Nursing students' time management, reducing stress and gaining satisfaction: a grounded theory study

The effect of cognitive ability on academic achievement: The mediating role of self-discipline and the moderating role of planning

In this study, 572 secondary school students aged 15–18 years old stage were selected to study the effect of their cognitive ability and self-discipline and planning on academic achievement. Cognitive ability was classified into memory ability, representational ability, information processing ability, logical reasoning ability, and thinking conversion ability, and analyzed the effects of these five ability values on academic achievement. The mediating effect of self-discipline ability between cognitive ability and academic achievement was analyzed using structural equation modeling (SEM), and the moderating role of planning in the mediating effect was analyzed using planning as a moderating variable. The results showed that cognitive ability can have a significant positive effect on academic achievement, while self-discipline plays a partially mediating role between cognitive ability and academic achievement, and the moderating effect of Planning is significant in the second half of the mediating effect, i.e., the effect of self-discipline on academic achievement changes as the level of planning increases, and the mediating effect is stronger in the condition of higher planning, and the mediating model with moderating effect holds.

The Medical Training Evaluation Questionnaire (MeTrE-Q): a multidimensional self-report instrument for assessing the quality of midwifery students' education

This study aims to understand the factors that can hinder Italian midwifery students' educational process, what messages are given to students during their clinical practice, and how students interact with tutors and other professionals. Seven hundred and eighty Italian students of midwifery were asked to answer an Internet-based questionnaire regarding their own opinions concerning their theoretical-practical formative path. For male Italian students, satisfaction is lower than female students as well as for students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors. Based on these data, it is essential to design a formative path for midwives that considers students' opinions and the positive experiences of other countries.Impact StatementWhat is already known on this subject? Several studies underscore the poor preparation of students for learning in clinical settings. The current reality of the Italian academic path in most universities disregards midwifery students' expectations and formative needs.What do the results of this study add? For male Italian students, satisfaction is lower than for female students and students from Southern than Northern Italy. Students are dissatisfied with the quality of their academic and practical training, particularly regarding recognising their professional role and their relationship with tutors.What are the implications of these findings for clinical practice and/or further research? It is essential to design a formative path for midwives that considers students' opinions and other countries' positive experiences.

A literature review of emotional intelligence and nursing education

AIM

The purpose of this study is to investigate the current state of knowledge about emotional intelligence (EI) in nursing education BACKGROUND: Human relationships and emotions are an integral part of nursing care and contribute to care quality. This part of the profession must be addressed in nursing education to prepare students and deal with their emotions and the patients's. Research on emotional intelligence (EI) in nursing has been particularly developed recently. A broad understanding of many benefits of EI is crucial to include EI in this training program.

DESIGN

Systematic literature review METHODS: Undertaken using electronic database (Cairn; PubMed; Science Direct; Wiley online library) and specific search terms. This research covered articles published in English and French between 2007 and 2021. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines (PRISMA) directed the systematic review process.

RESULTS

57 articles are included in this systematic review. The literature focuses on EI and nursing education. The findings categorized into four themes: EI and performances; EI and Physical and mental health; EI and Social Relationship; and EI program.

CONCLUSIONS

This literature review reveals that EI has many benefits in nursing students. Several training programs aimed at developing this concept have proven to be effective in nursing education. We believe that a synthesis of this knowledge will then allow us to better understand the benefits of EI for a further implementation in nursing education. Perspectives and recommendations will also be formulated to enable the implementation of emotional skill development programs in such training.

Under Pressure: Time Management, Self-Leadership, and the Nurse Manager

Decision making by nurses is complicated by the stress, chaos, and challenging demands of the work. One of the major stressors confronting nurses is perceived time pressure. Given the potential negative outcomes on nurses due to perceived time pressures, it seems logical that a nurse manager’s ability to lead nurses in moderating this time pressure and in turn to make better decisions could enhance nurse well-being and performance. Paralleling research in the nursing literature suggests that, in order to improve patients’ judgement of the care they received, nurse managers should embrace ways to lower nurses’ perceived time pressure. In this conceptual paper, we propose a model to help mitigate time pressure on nurse managers and their frontline nurses based on the research regarding time pressure, psychosocial care, time management, and self-leadership. Three metaconjectures and suggested future studies are given for further consideration by organizational and psychological researchers.

