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Flynn D, Barker S. Comparison of first-year nursing students' GAD-7 scores: a pilot study focusing on Generation Z. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:546-551. [PMID: 38900654 DOI: 10.12968/bjon.2023.0080] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/22/2024]
Abstract
BACKGROUND In a post-pandemic landscape, Generation Z (Gen Z) nursing students are increasingly facing mental health challenges, notably anxiety. This study investigated these challenges among first-year nursing students. AIMS The primary objective was to assess self-reported anxiety levels in first-year undergraduate nursing students, focusing on Gen Z, before or at the onset of their initial clinical placement post-pandemic. METHODS Employing a cross-sectional design, this study used the Generalized Anxiety Disorder-7 (GAD-7) questionnaire to evaluate anxiety levels. It encompassed first-year nursing students from various fields at a university in North East England, considering generational differences, field of nursing, and demographic variables. FINDINGS Results indicated anxiety levels among generational groups, with Gen Z students exhibiting extreme variations. Notably, students in Mental Health Nursing reported less anxiety than their counterparts in other nursing fields. The study also sheds light on the ramifications of the COVID-19 pandemic on student mental health. CONCLUSIONS The study underscores the necessity for bespoke support systems in educational and clinical environments, particularly for Gen Z students. It advocates for comprehensive strategies in universities and clinical settings to nurture nursing students' emotional health, thereby enhancing their resilience and long-term career prospects.
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Affiliation(s)
- Deborah Flynn
- Assistant Professor of Nursing, Northumbria University, Newcastle upon Tyne
| | - Stuart Barker
- Lecturer, Adult Nursing, Northumbria University, Newcastle upon Tyne
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Barker S, Ford C, Flynn D, Tiplady S. A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2024; 33:292-298. [PMID: 38512784 DOI: 10.12968/bjon.2024.33.6.292] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/23/2024]
Abstract
Nursing programmes were flexible during the COVID-19 pandemic, offering simulation to replace clinical hours and adjusting supervision and assessment. However, second-year students in two modules had lower results despite no changes to the material, team or delivery. OBJECTIVES A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. METHOD Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. RESULTS A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. DISCUSSION Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.
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Affiliation(s)
- Stuart Barker
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Claire Ford
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Deborah Flynn
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
| | - Sue Tiplady
- School of Nursing, Midwifery and Health, Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne
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Georgousopoulou V, Pervanidou P, Perdikaris P, Vlachioti E, Zagana V, Kourtis G, Pavlopoulou I, Matziou V. Covid-19 pandemic? Mental health implications among nurses and Proposed interventions. AIMS Public Health 2024; 11:273-293. [PMID: 38617410 PMCID: PMC11007424 DOI: 10.3934/publichealth.2024014] [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: 10/27/2023] [Revised: 02/28/2024] [Accepted: 02/29/2024] [Indexed: 04/16/2024] Open
Abstract
Background With its abrupt and huge health and socio-economic consequences, the coronavirus disease (COVID-19) pandemic has led to a uniquely demanding, intensely stressful, and even traumatic period. Healthcare workers (HCW), especially nurses, were exposed to mental health challenges during those challenging times. Objectives Review the current literature on mental health problems among nurses caring for COVID-19 patients. Methods This is a narrative review and critical evaluation of relevant publications. Results Nurses experienced higher levels of stress, burnout, anxiety, depression, frustration, stigma, and depersonalization compared to other HCW. Factors that increased this symptomatology included concerns about infection or infection of family members, inadequate staff protective equipment, extended working hours, insufficient information, a reduced sense of security, and post-traumatic stress disorder. The factors that improved the psychopathology included a general positive attitude, job satisfaction, adequate information and education, harmonious group relationships, post-traumatic development, emotional intelligence, psychological counseling, mindfulness-based stress reduction, stable leadership, guidance, and moral and practical administrative support. Conclusions Recent studies clearly show that nurses, especially women, are the most vulnerable subgroup among HCW and are particularly prone to mental health impacts during the COVID-19 pandemic. The documented mental health vulnerability of frontline nursing staff during the COVID-19 pandemic requires preventive nursing management actions to increase resilience and to develop relevant defense mechanisms.
