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Thomsen HS, Jørgensen BE, Kynde Schøtz J, Bech LM, Grønkjær LL. Evaluation of a new concept to improve and organize clinical practice in nursing education: a pilot-study. BMC Nurs 2024; 23:203. [PMID: 38532438 DOI: 10.1186/s12912-024-01888-y] [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: 11/24/2023] [Accepted: 03/21/2024] [Indexed: 03/28/2024] Open
Abstract
BACKGROUND Nursing students may experience clinical practice as unsafe due to the interactions with patients, fear of making mistakes, lack of clinical experience and supervision, which results in anxiety and stress. Thus, interventions to improve and organize the learning environment in clinical practice for nursing students are warranted, and the aim of this pilot-study was to evaluate a new concept of clinical practice in order to get insight on the different initiatives and gain knowledge for further developing. METHODS The new concept consisted of nursing students being affiliated to the same department during their clinical practices, reflective supervision, and participation in a self-compassion course. Data was collected using questionnaires and focus group interviews of 17 nursing students, 17 clinical supervisors, and 14 head nurses. A mixed-methods strategy was employed to give the study a pragmatic approach. Finding from the questionnaires and focus group interviews were analyzed separately and then weaved together into themes. RESULTS The results generated four themes: Information and involvement before and during the new concept, Learning outcomes, safety, and well-being, Impact of reflective supervision and self-compassion course, and Transition from study life to working life. In general, the participating nursing students, clinical supervisors, and head nurses had positives experiences regarding the new concept. They felt well-informed, and they experienced that it contributed to a safe learning environment, increased well-being, strengthened the relationship between nursing students and clinical supervisors and healthcare staff at the department, and prepared the nursing students to working life. CONCLUSION Our results complement the suggestion that improved quality of clinical practice for nursing students is an effective strategy to establish a safe and supportive learning environment that contribute with satisfaction, successful experiences, and attraction of future nurses. However, further intervention studies are needed to compare the effect of the new concept with traditional clinical practice.
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Affiliation(s)
- Helle Skou Thomsen
- Department of Education, Department of Gastroenterology, University Hospital of Southern Denmark, Esbjerg, Denmark
| | - Britt Egeris Jørgensen
- Department of Education, Department of Gastroenterology, University Hospital of Southern Denmark, Esbjerg, Denmark
| | - Jette Kynde Schøtz
- Department of Education, Department of Gastroenterology, University Hospital of Southern Denmark, Esbjerg, Denmark
- Nursing Education, University College South Denmark, Esbjerg, Denmark
| | - Line Muff Bech
- Department of Education, Department of Gastroenterology, University Hospital of Southern Denmark, Esbjerg, Denmark
| | - Lea Ladegaard Grønkjær
- Department of Gastroenterology, University Hospital of Southern Denmark, Finsensgade 35, 6700, Esbjerg, Denmark.
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Lee H, Yoo HJ. Expectations and concerns about transitioning to face-to-face learning among Korean nursing students: A mixed methods study. PLoS One 2024; 19:e0296914. [PMID: 38236798 PMCID: PMC10795984 DOI: 10.1371/journal.pone.0296914] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2023] [Accepted: 12/21/2023] [Indexed: 01/22/2024] Open
Abstract
Owing to the coronavirus disease pandemic, nursing education materials were developed for online use. However, as nursing involves working with human beings, the experience of face-to-face learning is important. This study investigated the learning satisfaction and anxiety experienced by nursing students based on their learning methods, expectations, and concerns about transitioning entirely to face-to-face learning. Using a mixed-methods design, 120 and 14 third- and fourth-year nursing students in Korea completed an online survey and individual interviews, respectively. Data were collected from July to August 2022 to assess nursing students' learning satisfaction, anxiety, expectations, and concerns based on their learning method. Learning satisfaction was 3.96±0.68 out of 5; the students who experienced "online lectures only" had significantly higher overall satisfaction (F = 3.22, p = .002), nursing lectures satisfaction (F = 2.01, p = .046), and nursing practicum satisfaction (F = 2.19, p = .031). Anxiety was measured using the Generalized Anxiety Disorder-7 tool and was evaluated at the "minimal level," with an average score of 3.46 ± 4.80 out of 21. From the qualitative results obtained through interviews, we derived three categories and nine subcategories. These categories include: the burden of unfamiliar learning situations that are difficult to predict, considerations about face-to-face learning needed to improve learning satisfaction, and the turning point that offsets the sense of deprivation during college life. The qualitative results provided evidence for determining specific goals for face-to-face learning that reflected the opinions of nursing students. To successfully transition to face-to-face learning, it is essential to consider a combination of student efforts, professors' attention, and university-level support to develop a learning approach that combines the strengths of both online and face-to-face learning. Maximizing the benefits of online learning, such as integrating face-to-face and online learning through repetitive reviews of recorded videos of face-to-face sessions at their own time, can effectively reduce students' burdens and anxiety and increase their learning satisfaction.
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Affiliation(s)
- Hyeongsuk Lee
- College of Nursing, Gachon University, Incheon, Korea
| | - Hye Jin Yoo
- College of Nursing, Dankook University, Cheonan, Korea
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Löfgren U, Wälivaara BM, Strömbäck U, Lindberg B. The nursing process: A supportive model for nursing students' learning during clinical education - A qualitative study. Nurse Educ Pract 2023; 72:103747. [PMID: 37634290 DOI: 10.1016/j.nepr.2023.103747] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2022] [Revised: 07/28/2023] [Accepted: 08/13/2023] [Indexed: 08/29/2023]
Abstract
AIM The aim of this study was to increase understanding of nursing students' learning during clinical education in relation to the nursing process. BACKGROUND Nursing students' learning during clinical education is of great importance in creating meaning for theory and development of core competencies. As a theoretical model, the nursing process is challenging to apply in practice for both students and registered nurses, although use of the model has benefits for patient care. DESIGN This is a descriptive qualitative study with an abductive approach. METHODS Twelve semi-structured interviews with nursing students in education from six universities in Sweden were conducted in 2021-2022. Data were examined using qualitative content analysis. RESULTS The results revealed that the nursing process supported learning when theory and practice 'spoke the same language'. This allows for the opportunity to perform in a consistent way with the theory, while obtaining awareness of an invisible process. Furthermore, the nursing process supported learning by incorporating a thought structure for the student´s professional role through developing independence to conduct a holistic assessment and increasing an understanding of the nurse´s area of responsibility. CONCLUSION The results revealed that when theory and practice were aligned, the nursing process became a meaningful structure to develop a sustainable, safe way of thinking for one's future professional role. It is important to use supportive pedagogical models for students and supervisors that facilitate the integration of concepts of the nursing process in practice.
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Affiliation(s)
- Ulrika Löfgren
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden.
| | - Britt-Marie Wälivaara
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
| | - Ulrica Strömbäck
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
| | - Birgitta Lindberg
- Institution of Health, Education and Technology, Division of Nursing Science and Medical Technology, Luleå University of Technology, Luleå, Sweden
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Koskinen S, Brugnolli A, Fuster-Linares P, Hourican S, Istomina N, Leino-Kilpi H, Löyttyniemi E, Nemcová J, Meyer G, De Oliveira CS, Palese A, Rua M, Salminen L, Sveinsdóttir H, Visiers-Jiménez L, Zeleníková R, Kajander-Unkuri S. A successful nursing education promotes newly graduated nurses' job satisfaction one year after graduation: a cross-sectional multi-country study. BMC Nurs 2023; 22:269. [PMID: 37580681 PMCID: PMC10424405 DOI: 10.1186/s12912-023-01438-y] [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: 04/20/2023] [Accepted: 08/08/2023] [Indexed: 08/16/2023] Open
Abstract
BACKGROUND Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction. METHODS A cross-sectional study design with the utilization of data collected from the same respondents one year earlier as educational factors was applied. The data were collected from NGNs (n = 557) in 10 European countries using an electronic survey between February 2019 and September 2020, and analyzed in detail for four countries (n = 417). Job satisfaction was measured with three questions: satisfaction with current job, quality of care in the workplace, and nursing profession. Nursing education related factors were satisfaction with nursing education program, level of study achievements, nursing as the 1st study choice, intention to stay in nursing, and generic nursing competence. The data were analyzed statistically using logistic regression. RESULTS Most of the NGNs in the 10 countries were satisfied with their current job (88.3%), the quality of care (86.4%) and nursing profession (83.8%). Finnish, German, Lithuanian and Spanish NGNs' satisfaction with the nursing education program at graduation was statistically significantly associated with their job satisfaction, i.e., satisfaction with their current job, the quality of care, and the nursing profession. Moreover, NGNs who had fairly often or very often intention to stay in nursing at graduation were more satisfied with their current job, with the quality of care, and with the nursing profession compared with NGNs who had never or fairly seldom intention to stay in nursing at graduation. CONCLUSIONS Nursing education plays a significant role in NGNs' job satisfaction one year after graduation, indicating the importance to start career planning already during nursing education. Both nursing education providers and healthcare organizations could plan in close collaboration a transition program for NGNs to ease the transition phase and thus increase the NGNs' job satisfaction and ultimately the high-quality care of the patients.
