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Mrayyan MT, Abunab HY, Algunmeeyn A. Educator-to-student incivility in online nursing education during COVID-19 as reported by nursing students: A descriptive cross-sectional study. J Prof Nurs 2024; 53:86-94. [PMID: 38997204 DOI: 10.1016/j.profnurs.2024.05.001] [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: 10/13/2023] [Revised: 05/04/2024] [Accepted: 05/08/2024] [Indexed: 07/14/2024]
Abstract
BACKGROUND Educators' incivility in online nursing education is a serious academic issue; much of it is still unknown as it occurs in a less supervised environment. AIM This study examined variables and differences in educator-to-student incivility in online nursing education during COVID-19, as reported by nursing students. METHODS Utilizing the Incivility in Online Learning Environments (IOLE) online survey, a cross-sectional design was used to collect data in 2021 from a convenience sample of 163 nursing students studying in different universities in Jordan. Version 25 of the Statistical Package for the Social Sciences (SPSS) was used to generate descriptive and inferential statistics. RESULTS As reported by nursing students, there was a low degree of incivility among nursing educators in online nursing education, 45(range 23-92), and a moderate frequency in the past 12 months, 63(range 23-92). Around 37.00 % of students thought incivility in online nursing education was a mild problem. On a scale of 0-100, 63.00 % of the students reported the level of nursing educators' civility in online nursing education ranged from 50.00 % to 70.00 % (an average of 60.00 %). Differences in students' reporting of online nursing educators' incivility and its' frequencies were significantly influenced by students' grade point averages (GPA) and genders, respectively. CONCLUSIONS Although nursing students have a positive sense of civility among their nursing educators, incivility in online nursing education should be zero-level and disclosed and treated at its early signs.
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Affiliation(s)
- Majd T Mrayyan
- Department of Community and Mental Health Nursing, Faculty of Nursing, The Hashemite University, P.O. Box 330127, Zarqa 13133, Jordan.
| | - Hamzeh Yousef Abunab
- Basic Nursing Department, Faculty of Nursing, Isra University, P.O. Box 33, Amman 11622, Jordan.
| | - Abdullah Algunmeeyn
- Advanced Nursing Department, Faculty of Nursing, Isra University, P.O. Box 33, Amman 11622, Jordan.
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Nichols LS. Resilience in the Nurse Scientist. J Obstet Gynecol Neonatal Nurs 2024; 53:213-216. [PMID: 38588823 DOI: 10.1016/j.jogn.2024.03.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/10/2024] Open
Abstract
Resiliency skills support, promote, and augment the work of the nurse scientist.
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Nichols LS, Pollio EW, Fifolt M, Shirey MR. Building a Practice Ready and Resilient Nursing Workforce. Nurs Adm Q 2024; 48:127-138. [PMID: 38564723 DOI: 10.1097/naq.0000000000000631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/04/2024]
Abstract
Nurse leaders depend upon resiliency skills to support their practice. It is important to provide opportunities for nursing students to learn, practice, and observe these skills, which are needed to navigate challenging work environments. This article describes the impact of a resiliency curricular component in a grant-funded BSN elective course, Concepts of Primary Care. Program evaluation was performed using a pre/posttest format and 2 surveys, the Brief Resilience Scale (BRS) and the Brief Resilience Coping Scale (BRCS). Three open-ended questions were administered upon completion of the elective course. A concurrent nested design was utilized with a thematic analysis undertaken to analyze qualitative data. Analysis of quantitative data was performed using descriptive statistics. Undergraduate BSN students showed an overall increase in resiliency (BRS: P = .112; BCRS: P = .064), and responses to open-ended questions supported the ability to apply and analyze most of the resiliency skills presented during the didactic portion of the elective course. This course promoted the development and refinement of undergraduate BSN student resilience skills. Integration of resilience content in the primary care course also supported student professional development. The addition of resiliency concepts and skills into undergraduate nursing curricula is recommended to enhance the ability of novice nurses to address work-related challenges and promote career satisfaction for the future.
