Preparedness of final-year Turkish nursing students for work as a professional nurse

Readiness levels of intern nursing students during the transition to professional practice within the Al Jouf Region in Saudi Arabia

BACKGROUND

The transition of newly graduated nurses into the workforce is recognized as a complex undertaking and has been examined extensively in the literature.

OBJECTIVE

This study aimed to assess the readiness levels of intern nursing students and investigate the factors affecting their transition to professional practice within the Al Jouf region in Saudi Arabia.

METHODS

The study employed a combination of descriptive, correlational, and qualitative methodologies to conduct its investigation. Data were acquired via an online questionnaire that included demographic information, the Nursing Practice Readiness Scale (NPRS), and two open-ended questions. A total of 135 nursing intern students were recruited to participate in the study. Benner's "novice-to-expert" theory of clinical competence was utilized to guide the theoretical underpinning of the study.

RESULTS

Findings revealed that most intern nursing students (63.7%) exhibited a moderate level of readiness. Furthermore, 70.4% and 55.6% of the students showed moderate readiness in terms of their professional attitudes and patient-centeredness, respectively. More than one-third of the students demonstrated a high level of readiness in the self-regulation domain (36.3%), while a similar proportion indicated a high level of readiness in the domain of collaborative interpersonal relationships (33.3%). The students underscored their reliance on the education system as pivotal in enhancing their preparedness for clinical practice.

CONCLUSION

Nursing internship programs contribute to a more comprehensive readiness of nurses for active participation in clinical practice as compared to traditional educational programs.

Association of self-efficacy and faculty support on students' readiness for practice

BACKGROUND

The nursing shortage is apparent again after nearly five decades of having a stable workforce. One novel development is that new Registered Nurses (RNs) are exiting their careers too early. Many of them leave the profession for multiple reasons such as burnout and family obligations, yet one reason has emerged - lack of readiness for practice, that also drives the RNs to leave the profession.

PURPOSE

The purpose of this study was twofold - (1) to investigate the relationship between students' characteristics, their Generalized Self-Efficacy (GSE), Perceived Faculty Support (PFS), the Assessment Technologies, Inc. (ATI) Comprehensive Predictor RN Exam scores and their self-report of readiness for practice and (2) to examine which variables best explains the students' readiness for practice.

METHODS

A cross-sectional descriptive correlational research design with convenience sampling was utilized. Descriptive statistics were obtained to investigate the students' socio-demographic data. The Pearson r and multiple regression were used to analyze the relationships and influence between dependent variables Casey-Fink Readiness for Practice scale (CFRPS) and independent variables, students' characteristics, GSE, PFS, and ATI scores.

RESULTS

One hundred forty-three (143) out of 416 students in five baccalaureate schools from the western region of the United States participated in the survey. Findings showed GSE and PFS had significant positive correlations with students' readiness for practice. Further, factors of CFRPS in learning strategies, problem-solving, resourcefulness, and team player are best explained by GSE and PFS, accounting for 91 % of the variance.

CONCLUSION

Students' GSE and PFS can contribute to their readiness for practice. Nurse educators must employ strategies that will bolster students' preparedness by improving their sense of self-efficacy and showing them the utmost faculty support.

The Turkish version of the Casey-Fink Readiness for Practice Scale: A validity and reliability study

AIM

The aim was to translate and adapt the Casey-Fink Readiness for Practice Scale (CFRPS) into Turkish and assess its validity and reliability for senior nursing students.

BACKGROUND

Nursing students' readiness for practice is important for quality nursing care and to support new graduate nurses and orient them quickly for their professional life. Nurse educators and nurse managers are responsible for develop nursing students' and new graduate nurses' readiness for practice. Currently, there is no valid and reliable tool to assess this metric for senior nursing students in Turkey.

DESIGN

The study was conducted using a methodological approach.

METHODS

The sample of the study consisted of 179 students who were enrolled in the last year of nursing school across three state universities in one region of Turkey. A socio-demographic form and the Turkish version of the CFRPS were used for data collection. Data were collected online between 12 April - 17 May 2021. Content validity was assessed using expert approval. Confirmatory factor analysis, exploratory factor analysis and structural equation modelling were used to assess validity. Cronbach's alpha and test-retest were performed to assess reliability.

RESULTS

Nursing students' mean age was found to be 22.3 ± 1.12. The content validity index of the scale was calculated as 0.94. Confirmatory and exploratory factor analysis identified 15 items, which could be categorized under one factor, that were obtained differently from the original scale. The factor loads were found to be between 0.39 and 0.70. The Cronbach's alpha of the scale was 0.881. One factor model achieved a good fit.