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Affiliation(s)
- Sanna Koskinen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
| | - Anna Brugnolli
- Azienda Per I Servizi Sanitari Provinciali, University of Verona, 38123 Trento, Italy
| | - Pilar Fuster-Linares
- Department of Nursing, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
| | - Susan Hourican
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland
| | - Natalja Istomina
- Institute of Health Sciences, Vilnius University, 01513 Vilnius, Lithuania
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Turku University Hospital, 20521 Turku, Finland
| | - Eliisa Löyttyniemi
- Turku University Hospital, 20521 Turku, Finland
- Department of Biostatistics, University of Turku, 20014 Turku, Finland
| | - Jana Nemcová
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovakia
| | - Gabriele Meyer
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, 06108 Halle (Saale), Germany
| | - Célia Simão De Oliveira
- Department of Fundamentals of Nursing, Lisbon School of Nursing—ESEL (Escola Superior de Enfermagem de Lisboa), 1600-096 Lisbon, Portugal
| | - Alvisa Palese
- Department of Medicine, Udine University, 33100 Udine, Italy
| | - Marília Rua
- School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
| | - Leena Salminen
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Turku University Hospital, 20521 Turku, Finland
| | | | - Laura Visiers-Jiménez
- Department of Health Sciences, School of Nursing and Physiotherapy, Universidad Pontificia de Comillas, San Juan de Dios, Fundación San Juan de Dios, Alberto Aguilera, 23, 28015 Madrid, Spain
| | - Renáta Zeleníková
- Department of Nursing and Midwifery, University of Ostrava, 70103 Ostrava, Czech Republic
| | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Diaconia University of Applied Sciences, 00580 Helsinki, Finland
| | - on behalf of the ProCompNurse Consortium and the COMPEUnurse Consortium
- Department of Nursing Science, University of Turku, 20014 Turku, Finland
- Azienda Per I Servizi Sanitari Provinciali, University of Verona, 38123 Trento, Italy
- Department of Nursing, Universitat Internacional de Catalunya, 08017 Barcelona, Spain
- School of Nursing, Psychotherapy and Community Health, Dublin City University, Dublin 9, Ireland
- Institute of Health Sciences, Vilnius University, 01513 Vilnius, Lithuania
- Turku University Hospital, 20521 Turku, Finland
- Department of Biostatistics, University of Turku, 20014 Turku, Finland
- Department of Nursing Science, Jessenius Faculty of Medicine in Martin, Comenius University in Bratislava, 03601 Martin, Slovakia
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, 06108 Halle (Saale), Germany
- Department of Fundamentals of Nursing, Lisbon School of Nursing—ESEL (Escola Superior de Enfermagem de Lisboa), 1600-096 Lisbon, Portugal
- Department of Medicine, Udine University, 33100 Udine, Italy
- School of Health Sciences, University of Aveiro, 3810-193 Aveiro, Portugal
- Faculty of Nursing, University of Iceland, 07 Reykjavík, Iceland
- Department of Health Sciences, School of Nursing and Physiotherapy, Universidad Pontificia de Comillas, San Juan de Dios, Fundación San Juan de Dios, Alberto Aguilera, 23, 28015 Madrid, Spain
- Department of Nursing and Midwifery, University of Ostrava, 70103 Ostrava, Czech Republic
- Diaconia University of Applied Sciences, 00580 Helsinki, Finland
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Baharum H, Ismail A, McKenna L, Mohamed Z, Ibrahim R, Hassan NH. Success factors in adaptation of newly graduated nurses: a scoping review. BMC Nurs 2023; 22:125. [PMID: 37069647 PMCID: PMC10111715 DOI: 10.1186/s12912-023-01300-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/15/2022] [Accepted: 04/13/2023] [Indexed: 04/19/2023] Open
Abstract
BACKGROUND Difficulties in adapting to the workplace can affect newly graduated nurses' transition. Such nurses must adapt quickly, as it can affect their future career prospects. Therefore, this review aimed to identify the success factors that promote newly graduated nurses' effective transition and adaptation. METHODS The Joanna Briggs Institute scoping reviews methodology was used. Data were extracted from MEDLINE, Scopus, EBSCOhost, and Web of Science publications published between 2011 and 2020. A total of 23 articles were included in this review, which comprised qualitative, quantitative, and mixed methods primary research studies focusing on the contributing factors that aided newly graduated nurses' adaptation to the work environment during their transition period. Key emerging themes were identified with thematic analysis. RESULTS Three main themes were identified: (1) organisational contribution (social development, organisational culture, work characteristics, work readiness, work commitment, professional role), (2) personality traits (self-embodiment, personality masking, being proactive and confident), and (3) academic institutions (pre-entry knowledge and role of nursing faculty). Newly graduated nurses' adaptation should begin during nursing education, be supported by the workplace organisation, and driven by the nurse's personality. We determined that that the role of nursing education in aiding the provision of the required knowledge and actual clinical experiences to students profoundly affected developing nurses' self-confidence levels in delivering nursing care effectively. Additionally, a warm environment supported nurses emotionally and physically. CONCLUSIONS While organisations and educational institutions have undertaken numerous efforts to ensure that newly graduated nurses are adequately supported, the nurse's personality and values are also equally important to ease adaptation during the transition process. Academic and workplace programs designed for newly graduated nurses should apply and emphasise this knowledge to develop and strengthen their personalities and values, especially to increase confidence and promote proactive values that facilitate newly graduated nurses' rapid and effective adaptation to their new employment.
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Affiliation(s)
- Hafidza Baharum
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Aniza Ismail
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia.
| | - Lisa McKenna
- School of Nursing and Midwifery, La Trobe University, Bundoora, Australia
| | - Zainah Mohamed
- Department of Nursing, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Roszita Ibrahim
- Department of Community Health, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
| | - Nor Haty Hassan
- Department of Nursing, Faculty of Medicine, Universiti Kebangsaan Malaysia, 56000, Kuala Lumpur, Malaysia
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Araújo AAC, Godoy SD, Maia NMFES, Oliveira RMD, Vedana KGG, Sousa ÁFLD, Wong TKS, Mendes IAC. Positive and negative aspects of psychological stress in clinical education in nursing: A scoping review. NURSE EDUCATION TODAY 2023; 126:105821. [PMID: 37080012 DOI: 10.1016/j.nedt.2023.105821] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2023] [Revised: 03/28/2023] [Accepted: 04/10/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Even though clinical practice is crucial for nursing students' personal and professional development, it is recurrently associated with stress. However, stressful situations may not only elicit negative responses, but positive responses as well, and such aspects should be further investigated. AIM To explore the literature addressing the positive and negative aspects of stress experienced by nursing students during clinical practicum. DESIGN This scoping review followed the Joanna Briggs Institute (JBI) and PRISMA-ScR guidelines. DATA SOURCES CINAHL, MEDLINE/PubMed, PsycINFO, Web of Science, IBECS, LILACS, BDENF and two theses and dissertations repositories. REVIEW METHODS Searches were conducted from June to August 2022. Studies addressing the positive and negative aspects of stress experienced by nursing students during clinical practice were included regardless of the method adopted. RESULTS This review included 32 studies published between 1999 and 2022 in 25 countries across four continents: Africa, America, Asia, and Europe. Stress can positively influence academic performance, especially in mobilizing a search for learning and professional development and in integrating theoretical knowledge and improving clinical skills and competencies. Negatively, stress can cause biopsychosocial symptoms that compromise a student's academic performance and can cause doubts and uncertainties about the construction of their professional identity. CONCLUSIONS Although the negative aspects stand out over the positive ones, it is evident that both are present in the clinical practice environment. When considering stress of nursing students, educators should conduct the teaching-learning process in order to reduce the negative impact and promote the positive side of stressful situations.