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Affiliation(s)
- Vasiliki Georgousopoulou
- Department of Research, Quality Control and Continuing Education, University General Hospital of Alexandroupolis
| | - Panagiota Pervanidou
- First Department of Pediatrics, Medical School, National and Kapodistrian University of Athens, “Agia Sophia” Children's Hospital
| | | | - Efrosyni Vlachioti
- Department of Nursing, ‘Aghia Sophia’ Children's Hospital, Athens, Greece
| | - Vaia Zagana
- Department of Nursing, “Sotiria” General Hospital, Athens, Greece
| | - Georgios Kourtis
- Department of Nursing, “Sotiria” General Hospital, Athens, Greece
| | | | - Vasiliki Matziou
- Department of Nursing, National and Kapodistrian University of Athens
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Sheppard-Law S, Lamb A, Zeng L, Axisa C, Causby B, Matiuk S, Levett-Jones T. The measured impact of the COVID-19 pandemic on nursing students' wellbeing, clinical placement and learning experiences: a cross sectional study. Contemp Nurse 2024; 60:7-20. [PMID: 38193929 DOI: 10.1080/10376178.2023.2300414] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2023] [Accepted: 12/23/2023] [Indexed: 01/10/2024]
Abstract
Background: The epidemiological patterns of COVID-19 varied across Australia and differed from most other countries. Few studies describe the impact that the pandemic had on nursing student wellbeing, education and career.Aim: This study aimed to investigate how the COVID-19 pandemic impacted on nursing students' well-being, clinical placement and learning.Design: Cross-sectional survey.Setting: Sydney, Australia.Participants: Second- and third-year nursing students.Methods: Second- and third-year nursing degree students were asked to participate in an ethically approved study during March to May 2021. The de-identified on-line survey consisted of 63 closed end question and one open ended question. On completion, the dataset was exported from Redcap and imported into SPSS for analysis. Open ended text data were analysed by two researchers.Results: Of the 105 participating nursing students, a third (n = 26/83, 31%) thought about changing their degree to a non-nursing degree. The acknowledged risk of caring for a COVID-19 patient incrementally increased stress (β-coefficient = 0.6, p value = 0.009, 95% CI 0.2-0.9). Conversely students who intended to complete their degree were less likely to report stress. Students who had prior nursing experience were three times more likely to report an increased generalised anxiety level (OR 3.8, p-value = 0.02, 95% CI 1.2-12.2), yet they were less likely to experience personal accomplishment burnout compared to other students. Nursing students who contemplated a change of degree to a non-nursing degree were 15.7 times more likely to experience emotional exhaustion and were 3.5 times more likely to be report a risk of depersonalisation (p = 0.03, 95% CI, 1.3-11.5).Conclusion: The COVID-19 pandemic compromised nursing student well-being, and theoretical and practical learning. Findings have implications for healthcare and academic staff who teach nursing students. Implementation of student-centred evidence-based strategies to manage stress, burnout and anxiety, and to sustain a healthy student cohort is essential to retain the future nursing workforce.
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Affiliation(s)
- Suzanne Sheppard-Law
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Aimee Lamb
- Western Sydney University, Building 3, Level 4, Liverpool, NSW, Australia
| | - Ling Zeng
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Carmen Axisa
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Belinda Causby
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
- Clinical Nurse Specialist, Intensive Care Unit, St Vincent's Hospital, 390 Victoria St, Darlinghurst, 2010 NSW, Australia
| | - Sonia Matiuk
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
| | - Tracy Levett-Jones
- Faculty of Health, School of Nursing and Midwifery, University of Technology Sydney, Level 7, Building 10, Jones St Broadway, Sydney, NSW, Australia
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Foster MJ, Blamires J, Neill S, Coyne I, Kristjánsdóttir G, Feeg VD, Paraszczuk AM, Al-Motlaq M. The long-term impact of COVID-19 on nursing: An e-panel discussion from the International Network for Child and Family Centred Care. J Clin Nurs 2024; 33:404-415. [PMID: 36922725 DOI: 10.1111/jocn.16683] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2022] [Revised: 11/20/2022] [Accepted: 02/20/2023] [Indexed: 03/18/2023]
Abstract
AIM To explore the International Network for Child and Family Centred Care (INCFCC) members' experiences and views on the long-term impact of COVID-19 on the nursing workforce. BACKGROUND On the 11 March 2020, the World Health Organization declared COVID-19 a global pandemic. While some countries adopted a herd immunity approach, others imposed stricter measures to reduce the transmission of the virus. Hospitals in some countries faced an avalanche of extremely sick admissions, whereas others experienced an early surge in cases or were able to control the spread. DESIGN Discursive paper. METHODS A web-based survey was e-mailed to 63 INCFCC members from 28 March to 30 April 2022, as an invitation to share their experience concerning the long-term impact of COVID-19 on their role as a nurse educator, clinician or researcher. RESULTS Sixteen members responded, and the responses were grouped under the themes stress and anxiety, safe staffing and pay, doing things differently, impact on research, impact on teaching and learning, impact on clinical practice, nursing made visible and lessons for the future. CONCLUSION The INCFCC members provided their views and highlighted the impact on their role in nursing education, administration, research and/or practice. This discussion of international perspectives on the similarities and differences imposed by COVID-19 found that the impact was wide-ranging and prolonged. The overarching theme revealed the resilience of the participating members in the face of COVID-19. RELEVANCE TO CLINICAL PRACTICE This study highlights the importance of all areas of nursing, be it in academia or in clinical practice, to work together to learn from the present and to plan for the future. Future work should focus on supporting organizational and personal resiliency and effective interventions to support the nursing workforce both during a disaster and in the recovery phase. Nursing workforce resilience in the face of COVID-19.