CONCLUSIONS

The study demonstrated that the Turkish version of the CFRPS is a valid and reliable assessment tool to evaluate senior nursing students' readiness for practice. Information in the Turkish version of the CFRPS was obtained differently from the original scale. Nurse educators can use this tool to assess their students' progress in readiness for practice before they graduate.

Factors related to readiness for practice among undergraduate nursing students: A systematic review

AIM

This systematic review identifies the factors and effective strategies related to nursing students' readiness for practice.

METHOD

A search was conducted from 2012 to 2022 in PubMed, CINAHL, SCOPUS, PsycInfo and EMBASE databases, using a combination of predetermined keywords. Four authors made the selection independently and the methodological quality was assessed using the RoBANS, Analytical cross-sectional studies Critical Appraisal Tool and MMAT tools. Information was extracted using a matrix and analyzed through the thematic synthesis approach.

RESULT

Studies (14,000) were identified from the search and 11 met the predetermined inclusion criteria. The main identified themes were personal characteristics, education-related factors, cognitive factors, psychological characteristics and social factors influencing readiness to practice. Some barriers also affect readiness for practice among undergraduate nursing students.

CONCLUSION

Multiple personal, educational and community factors interact in diverse ways to influences nursing students readiness to practice.

REGISTRATION

The protocol for the conduct of this study was registered on the International Prospective Register of Systematic Reviews (PROSPERO) with the registration number CRD42020222337.

Personal Factors and Clinical Learning Environment as Predictors of Nursing Students' Readiness for Practice: A Structural Equation Modeling Analysis

PURPOSE

It is essential to ensure the readiness for practice among undergraduate nursing students since the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment.

METHODS

We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n = 838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model.

RESULTS

The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice.

CONCLUSION

Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

The level and influencing factors of graduating nursing students' professional commitment from the perspective of Ecological Systems Theory: A cross-sectional study

BACKGROUND

Increased professional commitment is essential for relieving the nursing workforce shortage, which is exacerbated by the COVID-19 pandemic. The professional commitment of graduating nursing students is a powerful predictor of their work commitment. However, limited information is available regarding graduating nursing students' professional commitment. Existing studies investigating nursing students' professional commitment are limited by their lack of theoretical foundation.

OBJECTIVES

To investigate the level of graduating nursing students' professional commitment and its multilevel influencing factors from the perspective of the Ecological Systems Theory in the early days following the COVID-19 outbreak.

DESIGN

A descriptive cross-sectional study.

SETTING

Three educational institutions in Shanghai, China.

PARTICIPANTS

513 nursing students who were graduating with an associate or bachelor's degree.

METHODS

The independent variables were measured by a self-designed questionnaire. The dependent variable professional commitment was measured by the Nursing Professional Commitment Scale. Hierarchical regression analyses, which allowed the independent variables entered in order, were performed to identify the significant predictor variables of the professional commitment and its dimensions.

RESULTS

The level of professional commitment was 100.15 ± 20.35 (score ranged between 34 and 136). The individual factors (degree, whether had received a scholarship during the past academic years, ΔR2 = 0.142), family factors (parents and siblings' attitudes towards one's majoring in nursing, ΔR2 = 0.153), educational factors (academic faculty's belief in nursing profession, leaders' emphasis on nursing profession, satisfaction with clinical instructors' role modeling, ΔR2 = 0.097), and social factors (reason for majoring in nursing, perceived nurse-patient relationship, ΔR2 = 0.153) were significant predictors of the graduating nursing students' professional commitment (R2 = 47.6 %, F = 32.277, p < 0.001).

CONCLUSIONS

The graduating nursing students had a moderate level of professional commitment, which needed to be improved. Nursing educators should comprehensively consider various factors to understand the relationship between individuals and environmental systems, and implement targeted interventions to shape the positive professional values of nursing students.

Nursing competency inventory and professional competence of graduating students in six Asian countries: A cross-sectional study

AIMS

To investigate graduating nursing students' nursing and professional competencies and the predictors of their competencies.

BACKGROUND

Across Asian countries, there is a paucity of literature that explores graduating nursing students' competency and professional competence during the ongoing COVID-19 pandemic.

DESIGN

Descriptive, cross-sectional, and predictive approaches.

METHOD

Convenience sampling was used among graduating nursing students from the six Asian countries (n = 375). The STROBE guidelines for cross-sectional studies were used. Two self-report instruments were utilized to collect data. We conducted multiple linear regression analyses to assess the predictors of nursing competency and professional competence domains.

RESULTS

Country of residence and general point average (GPA) showed statistically significant multivariate effects. Value-based nursing care and critical thinking and reasoning domains recorded the highest in professional competence and competency inventory for nursing students, respectively. Country of residence, GPA, and preferred nursing major were significant predictors of graduating nursing students' nursing competency and professional competence domains.