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Affiliation(s)
| | - Simone de Godoy
- Ribeirão Preto College of Nursing, University of São Paulo, Ribeirão Preto, Brazil.
| | | | | | | | - Álvaro Francisco Lopes de Sousa
- Global Health and Tropical Medicine, Institute of Hygiene and Tropical Medicine, NOVA University of Lisbon, Lisbon, Portugal.
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Luo J, Luo L, Yang A, Cui M, Ma H. Clinical experiences of final-year nursing students during the COVID-19 pandemic: A systematic review and meta-synthesis. NURSE EDUCATION TODAY 2023; 120:105633. [PMID: 36436265 PMCID: PMC9671624 DOI: 10.1016/j.nedt.2022.105633] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/29/2022] [Revised: 10/27/2022] [Accepted: 11/04/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES This systematic review aimed to qualitatively synthesise existing literature to examine the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic and provide recommendations for the effective management of clinical placement of nursing students. DESIGN A qualitative systematic review was conducted and reported following Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines. DATA SOURCES Five electronic databases were searched and qualitative studies were included for analysis if they focussed on the clinical nursing experiences of final-year nursing students during the COVID-19 pandemic. REVIEW METHODS Data synthesis was conducted by extracting all findings, developing categories, and producing synthesised findings. RESULTS Four synthesised findings were concluded: 1) facing the unknown and willingness to help, 2) challenging the clinical environment, 3) transition improving professional identity, and 4) finding ways out of the pandemic. CONCLUSIONS The transition of nursing students to clinical nursing practice during the pandemic is a personally and professionally challenging process, while nursing students try to adapt to the changing clinical environment and enhance their professional identity. Nursing managers and health policymakers should acknowledge the challenges encountered by nursing students during the pandemic and support the professional growth of future nursing teams by providing high-quality supervision.
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Affiliation(s)
- Jing Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Ling Luo
- Department of Respiratory and Critical Medicine, University-Town Hospital of Chongqing Medical University, Chongqing, PR China
| | - Aihua Yang
- Child and Adolescent Psychiatry, The Fourth People's Hospital of Liaocheng, No. 47 Huayuan North Road, Liaocheng, Shandong Province, PR China
| | - Miao Cui
- Office of academic studies, Chongqing Medical University, Chongqing, PR China
| | - Huijuan Ma
- School of Nursing, Third Military Medical University/Army Medical University, No. 30 Gaotanyan Street, Shapingba District, Chongqing, PR China.
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New graduate registered nurses' professional competence and the impact of preceptors' education intervention: a quasi-experimental longitudinal intervention study. BMC Nurs 2022; 21:360. [PMID: 36526985 PMCID: PMC9757917 DOI: 10.1186/s12912-022-01133-4] [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: 09/23/2022] [Accepted: 11/30/2022] [Indexed: 12/23/2022] Open
Abstract
AIMS AND OBJECTIVES The aim of this quasi-experimental longitudinal intervention study was to investigate new graduate nurses' professional competence development after preceptors' participation in an education intervention. BACKGROUND New graduate registered nurses are expected to be competent in many areas of nursing. Expectations that are sometimes unrealistic may cause a sense of inadequacy and stress, and this may in turn prevent them from fully deploying their competencies. Competence development is related to practice environment, occupational commitment, empowerment, and work experience. Orientation or transition programs have been designed to ensure new graduate nurses' competence, and preceptors and preceptorship could also have significant influence on their competence development. DESIGN A quasi-experimental longitudinal intervention study. METHODS The data was collected from October 2015 to November 2017. Participating wards were randomized into intervention and control groups. The intervention group preceptors had an eight-hour education intervention that focused on new employees' orientation, particularly from new graduates' point of view. Wards in the control group continued to precept as before. The Nurse Competence Scale was used for new graduates' self-assessment at baseline and at three-month and nine-month follow-up. This study is reported in accordance with the TREND Statement Checklist. RESULTS The education intervention aimed at preceptors did not have impact on the intervention group NGRNs' competence development. There were no statistically significant differences between the groups and effect size remained small. CONCLUSIONS The preceptors' education intervention was not effective enough to develop new graduates' professional competence so that it would have differed from that of the graduates receiving conventional orientation at the university hospital. This study confirmed that competence development is a complex and multidimensional phenomenon and organizations should invest in new graduate registered nurses' competence development during their early career. Preceptors' education and development of preceptorship and transition programs are an important part of overall competence development in complex health care environments. TRIAL REGISTRATION Retrospectively registered.
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Lee TW, Ji Y, Yoon YS. [The Validity and Reliability of the Korean Version of Readiness for Practice Survey for Nursing Students]. J Korean Acad Nurs 2022; 52:564-581. [PMID: 36620955 DOI: 10.4040/jkan.22032] [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: 03/30/2022] [Revised: 09/22/2022] [Accepted: 10/27/2022] [Indexed: 01/04/2023]
Abstract
PURPOSE This study aimed to evaluate the validity and reliability of the Korean version of the Readiness for Practice Survey (K-RPS). METHOD The English Readiness for Practice Survey was translated into Korean using the Translation, Review, Adjudication, Pretesting, and Documentation (TRAPD) method. Secondary data analysis was performed using the dataset from the New Nurse e-Cohort study (Panel 2020) in South Korea. This study used a nationally representative sample of 812 senior nursing students. Exploratory and confirmatory factor analyses were also conducted. Convergent validity within the items and discriminant validity between factors were assessed to evaluate construct validity. Construct validity for hypothesis testing was evaluated using convergent and discriminant validity. Ordinary α was used to assess reliability. RESULTS The K-RPS comprises 20 items examining four factors: clinical problem solving, learning experience, professional responsibilities, and professional preparation. Although the convergent validity of the items was successfully verified, discriminant validity between the factors was not. The K-RPS construct validity was verified using a bi-factor model (CMIN/DF 2.20, RMSEA .06, TLI .97, CFI .97, and PGFI .59). The K-RPS was significantly correlated with self-esteem (r = .43, p < .001) and anxiety about clinical practicum (r = -.50, p < .001). Internal consistency was reliable based on an ordinary α of .88. CONCLUSION The K-RPS is both valid and reliable and can be used as a standardized Korean version of the Readiness for Practice measurement tool.
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Affiliation(s)
- Tae Wha Lee
- College of Nursing and Mo-Im Kim Nursing Research Institute, Yonsei University, Seoul, Korea
| | - Yoonjung Ji
- College of Nursing and Brain Korea, 21 FOUR Project, Yonsei University, Seoul, Korea
| | - Yea Seul Yoon
- College of Nursing and Brain Korea, 21 FOUR Project, Yonsei University, Seoul, Korea.
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Moloney M, Murphy L, Kingston L, Markey K, Hennessy T, Meskell P, Atkinson S, Doody O. Final year undergraduate nursing and midwifery students’ perspectives on simulation-based education: a cross-sectional study. BMC Nurs 2022; 21:299. [PMID: 36335322 PMCID: PMC9637299 DOI: 10.1186/s12912-022-01084-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/13/2022] [Accepted: 09/27/2022] [Indexed: 11/07/2022] Open
Abstract
Background Simulation-based education is a teaching and learning approach that can enhance learning experiences for students on healthcare programmes. Within undergraduate nursing and midwifery education, simulation can support students in developing graduate attributes necessary to become practice-ready professionals. This paper reports on the evaluation of a simulation-based education initiative, which was introduced to support final year undergraduate nursing and midwifery students in preparation for their upcoming clinical internship in practice. Methods This study aimed to evaluate a simulation-based education initiative from the perspectives of final year undergraduate nursing and midwifery students (N = 95). An online survey, using the validated Simulation Effectiveness Tool – Modified (SET-M), was distributed to final year nursing and midwifery students at one university in Ireland. This study was conducted and reported in line with the Consensus-Based Checklist for Reporting of Survey Studies (CROSS). Results The results of the study highlight final year nursing and midwifery students’ perceptions, experiences, and satisfaction with learning in a simulated environment. Students reported their simulation-based learning experiences as worthwhile, motivating, and as important opportunities to build on previous learning, increase confidence and gain experience in preparation for real-life practice. Students reported feeling more confident in their assessment skills, in providing care and interventions in responding to changes in a person’s health status. All students reported that the simulation-based learning experiences enabled them to think more critically about the clinical case scenarios and critically question their actions and decision-making processes. Pre-briefing and debriefing sessions were highlighted as important aspects of the simulation which helped to increase student confidence and cultivate meaningful learning. Conclusion Simulation-based education is a valuable teaching and learning modality, particularly for final year students who are transitioning to real-life clinical practice. Student-centred simulation-based learning experiences can cultivate professional development and support learners in their transition from university student to healthcare professional. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-01084-w.
