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Huang Y, Fan Y, Li C, Chen D, Wu Y, Kong X. Relationship between emotional intelligence and academic support perception among nursing interns: The moderating role of bullying behaviors in nursing education. Int Nurs Rev 2024. [PMID: 38967088 DOI: 10.1111/inr.13018] [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: 03/06/2024] [Accepted: 06/16/2024] [Indexed: 07/06/2024]
Abstract
AIM This study aims to investigate the status of academic support perception among nursing interns and explore the correlation between academic support perception, emotional intelligence, and bullying behaviors in nursing education, especially the moderating role of bullying behavior on the relationship between emotional intelligence and academic support perception. BACKGROUND Academic support perception is closely related to the nursing interns' mental health and academic performance. To some extent, it can reflect nursing interns' satisfaction and happiness during their internship, affecting their motivation to continue their studies. However, little is known about the nursing interns' academic support perception in China. METHODS A total of 1020 nursing interns participated in this study. A sociodemographic information questionnaire, Bullying Behaviors in Nursing Education Scale, Wong and Law's Emotional Intelligence Scale, and Academic Support in the Practicum Scale were used to collect data. FINDINGS Bullying behaviors and emotional intelligence were significantly associated with nursing interns' academic support perception. In addition, bullying behaviors in nursing education moderated the association between emotional intelligence and academic support perception. DISCUSSION Nursing interns who possess high emotional intelligence and experience less bullying in nursing education tend to perceive higher academic support in clinical practice. The positive effects of emotional intelligence on nursing interns' academic support perceptions are contingent on the level of bullying behavior experienced in nursing education. Less bullying behaviors in nursing education enhance the impact of emotional intelligence on academic support perception. CONCLUSION AND IMPLICATIONS FOR NURSING Strategies should be created to promote emotional intelligence and decrease bullying behaviors in nursing education to improve the perception of academic support among nursing interns.
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Affiliation(s)
- Yi Huang
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yingying Fan
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Chaofeng Li
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Dan Chen
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yuwei Wu
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Xianglin Kong
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
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Bourke SL, McKenna L, Cooper S, Lam L. Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations: A grounded theory study. NURSE EDUCATION TODAY 2024; 138:106183. [PMID: 38554566 DOI: 10.1016/j.nedt.2024.106183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 03/07/2024] [Accepted: 03/21/2024] [Indexed: 04/01/2024]
Abstract
BACKGROUND Ability to focus on development of students' team communication and non-technical skills may be reduced in content saturated nursing curricula. Even when communication and simulation-based education is provided, students' utilisation of non-technical skills remains challenging. Although simulation is a recognised means to learn communication skills, little is known about nursing students' team communication in simulated settings. OBJECTIVE To understand the process by which final year undergraduate nursing students communicate in simulated team emergencies. DESIGN Using constructivist grounded theory, data was collected using semi-structured interviews and student observations and analysed using constant comparative analysis. SETTING Simulation laboratories in one university nursing school in Australia. PARTICIPANTS 21 final year nursing students in seven teams. METHODS Data were gathered from interviews and video observations of final year nursing students during simulated team emergencies. RESULTS Interview data and observations of video-recordings revealed contextual determinants that influence communication within teams: the simulation context, the student context and the team context. Team member characteristics, such as cultural and linguistic background, life experiences, gender and age, the ability to shift from leadership to followership as well as environmental factors such as mask wearing and simulation fidelity, contributed to uncertainty in communicating that nursing team effectiveness. CONCLUSIONS Improvement of contextual conditions necessitates implementation of supportive strategies. These include development of educational initiatives, and further research in experiential learning as a modality for learners to experience team communication. Further, simulation context, student context and team context are important considerations. Meeting clinical communication learning needs of students allows better preparation to care for deteriorating patients as graduates.
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Affiliation(s)
- Sharon L Bourke
- School of Nursing and Midwifery, La Trobe University, Bundoora, VIC 3086, Australia.
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Bundoora, VIC 3086, Australia.
| | - Simon Cooper
- The Health Innovation and Transformation Centre (HITC), Institute of Health and Wellbeing, Federation University Australia, Berwick Campus, Clyde Road, Berwick, Victoria, Australia.
| | - Louisa Lam
- School of Nursing, Midwifery and Paramedicine (VIC), Faculty of Health Sciences, Australian Catholic University, Victoria Parade, Fitzroy, VIC 3065, Australia.
