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Gonella S, Viottini E, Gastmans C, Tambone S, Conti A, Campagna S, Dimonte V. Lived experience of ethical challenges among undergraduate nursing students during their clinical learning. Nurs Ethics 2024:9697330241262311. [PMID: 39046273 DOI: 10.1177/09697330241262311] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 07/25/2024]
Abstract
BACKGROUND Undergraduate nursing students may experience several ethical challenges during their clinical learning placement that can lead to moral distress and intention to leave the profession. Ethical challenges are complex phenomena and ethical frameworks may help improve their understanding and provide actionable recommendations to enhance students' readiness for practice. AIM To explore undergraduate nursing students' ethical challenges experienced during their clinical learning and their suggestions for better ethics education; to illuminate students' experience against a foundational ethical framework. RESEARCH DESIGN Qualitative study based on interpretative phenomenology. Semi-structured, in-person or at distance, one-to-one interviews were performed, audio-recorded, and transcribed verbatim. The 'Dignity-enhancing care framework' was employed to frame the study findings. PARTICIPANTS AND RESEARCH CONTEXT Nineteen nursing graduands attending seven sites of one Northwestern Italian University were interviewed. ETHICAL CONSIDERATION The study protocol was approved by the Ethics Committee of the University of Torino (number 0187646/2023). All participants provided written informed consent. FINDINGS Students experienced several ethical challenges concerning daily practice such as pain control or the decision to restrain patients, and reported deficient professional ethics with healthcare professionals who demonstrated poor caring attitudes and teamwork. Moreover, they perceived professionals poorly committed to their role of educators and complained of poor support in the learning process. When a supportive, dialogical, and relational context lacked, students experienced negative feelings about the profession and the healthcare system and reported the intention to leave the profession. Dialogue with peers, family members or significant others, nursing educators, and clinical nurse supervisors, as well as self-learning activities and discussion-based teaching methods grounded on real scenarios helped to overcome challenging situations. CONCLUSION While complying with normative standards, nursing education policies should encourage the adoption of dynamic teaching methods and sustain a regular, dialogical approach within and between the clinical and academic contexts to improve readiness for practice.
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Affiliation(s)
- Silvia Gonella
- Azienda Ospedaliero Universitaria Citta della Salute e della Scienza of Torino
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Hopeck P. Socialized to care: Nursing student experiences with faculty, preceptors, and patients. Nurs Inq 2024; 31:e12596. [PMID: 37622348 DOI: 10.1111/nin.12596] [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: 11/06/2022] [Revised: 07/05/2023] [Accepted: 08/13/2023] [Indexed: 08/26/2023]
Abstract
Effective socialization of nurses has led to positive outcomes for both hospitals and nurses, including higher retention and greater job satisfaction. The importance of faculty, preceptors, and patients in the socialization of nursing students has been documented extensively in the literature. The research presented in this article examines data from qualitative, longitudinal interview transcripts of 15 students as they progressed through a 2-year nursing program to determine how these three types of influence socialize nursing students, and at which points in their education. Using multiple perspective qualitative longitudinal interviews, I interviewed participants every semester of nursing school about their experiences. From the data, these three parties have an impact at different points in their socialization, starting with faculty who socialize students to nursing school by helping them think like nurses. Next, preceptors can be barriers or facilitators of learning by demonstrating how to act like nurses and providing insight about how and why nurses may act the way that they do. Finally, patients help students put everything together by applying classroom lessons to clinical settings. The research concludes with implications for research, practice, and policy.
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Affiliation(s)
- Paula Hopeck
- Department of Communication Studies, Commonwealth University, Bloomsburg, Pennsylvania, USA
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Jaastad TA, Ueland V, Koskinen C. Nursing students' movement toward becoming a professional caring nurse. Nurs Ethics 2024:9697330241238343. [PMID: 38491783 DOI: 10.1177/09697330241238343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2024]
Abstract
BACKGROUND Previous research mainly focuses on how to support nursing students in caring for the patient and on educators' views of students' development as professional caring nurses. Against this background, it is important to further investigate nursing students' perspectives on what it means to become a professional caring nurse. RESEARCH AIM This qualitative systematic review study aims to identify and synthesize nursing students' perceptions on the meaning of becoming a caring nurse. RESEARCH DESIGN AND DATA SOURCES Systematic data searches were conducted by using the electronic databases MEDLINE (Ovid), CINAHL (EBSCO), Academic Search Premiere (EBSCO), and Philosopher`s Index. In total, 13 studies met the inclusion and quality criteria. The articles were analyzed by a systematic review and a thematic synthesis according to Thomas and Harden. ETHICAL CONSIDERATION The study followed good ethical practice guidelines outlined in the Northern Nurses' Federation. FINDINGS The analysis resulted in eight descriptive themes and finally in three analytical themes: Becoming is to get in touch with one's inner ethic or ethos, Becoming is a movement between courage, understanding, and being touched, and Becoming is strengthened through caring role models and a learning culture. CONCLUSIONS Becoming a professional caring nurse is seen as an ongoing movement toward a deeper understanding of oneself and one's being and bearing. This movement is enabled when nursing students have a sense of self-awareness, courage to stand in their vulnerability, and reflect on their responsibility, caring attitude, and inner values and ethics. The force of becoming is that the attention is directed beyond self to care for and feel empathy for others in a caring manner. Becoming is released through a caring relationship, external confirmation, and good role models. A lack of external support in the movement can potentially prevent the students from becoming a professional caring nurse.