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Matlhaba KL, Nkoane NL. Understanding the learning needs to enhance clinical competence of new professional nurses in public hospitals of South Africa: A qualitative study. BELITUNG NURSING JOURNAL 2022; 8:414-421. [PMID: 37554484 PMCID: PMC10405665 DOI: 10.33546/bnj.2180] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Revised: 07/16/2022] [Accepted: 08/01/2022] [Indexed: 08/10/2023] Open
Abstract
BACKGROUND A competent nursing workforce plays an important role, as it will ensure effective management of the healthcare system by providing quality nursing care. However, from the literature, it is evident that the learning needs of new professional nurses are not well explored and documented. OBJECTIVE The objective of this paper was to report identified learning needs of new professional nurses to enhance their clinical competence to ensure that they are able to provide excellent quality nursing care to patients with confidence. METHODS A qualitative study design was used to understand the perceptions of operational managers regarding the learning needs of new professional nurses to enhance their clinical competence. The study was conducted at seven public hospitals in the three districts of the North West Province, South Africa, between September and November 2021. Data were analyzed thematic. RESULTS Four themes emerged from data analysis: 1) Ethos and professional practice, 2) Management and leadership skills, 3) Assessment and observation skills, and 4) Documentation and record keeping. CONCLUSION This study provides valuable information regarding the learning needs of new professional nurses. Understanding these learning needs can provide insight into how to better transition student nurses to registered nurses so that they are able to adequately and safely take care of a diverse patient population and work successfully as new nurses.
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Affiliation(s)
| | - Naomi L. Nkoane
- Department of Health Studies, University of South Africa, South Africa
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12
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Lundell Rudberg S, Westerbotn M, Sormunen T, Scheja M, Lachmann H. Undergraduate nursing students' experiences of becoming a professional nurse: a longitudinal study. BMC Nurs 2022; 21:219. [PMID: 35933339 PMCID: PMC9357313 DOI: 10.1186/s12912-022-01002-0] [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: 05/09/2022] [Accepted: 07/29/2022] [Indexed: 12/02/2022] Open
Abstract
Background During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students’ development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students’ experiences of professional competence development during education. Methods A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions. Results The results revealed that students’ professional role developed gradually. The students’ started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students’ focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained. Conclusions Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university. Supplementary Information The online version contains supplementary material available at 10.1186/s12912-022-01002-0.
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Affiliation(s)
- Susanne Lundell Rudberg
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77, Stockholm, Sweden. .,Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, 114 86, Stockholm, Sweden.
| | - Margareta Westerbotn
- Department of Nursing Science, Sophiahemmet University, P. O. Box 5605, 114 86, Stockholm, Sweden.,Department of Clinical Science and Education, Södersjukhuset, Karolinska Institutet, 118 83, Stockholm, Sweden
| | - Taina Sormunen
- Department of Health Promoting Science, Sophiahemmet University, P. O. Box 5605, 114 86, Stockholm, Sweden
| | - Max Scheja
- Department of Education of Stockholm University, 106 91, Stockholm, Sweden
| | - Hanna Lachmann
- Department of Learning, Informatics, Management and Ethics, Karolinska Institutet, 171 77, Stockholm, Sweden
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13
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Bryan V, Vitello-Cicciu J. Perceptions of preceptors' authentic leadership and final year nursing students' self-efficacy, job satisfaction, and job performance. J Prof Nurs 2022; 41:81-87. [DOI: 10.1016/j.profnurs.2022.04.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2021] [Revised: 04/12/2022] [Accepted: 04/17/2022] [Indexed: 10/18/2022]
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The mediating effect of psychological capital on the relationship between psychological stress and distress among chinese nursing students: a cross-sectional study. BMC Nurs 2022; 21:128. [PMID: 35614502 PMCID: PMC9130981 DOI: 10.1186/s12912-022-00915-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2021] [Accepted: 05/20/2022] [Indexed: 11/10/2022] Open
Abstract
Background With the COVID-19 outbreak in China, the Chinese government took measures to prevent and control the spread of the virus. In-person teaching was replaced by distance learning, which was an unknown challenge for students. In this context, little is known about the perceived distress of nursing students and the relationship between psychological capital, perceived distress, and psychological stress. This study examined the relationship between psychological capital, psychological distress, and perceived stress, and the mediating role of psychological capital in the relationship between perceived stress and psychological distress among nursing students. Methods This cross-sectional survey was conducted between January and December 2020 using a convenience sampling method involving 359 undergraduate and specialist nursing students at a tertiary hospital in Shandong Province. Standardised instruments were used to measure psychological capital, psychological stress, and perceived stress. We used SPSS 24.0 and PROCESS macro to analyse the data. Results There was a statistically significant difference in perceived stress among students based on whether they liked the nursing profession (P < 0.01). Relative to nursing college students, undergraduates experienced significantly higher levels of perceived stress (P < 0.01). Nevertheless, there were no significant differences in perceived stress according to gender, place of residence, and being an only child. Psychological distress was positively correlated (r = 0.632, p < 0.001) with perceived stress (r =-0.662, p < 0.001), whereas it was negatively correlated with psychological capital. Psychological capital played a potential mediating role in the relationship between psychological distress and perceived stress. Conclusions Psychological distress was negatively correlated with psychological capital, and positively correlated with perceived stress. Mediation analyses indicated that psychological capital partially mediated the relationship between perceived stress and psychological distress. Educators should therefore heed students’ perceived stress and develop appropriate mental health counselling programmes for students in the curriculum that could help them reduce their psychological distress. In clinical practice, nursing managers must take effective measures, such as skills training, to improve the psychological capital of nursing students and reduce the negative impact of their psychological distress.
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John McKitterick D, Corsini N, Peters MD, Chiarella M, Eckert M. RETRACTED: International nursing students' perceptions and experiences of transition to the nursing workforce - A cross-sectional survey. Nurse Educ Pract 2022; 59:103303. [PMID: 35121205 DOI: 10.1016/j.nepr.2022.103303] [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: 09/20/2021] [Revised: 12/14/2021] [Accepted: 01/25/2022] [Indexed: 11/27/2022]
Abstract
This article has been retracted: please see Elsevier Policy on Article Withdrawal (https://www.elsevier.com/locate/withdrawalpolicy). This article has been retracted at the request of the authors because the data reported in the manuscript are likely to have been compromised. It came to the co-authors’ attention after the publication of the article that a large proportion of the surveys reported in the study had been completed by a respondent using the first author’s IP addresses. The authors would like to apologize to readers for this error.
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Affiliation(s)
- Della John McKitterick
- University of South Australia, Clinical and Health Sciences, Rosemary, Bryant AO Research Centre, Adelaide, South Australia 5000, Australia.
| | - Nadia Corsini
- University of South Australia, Clinical and Health Sciences, Rosemary, Bryant AO Research Centre, Adelaide, South Australia 5000, Australia.
| | - Micah Dj Peters
- University of South Australia, Clinical and Health Sciences, Rosemary, Bryant AO Research Centre, Adelaide, South Australia 5000, Australia.
| | - Mary Chiarella
- The University of Sydney Susan Wakil School of Nursing and Midwifery, Camperdown, New South Wales 2050, Australia.
| | - Marion Eckert
- University of South Australia, Clinical and Health Sciences, Rosemary, Bryant AO Research Centre, Adelaide, South Australia 5000, Australia.