A personal reflection: using theoretical frameworks to understand the impact of starting university on health and wellbeing

This article presents a personal reflection using theoretical frameworks as the basis of understanding multifaceted influences on the personal health of the primary author since beginning undergraduate university degree studies in nursing. It also explores theoretical and lay definitions of health and wellbeing, before analysing influences on health from a personal perspective. This illustrates how understanding, developed through the use of theoretical frameworks, can enable individuals to enhance their own health and wellbeing.

Campus Life Adaptation Scale for nursing undergraduates: Development and psychometric evaluation

BACKGROUND

As the number of studies about nursing students' adaptation to college life has increased, issues have surfaced regarding the validity of study results and the lack of valid and reliable instruments to measure nursing students' adaptation to college life.

STUDY OBJECTIVE

To develop a valid and reliable instrument to measure nursing students' adaptation to college life in view of the educational demands.

STUDY DESIGN

A methodological study design was employed to develop and test the measurement.

SETTING

Participants were distributed over a range of grades, from freshmen to seniors in six universities in Korea.

PARTICIPANTS

Convenience sampling was performed with 813 students from six nursing schools in Korea. The mean age of the nursing students was 21.7 (±4.70), and females were in the majority at 89.2%.

METHODS

Factors affecting campus life adaptation of nursing undergraduates were extracted by conducting a literature review and analyzing the interviews performed. Reliability and content validity were studied. The authors utilized a cross-validation measurement model using EFA with the first half of the dataset and CFA on the second half of the dataset to show the fit statistics of the factors identified via EFA verification.

RESULTS

Analysis of 34 items revealed six factors accounting for 55.1% of the total variance. The factors identified included interpersonal relationships, satisfaction with one's major, ease of studying one's major, stress management, preparation for employment, and academic commitment. The six-factor measurement models exhibited good fit indices. The concurrent validity, known group comparison, and reliability were satisfactory.

CONCLUSION

This Campus Life Adaptation Scale will offer a framework upon which counseling and management strategies can be developed to help nursing students successfully adapt to campus life.

Cross-cultural validation of the Student Nurse Stress Index Scale: A descriptive survey targeting student nurses in China

BACKGROUND

Currently, relatively little is known regarding the sources and levels of stress experienced by nursing students in China. This is largely because there is no reliable and valid, culturally appropriate measure of student nurse' stress. A culturally acceptable, Chinese Version of the Student Nurse Stress Index Scale (SNSI-CHI), with established reliability and validity, is needed to identify sources of stress in Chinese nursing students.

METHODS

This validation study used a cross-sectional descriptive survey design. Stratified cluster random sampling was used to collect data from August 2017 to January, 2018 from 1100 nursing students in Henan Province, China. A demographic questionnaire, SNSI-CHI and Perceived Stress Scale (PSS-14) were administered. Exploratory and confirmatory factor analysis was carried out on two randomly selected samples (each N = 538) from the overall return. The content, construct, predictive and concurrent validity of the translated SNSI-CHI were examined.

RESULTS

1076 nursing students returned the survey (97.82% response rate). The average total score of SNSI-CHI was 58.455 ± 13.903. The internal consistency, test-retest reliability and content validity of the SNSI-CHI was excellent with a content validity index of 0.954. A four factor simple structure was revealed and confirmed using exploratory (explaining 75% of the variance) and confirmatory factor analysis (x²/df = 1.347, GFI = 0.956, AGFI = 0.945, RMR = 0.032, RMSEA = 0.025, NFI = 0.974, IFI = 0.993, TLI = 0.992, CFI = 0.993). This structure, i.e. academic load, clinical concerns, interface worries and personal problems compared well with the original SNSI. The SNSI-CHI totals and subscales showed good concurrent and predictive validity with the PSS-14 as comparator or criterion. A score of higher than 65 on the SNSI-CHI indicates high levels of perceived stress symptoms. Some 10.5% of respondents experience high levels of stressful demand. Sensitivity and specificity values of 71.7% and 75.1% respectively, demonstrated good predictive validity.

LIMITATIONS

This study sample was confined to the Henan Province, which may limit its generalizability. A larger and more diverse sample is needed in the future research.