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Jaastad TA, Ueland V, Koskinen C. The meaning of reflection for understanding caring and becoming a caring nurse. Scand J Caring Sci 2022; 36:1180-1188. [PMID: 35362565 PMCID: PMC9790553 DOI: 10.1111/scs.13080] [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: 09/28/2021] [Revised: 03/11/2022] [Accepted: 03/19/2022] [Indexed: 12/30/2022]
Abstract
BACKGROUND Reflection is essential for students to learn and understand caring, their formation as human and caring beings, and their ability to meet patients in a caring way. Consequently, to facilitate nurse students' development into professionals, learning support is needed where the focus is on understanding caring and becoming caring nurses. AIM AND RESEARCH QUESTIONS The exploratory study aim is to gain knowledge of the meaning of reflection in first-term nursing education, and how reflection grounded in caring theory can deepen the students' understanding of caring and their professional formation of becoming a caring nurse. METHOD Data consisted of individual written reflections and were collected from 64 nursing students from Norway, who had completed their instruction in caring theories and participated in four reflection groups where they reflected on caring and becoming a caring nurse. A thematic analysis was used. FINDINGS The results are based on the three main themes, Reflection provides an understanding of caring by developing a language for caring; Reflection provides an understanding of seeing the person behind the illness; and Reflection contributes to increased self-understanding and awareness of oneself as a caring nurse. CONCLUSIONS Instruction in caring theories and participation in reflection groups, with reflection grounded in caring theory, has a key function in facilitating students' development of a language for caring in nursing and appropriation of caring theory. The appropriation of caring theory provides a foundation for the nurse students to see themselves within a broader perspective and is important for mutual support in the professional formation of becoming a caring nurse. The expected outcome of such integration is a nursing curriculum that progressively supports the development of nursing students professionally and personally in the formation of becoming a caring nurses.
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Affiliation(s)
- Turid Anita Jaastad
- Department of Caring ScienceFaculty of Education and Welfare StudiesÅbo Akademi UniversityVaasaFinland,Department of Caring and EthicsFaculty of Health SciencesUniversity of StavangerStavangerNorway
| | - Venke Ueland
- Department of Caring and EthicsFaculty of Health SciencesUniversity of StavangerStavangerNorway
| | - Camilla Koskinen
- Department of Caring and EthicsFaculty of Health SciencesUniversity of StavangerStavangerNorway
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Mariyanti H, Jiar Yeo K, Hui Lee S, Nursalam N. Nursing students' perception of caring: a literature review. CENTRAL EUROPEAN JOURNAL OF NURSING AND MIDWIFERY 2022. [DOI: 10.15452/cejnm.2021.12.0005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/03/2023] Open
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Feijoo-Cid M, García-Sierra R, García García R, Ponce Luz H, Fernández-Cano MI, Portell M. Transformative learning experience among nursing students with patients acting as teachers: Mixed methods, non-randomized, single-arm study. J Adv Nurs 2022; 78:3444-3456. [PMID: 35841333 PMCID: PMC9540309 DOI: 10.1111/jan.15364] [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: 09/16/2021] [Revised: 05/26/2022] [Accepted: 06/27/2022] [Indexed: 11/27/2022]
Abstract
AIM To examine the effects of expert HIV patients acting as teachers to Spanish nursing students both on their HIV-related knowledge, attitudes and practices and on their approach to the care model as well as to explore their learning experience. DESIGN Non-randomized, single-arm study with quantitative before and after measurements and qualitative data. METHODS The intervention consisted of five 90-min workshops led by two women living with HIV. Thirty-four nursing students participated, and quantitative and qualitative data were gathered from February to June 2018. We used the Patient-Practitioner Orientation Scale (PPOS) and the KAP questionnaire on HIV/AIDS to collect quantitative data. RESULTS Statistically significant differences were found in the global score for care orientation and its two dimensions, caring and sharing. About the changes resulting from the workshops, the quantitative results-more patient-centred care perception and better attitudes towards people living with HIV-match the qualitative findings in all the aspects studied, except in sharing. CONCLUSION Incorporating expert patients as teachers in the nursing bachelor's degree resulted in more patient-centred care and improved knowledge, attitudes and practices. The workshops conducted by qualified expert patients showed transformative learning power, as the participants improved professional and personal aspects.