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16
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Developing, conducting and evaluating the internship preparatory program (Ipp). Ann Med Surg (Lond) 2022; 73:103215. [PMID: 35079360 PMCID: PMC8767267 DOI: 10.1016/j.amsu.2021.103215] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/29/2021] [Revised: 12/23/2021] [Accepted: 12/23/2021] [Indexed: 12/03/2022] Open
Abstract
Background Medical schools worldwide have employed different practices to facilitate a smooth transition from medical school into the internship phase to promote success in graduates’ future professional life. The College of Medicine at Princess Nourah University (PNU) has developed a unique internship preparatory program focusing on soft and clinical skills. Objective The aim of this study was to describe the internship preparatory program (IPP) and evaluate its effectiveness in improving medical students’ transition to internship. Materials and methods The IPP for fifth-year medical students at PNU was planned and designed based on students’ needs, the Saudi-Med framework, and similar national/international programs. The one-year longitudinal IPP in 2016–2017 covered four modules conducted as ten workshops focusing on soft skills, clinical skills, and professional development for the future. All data were analyzed by using SPSS version 20. Results The IPP was attended and evaluated by 48 participants; 70% of them attended 80% of the IPP workshops. The satisfaction rate for workshop participants was 6.8–8.8 out of 10. Most participants were either satisfied or strongly satisfied with respect to each item on the IPP satisfaction scale; the median satisfaction score was 4 out of 5. A positive significant correlation between the satisfaction score and the number of workshops attended was detected. Conclusion The IPP was a satisfying initiative for most participants. It refines their clinical and soft skills, facilitates future planning, and provides a smooth transition from medical school to internship. Internship preparatory program (IPP) refines the graduate's clinical skills. Internship preparatory program (IPP) refines the graduate's soft skills like communication and collaboration. IPP may facilitates future planning for future career. IPP provides a smooth transition from medical school to internship.
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17
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Mikkonen K, Utsumi M, Tuomikoski AM, Tomietto M, Kaučič BM, Riklikiene O, Vizcaya-Moreno F, Nakaoka A, Yamakawa M, Inoue M, Yayama S, Pérez-Cañaveras RM, Filej B, Kääriäinen M. Mentoring of nursing students-A comparative study of Japan and five European countries. Jpn J Nurs Sci 2021; 19:e12461. [PMID: 34825767 DOI: 10.1111/jjns.12461] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Revised: 09/28/2021] [Accepted: 10/05/2021] [Indexed: 01/10/2023]
Abstract
AIMS This study aimed to explore mentoring competence in nursing student mentors during clinical practice by identifying different mentor profiles and connections between different competence areas among five European countries and Japan. METHODS The study implemented a cross-sectional design in Finland, Italy, Lithuania, Slovenia, Spain, and Japan during 2016 and 2019. In total, 6208 mentors were invited, and 1862 participated from 58 healthcare organizations. The data were collected with a survey questionnaire by including background question items with the Mentor Competence Instrument. K-clustering and structural equation modeling were used for data analysis. RESULTS Four mentor profiles, A (43%), B (30%), C (18%), and D (9%), were identified according to the seven mentoring competence areas with high statistical significance (p < 0.001). Higher mentoring competence (mean >3.50) was observed among Finnish, Lithuanian, and Slovenian mentors with university education in nursing, older ages, more work experience, and previous education in mentoring. Lower competence (mean <2.49) was observed among Japanese and Italian mentors with diplomas in nursing, younger ages, less work experience, and no previous education in mentoring. CONCLUSION Mentoring requires motivated, highly competent mentors since mentoring is a critical aspect of nursing education. Mentoring roles should be given to nurses with higher education and mentoring training. Younger, less experienced nurses without formal mentoring training may need support from senior nurses when performing mentoring roles and could also facilitate a more balanced workload between patient care and mentoring for senior nurses.
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Affiliation(s)
- Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Momoe Utsumi
- Division of Health Sciences, Graduate School of Medicine, Osaka University, Suita City, Japan
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland.,Oulu University of Applied Science, Oulu, Finland
| | - Marco Tomietto
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu, Finland
| | - Boris Miha Kaučič
- College of Nursing in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Olga Riklikiene
- Faculty of Nursing, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | | | - Akiko Nakaoka
- Faculty of Nursing, Kobe Women's University, Kobe, Japan
| | - Miyae Yamakawa
- Division of Health Sciences, Graduate School of Medicine, Osaka University, Suita City, Japan
| | - Mitsuyo Inoue
- Hyogo University of Health Sciences, Faculty of Nursing, Kobe, Japan
| | - So Yayama
- Faculty of Nursing, Graduate School of Nursing, Kansai Medical University, Osaka, Japan
| | | | - Bojana Filej
- College of Nursing in Celje, Institute of Nursing Research, Celje, Slovenia
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, University of Oulu, Oulu University Hospital, Oulu, Finland
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18
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Vázquez-Calatayud M, Rumeu-Casares C, Olano-Lizarraga M, Regaira Martínez E. Nursing students' experience of providing frontline COVID-19 support: A qualitative study. Nurs Health Sci 2021; 24:123-131. [PMID: 34761512 PMCID: PMC8662254 DOI: 10.1111/nhs.12902] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Revised: 10/27/2021] [Accepted: 10/31/2021] [Indexed: 01/10/2023]
Abstract
Understanding the unique experience of nursing students providing frontline support in COVID-19 hospital wards is crucial for the design of strategies to improve crisis management and mitigate future pandemic outbreaks. Limited research concerning this phenomenon has been published. This qualitative study aimed to understand the experience of providing support from COVID-19 frontline nursing students' perspective. Online interviews were conducted with nine nursing students from April to May 2020; interview data were analyzed by content analysis using Burnard's method. Six main categories emerged from the data analysis: "experiencing a rapid transition from student to professional," "fear and uncertainty of the unknown," "resilience throughout the crisis," "sense of belonging to a team," "shared responsibility," and "importance of the profession." Based on these findings, multicomponent strategies that function in parallel with practical contexts should be developed to enable students to diligently adapt their abilities to their new role and cope with health crises.
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Affiliation(s)
- Mónica Vázquez-Calatayud
- Clínica Universidad de Navarra, Pamplona, Spain.,School of Nursing, Universidad de Navarra, Pamplona, Spain.,University of Navarra, Innovation for a Person-Centred Care Research Group (ICCP-UNAV), Pamplona, Spain.,Navarra's Health Research Institute (IdiSNA), Pamplona, Spain
| | - Carmen Rumeu-Casares
- Clínica Universidad de Navarra, Pamplona, Spain.,University of Navarra, Innovation for a Person-Centred Care Research Group (ICCP-UNAV), Pamplona, Spain
| | - Maddi Olano-Lizarraga
- School of Nursing, Universidad de Navarra, Pamplona, Spain.,University of Navarra, Innovation for a Person-Centred Care Research Group (ICCP-UNAV), Pamplona, Spain.,Navarra's Health Research Institute (IdiSNA), Pamplona, Spain
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19
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Chiang YC, Lee HC, Chu TL, Wu CL, Hsiao YC. The relationship between spiritual health, health-promoting behaviors, depression and resilience: A longitudinal study of new nurses. Nurse Educ Pract 2021; 56:103219. [PMID: 34628178 DOI: 10.1016/j.nepr.2021.103219] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/02/2021] [Revised: 08/17/2021] [Accepted: 09/24/2021] [Indexed: 11/17/2022]
Abstract
AIM To determine if levels of spiritual health, health-promoting behaviors, depressive symptoms and resilience change over time and determine if any variables have an impact on resilience among new nurses. BACKGROUND Nurses provide patients with medical care and emotional support in high-stress environments. Resilience is a characteristic that allows one to adjust to these adverse situations. Resilience can help new nurses withstand the emotional stress of the workplace and improve nurse retention. METHOD The study was conducted from 2017 to 2019 with a convenience sample of nursing students (N = 195). Data were collected at four timepoints with self-report questionnaires on spiritual health, health-promoting behaviors, resilience and the Beck Depression Inventory-II from 2017 to 2019. Three timepoints were collected during the fourth year of the student stage: fall semester (T1), spring semester (T2) and just prior to graduation (T3); the fourth timepoint was the novice stage (T4), after at least 3 months as a registered nurse. General estimating equations determined predictors of resilience. RESULTS A total of 124 new nurses completed all questionnaires (63% response rate). Although mean scores fluctuated slightly during the student stage, the scores at T4 were significantly worse for spiritual health (Wald χ2 = 30.23, p < .001), health-promoting behaviors (Wald χ2 = 34.89, p < .001), depressive symptoms (Wald χ2 = 46.75, p < .001) and resilience (Wald χ2 = 21.54, p < .001). Spiritual health, health-promoting behaviors were positively correlated with resilience (p < .001); depressive symptoms were negatively correlated (p < .001). Controlling for the effect of time, resilience of novice nurses was positively associated with nursing school practicum grade, spiritual health and health-promoting behaviors (β = 10.30, p < .001; β = 12.14, p < .001; and β = 14.62, p < .001, respectively) and negatively associated with depressive symptoms (β = - 0.53, p < .001). CONCLUSIONS Scores for all variables were similar over the three timepoints of the student stage. However, the significant changes at T4 compared with the student stage suggest the novice stage of nursing was challenging. Increasing resilience could reduce the challenges of transitioning to a hospital environment. Nursing educators and administrators could increase nursing students' resilience by restructuring the educational curricula. This could include helping nurses increase their spirituality and health-related behaviors and providing psychological support to reduce depressive symptoms. Increasing levels of resilience could reduce nurses' emotional stress and improve retention of new nurses.