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Affiliation(s)
- Lynn Stover Nichols
- Author Affiliations: Boise State University, Boise, Idaho (Dr Nichols); Schools of Nursing (Drs Nichols and Shirey) and Public Health (Dr Fifolt), The University of Alabama at Birmingham; and University of South Florida College of Nursing, Tampa (Dr Pollio)
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Thomas D, Su M, Walter M, Zakher B. Experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic: a systematic review protocol. JBI Evid Synth 2024; 22:124-131. [PMID: 37681437 DOI: 10.11124/jbies-23-00192] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/09/2023]
Abstract
OBJECTIVE The objective of this review is to appraise and synthesize current evidence of the clinical experiences of baccalaureate nursing students in preceptorship during the COVID-19 pandemic. INTRODUCTION Nursing education programs support quality clinical practice learning experiences, which are essential for preparing students for both the current and future workforce. The COVID-19 pandemic has drastically changed the health care system and, previous estimates of the global shortage of nurses have now almost doubled. Understanding nursing students' clinical experiences during the pandemic can assist with identifying the needs of the future workforce. Nursing students complete the final practicum, also known as the last clinical, internship, or preceptorship, before they are eligible to apply for licensure. This review seeks to explore these pre-transitional, unprecedented preceptorship experiences during COVID-19 to better understand how to prepare pre-licensure nurses for the altered workforce. INCLUSION CRITERIA This review will include qualitative studies that address the clinical experiences of undergraduate nursing students in preceptorship during the COVID-19 pandemic from 2020 until the present. METHODS The databases to be searched will include CINAHL, MEDLINE, ERIC, Google Scholar, and Embase. Reference lists of included studies will be reviewed to identify additional studies. Gray literature will be searched for via ProQuest Dissertations and Theses, Google, and GreyNet International. Unpublished studies will be searched for on websites, including those of national associations of nursing. Study selection, critical appraisal, data extraction, and data synthesis will be performed independently by 2 reviewers. The findings will be collated using meta-aggregation to produce comprehensive synthesized findings and a ConQual Summary of Findings. REVIEW REGISTRATION PROSPERO CRD42022328303.
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Affiliation(s)
- Denise Thomas
- Faculty of Nursing, Langara College, Vancouver, BC, Canada
| | - Michelle Su
- Faculty of Nursing, Langara College, Vancouver, BC, Canada
| | - Madelayne Walter
- Health Sciences Librarian Services, Langara College, Vancouver, BC, Canada
| | - Bernadette Zakher
- The University of Victoria (UVIC) Centre for Evidence-Informed Nursing and Healthcare (CEiNHC): A JBI Centre of Excellence, Victoria, BC, Canada
- School of Nursing, University of Victoria, Victoria, BC, Canada
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Janse van Rensburg ES. Resilience of undergraduate health sciences students during COVID-19: An integrative review. Health SA 2023; 28:2331. [PMID: 38223211 PMCID: PMC10784274 DOI: 10.4102/hsag.v28i0.2331] [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: 01/28/2023] [Accepted: 08/29/2023] [Indexed: 01/16/2024] Open
Abstract
Background COVID-19 pandemic placed pressure on global health systems, healthcare providers and undergraduate students in health sciences. Students experienced change in the teaching and learning as well as the clinical context resulting in increased stress levels. Resilience assisted students to adapt and develop competencies and effective coping mechanisms. Aim The purpose of this integrative review is to identify resilience of undergraduate students in health sciences during the COVID-19 pandemic. Setting Online platforms. Methods An integrative review was conducted with keywords: resilience, undergraduate students, health sciences and COVID-19. Three different searches were conducted for the time frame 2020-2022 on the relevant electronic data bases with full text articles. A total of 1665 records were identified and 49 potentially relevant articles were identified. Screening resulted in 34 articles that were analysed using the John Hopkins critical appraisal criteria. Results Four themes were identified: attributes of students' resilience, aspects enhancing the development of resilience, aspects hindering the development of resilience and recommendations to cultivate resilience. Conclusion Resilience is key to withstand the challenges in the global health system. The development of resilience in undergraduate health sciences students should be prioritised to ensure cognitive adaptability, effective coping skills and sufficient support. Contribution These findings can assist higher educational institutions to improve their undergraduate health science programs to cultivate resilient health care professionals.