CONCLUSION

Our study's findings revealed a high level of diversity among nursing students regarding ethical care obligations, caring pedagogies, and lifelong learning, all of which may be ascribed to their distinct culture, background, and belief systems.

The relationship between nurse-nurse collaboration and work readiness among new graduate nurses

BACKGROUND

Communication and collaboration with colleagues are crucial for new graduate nurses (NGNs) because of the adaptation to both the healthcare system and professional role. Therefore, working units with effective collaboration among nurses may increase new graduates' work readiness.

AIM

This study aimed to determine the relationship between the perceptions of nurse-nurse collaboration and the work readiness level among NGNs.

METHODOLOGY

This descriptive, cross-sectional study was carried out with 198 NGNs in four private hospitals affiliated with a university. A self-administered questionnaire, including a personal information form, the Nurse-Nurse Collaboration Scale, and Work Readiness Scale, was used to collect data. Data analysis was performed using descriptive tests, and Spearman's rank correlation coefficients.

RESULTS

NGNs had moderate perceptions of nurse-nurse collaboration, with a median score of 2.46 (2.23-2.88) out of 4. Work readiness among NGNs was moderate, with a median score of 304 (270-332) out of 460. There was a statistically significant correlation between nurse-nurse collaboration and work readiness (r_s  = 0.26; p < .001).

CONCLUSION

The results of this study demonstrated that improving nurse-nurse collaboration is an effective way to increase work readiness among NGNs.

Psychological experience among internship nurses at different internship stages: A qualitative study

AIM

Some studies have found that clinical practice has caused great pressure and negative psychological experience to nursing students. Therefore, this study aimed to identify psychological experience at different internship stages among internship nurses.

DESIGN

A qualitative study.

METHODS

In this qualitative study, one-to-one in-depth interviews and mixed data analysis strategies were conducted among internship nurses from May 2018 to February 2019.

RESULTS

The pressure of the initial stage was operational pressure (80.0%), intermediate stage was nurse-patient communication (50.0%), and last stage was employment pressure (70.6%). Nursing students mainly expected to improve their operational and communication skills, and to acquire clinical experience, thinking ability and frontier knowledge. 62.5% students said ambivalent on "let us practice with being monitored," especially in the last stage (88.2%). Clinical nursing teaching should pay attention to this dynamic experience and their factors and take corresponding measures to improve the quality of internship.

The contribution of paid employment for students during their pre-registration nursing studies: An integrative review

OBJECTIVE

This integrative review of the literature explores potential associations between paid employment during students' pre-registration study period and development of workplace capabilities. The capacity to demonstrate attainment of standards of practice upon registration as a nurse is essential for the delivery of safe, quality care. The increasing shift, internationally, to higher education, concerns have been raised about limited time in practice settings and consequently nurses' capability upon employment. Extensive research has been conducted into student clinical placement models and graduates transition programs, but employment during students' pre-registration study has received little consideration.

DESIGN

An integrative approach of peer reviewed articles.

DATA SOURCES

A systematic search of the literature published between 1996 and 2021 across five electronic data bases; including Cumulative Index to Nursing and Allied Health Literature, Scopus, Medline, American Psychological Association and Education Resource Information Centre was conducted.

REVIEW METHODS

Data was analysed according to the Whittemore and Knafl (2005) framework to maintain a methodical and meticulous approach.

RESULTS

Fourteen studies differentiated graduates employed during their studies. Employment contributed to developing capabilities across four domains, namely, personal growth and development, comprehensive nursing practice, organisational capability and professional values and behaviours upon employment.

CONCLUSION

Employment during pre-registration studies is associated with developing workplace capabilities. Opportunities to develop the capability of graduates should focus on the possibility of 'learning' during employment rather than merely a recruitment strategy.

RETRACTED: International nursing students' perceptions and experiences of transition to the nursing workforce - A cross-sectional survey

This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/locate/withdrawalpolicy). This article has been retracted at the request of the authors because the data reported in the manuscript are likely to have been compromised. It came to the co-authors’ attention after the publication of the article that a large proportion of the surveys reported in the study had been completed by a respondent using the first author’s IP addresses. The authors would like to apologize to readers for this error.

Protocol for a mixed-method systematic review on challenges perceived by final-year undergraduate nursing students in a clinical learning environment

Aims

To determine the challenges perceived by final‐year nursing students in the clinical learning environment.

Design

Data‐based convergent mixed‐method systematic review.