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Affiliation(s)
- Maria Feijoo-Cid
- Department of Nursing, Faculty of Medicine Universitat Autònoma de Barcelona, Campus Bellaterra, Barcelona, Spain.,Grup de Recerca Multidisciplinar en Salut i Societat (GREMSAS), (2017 SGR 917), Barcelona, Spain
| | - Rosa García-Sierra
- Department of Nursing, Faculty of Medicine Universitat Autònoma de Barcelona, Campus Bellaterra, Barcelona, Spain.,Grup de Recerca Multidisciplinar en Salut i Societat (GREMSAS), (2017 SGR 917), Barcelona, Spain.,Research Support Unit Metropolitana Nord, Primary Care Research Institute Jordi Gol (IDIAPJGol), Mataró, Spain
| | - Rubén García García
- Anaesthesia, Resuscitation and Pain Management Department, Hospital Universitari Vall Hebron, Barcelona, Spain
| | - Helena Ponce Luz
- Emergency Unit, Hospital Universitari Vall Hebron, Barcelona, Spain
| | - Maria Isabel Fernández-Cano
- Department of Nursing, Faculty of Medicine Universitat Autònoma de Barcelona, Campus Bellaterra, Barcelona, Spain.,Grup de Recerca Multidisciplinar en Salut i Societat (GREMSAS), (2017 SGR 917), Barcelona, Spain
| | - Mariona Portell
- Departament of Psychobiology and Methodology of Health Sciences, Universitat Autònoma de Barcelona, Campus Bellaterra, Barcelona, Spain.,Grup de Recerca i Innovació en Dissenys (GRID) (2017 SGR 1405)
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Brodowicz-Król M, Kaczoruk M, Kaczor-Szkodny P, Zarzycka D. Development and Assessment of Professional Competences among Polish Nursing Students during a 3-Year Education Cycle Trying. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127192. [PMID: 35742440 PMCID: PMC9223031 DOI: 10.3390/ijerph19127192] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 06/02/2022] [Accepted: 06/10/2022] [Indexed: 11/21/2022]
Abstract
The essence of the profile of nursing professional competences are basic behavioral characteristics, as well as mastering practical skills. The aim of this study was determination of the development of professional competences of perceiving a patient by first-, second-and third-year students of licentiate nursing study. The study was of a longitudinal character, and lasted for 3 years. The research instrument used was the Ascent to Competence Scale, and traditional assessment of students’ knowledge and skills. A statistically significant relationship was observed between the average grade in practical education from all three years, and competences in student–teacher relationship. Higher grades in theoretical education were accompanied by lower results obtained by students in the area of nursing competences. The respondents’ opinions concerning the development of knowledge and professional skills were relatively high among first-year students, which may be related with a sharp increase in nursing knowledge, whereas third-year students considered it important to perceive a considerable development of professional competences. The results of this study can help in the design of education programs meeting quality standards, and alignment with students and population health needs, which is adequate to the assumptions of the WHO Global Strategic Directions for Nursing and Midwifery 2021–2025.
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Affiliation(s)
- Magdalena Brodowicz-Król
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
| | - Monika Kaczoruk
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
- Correspondence:
| | - Paulina Kaczor-Szkodny
- Department of Epidemiology and Biostatistics, Institute of Rural Health in Lublin, 20-950 Lublin, Poland;
| | - Danuta Zarzycka
- Department of Paediatric and Paediatric Nursing, Faculty of Health Sciences, Medical University of Lublin, 20-930 Lublin, Poland; (M.B.-K.); (D.Z.)
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Patients' and Nurses' Perceptions of Importance of Caring Nurse-Patient Interactions: Do They Differ? Healthcare (Basel) 2022; 10:healthcare10030554. [PMID: 35327032 PMCID: PMC8956000 DOI: 10.3390/healthcare10030554] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 03/09/2022] [Accepted: 03/15/2022] [Indexed: 12/03/2022] Open
Abstract
Nurse−patient interaction is a professional and therapeutic relationship created to enable nurses to assess, plan, and deliver health care aimed at meeting patients’ basic human needs. The main aim of this study was to identify distinctive characteristics and differences in perceptions between patients and nurses related to the importance of caring interactions and to examine the contribution of independent variables in explaining their perceptions. A total of 446 respondents were included in the research (291 patients and 155 registered nurses). Data were collected using the translated and standardized 70-item version of the Caring Nurse−Patient Interactions Scale (CNPI-70) version for patients and version for nurses. According to the overall CNPI-70 scale, there was a significant difference in patients’ and nurses’ perception (p < 0.001). Patients assessed caring nurse−patient interactions significantly higher (4.39) than nurses (4.16). Additionally, nurses assessed all subscales significantly lower than patients who assessed them high (p < 0.05), except for the subscales for “environment” (p = 0.123) and “spirituality” (p = 0.132). Independent variables did not contribute to an explanation of respondents’ perceptions. Providing quality physical assistance in meeting human needs through effective communication and teaching is crucial for promoting a holistic patient approach, improving psychosocial support and nurse−patient interaction, and attaining greater satisfaction with health care provided without additional financial investments.
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Haar J, Mowat RM. Are human resource practices the key to managing job burnout in New Zealand nurses? Testing a path model. J Clin Nurs 2021; 31:2574-2583. [PMID: 34652047 DOI: 10.1111/jocn.16077] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/25/2021] [Revised: 09/16/2021] [Accepted: 09/20/2021] [Indexed: 11/27/2022]
Abstract
AIM To explore if human resource practices are the key to manage job burnout in nurses. OBJECTIVE To determine if human resource practices provide more meaningful work to nurses, subsequently leading to enhanced work-life balance and lower job burnout (emotional exhaustion and cynicism). BACKGROUND Job burnout is a global phenomenon, particularly relevant in the nursing profession due to pressures within the health sector. Job burnout is also a result of nurses not balancing work with their life roles and maintaining meaning in one's work. High-performance systems are tools that hospital human resource departments can use to increase core employee factors that ultimately reduce the risk of job burnout. METHODS Using cross-sectional data from 114 New Zealand nurses, we tested a path model to distinguish whether human resource practices can influence job burnout, with meaningful work and work-life balance mediating. The data were analysed using structural equation modelling and indirect effects for mediating. This research adhered to the STROBE Statement. RESULTS Human resource practices are positively related to meaningful work and work-life balance, and meaningful work was positively related to work-life balance and negatively related to cynicism. Finally, work-life balance is negatively related to emotional exhaustion and cynicism. CONCLUSIONS Given the influence of human resource practices on job burnout is fully mediated by meaningful work and work-life balance, indicating that managing job burnout is best understood via human resource practices enhancing nurses meaning from work and role balance, which subsequently reduces job burnout. RELEVANCE TO CLINICAL PRACTICE Human resource practices can enhance work factors, such as meaningful work and work-life balance, that can enable nurses to have reduced job burnout. This will help prevent cynicism, exhaustion and will therefore prevent absenteeism, enhance performance and overall aid long-term employment benefitting not only patients but hospitals.