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Affiliation(s)
- Elsie S Janse van Rensburg
- Department of Health Studies, College of Human Sciences, University of South Africa, Pretoria, South Africa
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Smith GD, Lam L, Poon S, Griffiths S, Cross WM, Rahman MA, Watson R. The impact of COVID-19 on stress and resilience in undergraduate nursing students: A scoping review. Nurse Educ Pract 2023; 72:103785. [PMID: 37832371 DOI: 10.1016/j.nepr.2023.103785] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2023] [Revised: 08/22/2023] [Accepted: 09/19/2023] [Indexed: 10/15/2023]
Abstract
BACKGROUND Being a nursing student can be a stressful experience, faced with considerable academic and clinical demands. It has been suggested that the Coronavirus Disease 2019 (COVID-19) may have further exacerbated the pressure nursing students face. It has been posited that resilience, a complex psychological concept, may help nursing students overcome stressful situations. AIMS The aim of this scoping review was to examine the relationship between resilience and stress in nursing students during the COVID-19 pandemic. METHODS Relevant publications were identified by a comprehensive search of the literature from January 2019 to September 2022 to capture relevant publications during the COVID-19 global pandemic period from the following databases: CINAHL, Medline Complete, APA PsycInfo, Ovid EmCare and Web of Science. Fifteen studies met our inclusion criteria and were included in the review using Arskey & O'Malley's (2005) methodological framework for scoping reviews. RESULTS Our findings suggest that nursing students from all around the world have experienced high levels of stress during the COVID-19 pandemic. Almost unanimously, resilience was identified as a key protective factor against stress and the development of psychological morbidity. Those nursing students with higher levels of resilience were deemed more likely to stay on track with their studies, despite COVID-related challenges. CONCLUSION In conclusion, this scoping review adds to the well-established argument to incorporate resilience-building activities in undergraduate nursing curricula. Developing levels of resilience has the potential to empower nursing students for academic and clinical success, whilst facing the challenges of an ever-changing world.
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Affiliation(s)
| | - Louisa Lam
- Australian Catholic University, Australia
| | - Sara Poon
- Caritas Institute of Higher Education, Hong Kong
| | - Semra Griffiths
- Senior Librarian, Library Academic and Research Services, Australian Catholic University, Australia
| | - Wendy M Cross
- Deputy Vice Chancellor Academic, Federation University, Australia
| | - Muhammad Aziz Rahman
- Research Adviser & Discipline Leader of Public Health, Federation University, Australia
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Wilson ST, Urban RW, Smith JG. Online prelicensure nursing students' experiences of academic incivility during COVID-19: A qualitative inquiry. J Adv Nurs 2023; 79:3370-3381. [PMID: 36971231 DOI: 10.1111/jan.15656] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/13/2022] [Revised: 02/27/2023] [Accepted: 03/16/2023] [Indexed: 03/29/2023]
Abstract
AIM The aim of this study was to describe online prelicensure nursing students' experiences of incivility during COVID-19. DESIGN Qualitative descriptive. Five optional open-ended questions were presented to nursing students to share their experiences with incivility during the pandemic. METHODS Data were collected from September to October 2020 as a part of a larger multimethod study on stress, resilience and incivility with nursing students and faculty (n = 710) from a large public undergraduate nursing programme in the southwestern United States. Out of the initial 675 students who completed the survey, 260 individuals responded to three or more of the open-ended questions which were reviewed and coded using reflexive thematic analysis. RESULTS Thirteen themes were organized into four analytical categories: (1) experiencing incivility, (2) causes and consequences of incivility, (3) the pandemic and academic incivility and (4) promoting civility in the academic setting. CONCLUSIONS Prelicensure nursing students perceived unrealistic expectations, a lack of awareness and miscommunication hindered academic performance, as well as, created feelings of stress, discouragement and inadequacy. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Fostering academic civility during virtual educational experiences may require training in proper coping strategies when challenged with incivility. IMPACT As the body of research emerges concerning the effects of COVID-19 and undergraduate nursing education, understanding prelicensure students' experiences of academic incivility could prove to be beneficial to designing strategies co-created with students to promote positive educational outcomes. Understanding students' viewpoints of uncivil experiences revealed prioritizing civility awareness is essential in creating healthy academic environments, improving clinical performance and providing safe patient care. REPORTING METHOD The COREQ (COnsolidated criteria for REporting Qualitative research) checklist was used. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Sharon T Wilson
- College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, Texas, USA
| | - Regina W Urban
- College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, Texas, USA
| | - Jessica G Smith
- College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, Texas, USA
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Livshiz-Riven I, Hurvitz N, Grinberg K, Halperin O, Spitz A, Itzhaki M, Cohen OG, Blau A, Ziv-Baran T, Westbrook J, Urwin R, Li L, Barnoy S, Reicher S. Nursing students' experiences of unprofessional behaviours and associations with guideline compliance: A multicenter survey. Nurse Educ Pract 2023; 71:103739. [PMID: 37536180 DOI: 10.1016/j.nepr.2023.103739] [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: 05/20/2023] [Revised: 07/08/2023] [Accepted: 07/20/2023] [Indexed: 08/05/2023]
Abstract
AIMS To assess the reported prevalence of unprofessional behaviours, including incivility and bullying, experienced by nursing students during their clinical practice. To assess the prevalence of students' abilities to speak up about unprofessional behaviours encountered and infection control concerns; their compliance with standard precautions and COVID-19 guidelines; and their perceived responsibility for infection prevention. Lastly, to describe the potential impact of unprofessional behaviour on compliance with these guidelines. BACKGROUND Unprofessional behaviours in healthcare settings are associated with a wide range of individual and organisational negative outcomes for nurses and nursing students, which may affect patient safety. The COVID-19 pandemic created new challenges for clinical education and for infection control. DESIGN A descriptive cross-sectional design. METHODS A multi-centre survey was carried out in six academic universities and colleges in Israel. The research study involved 369 undergraduate nursing students during 2022. Their clinical experiences were assessed using an online questionnaire. The STROBE guideline was used for accurate reporting. RESULTS 301 (81.6%) students reported experience of unprofessional behaviour while undertaking clinical practice. Students with reported skills to speak up about unprofessional behaviour were less likely to report having experienced these behaviours (p = 0.003). Students who did not experience unprofessional behaviours were more likely to report higher compliance with standard and COVID-19 precaution guidelines (OR 3.624, 95% CI 1.790-7.335, p < 0.001). These students also had a higher perception of personal responsibility toward patient safety (OR 1.757, 95% CI 1.215-2.541, p = 0.003). CONCLUSIONS Nursing students experiencing unprofessional behaviours in the clinical setting reported lower compliance with standard and COVID-19 precautions. In addition, cultivating personal responsibility towards patients' safety may have a positive impact on guidelines compliance. Nursing educators and leaders should develop strategies to enable students to better cope with unprofessional behaviours. Closer cooperation between all stakeholders may promote civility among nurses and nursing students in the clinical setting.