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Affiliation(s)
- Yi-Chien Chiang
- Department of Nursing, Chang Gung University of Science and Technology, Division of Pediatric Hematology and Oncology, Chang Gung Memorial Hospital at Linkou, Taiwan, ROC.
| | - Hsiang-Chun Lee
- Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC.
| | - Tsung-Lan Chu
- Administration Center of Quality Management Department, Chang Gung Medical Foundation, Taiwan, ROC.
| | - Chia-Ling Wu
- Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC.
| | - Ya-Chu Hsiao
- Department of Nursing, Chang Gung University of Science and Technology, Taiwan, ROC; Department of Nursing, Chang Gung Memorial Hospital at Linkou, Taiwan, ROC.
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Kaihlanen AM, Gluschkoff K, Koskinen S, Salminen L, Strandell-Laine C, Fuster Linares P, Sveinsdóttir H, Fatkulina N, Ní Chianáin L, Stubner J, Leino-Kilpi H. Final clinical practicum shapes the transition experience and occupational commitment of newly graduated nurses in Europe-A longitudinal study. J Adv Nurs 2021; 77:4782-4792. [PMID: 34626003 PMCID: PMC9293159 DOI: 10.1111/jan.15060] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2020] [Revised: 07/29/2021] [Accepted: 09/23/2021] [Indexed: 11/26/2022]
Abstract
Aims The aim of the study was to examine the association between the characteristics of a nursing student’s final clinical practicum and the success of transition of newly graduated nurses (NGNs) in six European countries. Design A longitudinal design with two data collections points (pre‐ and post‐graduate). Methods The data were collected with an online survey between May 2018 and April 2020 from graduating nursing students (n = 1796) in Finland, Germany, Iceland, Ireland, Lithuania and Spain. Altogether, 642 NGNs responded to the second questionnaire 1 year after graduation. Logistic and linear regression analyses were used to examine the associations between five clinical practicum characteristics and three indicators for the success of transition (ease of transition, turnover intentions and occupational commitment). Models were adjusted for demographic and background/workplace factors and professional competence. Results Several associations were observed between the different clinical practicum characteristics and the indicators for a successful transition. Good pedagogical atmosphere and good supervisory relationship were associated with higher likelihood of an easy transition. Good leadership style of the ward manager, good premises of nursing care on the ward and a good supervisory relationship were associated with higher occupational commitment. No consistent association with turnover intention was found. Conclusion Having a good final clinical practicum before graduation can contribute to an easier transition experience for newly NGNs and strengthen their commitment to the nursing profession. Impact This study adds to the limited existing knowledge about the importance of final clinical practicums in shaping the transition process and occupational commitment of NGNs. Investing in creating a good final practicum experience could help healthcare organizations engage new nursing professionals and thus alleviate the existing shortage of nurses.
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Affiliation(s)
| | - Kia Gluschkoff
- Finnish Institute for Health and Welfare, Helsinki, Finland
| | - Sanna Koskinen
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Leena Salminen
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
| | | | - Pilar Fuster Linares
- Department of Nursing, Universitat Internacional de Catalunya, Sant Cugat del Vallès, Spain
| | | | - Natalja Fatkulina
- Faculty of Medicine, Institute of Health Sciences, Vilnius University, Vilnius, Lithuania
| | - Linda Ní Chianáin
- School of Nursing and Midwifery, National University of Ireland Galway, Galway, Ireland
| | - Juliane Stubner
- Institute of Health and Nursing Science, Martin Luther University Halle-Wittenberg, Halle, Germany
| | - Helena Leino-Kilpi
- Department of Nursing Science, University of Turku, Turku, Finland.,Turku University Hospital, Turku, Finland
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21
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22
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Davies H, Sundin D, Robinson S, Jacob E. Does participation in extended immersive ward-based simulation improve the preparedness of undergraduate bachelor's degree nursing students to be ready for clinical practice as a registered nurse? An integrative literature review. J Clin Nurs 2021; 30:2897-2911. [PMID: 33870592 DOI: 10.1111/jocn.15796] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/21/2020] [Revised: 03/08/2021] [Accepted: 03/23/2021] [Indexed: 11/28/2022]
Abstract
AIMS AND OBJECTIVES To determine if extended immersive ward-based simulation programmes improve the preparedness of undergraduate bachelor's degree nursing students to be ward ready for professional practice as a registered nurse. BACKGROUND The practice readiness of new graduate nurses to enter the workforce continues to raise concern among educators and industry. Often the transition period is a vulnerable time when the reality of clinical practice bears little resemblance of their experiences as a student. Simulation of a busy ward offers the opportunity for pre-registered nurses to practise a variety of situations they are likely to encounter once qualified in a safe and supportive learning environment. METHODS The review considered studies that investigated the experiences and learning outcomes of nursing students following participation in extended immersive ward-based simulation. Databases searched included CINAHL, EMBASE, Medline and Scopus. Two reviewers independently assessed retrieved studies that matched inclusion criteria using standardised critical appraisal instruments. Reporting of review followed PRISMA checklist. RESULTS Fourteen studies met the inclusion criteria. The majority of studies used a quasi-experimental mixed methods approach (10). Programme evaluations focused on self-reporting in learning satisfaction and student perceptions of performance. Six studies used a pre- and post-test design to compare the after effect on preparedness for professional practice. Two studies investigated student learning between simulated experiences and experiences gained during clinical placements. CONCLUSION Learning satisfaction was high among students who participated in programmes that incorporated extended immersive ward-based simulation experiences. Students are able to practise what they need to know and on what will be expected of them in professional practice. Evidence on whether these programmes make a difference in workplace performance, and retention of graduate nurses is yet to be established. RELEVANCE TO CLINICAL PRACTICE Extended immersive ward-based simulation allows educators the opportunity to meet the perceived needs of students in preparation for professional practice.
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Affiliation(s)
- Hugh Davies
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, WA, Australia
| | - Deborah Sundin
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, WA, Australia
| | - Suzanne Robinson
- School of Nursing & Midwifery, Edith Cowan University, Joondalup, WA, Australia
| | - Elisabeth Jacob
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Melbourne, Vic., Australia
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Settembre-Blundo D, González-Sánchez R, Medina-Salgado S, García-Muiña FE. Flexibility and Resilience in Corporate Decision Making: A New Sustainability-Based Risk Management System in Uncertain Times. GLOBAL JOURNAL OF FLEXIBLE SYSTEMS MANAGEMENT 2021. [PMCID: PMC8329640 DOI: 10.1007/s40171-021-00277-7] [Citation(s) in RCA: 40] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/17/2022]
Abstract
Risk management plays a key role in uncertain times, preventing corporations from acting rashly and incorrectly, allowing them to become flexible and resilient. A global turbulence such as the COVID-19 pandemic has had a strong impact on individual companies and entire economic sectors, raising the question of whether a paradigm shift is necessary, in order to enable a new cycle of development that is much environmentally, socially and economically sustainable. This environmental and socio-economic context of profound uncertainty forces organizations to consider more carefully the risk factors affecting their business continuity, as well as how these factors relate to sustainability issues. However, there is a gap in knowledge about how risk management systems relate to sustainability management systems, and how both of them exert influence on business performance, especially from a theoretical point of view. The aim of this study is to address this gap, by developing a new interpretative framework for the analysis of risk management strategies in organizations. This approach has been identified in economic hermeneutics as an innovative methodological tool to improve the knowledge of risk and design the most appropriate management strategies. The paper provides two main results: the first one is the construction of a theoretical model that relates risk management to sustainability management; the second one is an operational framework of multidimensional risk assessment useful for analysis at different levels (business, competitive scenario and system). Finally, the model also makes it possible to carry out a sustainability assessment through risk evaluation in the perspective of the sustainable development goals.