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Affiliation(s)
- Mandie Jane Foster
- School of Clinical Sciences, Nursing, Auckland University of Technology, Auckland, New Zealand
- School of Nursing and Midwifery, Edith Cowan University, Joondalup, Perth, Western Australia, Australia
| | - Julie Blamires
- School of Clinical Sciences, Nursing, Auckland University of Technology, Auckland, New Zealand
| | - Sarah Neill
- School of Nursing and Midwifery, Faculty of Health, University of Plymouth, Plymouth, UK
| | - Imelda Coyne
- School of Nursing & Midwifery, Trinity College Dublin, The University of Dublin, Dublin, Ireland
| | - Guðrún Kristjánsdóttir
- Faculty of Nursing and Midwifery, School of Health Sciences, University of Iceland, Reykjavik, Iceland
| | | | - Ann Marie Paraszczuk
- Barbara H. Hagan School of Nursing and Health Sciences, Molloy University, Rockville Centre, New York, USA
| | - Mohammad Al-Motlaq
- Department of Maternal Child and Family Health, Faculty of Nursing, The Hashemite University, Zarqa, Jordan
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Cañadas GR, Membrive-Jiménez MJ, Martos-Cabrera MB, Albendín-García L, Velando-Soriano A, Cañadas-De la Fuente GA, De la Fuente-Solana EI. Burnout and Professional Engagement during the COVID-19 Pandemic among Nursing Students without Clinical Experience: A Cross-Sectional Study. J Clin Med 2023; 12:5144. [PMID: 37568547 PMCID: PMC10420274 DOI: 10.3390/jcm12155144] [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: 07/19/2023] [Revised: 07/28/2023] [Accepted: 08/04/2023] [Indexed: 08/13/2023] Open
Abstract
Burnout affects many healthcare professionals, especially nurses, causing serious health problems and disrupting the work environment. Academic burnout may also be experienced, leading students to feel unable to cope with their education. As a result, they may lose interest and even consider abandoning their studies. Hence, burnout syndrome can affect both the mental health and the professional future of those affected. To evaluate academic burnout in nursing students who had no clinical experience before starting their practical training, a cross-sectional study involving 212 third-year nursing students at the University of Granada was conducted. Data were collected using the Granada Burnout Questionnaire, the Utrecht Work Engagement Scale, the NEO Five-Factor Inventory, the Hospital Anxiety and Depression Scale, and the Fear of CoronaVirus-19 Scale. High levels of burnout were present in 37.8% of the students. Moreover, 21.5% and 8.7% had borderline cases of anxiety or depression, respectively. Another 30.8% and 9.2%, respectively, were considered likely to present these conditions. According to the predictive models of burnout dimensions obtained, neuroticism is a predictor of all three burnout dimensions. Furthermore, anxiety, depression, extraversion, responsibility and engagement are predictors of some dimensions of the syndrome. Many nursing students present high levels of burnout, which is related to certain personality variables and to the presence of anxiety and/or depression. The level of professional engagement is inversely associated with the impact of burnout. The participants in this study have normalised their return to the pre-pandemic study routine (in-person classes), and fear of COVID-19 was not a significant predictor of any dimension of burnout.