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Affiliation(s)
- Ilana Livshiz-Riven
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel; Quality Unit, Soroka University Medical Center, Beer-Sheva, Israel.
| | - Nancy Hurvitz
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Keren Grinberg
- Department of Nursing Sciences, Faculty of Social and Community Sciences, Ruppin Academic Center, Emek-Hefer, Israel
| | - Ofra Halperin
- Nursing Department, Max Stern Academic College of Emek-Yezreel, Israel
| | - Ahuva Spitz
- Nursing Department, Jerusalem College of Technology, Israel
| | - Michal Itzhaki
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Orli Grinstein Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Ayala Blau
- Nursing Department, Faculty of Health Sciences, Ariel University, Israel
| | - Tomer Ziv-Baran
- Department of Epidemiology and Preventive Medicine, School of Public Health, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Johanna Westbrook
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Rachel Urwin
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Ling Li
- Centre for Health Systems and Safety Research, Australian Institute of Health Innovation, Faculty of Medicine, Health and Human Sciences, Macquarie University, Sydney, NSW, Australia
| | - Sivia Barnoy
- Nursing Department, School of Health Professions, Sackler Faculty of Medicine, Tel Aviv University, Israel
| | - Sima Reicher
- Department of Nursing, Faculty of Health Professions, Ono Academic College, Israel
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Gong Z, Wang H, Zhong M, Shao Y. College students' learning stress, psychological resilience and learning burnout: status quo and coping strategies. BMC Psychiatry 2023; 23:389. [PMID: 37268888 DOI: 10.1186/s12888-023-04783-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Accepted: 04/13/2023] [Indexed: 06/04/2023] Open
Abstract
BACKGROUND The relationships of college students' learning stress, psychological resilience and learning burnout remain unclear. We aimed to investigate the status quo and relationship of college students' learning stress, psychological resilience and learning burnout, to provide insights to the management and nursing care of college students. METHODS From September 1 to October 31, 2022, students in our college were selected by stratified cluster sampling and underwent survey with the learning stress scale, college students' learning burnout scale and the psychological resilience scale of college students. RESULTS A total of 1680 college students were surveyed in this study. The score of learning burnout was positively correlated with the score of learning stress (r = 0.69), and negatively correlated with the score of psychological resilience (r = 0.59), and the score of learning stress was negatively correlated with the score of psychological resilience (r = 0.61). Learning pressure was correlated with the age(r=-0.60) and monthly family income(r=-0.56), the burnout was correlated with the monthly family income(r=-0.61), and psychological resilience was correlated with the age(r = 0.66) (all P < 0.05). Psychological resilience played an intermediary role in the prediction of learning burnout by learning stress, with an total intermediary role of-0.48, accounting for 75.94% of the total effect. CONCLUSIONS Psychological resilience is the mediating variable of the influence of learning stress on learning burnout. College managers should take various effective measures to improve college students' psychological resilience to reduce college students' learning burnout.
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Affiliation(s)
- Zhen Gong
- College of E-commerce, Zhejiang Business College, Hangzhou, 310053, Zhejiang, China
| | - Huadi Wang
- College of E-commerce, Zhejiang Business College, Hangzhou, 310053, Zhejiang, China
| | - Mingxia Zhong
- College of E-commerce, Zhejiang Business College, Hangzhou, 310053, Zhejiang, China
| | - Yuling Shao
- Center for Rehabilitation Medicine, Rehabilitation & Sports Medicine Research Institute of Zhejiang Province, Department of Rehabilitation Medicine, Zhejiang Provincial People's Hospital, Affiliated People's Hospital, Hangzhou Medical College,, Hangzhou, 310024, Zhejiang, China.
- , No. 158 Shangtang road, Gongshu district, Hangzhou, Zhejiang Province, China.
