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Altıntaş S, Çelik S, Karahan E, Uçar Ö, Yücel M. Investigation of the relationship between the self-efficacy levels in clinical practice and coping behaviors with stress among international nursing students. NURSE EDUCATION TODAY 2024; 143:106366. [PMID: 39190958 DOI: 10.1016/j.nedt.2024.106366] [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: 01/20/2024] [Revised: 06/13/2024] [Accepted: 08/18/2024] [Indexed: 08/29/2024]
Abstract
BACKGROUND In this era of rapid globalization, our knowledge regarding the clinical performance perceptions and stress coping behaviors of international students in nursing education is quite limited. The unexplored nature of this topic has the potential to manifest as future clinical challenges. OBJECTIVE To examine the relationship between international nursing students' perceived self-efficacy in clinical applications and their coping behaviors with stress. METHODS Our cross-sectional and correlational study collected data from 117 international nursing students at a state university between June 2022 and July 2023. The data collection tools included the Participant Identification Form, Self-Efficacy in Clinical Performance Scale (SECP), and The Coping Behavior Inventory with Stress Scale for Nursing Students (CBIS-NS). t-test, ANOVA, correlation analysis, and Bonferroni test were used for data analysis. RESULTS Students, predominantly Azerbaijani (15.4 %) and 64.1 % female, engaged in practices, mainly in medical (34.2 %) and surgical units (33.3 %). Clinical self-efficacy was high, stress coping moderate. A significant positive link existed between coping behaviors and clinical self-efficacy (p < 0.05). Those in public health/mental health units (8.12 ± 1.46) had higher self-efficacy than surgical unit peers (6.94 ± 1.71) (p < 0.05). Satisfied students showed better stress coping (t = 2.645; p = 0.009). Weak positive links were found between transfer/avoidance coping behaviors and clinical self-efficacy (p < 0.05). CONCLUSION This study demonstrated a statistically significant positive relationship between international nursing students' perceptions of clinical performance and coping behaviors with stress. Given the rapid globalization of education in the global era, especially in diverse educational and clinical environments with students from different ethnic backgrounds, it is recommended to develop new intervention strategies to enhance students' clinical performances and foster positive coping behaviors with stress.
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Affiliation(s)
- Sibel Altıntaş
- Bartın University Faculty of Health Sciences, Department of Nursing, Turkey.
| | - Sevim Çelik
- Bartın University Faculty of Health Sciences, Department of Nursing, Turkey. https://twitter.com/Sevim_Celik67
| | - Elif Karahan
- Bartın University Faculty of Health Sciences, Department of Nursing, Turkey
| | - Özge Uçar
- Bartın University Faculty of Health Sciences, Department of Nursing, Turkey. https://twitter.com/ozgecanucr
| | - Meryem Yücel
- Bartın University Faculty of Health Sciences, Department of Nursing, Turkey
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Dokoohaki R, Rambod M, Pasyar N, Parviniannasab AM, Shaygan M, Kalyani MN, Mohebbi Z, Jaberi A. Comparison of professional competency and anxiety of nursing students trained based on two internship models: a comparative study. BMC MEDICAL EDUCATION 2024; 24:968. [PMID: 39232798 PMCID: PMC11376021 DOI: 10.1186/s12909-024-05956-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/13/2024] [Accepted: 08/26/2024] [Indexed: 09/06/2024]
Abstract
BACKGROUND Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models. METHODS This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data. RESULTS The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001). CONCLUSIONS The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested.