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Affiliation(s)
- Davide Settembre-Blundo
- Department of Business Administration (ADO), Applied Economics II and Fundaments of Economic Analysis, Rey Juan-Carlos University, 28032 Madrid, Spain
- Gruppo Ceramiche Gresmalt, Via Mosca 4, 41049 Sassuolo, Italy
| | - Rocío González-Sánchez
- Department of Business Administration (ADO), Applied Economics II and Fundaments of Economic Analysis, Rey Juan-Carlos University, 28032 Madrid, Spain
| | - Sonia Medina-Salgado
- Department of Business Administration (ADO), Applied Economics II and Fundaments of Economic Analysis, Rey Juan-Carlos University, 28032 Madrid, Spain
| | - Fernando E. García-Muiña
- Department of Business Administration (ADO), Applied Economics II and Fundaments of Economic Analysis, Rey Juan-Carlos University, 28032 Madrid, Spain
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24
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Locklear KW. The BOSS method: Using simulation to teach management and organizational skills. Nursing 2021; 51:15-18. [PMID: 34156994 DOI: 10.1097/01.nurse.0000754040.50226.7f] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Kathy Walters Locklear
- Kathy Walters Locklear is a clinical assistant professor at the University of North Carolina in Pembroke, N.C
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Implementing a New Capstone Leadership Clinical Course. Nurse Educ 2021; 46:116-120. [PMID: 32511116 DOI: 10.1097/nne.0000000000000866] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
BACKGROUND Nurse educators are challenged to ensure clinical education meets the changing health care environments and needs. PROBLEM New nurses remain unprepared for practice, have insufficient foundational leadership capacities, and lack systems-thinking awareness. APPROACH Responding to educational gaps, increased enrollment, and scarce clinical placements, faculty used an eclectic education model to develop a new capstone leadership clinical course that included 5 types of experiences. The total acute care clinical hours were reduced, while adding leadership-focused experiences and simulated learning. OUTCOMES Stakeholders' evaluations indicate the pilot provided opportunities to strengthen students' leadership capacity, systems thinking, and professional identity while still providing sufficient practice managing care of multiple patients, engaging in teamwork, and applying evidence. CONCLUSION The new clinical course addressed students' transition into practice needs and enrollment capacity issues. Thoughtful planning by invested stakeholders, communication among faculty, and clear expectations are necessary to implement eclectic clinical models.
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Hwang E, Kim M, Shin S. Initial Clinical Practicum Stress among Nursing Students: A Cross-Sectional Study on Coping Styles. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18094932. [PMID: 34066366 PMCID: PMC8124915 DOI: 10.3390/ijerph18094932] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 04/04/2021] [Revised: 05/01/2021] [Accepted: 05/02/2021] [Indexed: 11/21/2022]
Abstract
Nursing students experience various stressors during their initial clinical practicum. As these stressors negatively affect learning and performance, coping strategies are essential. Therefore, this research study explored the relationship between coping styles and stress levels using a cross-sectional study with a convenience sample of 184 nursing students. Clinical practicum stress and coping styles were assessed via electronic questionnaires, and the data were analyzed using descriptive statistics, t-tests, and variance analyses. The highest score for clinical practice stress was for the practical education environment and practical work burden. The total stress score differed significantly according to coping style (t = −2.36, p = 0.020), and the total stress score of the passive coping group was higher. Among the sub-categories of stress, the scores of the education environment (t = −2.68, p = 0.008) and having undesirable role models (t = −2.14, p = 0.034) were significantly higher in the passive coping group. Although practical work burden was the highest stress factor in the active coping style group, the stress on the environment was highest in the passive coping group. The findings show that professors and clinical educators should recognize the various coping styles and incorporate different teaching methods in the clinical setting.
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Affiliation(s)
- Eunhee Hwang
- Department of Nursing, Wonkwang University, Iksan 54538, Korea;
| | - Mijung Kim
- Department of Nursing, Kyungil University, Gyeongsan 38428, Korea;
| | - Sujin Shin
- College of Nursing, Ewha Womans University, Seoul 03760, Korea
- Correspondence: ; Tel.: +82-2-3277-2726
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Canet-Vélez O, Botigué T, Lavedán Santamaría A, Masot O, Cemeli T, Roca J. The perception of training and professional development according to nursing students as health workers during COVID-19: A qualitative study. Nurse Educ Pract 2021; 53:103072. [PMID: 33991965 PMCID: PMC8088907 DOI: 10.1016/j.nepr.2021.103072] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 04/18/2021] [Accepted: 04/23/2021] [Indexed: 12/30/2022]
Abstract
Aim To explore the perception of education and professional development of final-year nursing students who carried out health relief tasks during the COVID-19 pandemic. Background The COVID-19 pandemic has led to a global health emergency. This situation has exacerbated the need for additional healthcare employees, forcing the Spanish government to incorporate volunteer nursing students as auxiliary health staff. Design A qualitative study framed in the constructivist paradigm. Methods Twenty-two students of nursing were recruited. A purposeful sampling was implemented until reaching saturation. A semi-structured interview as a conversational technique was used to collect information based on three dimensions: academic curriculum, disciplinary professional development, and patient care. Subsequently, a content analysis of the information was carried out. Three phases were followed in the data analysis process: theoretical, descriptive-analytical, and interpretive. The COREQ checklist was used to evaluate the study. Results The most important results are linked to the students’ professional and academic preparation, how the nurses handled the pandemic situation and the characteristics of the COVID-19 patients. Conclusions Students require training in order to offer holistic care to patients, adapted to the context. Participants highlight the importance of professional values and recognise a high level of competence and autonomy in nurses.
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Affiliation(s)
- Olga Canet-Vélez
- Faculty of Health Sciences Blanquerna, University Ramon Llull, Degree of Nursing, 326-332 Padilla, St, 08025 Barcelona, Spain
| | - Teresa Botigué
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain.
| | - Ana Lavedán Santamaría
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
| | - Olga Masot
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
| | - Tània Cemeli
- Faculty of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain
| | - Judith Roca
- Department of Nursing and Physiotherapy, University of Lleida, 2 Montserrat Roig, St., 25198 Lleida, Spain; Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, 80 Alcalde Rovira Roure, St., 25198 Lleida, Spain
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Henry NR, Russian CJ, Williams M, Pezzuto AM. Organ procurement organization and university-based respiratory care program partnership to develop student internships. ACTA ACUST UNITED AC 2021; 57:39-43. [PMID: 33912654 PMCID: PMC8059756 DOI: 10.29390/cjrt-2020-055] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Introduction Health care providers working as organ recovery coordinators (ORC) in the United States have diverse backgrounds and many of the skills needed for the position are obtained during on-the-job training. Some students in health care programs express interest in the organ procurement field but have limited experience and knowledge regarding organ procurement practices. In response to this, a partnership was developed between an undergraduate respiratory care (RC) program and its local organ procurement organization (OPO) to develop and initiate an internship designed to educate students regarding organ procurement. Approach The 160-h internship was developed with collaboration between the OPO administration and faculty from the university RC program, which closely followed the OPO’s formalized per diem ORC orientation model. Student reflective journals were qualitatively analyzed to determine the shared experiences during the OPO internships. Findings One RC student participated in the internship in 2017 and three RC students participated in 2019. The student interns actively participated in organ donor management in the critical care and surgical settings with the scheduled ORCs. Student progression of emotional competence and leadership were demonstrated throughout the internship. Discussion The OPO internship benefited RC students by providing opportunities for professional development that may not be available during their typical clinical rotations and strengthened their critical care skills and emotional competence. Conclusion Employment as an ORC is an emerging role for respiratory therapists. Offering educational opportunities such as internships in emerging roles promotes student development and autonomy while promoting the respiratory therapy profession.
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Affiliation(s)
- Nicholas R Henry
- Department of Respiratory Care, Texas State University, Round Rock, TX, USA.,Texas Organ Sharing Alliance, Austin, TX, USA
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Abelsson A, Gustafsson M, Petersèn C, Knutsson S. Physical stress triggers in simulated emergency care situations. Nurs Open 2021; 8:156-162. [PMID: 33318823 PMCID: PMC7729522 DOI: 10.1002/nop2.614] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2020] [Revised: 07/15/2020] [Accepted: 08/06/2020] [Indexed: 01/10/2023] Open
Abstract
Aim To practise emergency care situations during the education can be stressful. The aim of this study is to identify factors that cause stress in simulated emergency care. Design A descriptive observational study. Methods Video recordings (N = 26) subjected to observation with written field notes in turn subjected to interpretive qualitative content analysis. Results To assess the patient's condition and decide what measures to take trigger stress reactions. If the students failed to connect the correct and relevant information in the conversation with the physician, the students showed signs of stress. Also, to calculate medication dosages stress the students.
