A montage of the qualities of the registered nurse

Nursing students' extracurricular activity experiences of suicide prevention volunteering: A qualitative study

BACKGROUND

Extracurricular activities of college students have been perceived as a means of developing competencies related to professional success.

OBJECTIVES

This study aimed to explore the extracurricular activity experience of nursing students who participated in suicide prevention volunteering.

DESIGN

Qualitative research.

SETTING

This study was conducted at an undergraduate university in Gyeongsan-do, Korea.

PARTICIPANTS

Participants in the study were 36 nursing college students who participated in suicide prevention volunteer activities for more than 4 months.

METHODS

Data were collected by focus group interviewers, which were analyzed using content analysis.

RESULTS

The experiences of participants in the study were identified by four sub-themes 'Developing sensitivity to suicide issues', 'Improving confidence in suicide prevention', 'Getting interested in mental health nursing', and 'Learning basic skills of practical nursing' that derived the theme 'Prepared for a competent nurse in mental health nursing'.

CONCLUSION

A variety of activities and programs for extra-curriculum will serve as a foundation for nursing students to improve their basic competencies and qualities to become more competent in their future careers.

The effect of structured empathy education on empathy competency of undergraduate nursing interns: A quasi-experimental study

BACKGROUND

Empathy is a crucial element in fostering a positive relationship between nurses and patients. Recent research indicates that the degree of empathy in nursing students declines as they gain education or experience. A number of teaching strategies have been used to improve nursing students' empathy competence levels. However, little is currently known about how empathy is best taught or enhanced in senior nursing students in China.

OBJECTIVES

To implement a structured empathy educational program as developed from the Delphi technique, as well as to evaluate its effects on empathy competence among undergraduate nursing interns.

DESIGN

This study is quasi-experimental, with two-group comparison.

PARTICIPANTS

Undergraduate nursing students in their fourth year (n = 118) were recruited from an affiliated teaching hospital in Wuhan, Central Part of China, between January 2018 and March 2018.

METHODS

A convenience sample of 118 undergraduate nursing interns were recruited from a teaching hospital in Wuhan and assigned to either the intervention or the control group according to their preference. Participants in the intervention group had received a 2-week, 12-hour structured empathy-related educational program (two sessions per week, 3 h per session), whereas the control group received no intervention. The Jefferson Scale of Empathy-Health Providers (JSE-HPs) was used to assess students' empathy levels before and after the intervention.

RESULTS

An independent samples t-test revealed that scores of empathy competence levels in the intervention group were significantly higher than those in the control group following the intervention. Three domains of empathy competence level were also significantly higher in the intervention group after the two weeks' training relative to the control group, namely: perspective taking, compassionate care, and standing in the patient's shoes.

CONCLUSIONS

This modified empathy educational program may prove beneficial in improving the empathy competence level of undergraduate nursing interns.

Nursing student's expectations for their future profession and motivating factors - A longitudinal descriptive study from Sweden

BACKGROUND

The shortage of registered nurses is a global concern. Motives to become registered nurses can be to help others, altruism, personal development and career security. Motives in combination with student expectations regarding the role are not explored.

OBJECTIVE

To describe students' motives to become registered nurses and their expectations regarding their future profession.

DESIGN

A longitudinal descriptive design with a qualitative approach was used to follow nursing students in the beginning, during and at the end of their education.

PARTICIPANTS AND SETTING

A purposive sampling of a group with initially 75 students starting a three-year nursing program at a university in Sweden.

METHODS

A study specific questionnaire with open-ended questions was used in the beginning, during and the end of the students' education. At data collection two and three, a copy of the earlier answers was attached. Data were analysed using manifest and latent content analysis.

RESULTS

An important profession with career opportunities, interesting duties and team work were described. Students expected diversified duties, possibilities for development and work satisfaction. Increased concerns regarding their upcoming work life was described at the end of the education.

CONCLUSION

The students had a positive understanding of the profession and perceived their forthcoming role as interesting. The leading role of coordinating patient care was more comprehensive than expected. Supportive conditions and well planned transition periods could strengthen newly graduated nurses in their professional role and could be an important aspect in the future retention of RNs.