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Affiliation(s)
- Jarrod Haar
- Department of Management, Auckland University of Technology, Auckland, New Zealand
| | - Rebecca M Mowat
- Department of Nursing, Auckland University of Technology, Auckland, New Zealand
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Caminati G, Cappelli L, Ferri P, Artioli G, Spadola M, Spadola M, Vecchiatini M, Melotto M, Di Lorenzo R, Rubbi I. Emotional impact of clinical practice in Burns Unit among nursing students: a qualitative study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2021; 92:e2021008. [PMID: 33855986 PMCID: PMC8138809 DOI: 10.23750/abm.v92is2.11411] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Download PDF] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 03/04/2021] [Indexed: 12/30/2022]
Abstract
Background and aim of the work. In Burns Units, the long professional relationship with patients suffering from intense physical pain and psychological distress, which cannot be completely resolved or minimized, exposes nurses to very intense emotions and stressful experiences. Learning to care for patients with such medical conditions can arouse many emotions also in nursing students, that can be both positive and negative.The goal of this study was to describe the emotional impact experienced by nursing students in a Italian Burns Unit. Methods. A qualitative research was implemented among 16 undergraduate nursing students, before and after clinical practice in a Burns Unit, through a semi-structured interview. Results. Strong and conflicting emotions from nursing students were reported in the preliminary stage of the internship. Their enthusiasm and curiosity for a new opportunity countered their fear and anxiety of not feeling able to deal with the clinical situation. The internship experience ranged from emotions of joy at the healing of patients to impotence and frustration at not being able to alleviate intense and lasting suffering. All students reported that the internship was experienced as an important opportunity for personal and professional growth. Conclusions. In light ofthe results, we highlight that nurse trainers should support studentsto take full advantage of this training, helping them to express their emotions and, in the same time, to learn to manage them profitably. (www.actabiomedica.it)
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Affiliation(s)
| | - Lucia Cappelli
- School of Nursing, University of Bologna, Bologna, Italy.
| | - Paola Ferri
- School of Nursing, Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena, Italy.
| | | | - Milena Spadola
- School of Nursing, University of Bologna, Bologna, Italy.
| | - Milena Spadola
- School of Nursing, University of Bologna, Bologna, Italy.
| | | | | | - Rosaria Di Lorenzo
- Psychiatric Intensive Treatment Facility, Mental Health and Drug Abuse Department of AUSL-Modena, Italy.
| | - Ivan Rubbi
- Corso di Laurea in Infermieristica Università di Bologna - Faenza.
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Ferri P, Stifani S, Morotti E, Nuvoletta M, Bonetti L, Rovesti S, Cutino A, Di Lorenzo R. Perceptions of Caring Behavior Among Undergraduate Nursing Students: A Three-Cohort Observational Study. Psychol Res Behav Manag 2020; 13:1311-1322. [PMID: 33380848 PMCID: PMC7769154 DOI: 10.2147/prbm.s279063] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2020] [Accepted: 11/11/2020] [Indexed: 12/14/2022] Open
Abstract
Introduction Increase in the knowledge of "caring science" among nurses plays a key role in ensuring a correct caring behavior towards patients. Caring training for students is a priority in nursing education, but unfortunately there are limited and conflicting studies which explore this outcome. The purpose of this observational study was to explore the perceptions of caring behaviors by nursing students during their clinical practice training in order to highlight if the level of caring behaviors changes as the nursing course progresses. Materials and Methods The Caring Behaviors Inventory-24 (CBI-24) was administered to 331 students, enrolled in the three years of an Italian Nursing Course, who accepted to participate in the study (89.2% response rate). The data were analyzed using SPSS software version 26.0 (SPSS Inc., Chicago, IL). Results The total mean score of CBI-24 was 4.82 in the first, 5.12 in the second and 5.26 in the third-year students. The CBI-24 dimensions "Responding to individual needs" and "Being with" obtained the highest scores among the students of the first year. At the end of the first year, our students were already able to perform expressive caring, whereas instrumental caring developed at a high level in the second and third years. We did not highlight any statistically significant difference between the two gender CBI-24 item scores. Conclusion In light of our results, we put in evidence that Nursing Degree Programme favours the development in students of both relational and technical components of caring behaviors. We hope that in future students' self-assessment of caring behaviors could be considered an educational outcome for Nursing Programme.