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Huang Y, Chen D, Li C, Fan Y, Wu Y. The mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice: A cross-sectional study. NURSE EDUCATION TODAY 2024; 135:106129. [PMID: 38342038 DOI: 10.1016/j.nedt.2024.106129] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/29/2023] [Revised: 01/22/2024] [Accepted: 02/07/2024] [Indexed: 02/13/2024]
Abstract
BACKGROUND Bullying behaviours experienced by nursing interns in clinical practice are a considerable and serious concern. Understanding the factors that influence such behaviours in clinical practice is crucial for developing effective preventive measures and fostering a supportive learning environment. PURPOSE This study aims to investigate the prevalence and influencing factors of bullying behaviours experienced by nursing interns and examine the mediating role of academic support perception in the relationship between emotional intelligence and bullying behaviours in clinical practice. METHODS This is a cross-sectional study that used convenience sampling. A socio-demographic information questionnaire, Bullying Behaviours in Nursing Education Scale, Wong and Law's Emotional Intelligence Scale, and Academic Support in the Practicum Scale were used to collect data from nursing interns (n = 813) at seven tertiary hospitals in Changsha, China. Binary logistic regression and mediating analyses were used to explore the factors influencing bullying behaviours in nursing practice and examine the potential mediating role of academic support perception. RESULTS The prevalence of bullying behaviours in clinical practice among 813 nursing interns was 82.7 %. Binary logistic regression analyses indicated that attitude toward the nursing profession, emotional intelligence, and academic support perception were significantly associated with bullying behaviours in clinical practice. Academic support perception (β = 0.375, p < 0.001) played a significant mediating role in the relationship between emotional intelligence and bullying behaviours in clinical practice, accounting for 55.7 % of the total effect. CONCLUSION Nursing educators and administrators should recognise that improving emotional intelligence and enhancing academic support perception among nursing interns can reduce the occurrence of bullying behaviours in clinical practice.
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Affiliation(s)
- Yi Huang
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Dan Chen
- Nursing Department, Medical College, Hunan Normal University, Changsha, China.
| | - Chaofeng Li
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yingying Fan
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
| | - Yuwei Wu
- Nursing Department, Medical College, Hunan Normal University, Changsha, China
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Loureiro F, Peças D, Neves AC, Antunes AV. Coping strategies and social support in nursing students during clinical practice: A scoping review. Nurs Open 2024; 11:e2112. [PMID: 38379350 PMCID: PMC10879724 DOI: 10.1002/nop2.2112] [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: 05/11/2023] [Revised: 12/21/2023] [Accepted: 01/16/2024] [Indexed: 02/22/2024] Open
Abstract
AIM To identify the coping strategies and social support received by nursing students during clinical practice. DESIGN Scoping review. METHODS Primary studies on coping strategies and social support, in full text, in English, French, Spanish or Portuguese and published in 2018 or later were included. Search was carried out in January 2023 on EBSCOhost, PubMed, SciELO, ScienceDirect, OpenAIRE, MedNar Search, WorldWideScience and the references of previously selected articles. RESULTS A total of 24 studies were identified. Seven studies mentioned social support as a useful strategy and several instruments were identified that allow measurement. CONCLUSIONS Few studies establish a direct relationship between the effectiveness of coping strategies with stressful situations. Positive coping strategies are associated with effective stress management. The relationship between social support and stress reduction is scarcely addressed. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE Stressful situations can have an impact on students' health and on the quality of care. Nursing schools and healthcare institutions must work together in programmes to improve students coping abilities. IMPACT This review addressed coping strategies used by nursing students during clinical practice. A set of relevant coping strategies were identified that can be used by teachers to improve students' outcomes. REPORTING METHOD The review was performed according to Preferred Reporting Items for Scoping Reviews (PRISMA-ScR). PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution.
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Affiliation(s)
- Fernanda Loureiro
- Egas Moniz Center for Interdisciplinary Research (CiiEM), Egas Moniz School of Health & ScienceAlmadaPortugal
| | - Dina Peças
- Egas Moniz Center for Interdisciplinary Research (CiiEM), Egas Moniz School of Health & ScienceAlmadaPortugal
| | - Ana Cristina Neves
- Egas Moniz Center for Interdisciplinary Research (CiiEM), Egas Moniz School of Health & ScienceAlmadaPortugal
| | - Ana Vanessa Antunes
- Egas Moniz Center for Interdisciplinary Research (CiiEM), Egas Moniz School of Health & ScienceAlmadaPortugal
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Harvey G, Carter-Snell C, Kanikwu M. Exploring the meaning of peer support used by undergraduate nursing students who have experienced clinical-related critical incidents: A hermeneutic study. NURSE EDUCATION TODAY 2024; 132:106018. [PMID: 37948974 DOI: 10.1016/j.nedt.2023.106018] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/14/2023] [Revised: 10/23/2023] [Accepted: 10/30/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents. OBJECTIVE To better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents. DESIGN Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer's philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents. SETTING Participants were recruited from a Canadian university. PARTICIPANTS A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022. METHOD The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics. RESULTS Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection. CONCLUSIONS This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.
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Affiliation(s)
- Giuliana Harvey
- Mount Royal University, 4825 Mount Royal Gate, Calgary, Alberta T3E 6K6, Canada.
| | | | - Maryjane Kanikwu
- Mount Royal University, 4825 Mount Royal Gate, Calgary, Alberta T3E 6K6, Canada.