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Li JN, Jiang XM, Zheng QX, Lin F, Chen XQ, Pan YQ, Zhu Y, Liu RL, Huang L. Mediating effect of resilience between social support and compassion fatigue among intern nursing and midwifery students during COVID-19: a cross-sectional study. BMC Nurs 2023; 22:42. [PMID: 36788572 PMCID: PMC9928591 DOI: 10.1186/s12912-023-01185-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Accepted: 01/18/2023] [Indexed: 02/16/2023] Open
Abstract
AIMS To examine the mediating effect of resilience between social support and compassion fatigue among intern nursing and midwifery students during COVID-19. BACKGROUND Compassion fatigue has become exceedingly common among intern nursing and midwifery students, especially during the COVID-19 pandemic. Social support and resilience can help intern nursing and midwifery students control their negative emotions, reduce compassion fatigue, and increase their well-being. However, the mediating effect of resilience between social support and compassion fatigue remains unclear. DESIGN A multicentre cross-sectional survey. METHODS A total of 307 intern nursing and midwifery students were recruited from November 2020 to February 2021 in tertiary grade A hospitals in China. Structural equation modelling was applied to analyse the mediating effects of resilience between social support and compassion fatigue. The Social Support Rating Scale, the 10-item Connor-Davidson Resilience Scale, and the Chinese version of the Compassion Fatigue Short Scale were used to collect data. The hypothetical path model was tested by using IBM SPSS version 26.0 and AMOS version 26.0 software. RESULTS Intern nursing and midwifery students had moderate compassion fatigue. Social support positively affected resilience (β = 0.514, p < 0.01). Social support negatively affected compassion fatigue (β = - 0.310, p < 0.01), while resilience negatively affected compassion fatigue (β = - 0.283, p < 0.01). Resilience played a mediating role between social support and compassion fatigue. CONCLUSION Social support can directly affect the compassion fatigue of intern nursing and midwifery students during COVID-19 and indirectly through resilience. Stronger resilience can reduce compassion fatigue. Accordingly, resilience-based interventions should be developed to reduce compassion fatigue.
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Affiliation(s)
- Jia-Ning Li
- grid.256112.30000 0004 1797 9307School of Nursing, Fujian Medical University, Fuzhou City, Fujian Province China ,grid.256112.30000 0004 1797 9307Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou City, Fujian Province China
| | - Xiu-Min Jiang
- Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou City, Fujian Province, China.
| | - Qing-Xiang Zheng
- grid.256112.30000 0004 1797 9307Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou City, Fujian Province China ,Fujian Obstetrics and Gynecology Hospital, Fuzhou City, Fujian Province China
| | - Fen Lin
- grid.411176.40000 0004 1758 0478Fujian Medical University Union Hospital, Fuzhou City, Fujian Province China
| | - Xiao-Qian Chen
- grid.256112.30000 0004 1797 9307Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou City, Fujian Province China ,Fujian Obstetrics and Gynecology Hospital, Fuzhou City, Fujian Province China
| | - Yu-Qing Pan
- grid.256112.30000 0004 1797 9307Fujian Maternity and Child Health Hospital College of Clinical Medicine for Obstetrics & Gynecology and Pediatrics, Fujian Medical University, Fuzhou City, Fujian Province China ,Fujian Obstetrics and Gynecology Hospital, Fuzhou City, Fujian Province China
| | - Yu Zhu
- grid.256112.30000 0004 1797 9307School of Nursing, Fujian Medical University, Fuzhou City, Fujian Province China
| | - Ru-Lin Liu
- grid.256112.30000 0004 1797 9307School of Nursing, Fujian Medical University, Fuzhou City, Fujian Province China
| | - Ling Huang
- grid.411504.50000 0004 1790 1622School of Nursing, Fujian University of Traditional Chinese Medicine, Fuzhou City, Fujian Province China
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Velando-Soriano A, Suleiman-Martos N, Pradas-Hernández L, Membrive-Jiménez MJ, Ramírez-Baena L, Gómez-Urquiza JL, Cañadas-De La Fuente GA. Factors related to the appearance and development of burnout in nursing students: a systematic review and meta-analysis. Front Public Health 2023; 11:1142576. [PMID: 37213651 PMCID: PMC10192626 DOI: 10.3389/fpubh.2023.1142576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/28/2023] [Accepted: 04/13/2023] [Indexed: 05/23/2023] Open
Abstract
Introduction Burnout may be suffered not only by experienced nurses, but also by those in training. The university environment can be highly stressful for student nurses, who are exposed to various stress-producing situations. Aim The aim of this study is to identify and analyse the main risk factors for burnout among nursing students. Methods A systematic review with meta-analysis was performed. The search equation used was "Burnout AND Nursing students". Quantitative primary studies on burnout in nursing students, and related risk factors published in English or Spanish and with no restriction by year of publication were included. Results A sample of n = 33 studies were included. Three variables are identified can influence burnout in nursing students: academic, interpersonal, environmental and/or social factors. The meta-analyses, with the higher sample of n = 418 nursing students, show that some personality factors, empathy, and resilience are correlated with emotional exhaustion, depersonalization and personal accomplishment. Conclusion The personality factors that can influence the development of burnout in nursing students, such as resilience and empathy, among others, must be taken into account when preventing the appearance and treating burnout. Professors should teach nursing students to prevent and recognize the most frequent symptoms of burnout syndrome.