CONCLUSIONS

The SNSI-CHI is both reliable and valid and culturally appropriate for use in China and its structure enables cross-cultural comparison.

Nursing students' experiences of delivering dementia friends sessions to peers

BACKGROUND

Nursing students and registered nurses often feel underprepared for their roles in dementia care. Extracurricular activities offer nursing students additional opportunities for professional development. A student-academic partnership initiative was developed in which nursing students delivered dementia friends sessions to their peers before formal taught content.

AIM

To explore dementia champion nursing students' experiences, identify factors that affect collaborative working and make recommendations for future student-academic partnership projects.

METHOD

In individual and dual interviews, three students were asked about their experiences of participating in the initiative. Interviews were recorded, transcribed and analysed using a thematic analysis framework.

FINDINGS

Four themes were identified: commitment to working with people who have dementia, difficulties in taking on extracurricular responsibilities, personal development, and relationships and collaboration.

CONCLUSION

Students were motivated by the need to provide high-quality dementia care. They identified benefits of collaborative working including development of time management, team working, leadership, communication and presentation skills. Future projects should take into account student workloads and offer rewards that are congruent with nursing students' values.

Shaping a valued learning journey: Student satisfaction with learning in undergraduate nursing programs, a grounded theory study

BACKGROUND

Student satisfaction is a quality measure of increasing importance in undergraduate programs, including nursing programs. To date theories of student satisfaction have focused primarily on students' perceptions of the educational environment rather than their perceptions of learning. Understanding how students determine satisfaction with learning is necessary to facilitate student learning across a range of educational contexts and meet the expectations of diverse stakeholders.

OBJECTIVES

To understand undergraduate nursing students' satisfaction with learning.

DESIGN

Constructivist grounded theory methodology was used to identify how nursing students determined satisfaction with learning.

SETTINGS

Two large, multi-campus, nursing schools in Australia.

PARTICIPANTS

Seventeen demographically diverse undergraduate nursing students studying different stages of a three year program participated in the study.

METHODS

Twenty nine semi-structured interviews were conducted. Students were invited to describe situations where they had been satisfied or dissatisfied with their learning. A constructivist grounded theory approach was used to analyse the data.

RESULTS

Students are satisfied with learning when they shape a valued learning journey that accommodates social contexts of self, university and nursing workplace. The theory has three phases. Phase 1 - orienting self to valued learning in the pedagogical landscape; phase 2 - engaging with valued learning experiences across diverse pedagogical terrain; and phase 3 - recognising valued achievement along the way.

CONCLUSION

When students experience a valued learning journey they are satisfied with their learning. Student satisfaction with learning is unique to the individual, changes over time and maybe transient or sustained, mild or intense. Finding from the research indicate areas where nurse academics may facilitate satisfaction with learning in undergraduate nursing programs while mindful of the expectations of other stakeholders such as the university, nurse registering authorities, employers and the receivers of nursing care.

Are first-year nursing students' lifestyles coherent with their future career?

Nursing students are going to be professionals in the near future, and as carers, it will be essential for them to behave in a way that will allow them to have a positive influence on the health of others as well as their own health. The objective of this study was to evaluate the lifestyles of first-year nursing students of 2 universities (one in Spain and the other in Colombia). A cross-sectional descriptive study design using validated surveys was adopted. A sample of 140 nursing students enrolled in 2014 in their first year of 2 universities (Seville in Spain, n = 37, and Antioquia in Colombia, n = 93) self-reported the FANTASTICO Lifestyle checklist. Findings reveal that (1) the lifestyles are not appropriate in 1 of 3 of nursing students in both universities and (2) there are statistically significant differences for family items, positive thinkers, the use of safety belts, and alcohol consumption before driving. A high proportion of the study's participants have inappropriate lifestyles that involve risks for the deferred development of chronic diseases. It is necessary for universities to develop educational interventions in the design of nursing degrees to strengthen healthy behaviours during training.