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Affiliation(s)
- Paola Ferri
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena 41125, Italy
| | - Serena Stifani
- School of Nursing, University of Modena and Reggio Emilia, Modena 41124, Italy
| | - Elena Morotti
- School of Nursing, University of Modena and Reggio Emilia, Modena 41124, Italy
| | | | - Loris Bonetti
- Nursing Research and Development Unit, Oncology Institute of Southern Switzerland, Bellinzona 6500, Switzerland
| | - Sergio Rovesti
- Department of Biomedical, Metabolic and Neural Sciences, University of Modena and Reggio Emilia, Modena 41125, Italy
| | - Anna Cutino
- Psychiatry, University of Modena and Reggio Emilia, Modena 41124, Italy
| | - Rosaria Di Lorenzo
- Psychiatric Intensive Treatment Facility, Mental Health and Drug Abuse Department of AUSL-Modena, Modena 41122, Italy
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Exploring the meaning of night shift placement in nursing education: A European multicentre qualitative study. Int J Nurs Stud 2020; 112:103687. [PMID: 32682520 DOI: 10.1016/j.ijnurstu.2020.103687] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2020] [Revised: 06/06/2020] [Accepted: 06/08/2020] [Indexed: 11/22/2022]
Abstract
BACKGROUND An appropriate clinical learning environment has been identified as pivotal in nursing undergraduate education and should be planned responsibly. Specifically, night shifts placements have been documented as an important opportunity for developing a full understanding of the nursing profession and the whole process of nursing care. However, night shifts during placement have been reported to be stressful and anxiety-provoking, so their usefulness for nursing students is still debated. OBJECTIVES To elicit nursing students' perceptions of night shift placement through metaphors, with the aim of discussing the pedagogical and ethical implications. DESIGN A descriptive qualitative study was performed based on metaphors collected in an international cross-sectional study in 2016. SETTINGS A network comprising five Bachelor of Nursing Science degrees located in the Czech Republic, Italy, Poland, Portugal, and Slovakia was established. METHODS A total of 907 out of 1347 eligible nursing students from the five European countries described their learning experience on night shifts using a metaphor. RESULTS Overall, 288/907 (31.7%) metaphors emerged as being negative-oriented and 137/907 (15.1%) as positive, while the remaining students (482; 53.2%) did not report any metaphors. In all five countries, negative metaphors prevailed: 'Wasting time' (37/288), 'Useless' (32/288) and 'Handyman' (22/288) were the most negative reported metaphors on working a night shift. However, doing a night shift is also perceived as a 'Learning opportunity' (22/137), a 'New experience' (20/137) and an 'Opportunity to socialize with the profession' (14/137) as underlined by the positive metaphors. CONCLUSIONS Students perceive night shift placements mainly as a negative experience, which has little to do with education. While planning night shift placements, nursing educators should responsibly consider the whole process of education, analysing not only the learning outcomes that should be achieved but also the position of students and their experience as a person. Clinical mentoring can be a key resource in supporting students in transforming their night shift placements' experiences into a more meaningful or worthwhile experience. Moreover, night shifts should be offered to more experienced students, independent in their self-learning processes and capable of managing the limited possibility of interacting with other team members and patients.
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Hunt G, Verstappen A, Stewart L, Kool B, Slark J. Career interests of undergraduate nursing students: A ten-year longitudinal study. Nurse Educ Pract 2020; 43:102702. [PMID: 32062405 DOI: 10.1016/j.nepr.2020.102702] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2019] [Revised: 12/11/2019] [Accepted: 01/17/2020] [Indexed: 11/22/2022]
Abstract
An understanding of students' career interests at entry and exit from undergraduate nursing programmes could inform decisions regarding curricula and clinical placements. Since 2006, the University of Auckland has surveyed healthcare students at entry to and exit from their respective programmes, collecting information on a range of demographic, and career-related factors. This article describes career interests of over 500 undergraduate nursing students in New Zealand over a ten-year period. All Bachelor of Nursing cohorts commencing between 2006 and 2016 were invited to complete a questionnaire which included questions about their career interests. In total 1875 questionnaires were completed (89% response rate). Among the overall cohort at entry, there was strongest interest for emergency care and child health, and least interest in older person's health. At exit, child health and surgery (general) were of strongest interest to the cohort, while older person's health remained of least interest. The analysis of the paired data (n = 564) identified decreases in interest for mental health and child health over the course of the programme, while there was an increased interest in primary health care. Changes in career interests indicate that education and clinical exposure to specialty areas during the programme may influence career interests.
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Affiliation(s)
- Grace Hunt
- University of Auckland, School of Nursing, Level 2, Building 505, 85 Park Road, Grafton, Auckland, New Zealand
| | - Antonia Verstappen
- University of Auckland, School of Nursing, Level 2, Building 505, 85 Park Road, Grafton, Auckland, New Zealand
| | - Lisa Stewart
- University of Auckland, School of Nursing, Level 2, Building 505, 85 Park Road, Grafton, Auckland, New Zealand
| | - Bridget Kool
- University of Auckland, School of Nursing, Level 2, Building 505, 85 Park Road, Grafton, Auckland, New Zealand
| | - Julia Slark
- University of Auckland, School of Nursing, Level 2, Building 505, 85 Park Road, Grafton, Auckland, New Zealand.