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Affiliation(s)
- Gustavo R. Cañadas
- Department of Didactic of Mathematics, Faculty of Education Science, University of Granada, Campus Universitario de Cartuja s/n, 18011 Granada, Spain;
| | - María José Membrive-Jiménez
- Faculty of Health Sciences, University of Granada, Av. Ilustración 60, 18016 Granada, Spain; (M.J.M.-J.); (G.A.C.-D.l.F.)
| | - María Begoña Martos-Cabrera
- San Cecilio Clinical University Hospital, Andalusian Health Service, Av. del Conocimiento s/n, 18016 Granada, Spain; (M.B.M.-C.); (A.V.-S.)
| | - Luis Albendín-García
- Casería de Montijo Health Center, Granada-Metropolitan Health District, Andalusian Health Service, Calle Virgen de la Consolación 12, 18015 Granada, Spain
- Instituto de Investigación Biosanitaria (ibs.GRANADA), 18012 Granada, Spain
| | - Almudena Velando-Soriano
- San Cecilio Clinical University Hospital, Andalusian Health Service, Av. del Conocimiento s/n, 18016 Granada, Spain; (M.B.M.-C.); (A.V.-S.)
| | - Guillermo A. Cañadas-De la Fuente
- Faculty of Health Sciences, University of Granada, Av. Ilustración 60, 18016 Granada, Spain; (M.J.M.-J.); (G.A.C.-D.l.F.)
- Brain, Mind and Behaviour Research Center (CIMCYC), University of Granada, Campus Universitario de Cartuja s/n, 18011 Granada, Spain
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Bueche JL, Jensen JMK, Martin K, Riddle E, Stote KS. Distance Education in Nutrition and Dietetics Education over the Past 30 Years: A Narrative Review. J Acad Nutr Diet 2023; 123:664-672. [PMID: 36400387 PMCID: PMC9666268 DOI: 10.1016/j.jand.2022.11.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 10/03/2022] [Accepted: 11/14/2022] [Indexed: 11/17/2022]
Abstract
The coronavirus disease 2019 pandemic necessitated the use of distance education, which sparked a technological transformation that was long overdue in higher education. The purpose of this narrative review is two-fold: to summarize the state of knowledge regarding distance education in nutrition and dietetics education over the past 30 years to inform recommendations for future education/research and implications for practice and to determine the influence that distance education has had on the knowledge, skills, and attitudes of both nutrition and dietetics educators and their students. A narrative review of 822 publications yielded 25 that met the search criteria. In the scope of 30 years, the literature shows that attitudes and perceptions of distance education have changed as barriers to online access have diminished and the availability of online nutrition and dietetics courses and Accreditation Council for Education in Nutrition and Dietetics-accredited distance education programs has expanded. However, whereas the limited results are promising, the paucity of large-sample research about the use of distance education in nutrition and dietetics education restricts educators' knowledge of and ability to evaluate the learning outcomes of distance programs and courses. Moreover, differences in how accreditors, government agencies, and institutions define distance education could have significant influence on funding and financial aid benefits for students and research. Recommendations for future research and implications for practice are provided given the relevance and importance of distance education to nutrition and dietetics education.
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Affiliation(s)
- Jennifer L Bueche
- School of Education, Human Ecology and Sports Studies, SUNY Oneonta, Oneonta, New York.
| | | | - Kelly Martin
- School of Education, Human Ecology and Sports Studies, SUNY Oneonta, Oneonta, New York
| | - Emily Riddle
- School of Education, Human Ecology and Sports Studies, SUNY Oneonta, Oneonta, New York
| | - Kim S Stote
- School of Nursing and Allied Health, SUNY Empire State College, Saratoga Springs, New York
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Yi LJ, Cai J, Ma L, Lin H, Yang J, Tian X, Jiménez-Herrera MF. Prevalence of Compassion Fatigue and Its Association with Professional Identity in Junior College Nursing Interns: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:15206. [PMID: 36429923 PMCID: PMC9690934 DOI: 10.3390/ijerph192215206] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/25/2022] [Revised: 11/13/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Abstract
Background: The issue of compassion fatigue among clinical nurses has received considerable attention, particularly during the COVID-19 pandemic. Yet, the current status of compassion fatigue among junior college nursing interns remains unclear. Additionally, professional identity can modulate the impact of compassion fatigue or burnout on psychological well-being; however, whether professional identity still works in this group is also unclear. This study aimed to reveal the current status of compassion fatigue among nursing interns in junior colleges and also investigate the association between compassion fatigue and professional identity. Methods: This cross-sectional survey evaluated the levels of participants' compassion fatigue (The Compassion Fatigue Short Scale) and professional identity (Professional Identity Scale) in 2256 nursing interns. Results: The mean score of compassion fatigue was 44.99, and 19.5% of the participants scored above The Compassion Fatigue Short Scale median scores for compassion fatigue. A moderate negative correlation was detected between compassion fatigue and professional identity. Conclusions: The level of compassion fatigue among nursing interns is low but nearly one in five nursing students is at risk of compassion fatigue. More attention should be paid to nursing interns with a high risk of compassion fatigue. Future studies are warranted to explore which pathways could mediate the relationship between professional identify and comparison fatigue.