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Affiliation(s)
- Roya Dokoohaki
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Masoume Rambod
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Nilofar Pasyar
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
| | | | - Maryam Shaygan
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Majid Najafi Kalyani
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zinat Mohebbi
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Azita Jaberi
- Community Based Psychiatric Care Research Center, Nursing and Midwifery School, Shiraz University of Medical Sciences, Shiraz, Iran
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Cheng CY, Hung CC, Chen YJ, Liou SR, Chu TP. Effects of an unfolding case study on clinical reasoning, self-directed learning, and team collaboration of undergraduate nursing students: A mixed methods study. NURSE EDUCATION TODAY 2024; 137:106168. [PMID: 38520763 DOI: 10.1016/j.nedt.2024.106168] [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: 10/09/2023] [Revised: 02/16/2024] [Accepted: 03/15/2024] [Indexed: 03/25/2024]
Abstract
BACKGROUND Clinical reasoning is an essential nursing competency that students must develop to provide safe patient care. Developing and utilizing unfolding case studies, which present constantly changing patient conditions to improve students' clinical reasoning and to foster communication and self-reflection, can help to achieve that imperative. OBJECTIVES To develop an unfolding case study and to test its effectiveness in improving clinical reasoning, team collaboration, and self-directed learning. DESIGN A mixed methods design. SETTING One university in Southern Taiwan. PARTICIPANTS Forty nursing students. METHODS An unfolding case study was developed based on the clinical reasoning model and unfolding cases model. The Nurses Clinical Reasoning Scale, Self-Directed Learning Instrument, and Questionnaire of Group Responsibility and Cooperation in Learning Teams were used. Forty nursing students completed questionnaires and nine of them participated in focus group discussions. Wilcoxon signed-rank, Spearman correlation, regression, and inductive content analysis were used to analyze data. RESULTS Students' abilities in clinical reasoning, self-directed learning, and team collaboration were statistically significantly improved after implementation of the unfolding case study. Emergent themes included "patient-centered communication," "group inspiration and learning," "thinking critically and reflecting on oneself," and "applying theoretical knowledge in care to meet patients' changing needs." CONCLUSIONS Unfolding case studies provide a safe environment in which nursing students may learn and apply knowledge to safe patient care.
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Affiliation(s)
- Ching-Yu Cheng
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Chang-Chiao Hung
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Yea-Jyh Chen
- School of Nursing, University of North Carolina Wilmington, United States.
| | - Shwu-Ru Liou
- College of Nursing, Chang Gung University of Science and Technology, Chiayi, Taiwan; Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
| | - Tsui-Ping Chu
- Chang Gung Memorial Hospital Chiayi Branch, Chiayi, Taiwan.
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Falahan SN, Habibi E, Kamyari N, Yousofvand V. Impact of virtual problem-based learning of cardiopulmonary resuscitation on fourth-year nursing students' satisfaction and performance: a quasi-experimental study. BMC MEDICAL EDUCATION 2024; 24:425. [PMID: 38641600 PMCID: PMC11031998 DOI: 10.1186/s12909-024-05375-5] [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: 11/11/2023] [Accepted: 03/30/2024] [Indexed: 04/21/2024]
Abstract
BACKGROUND Regarding competency of nursing students in cardiopulmonary resuscitation (CPR), nursing students frequently exhibit inadequate performance and low satisfaction levels regarding CPR training methods. The problem-based learning (PBL) method, characterized by a constructivist approach, has been underutilized for CPR training, particularly in a virtual format. Hence, this study aims to assess the influence of virtual problem-based learning in cardiopulmonary resuscitation on the satisfaction and performance of fourth-year nursing students. METHODS This quasi-experimental study, conducted in 2022, involved 80 final-year nursing students from Hamadan University of Medical Sciences, Iran. The participants were randomly assigned to either the experimental group (N = 40) or the control group (N = 40). The experimental group was further divided into six smaller groups on WhatsApp. Both groups initially received routine training sessions, after which the experimental group engaged in four problem-based learning sessions across three different scenarios. Data collection included demographic information, a teaching satisfaction questionnaire, and cardiopulmonary resuscitation checklists administered immediately and one month after the intervention. RESULTS The study was initiated and concluded with 80 participants. The study commenced with no significant disparity in the mean scores of cardiopulmonary resuscitation performance, encompassing chest compressions (P = 0.451) and airway management (P = 0.378), as well as teaching satisfaction (p = 0.115) among the nursing students between the experimental and control groups. However, subsequent to the intervention, both immediately and one month later, the experimental group displayed notable enhancements in mean scores for cardiopulmonary resuscitation performance, comprising chest compressions (p < 0.001) and airway management (p < 0.001), as well as teaching satisfaction (p < 0.001) compared to the control group. CONCLUSION Based on the study's findings, it is recommended that nursing educators implement this approach in their teaching practices.