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Cadorin L, Rossettini G, Testa M, Geri T, Palese A. The awareness of contextual factors, placebo and nocebo effects among nursing students: Findings from a cross-sectional study. Nurse Educ Pract 2019; 42:102670. [PMID: 31775083 DOI: 10.1016/j.nepr.2019.102670] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2018] [Revised: 10/02/2019] [Accepted: 11/15/2019] [Indexed: 01/06/2023]
Abstract
Contextual Factors (CFs) have been documented to influence nursing interventions and patients' outcomes triggering placebo/nocebo effects. However, given that no studies to date have explored the beliefs and the use of CFs among nursing students, a cross-sectional study was undertaken. Two Italian nursing programmes were involved and a self-administered survey tool was used. A total of 510 students participated. The majority (266; 52.2%) defined CFs as an intervention without a specific effect on the condition being treated, but with a possible nonspecific effect. They reported a substantial level of confidence in CFs and in using them more than twice/week in addition to nursing interventions to optimise clinical outcomes. Physiological and psychological therapeutic effects were mostly reported by participants in treating insomnia (n = 351; 68.8%) and chronic pain (n = 310; 60.8%). The use of CF was considered ethically acceptable when it exerted beneficial psychological effects (n = 188; 36.8%). Participants communicated to patients that a CF is a treatment that can help and will not hurt (n = 128; 25.1%). Students are aware of the value of CFs. Increasing their emphasis in nursing programmes can promote nursing students' consideration with regards to their use, their underlying mechanisms, their potential effects, as well as their ethical and comunicative implications.
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Affiliation(s)
- Lucia Cadorin
- Centro di Riferimento Oncologico di Aviano (CRO), IRCCS, Aviano, Pordenone, Italy.
| | - Giacomo Rossettini
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Savona, Italy.
| | - Marco Testa
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Savona, Italy.
| | - Tommaso Geri
- Department of Neuroscience, Rehabilitation, Ophthalmology, Genetics, Maternal and Child Health, University of Genova, Campus of Savona, Savona, Italy.
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Udine, Italy.
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Marcellus L, Jantzen D, Sawchuck D, Gordon C, Humble R. Characteristics of the collaborative learning unit practice education model for undergraduate nursing students: a scoping review protocol. JBI DATABASE OF SYSTEMATIC REVIEWS AND IMPLEMENTATION REPORTS 2019; 17:1051-1059. [PMID: 31021976 DOI: 10.11124/jbisrir-d-18-00011] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
What evidence on characteristics and processes of the collaborative learning unit practice education model for undergraduate nursing students is available?
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Affiliation(s)
- Lenora Marcellus
- School of Nursing, Faculty of Human and Social Development, University of Victoria, Victoria, Canada
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group
| | - Darlaine Jantzen
- Nursing Department, School of Health and Human Services, Camosun College, Victoria, Canada
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group
| | - Diane Sawchuck
- School of Nursing, Faculty of Human and Social Development, University of Victoria, Victoria, Canada
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group
| | - Carol Gordon
- School of Nursing, Faculty of Human and Social Development, University of Victoria, Victoria, Canada
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group
| | - Robin Humble
- Nursing Department, School of Health and Human Services, Camosun College, Victoria, Canada
- The University of Victoria (UVic) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): a Joanna Briggs Institute Affiliated Group
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16
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“I try to act like a nurse”: A phenomenological qualitative study. Nurse Educ Pract 2019; 37:39-44. [DOI: 10.1016/j.nepr.2019.03.009] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2018] [Revised: 10/29/2018] [Accepted: 03/09/2019] [Indexed: 11/22/2022]
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17
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Caram CS, Peter E, Brito MJM. Invisibility of the self: Reaching for thetelosof nursing within a context of moral distress. Nurs Inq 2018; 26:e12269. [DOI: 10.1111/nin.12269] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2018] [Revised: 09/16/2018] [Accepted: 09/23/2018] [Indexed: 12/14/2022]
Affiliation(s)
- Carolina S Caram
- Nursing School; Universidade Federal de Minas Gerais; Belo Horizonte Brazil
| | - Elizabeth Peter
- Faculty of Nursing; University of Toronto; Toronto Ontario Canada
| | - Maria JM Brito
- Nursing School; Universidade Federal de Minas Gerais; Belo Horizonte Brazil
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18
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The associations between peer caring behaviors and social support to nurse students' caring perceptions. Nurse Educ Pract 2018; 31:88-94. [DOI: 10.1016/j.nepr.2018.05.009] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2017] [Revised: 03/18/2018] [Accepted: 05/17/2018] [Indexed: 11/18/2022]
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19
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Guo YJ, Yang L, Ji HX, Zhao Q. Caring characters and professional identity among graduate nursing students in China-A cross sectional study. NURSE EDUCATION TODAY 2018; 65:150-155. [PMID: 29579567 DOI: 10.1016/j.nedt.2018.02.039] [Citation(s) in RCA: 38] [Impact Index Per Article: 6.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/04/2017] [Revised: 02/09/2018] [Accepted: 02/26/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Caring is recognized as the essence of nursing and the core of nursing practice while a positive professional identity can lead to personal, social and professional fulfillment. Analyzing caring characters and professional identity yields important indications for the improvement of teaching methods. This study aims to explore the graduate nursing students' professional identity and caring characters in China, and analyze their correlation. METHOD A descriptive cross-sectional study was used to collect data from 216 graduate nursing students between January and February 2017 in China. RESULTS Graduate nursing students perceived they possessed positive caring characters while their professional identity was at a low level. A significant positive correlation was found between the Nursing Caring Characters Assessment Tool and Professional Identity Scale for Nursing Students. CONCLUSION Graduate nursing students' professional identity was not satisfactory and one strategy to improve this is to internalize caring into the education process. Nursing educators should focus more on the formation of the students' professional identity and caring as a contributing factor to it.