Methods

Three electronic databases (Web of Science, Scopus, and Cumulative Index to Nursing and Allied Health Literature) will be used in the identification stage. The first search will use the search string for each database to identify relevant studies. The articles retrieved will be screened by year of publication, article type and language. Abstracts and full‐text of selected studies will be screened for eligibility independently by a minimum of two reviewers. The reference lists will be manually screened to identify additional publications. The quality assessment will be conducted by two reviewers using the Mixed Methods Appraisal Tools. Quantitative and mixed‐method studies will be transformed into qualitative. A thematic approach will be used to synthesize and report the data. Ethics approval and funding have been approved in April 2020.

Discussion

This study will synthesize the types of challenges perceived by final‐year undergraduate nursing students in different clinical learning environments across the country.

Impact

The proposed study findings will help nursing education stakeholders and faculty provide assistance to final‐year nursing students in their transition year to become registered nurses.

Development of undergraduate nursing entrustable professional activities through using a participatory design approach

BACKGROUND

Competencies represent sets of general abilities and attributes that graduating nurses must acquire. Most nursing programs adopt competency based assessment and training approaches to prepare their students to enter the clinical environment. However, some concern has been raised regarding their interpretation and implementation in everyday clinical training. To operationalize competencies for better use in clinical practice, the Entrustable Professional Activities framework (EPAs) was introduced in 2005 by ten Cate.

AIM

The aim of this study is to develop a framework of EPAs for an Undergraduate Nursing Program.

METHOD

Through using a participatory action design approach, the participants developed a set of EPAs linked with competencies for an Undergraduate Nursing Program. Thematic analysis was performed, and EPAs framework validity was constructed.

RESULT

A total of eight core EPAs were developed and each one was operationalized by a brief description and nested within the related core competency domains. Supervision levels and entrustment decisions were determined.

CONCLUSION

The development of EPAs specific to undergraduate nursing programs may offer the opportunity to have standardized language to evaluate students' progress toward competency in nursing. It is recommended to conduct further research to improve the developed EPAs.

Cross-cultural adaptation and psychometric testing of the Verbal and Social Interaction Questionnaire: A cross-sectional study among nursing students in China

AIMS AND OBJECTIVES

To develop and validate the Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students.

BACKGROUND

The development of caring interaction skills is particularly important for achieving better nursing student-patient interactions. Nursing students in China, as in most countries, have often failed to establish a caring interaction with their patients. There is a lack of instruments to explore the difficulties and problems in nursing student-patient interactions in China.

DESIGN

A descriptive, cross-sectional survey was carried out.

METHODS

Data for cross-cultural adaptation and psychometric testing purposes were collected between May 10, 2017 and November 11, 2017. Exploratory and confirmatory factor analyses were performed; pilot testing, content validity and reliability were assessed for the translated questionnaire. EQUATOR guidelines for observational studies (strengthening the reporting of observational studies in epidemiology) were applied.

RESULTS

716 nursing students from four universities in China completed the questionnaire. A pilot testing (n = 32) was conducted at a university hospital. The internal consistency reliability and the intra-class correlation coefficients were satisfactory. The overall content validity index was 0.95. Exploratory factor analysis resulted in a four-factor solution, explaining 61.26% of the variance, and the items had factor loadings ranging from 0.46-0.82. The final model's fit indexes were relatively acceptable. Overall, this instrument demonstrated sound psychometric properties.

CONCLUSION

The Chinese version of Verbal and Social Interaction Questionnaire for Nursing Students has a high level of reliability and acceptable content validity. However, some values in the construct validity assessment were lower than was hypothesised, suggesting a need for further model modification.

RELEVANCE TO CLINICAL PRACTICE

This easy-to-use instrument may help nursing educators, clinicians and managers in the assessment and development of students' interactional skills during their training or student-nurse transition period. Using the questionnaire could both provide the students with a greater understanding of caring interactions and help the nursing educators gain a better comprehension of the students' verbal, social and interactional skills.

Factors related to nursing students' readiness to enter working life - A scoping literature review

The aim of this scoping literature review was to identify the factors related to nursing students' readiness to enter working life. The literature search was carried out in autumn 2017 in PubMed and CINAHL databases. The studies selected for this review (n = 17) were analyzed thematically with inductive content analysis. Four subthemes that were combined into two main factors related to nursing students' readiness to enter working life were found. The main factors found were 1) educational factors and 2) personal factors. Educational factors consisted of professional competence and clinical practice, while personal factors consisted of nursing students' background and feelings. Some nursing students tend to feel insecure about entering working life as a newly graduated nurse. This literature review also supports the importance of clinical practice periods in nursing education and for readiness for working life. Nurse education needs to ensure clinical practice periods which support nursing students' professional growth. Further research is needed on how the factors related to nursing students' readiness to enter working life correlate with each other. Particularly, the association between competence, readiness and positive feelings towards graduation needs further investigation.