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Affiliation(s)
| | | | | | - María José Membrive-Jiménez
- Faculty of Health Sciences, University of Granada, Granada, Spain
- *Correspondence: María José Membrive-Jiménez
| | - Lucia Ramírez-Baena
- Hospital Universitario San Cecilio, Servicio Andaluz de Salud, Granada, Spain
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Linden B, Ecclestone A, Stuart H. A scoping review and evaluation of instruments used to measure resilience among post-secondary students. SSM Popul Health 2022; 19:101227. [PMID: 36177483 PMCID: PMC9513163 DOI: 10.1016/j.ssmph.2022.101227] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 08/31/2022] [Accepted: 09/07/2022] [Indexed: 11/28/2022] Open
Abstract
As mental health problems continue to increase among post-secondary populations, the need to develop effective initiatives designed to bolster students' resilience has increasingly been identified as a priority. Therefore, access to valid tools with which to measure the efficacy of these interventions is imperative. To date, a comprehensive assessment of existing instruments used to evaluate the construct of resilience among post-secondary student populations has not been conducted. The purpose of this study was to fill this gap by conducting a scoping review of literature detailing the use of resilience instruments and evaluating their quality based on suitability for use in the post-secondary setting and associated psychometric evidence. We identified a total of 78 records published between 2010 and 2022, extracting a total of 12 instruments. Using detailed criteria frameworks, each instrument was assessed in terms of suitability and quality of associated psychometric evidence for validity and reliability. The results of our study suggest that many of the instruments currently being used to assess resilience among post-secondary students may not be appropriate. The majority of the instruments included in our review were developed for use among general adult populations and not specifically designed for use in the post-secondary setting. Most instruments did not assess resilience in a comprehensive, holistic matter that addressed the ability to bounce back from adversity by drawing upon psychological, social, cultural, and environmental resources, as defined by recent research. Further, no instruments included in our review had published evidence in support of a complete psychometric analysis. The results of our evaluation suggest that the Connor-Davidson Resilience Scale (CD-RISC) is the most suitable instrument for measuring resilience among post-secondary populations due to its suitability, comprehensive assessment of the construct of resilience, and demonstrably strong psychometric properties for both the 25- and 10-item versions of the tool.
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Affiliation(s)
- Brooke Linden
- Health Services and Policy Research Institute, Queen's University, 21 Arch Street, Kingston, ON, K7L 3L3, 343-333-6127, Canada
| | - Amy Ecclestone
- Health Services and Policy Research Institute, Queen's University, 21 Arch Street, Kingston, ON, K7L 3L3, 343-333-6127, Canada
| | - Heather Stuart
- Health Services and Policy Research Institute, Departments of Public Health Sciences, Psychiatry and School of Rehabilitation Therapy, Queen's University, Canada
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