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Affiliation(s)
- Yu-Jie Guo
- School of Nursing, Nantong University, Nantong, China.
| | - Lei Yang
- School of Nursing, Nantong University, Nantong, China
| | - Hai-Xia Ji
- Department of ophthalmology Affiliated Hospital of Nantong University, Nantong, China
| | - Qiao Zhao
- School of Nursing, Nantong University, Nantong, China
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20
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Palese A, Gonella S, Destrebecq A, Mansutti I, Terzoni S, Morsanutto M, Altini P, Bevilacqua A, Brugnolli A, Canzan F, Ponte AD, De Biasio L, Fascì A, Grosso S, Mantovan F, Marognolli O, Nicotera R, Randon G, Tollini M, Saiani L, Grassetti L, Dimonte V. Opportunity to discuss ethical issues during clinical learning experience. Nurs Ethics 2018; 26:1665-1679. [PMID: 29783904 DOI: 10.1177/0969733018774617] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
BACKGROUND Undergraduate nursing students have been documented to experience ethical distress during their clinical training and felt poorly supported in discussing the ethical issues they encountered. RESEARCH AIMS This study was aimed at exploring nursing students' perceived opportunity to discuss ethical issues that emerged during their clinical learning experience and associated factors. RESEARCH DESIGN An Italian national cross-sectional study design was performed in 2015-2016. Participants were invited to answer a questionnaire composed of four sections regarding: (1) socio-demographic data, (2) previous clinical learning experiences, (3) current clinical learning experience quality and outcomes, and (4) the opportunity to discuss ethical issues with nurses in the last clinical learning experience (from 0 - 'never' to 3 - 'very much'). PARTICIPANTS AND RESEARCH CONTEXT Participants were 9607 undergraduate nursing students who were attending 95 different three-year Italian baccalaureate nursing programmes, located at 27 universities in 15 Italian regions. ETHICAL CONSIDERATIONS This study was conducted in accordance with the Human Subject Research Ethics Committee guidelines after the research protocol was approved by an ethics committee. FINDINGS Overall, 4707 (49%) perceived to have discussed ethical issues 'much' or 'very much'; among the remaining, 3683 (38.3%) and 1217 (12.7%) students reported the perception of having discussed, respectively, 'enough' or 'never' ethical issues emerged in the clinical practice. At the multivariate logistic regression analysis explaining 38.1% of the overall variance, the factors promoting ethical discussion were mainly set at the clinical learning environment levels (i.e. increased learning opportunities, self-directed learning, safety and nursing care quality, quality of the tutorial strategies, competences learned and supervision by a clinical nurse). In contrast, being male was associated with a perception of less opportunity to discuss ethical issues. CONCLUSION Nursing faculties should assess the clinical environment prerequisites of the settings as a context of student experience before deciding on their accreditation. Moreover, the nursing faculty and nurse managers should also enhance competence with regard to discussing ethical issues with students among clinical nurses by identifying factors that hinder this learning opportunity in daily practice.
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21
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Aagaard H, Hall EOC, Ludvigsen MS, Uhrenfeldt L, Fegran L. Parents' experiences of neonatal transfer. A meta-study of qualitative research 2000-2017. Nurs Inq 2018; 25:e12231. [PMID: 29446189 DOI: 10.1111/nin.12231] [Citation(s) in RCA: 17] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/03/2017] [Indexed: 12/15/2022]
Abstract
Transfers of critically ill neonates are frequent phenomena. Even though parents' participation is regarded as crucial in neonatal care, a transfer often means that parents and neonates are separated. A systematic review of the parents' experiences of neonatal transfer is lacking. This paper describes a meta-study addressing qualitative research about parents' experiences of neonatal transfer. Through deconstruction and reflections of theories, methods, and empirical data, the aim was to achieve a deeper understanding of theoretical, empirical, contextual, historical, and methodological issues of qualitative studies concerning parents' experiences of neonatal transfer over the course of this meta-study (2000-2017). Meta-theory and meta-method analyses showed that caring, transition, and family-centered care were main theoretical frames applied and that interviewing with a small number of participants was the preferred data collection method. The meta-data-analysis showed that transfer was a scary, unfamiliar, and threatening experience for the parents; they were losing familiar context, were separated from their neonate, and could feel their parenthood disrupted. We identified 'wavering and wandering' as a metaphoric representation of the parents' experiences. The findings add knowledge about meta-study as an approach for comprehensive qualitative research and point at the value of meta-theory and meta-method analyses.