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Gómez-Urquiza JL, Velando-Soriano A, Membrive-Jiménez MJ, Ramírez-Baena L, Aguayo-Estremera R, Ortega-Campos E, Cañadas-De la Fuente GA. Prevalence and levels of burnout in nursing students: A systematic review with meta-analysis. Nurse Educ Pract 2023; 72:103753. [PMID: 37651959 DOI: 10.1016/j.nepr.2023.103753] [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: 06/12/2023] [Revised: 07/25/2023] [Accepted: 08/17/2023] [Indexed: 09/02/2023]
Abstract
AIM The aim of this study was to analyze burnout levels and prevalence in nursing students and to estimate prevalence levels with meta-analyses. BACKGROUND Nurses are one of the healthcare professionals most affect by burnout, but nursing students, during their studies, can also suffer burnout. DESIGN a systematic review with meta-analysis was performed. METHODS The search equation used in Pubmed, CINAHL and Scopus databases was "burnout AND nursing students". Quantitative primary studies including information about burnout, emotional exhaustion, depersonalization, or personal accomplishment in nursing students were included. Four meta-analysis were performed. RESULTS the sample was of n = 34 studies, with n = 15 studies being included in the meta-analysis with n = 2744 nursing students. Burnout prevalence was 19% (95% CI 11-28%). Regarding burnout dimensions, the most affected was high emotional exhaustion with a prevalence of 41%(95% CI 23-61%; n = 2222) followed by 27% low personal accomplishment(95% CI 9-49%; n = 2096), 25% high depersonalization (95% CI 15-36%; n = 2096). CONCLUSIONS Prevalence of burnout and its dimensions vary from 19% to 41%, being emotional exhaustion the main problem in nursing students. This problem may affect their future as nursing professionals, and it would be of important to prevent and to treat burnout at university levels.
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Affiliation(s)
- José L Gómez-Urquiza
- Ceuta Faculty of Health Sciences, University of Granada, Cortadura del Valle s/n, 51001 Ceuta, Spain.
| | | | | | - Lucia Ramírez-Baena
- Regional Hospital Santa Ana of Motril, Granada South Management Area, Andalusian Health Service, Motril, Granada 18600, Spain.
| | - Raimundo Aguayo-Estremera
- Department of Psychobiology and Methodology in Behavioral Sciences, Complutense University of Madrid, Campus de Somosaguas, 28223 Pozuelo de Alarcón, Spain.
| | | | - Guillermo A Cañadas-De la Fuente
- Faculty of Health Sciences, University of Granada, 18016 Granada, Spain / Brain, Mind and Behaviour Research Center (CIMCYC), University of Granada, 18011 Granada, Spain.
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Gómez-Urquiza JL, Velando-Soriano A, Martos-Cabrera MB, Cañadas GR, Albendín-García L, Cañadas-De la Fuente GA, Aguayo-Estremera R. Evolution and Treatment of Academic Burnout in Nursing Students: A Systematic Review. Healthcare (Basel) 2023; 11:healthcare11081081. [PMID: 37107915 PMCID: PMC10137671 DOI: 10.3390/healthcare11081081] [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: 02/18/2023] [Revised: 03/16/2023] [Accepted: 04/07/2023] [Indexed: 04/29/2023] Open
Abstract
AIM To analyse the scientific literature related to the evolution of burnout syndrome during nursing studies and the interventions for the treatment or prevention of this syndrome in nursing students. METHODS A systematic review of the PubMed, Scopus, and CINAHL databases was performed in August 2022 using the search phrase "burnout AND nursing students" to extract experimental and longitudinal studies. RESULTS Eleven relevant studies were obtained for analysis. Four were experimental, and seven were cohort studies. According to these studies, the interventions reduced burnout overall, but on occasion, the burnout scores for some aspects increased, as did the prevalence. Psychological and work environment-related variables were the most important factors predicting burnout. CONCLUSION Burnout (i.e., emotional exhaustion and depersonalisation) tends to increase during nursing studies. Related factors include personality, coping strategies, life satisfaction, and the work environment. Interventions such as progressive muscle relaxation, behavioural therapy, and recreational music may alleviate burnout.
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Affiliation(s)
- José Luis Gómez-Urquiza
- Ceuta Faculty of Health Sciences, Campus Universitario de Ceuta, University of Granada, 51001 Ceuta, Spain
| | | | | | - Gustavo R Cañadas
- Department of Didactic of Mathematics, Faculty of Education, Campus Universitario de la Cartuja, University of Granada, 18071 Granada, Spain
| | - Luis Albendín-García
- Casería de Montijo Health Center, Granada Metropolitan District, Andalusian Health Service, 18013 Granada, Spain
- Instituto de Investigación Biosanitaria (ibs.GRANADA), 18012 Granada, Spain
| | - Guillermo A Cañadas-De la Fuente
- Faculty of Health Sciences, University of Granada, Avda. Ilustración 60, 18016 Granada, Spain
- Brain, Mind and Behaviour Research Center (CIMCYC), University of Granada, 18071 Granada, Spain
| | - Raimundo Aguayo-Estremera
- Departamento de Psicobiología y Metodología de las Ciencias del Comportamiento, Facultad de Psicología, Universidad Complutense de Madrid, 28223 Pozuelo de Alarcón, Spain
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