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Affiliation(s)
| | - Edris Habibi
- Student Research Committee, Hamadan University of Medical Sciences, Hamadan, Iran
| | - Naser Kamyari
- Department of Biostatistics and Epidemiology, School of Health, Abadan University of Medical Sciences, Abadan, Iran
| | - Vahid Yousofvand
- Student Research Committee, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
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Reierson IÅ, Ravik M, Blomberg K, Bjørk IT, Bölenius K, Vesterager Stenholt B, Husebø SE. Comparing didactic approaches for practical skills learning in Scandinavian nursing simulation centres: A qualitative comparative study. J Adv Nurs 2024. [PMID: 38558162 DOI: 10.1111/jan.16150] [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: 08/30/2023] [Revised: 02/12/2024] [Accepted: 03/02/2024] [Indexed: 04/04/2024]
Abstract
AIM To explore and compare the didactic approaches to practical skills learning at simulation centres in Scandinavian universities and university colleges. BACKGROUND Academic simulation centres are an important arena for learning practical nursing skills which are essential to ensure competent performance regarding patient safety and quality of care. Knowledge of didactic approaches to enhance learning is essential in promoting the provision and retention of students' practical nursing skills. However, research on didactical approaches to practical nursing skills learning is lacking. DESIGN A qualitative comparative design was used. METHODS During November and December 2019, interviews were conducted with a total of 37 simulation centre directors or assistant directors, each of whom possessed in-depth knowledge of practical skills in teaching and learning. They represented bachelor nursing education in Denmark, Norway and Sweden. A qualitative deductive content analysis was conducted. RESULTS The results revealed all five predetermined didactical components derived from the didactical relationship model. Twenty-two corresponding categories that described a variation in didactic approaches to practical skills learning in Scandinavian nursing simulation centres were identified. The didactical components of Learning process revealed mostly similarities, Setting mostly differences and Assessment showed only differences in didactic approaches. CONCLUSION Although various didactic approaches were described across the countries, no common approach was found. Nursing educational institutions are encouraged to cooperate in developing a shared understanding of how didactic approaches can enhance practical skills learning. IMPLICATIONS FOR PROFESSION AND/OR PATIENT CARE Cross-country comparisons of practical nursing skills learning in Scandinavian countries highlight the importance of educator awareness concerning the impact diverse didactic approaches may have on competent performance in nursing education. Competent performance is pivotal for ensuring patient safety and the provision of high-quality care. PATIENT OR PUBLIC CONTRIBUTION No Patient or Public Contribution. REPORTING METHOD This study followed the Consolidated Criteria for Reporting Qualitative Research reporting guidelines.
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Affiliation(s)
- Inger Åse Reierson
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Porsgrunn, Norway
| | - Monika Ravik
- Department of Nursing and Health Sciences, Faculty of Health and Social Sciences, University of South-Eastern Norway, Porsgrunn, Norway
| | - Karin Blomberg
- School of Health Sciences, Faculty of Medicine and Health, Örebro University, Örebro, Sweden
| | - Ida Torunn Bjørk
- Department of Public Health Science, Institute of Health and Society, Medical Faculty, University of Oslo, Oslo, Norway
| | - Karin Bölenius
- Department of Nursing, Faculty of Medicine, Umeå University, Umeå, Sweden
| | | | - Sissel Eikeland Husebø
- Department of Quality and Health Technology, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
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Strand IR, Knutstad U, Havnes A, Sagbakken M. Addressing a Critical Voice in Clinical Practice: Experiences of Nursing Students, Teachers, and Supervisors-A Qualitative Study. NURSING REPORTS 2024; 14:788-800. [PMID: 38651473 PMCID: PMC11036202 DOI: 10.3390/nursrep14020061] [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: 01/23/2024] [Revised: 03/20/2024] [Accepted: 03/25/2024] [Indexed: 04/25/2024] Open
Abstract
AIM Our goal was to explore how power asymmetry manifests within the relationships between students, teachers, and supervisors, and how it influences students' ability for critical reflection. DESIGN This study has an explorative qualitative design. METHODS Thirty in-depth interviews with nursing students (15), teachers (9), and supervisors (6) were conducted in addition to 16 observations of mid-term assessments during clinical practice. The analysis was conducted using Braun and Clarke's thematic analysis. RESULTS The students described being a student as a balancing act between humility, conforming to the supervisor's expectations, and speaking their minds. The view expressed by the teachers and supervisors is that training for the nursing profession is closely linked to the students' ability to act independently. Due to the supervisors' hierarchical position, however, students are hesitant to voice any criticism regarding insufficient supervision or unsatisfactory performance of clinical tasks while at the same time being evaluated on their ability to critically reflect on their own and others' clinical performance. This study was prospectively registered with the Norwegian Centre for Research Data on the 15th of August 2017 with the registration number 54821.
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Affiliation(s)
- Ingrid Rachel Strand
- Faculty of Health, OsloMet—Oslo Metropolitan University, 0130 Oslo, Norway; (U.K.); (A.H.); (M.S.)