Pilot Testing of the NURSE Stress Management Intervention

Student nurses experience significant stress during their education, which may contribute to illness and alterations in health, poor academic performance, and program attrition. The aim of this pilot study was to evaluate the feasibility and potential efficacy of an innovative stress management program in two baccalaureate nursing programs in Connecticut, named NURSE (Nurture nurse, Use resources, foster Resilience, Stress and Environment management), that assists nursing students to develop stress management plans. An explanatory sequential mixed-methods design was used to evaluate the effects of the intervention with 40 junior nursing students. Results from this study provide evidence that the NURSE intervention is highly feasible, and support further testing to examine the effect of the intervention in improving stress management in nursing students.

Do nurses feel stressed? A perspective from primary health care

This study describes nurses' experiences of stress in primary healthcare settings, and examines correlations between stress and personal factors. There were 187 nurses from 18 public primary care centers participating, drawn from one county of Lithuania. The Expanded Nursing Stress Scale was used to evaluate the study data. The study indicates that in primary healthcare centers, nurses working with adult patients experienced less stress than those working with younger patients. The most frequently reported stressors were those related to death and dying, and conflicts with physicians and patients and their families. In particular, older nurses more frequently experienced stress related to death and dying. The intensity of nurses' stress in conflict situations with physicians was related to age, however, the depth of work experience in the healthcare setting was more influential. Findings indicate that more detailed research is needed regarding stress experiences in primary health care, and especially the related impact of the social contexts involved in the setting.

Evaluation of time management behaviors and its related factors in the senior nurse managers, Kermanshah-Iran

Background and Objective:

Time management is an extensive concept that is associated with promoting the performance of managers. The present study was carried out to investigate the time management behaviors along with its related factors among senior nurse mangers.

Materials and Methods:

In this descriptive-analytical study, 180 senior nurse managers were selected using census method. The instrument for data collection was a standard time behavior questionnaire. Data were analyzed by descriptive and analytical statistics.

Results:

The findings showed that among the dimensions of time management behaviors, setting objectives and prioritization, and mechanics of time management dimensions obtained the highest and lowest frequency, respectively. Comparison of the mean scores of time management behaviors indicated a significant difference in the gender (p<0.05), age (p<0.001), education (p=0.015), job experience (p<0.001), managerial experience (p<0.001) and management rank management (p<0.029).

Conclusion:

On the whole, senior nurse managers enjoyed a favorable time management skill. Given the importance of time management behaviors, it seems that teaching these behaviors more seriously through regular educational programs can effectively promote the performance of senior nurse managers.

Factors influencing the choice of a nursing or a non-nursing degree: a multicenter, cross-sectional study

Current literature has paid increasing attention to the factors influencing career decisions; nevertheless, few studies have compared candidates that have chosen a nursing versus a non-nursing degree. A multicenter, cross-sectional study design was performed to explore whether or not certain individual variables and having inaccurate data about nursing as a profession influenced the choice of a non-nursing degree. Six non-nursing and three nursing degree programs offered by two public Italian universities were involved. A total of 507 students who had just enrolled in non-nursing degree programs and 202 in nursing degree programs were invited to complete a questionnaire comprising 12 closed items. Overall, from 40.0% to 57.1% of the variation in choosing a degree other than nursing was explained by variables such as age, and having inaccurate data on the nursing profession. For each year over 19 years of age, the likelihood that the student would decide to enroll in a nursing degree program increases. For each wrong answer reported on the questionnaire evaluating knowledge on nursing profession, there was a reduction of approximately six times in the likelihood that the student would enroll in a nursing degree program. Information regarding the nursing profession should be offered in early stages of life; in addition, offering accurate data on the profession is a key factor in evaluating the congruence of the career with the individual's personal motivations, aspirations, and talents.

College student stressors: a review of the qualitative research

A total of 40 qualitative studies were reviewed and coded according to the college student stressors they represented. These studies utilized a variety of qualitative methods to examine stressors representing the following themes: relationships, lack of resources, academics, the environment, expectations, diversity, transitions and other stressors. Relationship stressors were the most commonly reported theme and covered areas including stress associated with family, romantic, peer and faculty relationships. Three of the themes (relationships, diversity and other) are novel categories of stressors compared with quantitative reviews on the topic, highlighting the importance of gathering both quantitative and qualitative pieces of information. This review contributes to the stress literature by synthesizing and identifying trends in the qualitative student stress research.