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Affiliation(s)
- Li-Juan Yi
- Department of Nursing, Hunan Traditional Chinese Medical College, Zhuzhou 412000, China
- Department of Nursing, Universitat Rovira i Virgili, 43002 Tarragona, Spain
| | - Jian Cai
- School of Nursing, Yongzhou Vocational Technical College, Yongzhou 425000, China
| | - Li Ma
- Department of Nursing, Guiyang Medical University, Guiyang 550025, China
| | - Hang Lin
- Department of Nursing, Hunan Traditional Chinese Medical College, Zhuzhou 412000, China
| | - Juan Yang
- Department of Nursing, Hunan Traditional Chinese Medical College, Zhuzhou 412000, China
| | - Xu Tian
- Department of Nursing, Universitat Rovira i Virgili, 43002 Tarragona, Spain
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The mediating effect of psychological capital on the relationship between psychological stress and distress among chinese nursing students: a cross-sectional study. BMC Nurs 2022; 21:128. [PMID: 35614502 PMCID: PMC9130981 DOI: 10.1186/s12912-022-00915-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 05/20/2022] [Indexed: 11/10/2022] Open
Abstract
Background With the COVID-19 outbreak in China, the Chinese government took measures to prevent and control the spread of the virus. In-person teaching was replaced by distance learning, which was an unknown challenge for students. In this context, little is known about the perceived distress of nursing students and the relationship between psychological capital, perceived distress, and psychological stress. This study examined the relationship between psychological capital, psychological distress, and perceived stress, and the mediating role of psychological capital in the relationship between perceived stress and psychological distress among nursing students. Methods This cross-sectional survey was conducted between January and December 2020 using a convenience sampling method involving 359 undergraduate and specialist nursing students at a tertiary hospital in Shandong Province. Standardised instruments were used to measure psychological capital, psychological stress, and perceived stress. We used SPSS 24.0 and PROCESS macro to analyse the data. Results There was a statistically significant difference in perceived stress among students based on whether they liked the nursing profession (P < 0.01). Relative to nursing college students, undergraduates experienced significantly higher levels of perceived stress (P < 0.01). Nevertheless, there were no significant differences in perceived stress according to gender, place of residence, and being an only child. Psychological distress was positively correlated (r = 0.632, p < 0.001) with perceived stress (r =-0.662, p < 0.001), whereas it was negatively correlated with psychological capital. Psychological capital played a potential mediating role in the relationship between psychological distress and perceived stress. Conclusions Psychological distress was negatively correlated with psychological capital, and positively correlated with perceived stress. Mediation analyses indicated that psychological capital partially mediated the relationship between perceived stress and psychological distress. Educators should therefore heed students’ perceived stress and develop appropriate mental health counselling programmes for students in the curriculum that could help them reduce their psychological distress. In clinical practice, nursing managers must take effective measures, such as skills training, to improve the psychological capital of nursing students and reduce the negative impact of their psychological distress.
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Munro CL, Hope AA. Future Nurses. Am J Crit Care 2022; 31:174-176. [PMID: 35466348 DOI: 10.4037/ajcc2022249] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022]
Affiliation(s)
- Cindy L. Munro
- L. Munro is coeditor in chief of the American Journal of Critical Care. She is dean and professor, School of Nursing and Health Studies, University of Miami, Coral Gables, Florida
| | - Aluko A. Hope
- Aluko A. Hope is coeditor in chief of the American Journal of Critical Care. He is an associate professor and physician scientist at Oregon Health and Science University in Portland, Oregon
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