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Lee J, Choi J, Kim J, Lee K. The Relationship Between On-Site Clinical Practice, Nursing Professional Value, and Nursing Clinical Self-Efficacy During COVID-19: A Cross-Sectional Study. J Multidiscip Healthc 2023; 16:4163-4172. [PMID: 38146358 PMCID: PMC10749574 DOI: 10.2147/jmdh.s443247] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 12/18/2023] [Indexed: 12/27/2023] Open
Abstract
Background During COVID-19, nursing students experienced variations in on-site clinical practice, such as a combination of on-site and non-face-to-face clinical practice. Although on-site clinical practice is critical for increasing nurses' clinical self-efficacy and developing professional nursing values, there is a lack of knowledge that reflects the current clinical practice environment. Aim To examine the relationship between on-site clinical practice, nursing professional values, and nursing clinical self-efficacy during the COVID-19 pandemic. Methods This study is a cross-sectional correlational study design. Demographic characteristics, on-site clinical practice, nursing professional values, and nursing clinical self-efficacy were assessed using an online survey from October 3, 2022, to November 6, 2022. Data were analyzed using descriptive statistics, ANOVA, t-test, Pearson's correlation coefficient, and multiple regression. Results Of the 86 participants, 18 (20.9%) were male and 68 (79.1%) were female. The duration of the participants' average participation in on-site clinical practice was 39.67 days (61.04%). Nursing professional values significantly influenced clinical self-efficacy (β=0.379, p<0.001). However, on-site clinical practice was not significantly related to clinical self-efficacy (β=0.051, p=0.611). In terms of nursing clinical self-efficacy, measuring blood glucose had the highest score. On the other hand, establishing and maintaining intravenous catheters had the lowest scores. Conclusion Nursing students' professional values were significantly associated with nursing clinical self-efficacy; however, the extent of involvement in on-site clinical practice during the pandemic did not have a significant impact on nursing clinical self-efficacy. Given that this study focused on a single university, it is imperative to replicate this research using diverse samples in the future. In addition, there is a need to establish a range of teaching and learning approaches for clinical practice, including simulation, online learning, and the use of state-of-the-art technology for faculty-student feedback strategies, in anticipation of the need for alternative practices.
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Affiliation(s)
- Jeongmin Lee
- College of Nursing, Gachon University, Incheon, South Korea
| | - Junho Choi
- College of Nursing, Gachon University, Incheon, South Korea
| | - Juyoung Kim
- College of Nursing, Gachon University, Incheon, South Korea
| | - Kayoung Lee
- College of Nursing, Gachon University, Incheon, South Korea
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Ravik M, Bjørk IT. Influence of simulation and clinical settings on peripheral vein cannulation skill learning in nursing education: A qualitative study. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2023. [DOI: 10.1016/j.ijnsa.2023.100123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/29/2023] Open
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Ashehry AS, Inocian EP, Alharbi HA, Alanazi NH, Adalin NM, Carsula RP, Tumala RB. Professional Values and Self-Reported Clinical Competence of Acute Care Nurses in Saudi Arabia: A Cross-Sectional Study. Eur J Investig Health Psychol Educ 2023; 13:2697-2708. [PMID: 37998076 PMCID: PMC10670218 DOI: 10.3390/ejihpe13110186] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 11/07/2023] [Accepted: 11/12/2023] [Indexed: 11/25/2023] Open
Abstract
BACKGROUND Professional values are the foundation of nursing practice. Current research evidence on the influence of professional values on clinical competence among acute care nurses in the clinical area is lacking. PURPOSE The purpose of this study was to examine the professional values and self-reported clinical competence among acute care nurses. METHODS This quantitative study used a cross-sectional, correlational design. A convenience sample of 403 nurses was recruited to answer the survey utilizing the Nurses Professional Values Scale-3 and the Nurse Competence Scale. The Pearson correlation coefficient was computed to test the relationship between study variables, and a stepwise multiple regression analysis was then performed to investigate the predictors of nurses' professional values and clinical competence. RESULTS The professional value of "caring" received the highest mean score, followed by "professionalism", while the factor "activism" was rated the lowest. Education was a significant predictor of all three factors of professional values. For clinical competence, "managing situations" was rated as the highest dimension, while "ensuring quality" was rated as the lowest. Moderate positive correlations were revealed between the three factors of professional values and all dimensions of nurses' clinical competence. Area of practice and "activism" were the only significant predictors of the nurses' clinical competence. CONCLUSIONS Nurses perceived all three factors of professional values with high importance in influencing their clinical competence. These findings can contribute to the development of educational interventions to improve and sustain professional values and clinical competence among acute care nurses.
