-Ang University, 84 Heukseok-ro, Dongjak-gu, 06974, Seoul, Republic of Korea.
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Al-Osaimi DN, Fawaz M. Nursing students' perceptions on motivation strategies to enhance academic achievement through blended learning: A qualitative study. Heliyon 2022; 8:e09818. [PMID: 35815146 PMCID: PMC9263861 DOI: 10.1016/j.heliyon.2022.e09818] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Revised: 03/18/2022] [Accepted: 06/23/2022] [Indexed: 11/30/2022] Open
Abstract
Students who are motivated to learn novel knowledge and skills are needed to provide high-quality nursing services. Student nurses increasingly lose motivation as their program progresses due to various factors, especially in light of the recent academic situation with online education. As a result, the purpose of this study is to elucidate ways for improving academic motivation among Saudi nursing people who enrolled in blended learning. This study used a qualitative exploratory study design based on the phenomenological exploration, with 20 nursing students from a prominent Saudi institution. The qualitative analysis of the verbatim conveyed by the student nurses has yielded in the emergence of two main themes; “Extrinsic Motivation” and “Intrinsic Motivation”. Under the first theme the following subthemes emerged; “University support through policy”, “Instructor skills and communication”, “Curricular organization”, “Quality clinical experiences”, and “Conducive blended environment”, while under “Intrinsic Motivation”, the thematic analysis resulted in, “Coping with blended environment” and “Control over learning process”. Educators, students, academic staff, and clinical training are all identified as areas where academic motivation can be improved. In principle, boosting educational quality and instilling a good attitude among nursing students boost academic motivation. One of the most difficult challenges confronting today's instructors is motivation. The employment of BL in the nursing curriculum has expanded dramatically in current years. Students and nurses require immediate motivation in order to carry out health-related obligations in a new complex system. Saudi nursing students indicated the need for university and instructor academic support to increase motivation. Saudi nursing students expressed the importance of quality clinical education in enhancing motivation.
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Affiliation(s)
- Dalyal Nader Al-Osaimi
- Medical Surgical Nursing College of Nursing, King Saud University, Riyadh, Saudi Arabia
- Corresponding author.
| | - Mirna Fawaz
- Faculty of Health Sciences, Nursing Department, Beirut Arab University, Beirut, Lebanon
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Brown J, McDonald M, Besse C, Manson P, McDonald R, Rohatinsky N, Singh M. Anxiety, mental illness, learning disabilities, and learning accommodation use: A cross-sectional study. J Prof Nurs 2020; 36:579-586. [PMID: 33308558 DOI: 10.1016/j.profnurs.2020.08.007] [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: 04/08/2020] [Revised: 08/06/2020] [Accepted: 08/10/2020] [Indexed: 11/30/2022]
Abstract
BACKGROUND Nurse educators require a robust understanding of nursing students' attributes to meet their learning needs and support their success. PURPOSE This research seeks to understand the proportion of nursing students with self-reported medically diagnosed anxiety, mental illnesses (MI), learning disabilities (LD), and utilized learning accommodations (LA), and determine how these students compared to a normative sample regarding studying and test-taking anxiety. METHOD A secondary analysis of quantitative cross-sectional data that included the Academic Success Inventory for College Students (ASICS) tool. First-year students were surveyed (4-6 weeks after program start, and students in years 1 through 4 were surveyed at the end of both academic terms. RESULTS At program start, 21% were diagnosed with anxiety, 16% with MI, 2% with a LD, and 6% accessed LA. By fourth-year these proportions were 23%, 22%, 8% and 13% respectively. Alarming proportions of respondents exhibited anxiety related to test-taking compared to the ASICS normative sample with large effect sizes (Anxiety h = 0.884; MI h = 0.601; LD: h = 2.094; LA h = 0.725). CONCLUSION To support students, we highlight a need for early identification and tailored support, enriched faculty knowledge, faculty introspection and willingness to adapt, and time for relational and individual pedagogy.
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Affiliation(s)
- Janine Brown
- University of Regina, Faculty of Nursing, 111-116 Research Drive, Saskatoon, Saskatchewan S7N 3R3, Canada.
| | - Meghan McDonald
- Saskatchewan Polytechnic School of Nursing, 1130 Idylwyld Dr N, Saskatoon, SK S7K 3R5, Canada.
| | - Cheryl Besse
- University of Saskatchewan, College of Nursing, E4228-104 Clinic Place, Saskatoon, SK S7N 2Z4, Canada.
| | - Patti Manson
- Saskatchewan Polytechnic, School of Nursing, 4635 Wascana Parkway, Regina, SK S4P 3A4, Canada.
| | - Reid McDonald
- Black Spruce Analytics Ltd, 726 Cowley Road, Saskatoon, Saskatchewan S7N 4H7, Canada.
| | - Noelle Rohatinsky
- University of Saskatchewan, College of Nursing, E4342-104 Clinic Place, Saskatoon, SK S7N 2Z4, Canada.
| | - Madeline Singh
- University of Regina, 111-116 Research Drive, Saskatoon, Saskatchewan S7N 3R3, Canada.
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