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Affiliation(s)
- Hanne Aagaard
- Department of Public Health, Aarhus University, Aarhus C, Denmark.,Lovisenberg Diaconal University College, Oslo, Norge
| | | | - Mette S Ludvigsen
- Clinical Research Unit, Randers Regional Hospital, Randers, Denmark.,Department of Clinical Medicine, Aarhus University, Aarhus, Denmark
| | - Lisbeth Uhrenfeldt
- Danish Center of Systematic Reviews: A Joanna Briggs Institute Centre of Excellence, The Center of Clinical Guidelines-Clearing House, Aalborg University, Aalborg, Denmark.,Department of Health Science and Technology, Aalborg University, Aalborg, Denmark.,Department of Nursing and Health Sciences, Nord University, Bodø, Norway
| | - Liv Fegran
- Faculty of Health and Sport Sciences, University of Agder, Kristiansand, Norway
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22
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Dobrowolska B, Jędrzejkiewicz B, Pilewska-Kozak A, Zarzycka D, Ślusarska B, Deluga A, Kościołek A, Palese A. Age discrimination in healthcare institutions perceived by seniors and students. Nurs Ethics 2017; 26:443-459. [PMID: 28745574 DOI: 10.1177/0969733017718392] [Citation(s) in RCA: 47] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
BACKGROUND: Old age-based discrimination is observed as the most tolerated prejudice in society and has also been witnessed in healthcare institutions. AIMS: The aim of this study is to explore age-based discrimination in healthcare institutions as perceived by seniors and students of Medicine and Nursing. RESEARCH DESIGN: A multi-method study design, by involving a triangulation design. PARTICIPANTS AND RESEARCH CONTEXT: A purposeful sample of individuals aged 65+ (n = 80) and medical and nursing students (n = 100) in the eastern region of Poland. ETHICAL CONSIDERATIONS: Ethical approval of the research protocol was received from the Ethics Committee at the Medical University of Lublin. FINDINGS: 'Old age' was perceived by groups of participants based on three themes: (a) positive, (b) negative and (c) neutral connotations. The negative connotations predominated. The beginning of old age was defined by the metric of age and described by showing the complexity of the ageing process involving subjective, objective and societal aspects. Experience of age discrimination in healthcare institutions was reported by 24 (30%) seniors and witnessed by 47 (47%) students surveyed and for both groups occurred mainly at the hospital level and by physicians. Only 48 students (48%) declared a willingness to work with the older people in the future, and barriers were reported at the personal and professional levels, and also in some visions of older people. CONCLUSION: The conceptualization of old age as reported by seniors and students mainly carried negative connotations, reflecting the profoundly based stereotypes within society regarding the older people. Seniors have reported being exposed to ageism and have witnessed ageism episodes in HCIs; also, students have faced ageism episodes during their clinical education. There is a need for ethical education within medical and nursing courses to shape positive attitudes towards the older people. A positive vision of ageing should be promoted not only among young people but also among adults and older people to avoid self-stereotyping of older people and seeing old age from negative perspective.
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Palese A, Basso F, Del Negro E, Achil I, Ferraresi A, Morandini M, Moreale R, Mansutti I. When are night shifts effective for nursing student clinical learning? Findings from a mixed-method study design. NURSE EDUCATION TODAY 2017; 52:15-21. [PMID: 28214665 DOI: 10.1016/j.nedt.2017.02.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2016] [Revised: 01/15/2017] [Accepted: 02/03/2017] [Indexed: 06/06/2023]
Abstract
BACKGROUND Some nursing programmes offer night shifts for students while others do not, mainly due to the lack of evidence regarding their effectiveness on clinical learning. OBJECTIVES The principal aims of the study were to describe nursing students' perceptions and to explore conditions influencing effectiveness on learning processes during night shifts. DESIGN An explanatory mixed-method study design composed of a cross-sectional study (primary method, first phase) followed by a descriptive phenomenological study design (secondary method, second phase) in 2015. SETTING Two bachelor of nursing degree programmes located in Northern Italy, three years in length and requiring night shifts for students starting in the second semester of the 1st year, were involved. PARTICIPANTS First phase: all nursing students ending their last clinical placement of the academic year attended were eligible; 352 out the 370 participated. Second phase: a purposeful sample of nine students among those included in the first phase and who attended the highest amount of night shifts were interviewed. METHODS First phase: a questionnaire composed of closed and open-ended questions was adopted; data was analyzed through descriptive statistical methods. Second phase: an open-ended face-to-face audio-recorded interview was adopted and data was analyzed through content analysis. RESULTS Findings from the quantitative phase, showed that students who attended night shifts reported satisfaction (44.7%) less frequently than those who attended only day shifts (55.9%). They also reported boredom (23.5%) significantly more often compared to day shift students (p=0001). Understanding of the nursing role and learning competence was significantly inferior among night shift students as compared to day shift students, while the perception of wasting time was significantly higher among night shift students compared to their counterparts. Night shift students performed nursing rounds (288; 98.2%), non-nursing tasks (247; 84.3%) and/or less often managed clinical problems (insomnia 37; 12.6% and disorientation/confusion 32; 10.9%). Findings from the qualitative phase showed night shifts are experienced by students as a "time potentially capable of generating clinical learning": learning is maximized when students play an active role, encounter patients' clinical problems and develop relationships with patients, caregivers and staff. CONCLUSIONS Night shifts remains ambiguous from the students' perspective and their introduction in nursing education should be approached with care, considering the learning aims expected by students in their clinical placements and the education of clinical mentors education who should be capable of effectively involving students in the process of night care by avoiding non-nursing tasks.
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Affiliation(s)
- Alvisa Palese
- Department of Medical and Biological Sciences, University of Udine, Italy.
| | - Felix Basso
- Department of Medical and Biological Sciences, University of Udine, Italy.
| | - Elena Del Negro
- Department of Surgery, San Daniele del Friuli Hospital, Italy.
| | - Illarj Achil
- Department of Medical and Biological Sciences, University of Udine, Italy.
| | - Annamaria Ferraresi
- U.O. Formazione e Aggiornamento, Azienda Ospedaliero-Universitaria (AOU), Ferrara, Italy.
| | - Marzia Morandini
- Department of Medical and Biological Sciences, University of Udine, Italy.
| | - Renzo Moreale
- Department of Medical and Biological Sciences, University of Udine, Italy.
| | - Irene Mansutti
- Department of Medical and Biological Sciences, University of Udine, Italy.
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