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Affiliation(s)
- Abdualrahman S. Ashehry
- College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia; (H.A.A.); (N.H.A.); (R.P.C.); (R.B.T.)
| | - Ergie P. Inocian
- Nursing Department, King Saud University Medical City, King Saud University, Riyadh 11472, Saudi Arabia; (E.P.I.); (N.M.A.)
| | - Homood A. Alharbi
- College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia; (H.A.A.); (N.H.A.); (R.P.C.); (R.B.T.)
| | - Naif H. Alanazi
- College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia; (H.A.A.); (N.H.A.); (R.P.C.); (R.B.T.)
| | - Norisk M. Adalin
- Nursing Department, King Saud University Medical City, King Saud University, Riyadh 11472, Saudi Arabia; (E.P.I.); (N.M.A.)
| | - Rene P. Carsula
- College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia; (H.A.A.); (N.H.A.); (R.P.C.); (R.B.T.)
| | - Regie B. Tumala
- College of Nursing, King Saud University, Riyadh 12372, Saudi Arabia; (H.A.A.); (N.H.A.); (R.P.C.); (R.B.T.)
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Simovic V, Domazet I, Bugarcic M, Safi M, Sarhan H, Bhagat R, Bradic Martinovic A. The association of socio-demographic characteristics of university students and the levels of their digital entrepreneurial competences. Heliyon 2023; 9:e20897. [PMID: 37867828 PMCID: PMC10589852 DOI: 10.1016/j.heliyon.2023.e20897] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2022] [Revised: 09/25/2023] [Accepted: 10/10/2023] [Indexed: 10/24/2023] Open
Abstract
The aim of this article is to provide empirical evidence on the level of digital entrepreneurial competences (DEC) that higher education students acquire during their higher education and to investigate the relationship between their socio-demographic characteristics and the level of DEC. The first competence area (Identification of opportunities) of the DEC EmDigital competence framework was assessed together with its three sub-competence areas (Search for and analysis of information, Creativity and innovation, and Prospecting), and the relationship between the level of DEC and various socio-demographic characteristics of higher education students was investigated using logistic regression. The results show a relatively low DEC level of the participating students for the first EmDigital competence area. Location, field of study, level of study and employment status were found to be statistically significant for the acquisition of DEC, while the variables age and gender had little impact. The results of this study are a step towards the development of an DEC online assessment tool (using the Digital Competence Wheel as a role model) that universities and other stakeholders could use to assess the level of DEC their students acquire during university education. This research is the first study to assess the acquisition of DEC during university studies and the impact of different socio-demographic characteristics of students on their level of DEC.
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Affiliation(s)
- Vladimir Simovic
- Australian University, Kuwait / Institute of Economic Sciences, Serbia
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Sheikhbahaeddinzadeh E, Ashktorab T, Ebadi A. Technical competency required by postgraduate psychiatric nursing students: A qualitative research. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2022; 11:320. [PMID: 36568004 PMCID: PMC9768700 DOI: 10.4103/jehp.jehp_1479_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/05/2021] [Accepted: 12/27/2021] [Indexed: 06/17/2023]
Abstract
BACKGROUND Technical skills result in the patient's safety. Psychiatric nurses need to learn and apply them to provide effective and secure cares. This study explains the technical competency required for postgraduate psychiatric nursing students. MATERIALS AND METHODS This conventional qualitative content analysis study is part of a larger study on the clinical competency of postgraduate psychiatric nursing students performed in Iran in 2020. A qualitative study was conducted at universities holding master's degree courses in psychiatric nursing. Participants were instructors and postgraduate psychiatric nursing students, psychiatric nurses, psychologists, and psychiatrists selected by purposeful sampling method. Sampling continued until data saturation was achieved. Data were collected through a semi-structured individual interview and were analyzed by conventional qualitative content analysis. RESULTS The "technical competency" has two subcategories of "specialized knowledge" (including general nursing knowledge, psychiatric nursing knowledge, and basic knowledge of psychology) and "application of knowledge in practice" (including clinical experience, skills of psychiatric nursing interventions, educational skills, and research and evidence-based practice skills). CONCLUSION The psychiatric nursing student learns and operates knowledge of psychiatric nursing, psychology, education, and research, besides improving their knowledge of general nursing.