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Affiliation(s)
- Anna Abelsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Marcus Gustafsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Christina Petersèn
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
| | - Susanne Knutsson
- Department of Nursing ScienceSchool of Health SciencesJönköping UniversityJönköpingSweden
- Department of Health and Caring SciencesFaculty of Health and Life SciencesLinnaeus UniversityVäxjöSweden
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Eriksson J, Lindgren BM, Lindahl E. Newly trained operating room nurses' experiences of nursing care in the operating room. Scand J Caring Sci 2020; 34:1074-1082. [PMID: 31943310 DOI: 10.1111/scs.12817] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2019] [Revised: 12/18/2019] [Accepted: 12/30/2019] [Indexed: 01/10/2023]
Abstract
There is limited research on nurses' experiences of nursing care in the operating room. The operating room nurses' responsibility is to ensure good nursing care before, during and after surgery. In an increasingly technological health care environment, there is always a risk of turning the focus away from nursing care towards technology and medicine. Integration of past experiences into the role as an operating room nurse becomes a challenge for those who recently worked as general nurses. The present study aimed to explore newly trained operating room nurses' experiences of nursing care in an operating room. Semi-structured interviews were performed with ten operating room nurses with a maximum three years' work experience from an operating room. The interviews were subjected to qualitative content analysis. The findings revealed three themes describing operating room nurses' searching for their new role. They experienced a gap between theory and practice, felt alone and insignificant and had to find their own place. The operating room nurses' experienced threats to safe nursing when they lacked time for the patients as well as for their own recovery, and they lacked feedback in order to improve care. They ensured security for patients by establishing one-to-one contact, protecting patients' well-being and working in teams for the patients' best interest, participants also focused on the task at hand instead of the patient as a person. New ways of organising work in operating units, and well-functioning teams can be a key to a successful integration of experiences from ward nurse to an operating room nurse, and provide support so that they feel more visible, at ease and safe in their new profession.
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Affiliation(s)
- Johan Eriksson
- Department of Nursing, Umeå University, Umeå, Sweden.,Department of Surgical and Perioperative Sciences, Umeå University, Umeå, Sweden
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Ryan E(LJ, Jackson D, Woods C, Usher KJ. Pre-registration nursing students’ perceptions and experience of intentional rounding: A cross-sectional study. Nurse Educ Pract 2020; 42:102691. [DOI: 10.1016/j.nepr.2019.102691] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2018] [Revised: 11/25/2019] [Accepted: 12/17/2019] [Indexed: 10/25/2022]
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Kaihlanen AM, Elovainio M, Haavisto E, Salminen L, Sinervo T. The associations between the final clinical practicum elements and the transition experience of early career nurses: A cross-sectional study. Nurse Educ Pract 2020; 42:102680. [DOI: 10.1016/j.nepr.2019.102680] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2019] [Revised: 11/15/2019] [Accepted: 11/22/2019] [Indexed: 11/29/2022]
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Kaihlanen AM, Elovainio M, Haavisto E, Salminen L, Sinervo T. Final clinical practicum, transition experience and turnover intentions among newly graduated nurses: A cross sectional study. NURSE EDUCATION TODAY 2020; 84:104245. [PMID: 31733587 DOI: 10.1016/j.nedt.2019.104245] [Citation(s) in RCA: 32] [Impact Index Per Article: 8.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/17/2019] [Revised: 08/16/2019] [Accepted: 10/16/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The shortage of nurses is a global issue, and turnover rates are especially high for newly graduated nurses. The transition from student to nurse is often described as challenging, and the final clinical practicum before graduation is suggested to be important in preparing graduating students for the transition. However, little is known about the actual relationships between the final clinical practicum, transition and turnover intentions. OBJECTIVES To examine whether the final clinical practicum experience is associated with the transition experience and turnover intentions of newly graduated nurses, and whether the transition experience mediates the potential relationship between the practicum and turnover intentions. DESIGN Cross-sectional survey study. SETTINGS The study was carried out in Finland (October-December 2018). PARTICIPANTS Registered nurses graduated within the past two years (n = 712). METHODS A new survey instrument with five subscales was developed for measuring the final clinical practicum experience. Transition experience was measured on four scales that demonstrated the emotional, physical, socio-developmental and intellectual domains of the transition: Psychological distress, sleep quality, role conflict/ambiguity, perception of transition and educational preparation. Turnover intentions from job and profession were asked about with two questions. Structural equation modelling was used to explore the associations between the variables. The models were adjusted for multiple potential confounders. RESULTS Final clinical practicum experience was associated with all domains of the transition experience and turnover intentions. The association between the practicum and turnover intentions was partly mediated by the emotional (psychological distress) and socio-developmental (role conflict and ambiguity) domains of the transition. CONCLUSIONS Our findings provide new evidence about the associations between the specific final clinical practicum dimensions and turnover intentions and the specific mechanisms linking this association. These results highlight the importance of final clinical practicums and suggest targets for improving nurses' transition processes during their first years in practice.
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Affiliation(s)
- Anu-Marja Kaihlanen
- National Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland; National Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland.
| | - Marko Elovainio
- National Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland; Department of Psychology and Logopedics, Faculty of Medicine, University of Helsinki, Finland.
| | - Elina Haavisto
- Department of Nursing Science, 20014 University of Turku, Turku, Finland; Satakunta Hospital District, Pori, Finland.
| | - Leena Salminen
- Department of Nursing Science, 20014 University of Turku, Turku, Finland.
| | - Timo Sinervo
- National Institute for Health and Welfare, P.O. Box 30, FI-00271 Helsinki, Finland.
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Kukkonen P, Leino‐Kilpi H, Koskinen S, Salminen L, Strandell‐Laine C. Nurse managers' perceptions of the competence of newly graduated nurses: A scoping review. J Nurs Manag 2019; 28:4-16. [DOI: 10.1111/jonm.12891] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2019] [Revised: 09/06/2019] [Accepted: 10/21/2019] [Indexed: 11/28/2022]
Affiliation(s)
| | - Helena Leino‐Kilpi
- University of Turku Turku Finland
- Turku University Hospital Turku Finland
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Transition to Nursing Practice: A Capstone Simulation for the Application of Leadership Skills in Nursing Practice. TEACHING AND LEARNING IN NURSING 2019. [DOI: 10.1016/j.teln.2019.06.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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Abiodun RO, Daniels F, Pimmer C, Chipps J. Nurse graduates' experiences and support needs: A qualitative systematic review of South Africa's community service programme. Curationis 2019; 42:e1-e12. [PMID: 31478728 PMCID: PMC6739524 DOI: 10.4102/curationis.v42i1.1906] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/25/2018] [Revised: 03/05/2019] [Accepted: 03/18/2019] [Indexed: 11/01/2022] Open
Abstract
BACKGROUND The student-to-nurse graduate transition is a pivotal phase in the professional development of nurses. In South Africa, this transition is part of a compulsory community service programme, which requires newly graduated nurses to work in rural and/or underserved areas for a period of 1 year. OBJECTIVES The aim of this study was to review nurse graduates' experiences and support needs during their transition in the compulsory community service programme. METHODS A qualitative systematic review of experiences was conducted. Qualitative research studies that addressed nurses' experience in South Africa (2008-2017) were identified in Cochrane, Joanna Briggs Institute (JBI), Academic Search Complete, CINAHL, PubMed, SABINET, Science Direct, SCOPUS and Google Scholar databases. The systematic review methods included searching, sifting, abstracting and quality assessment of relevant qualitative studies by two reviewers and cross-checking by a third reviewer. Two reviewers independently performed blinded data extraction and quality assessment using the confidence in qualitative synthesis findings (ConQual) approach. RESULTS A total of 1257 studies were identified of which 12 met the inclusion criteria. Seven of the 12 studies were published articles and six were theses. The quality of the studies was found to be of high standard based on the ConQual rating. Four main themes emerged from the analysis: (1) rich developmental experiences through practice exposure, (2) difficulties in reconciling theory and practice, (3) contextual challenges in the workplace and (4) need for professional support structures, educational measures and public guidelines. CONCLUSION Although positive experiences were reported, various challenges emerged, indicating the need for more systematic support mechanisms during transition.
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Affiliation(s)
- Rita O Abiodun
- School of Nursing, University of the Western Cape, Cape Town.
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