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Affiliation(s)
- Effat Sheikhbahaeddinzadeh
- Department of Nursing Management, Faculty of Nursing and Midwifery, Tehran Medical Science, Islamic Azad university, Tehran, Iran
| | - Tahereh Ashktorab
- Department of Nursing Management, Faculty of Nursing and Midwifery, Tehran Medical Science, Islamic Azad university, Tehran, Iran
| | - Abbas Ebadi
- Behavioral Sciences Research Center, Life Style Institute, Baqiyatallah University of Medical Sciences, Tehran, Iran
- Department of Management, Nursing Faculty, Baqiyatallah University of Medical Sciences, Tehran, Iran
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Vihos J, Chute A, Carlson S, Buro K, Velupillai N, Currie T. Virtual Health Assessment Laboratory Course Delivery and Nursing Student Clinical Judgment: A Mixed-Methods Exploratory Study. Nurse Educ 2022; 47:E51-E56. [PMID: 35148304 DOI: 10.1097/nne.0000000000001173] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
BACKGROUND It is essential to explore virtual learning experiences to identify their impact on nursing students' learning. PURPOSE The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment. METHODS Using a mixed-methods explanatory sequential design, the investigators appraised the final laboratory examinations of both in-person and virtual delivery cohorts using the Lasater Clinical Judgment Rubric (LCJR) and then interviewed faculty members. RESULTS The LCJR total mean scores (mean = 10.64) and mean scores for Effective Noticing (mean = 3.48) were higher for the virtual delivery students. The faculty reported that virtual delivery advances students' critical appraisal skills related to subjective assessment but advocated for in-person delivery to develop physical examination techniques. CONCLUSION Although the mean clinical judgment scores were higher for the students whose course delivery was virtual, in-person experiences are necessary to develop psychomotor techniques to prepare students for clinical practice.
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Affiliation(s)
- Jill Vihos
- Assistant Professor (Dr Vihos), Department of Professional Nursing and Allied Health, Assistant Professor (Ms Chute), Department of Nursing Foundations, and Assistant Professor (Ms Carlson) and Nurse Educator (Ms Currie), Department of Nursing Practice, Faculty of Nursing, MacEwan University, Edmonton, Alberta, Canada; and Professor (Dr Buro) and Research Assistant (Ms Velupillai), Department of Mathematics and Statistics, Faculty of Arts and Science, MacEwan University, Edmonton, Alberta, Canada
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Finstad I, Knutstad U, Havnes A, Sagbakken M. THE PARADOX OF AN EXPECTED LEVEL: THE ASSESSMENT OF NURSING STUDENTS DURING CLINICAL PRACTICE - A QUALITATIVE STUDY. Nurse Educ Pract 2022; 61:103332. [DOI: 10.1016/j.nepr.2022.103332] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2020] [Revised: 07/14/2021] [Accepted: 03/09/2022] [Indexed: 11/17/2022]
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14
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The role of self-efficacy in mediating between professional identity and self-reported competence among nursing students in the internship period: A quantitative study. Nurse Educ Pract 2021; 57:103252. [PMID: 34781196 DOI: 10.1016/j.nepr.2021.103252] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2021] [Revised: 09/08/2021] [Accepted: 11/01/2021] [Indexed: 11/20/2022]
Abstract
AIM This study explored the relationship between self-efficacy, professional identity and competence among nursing students and analyzed the mediating role of self-efficacy in the relationship between professional identity and competence. BACKGROUND Increasing attention has been paid to the cultivation of competence among nursing students; however, few studies to date have analyzed its related factors and examined their relationship. DESIGN A quantitative study with a descriptive design was performed in this study, adopting an online survey with convenience and snowball sampling. A cross-sectional sample of 887 nursing students in the internship period of their education program in mainland China was recruited from November to December 2020. METHODS The Nursing Students Competence Instrument, Professional Identity Questionnaire for Nurse Students and General Self-efficacy Scale were distributed online. Descriptive statistics, Pearson's correlation, structural equation modeling (SEM) and the bootstrap method were employed in data analysis. RESULTS Competence was significantly and positively correlated with professional identity (r = 0.598; P < 0.01) and self-efficacy (r = 0.692; P < 0.01). SEM analysis revealed that professional identity (β = 0.31; P < 0.01) or self-efficacy (β = 0.31; P < 0.01) could have a positive impact on competence. Meanwhile, self-efficacy played a mediating role in the relationship between professional identity and competence, with an indirect effect of professional identity creation through self-efficacy accounting for 52% of the total effect. CONCLUSIONS Self-efficacy mediates the relationship between professional identity and competence to some extent. School educators and clinical tutors should pay greater attention to students' professional identity and self-efficacy to improve students' competence.
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