Factors and barriers influencing practice of health education among nursing students in Jordan

BACKGROUND

Health education or client teaching is an aspect of nursing care recognized as a vital and professional nursing role. As a part of the nursing community, nursing students learn the importance of health education during the study period and are trained to make use of the principles of health education during their encounters with clients and their families. Aim: This article aims to examine the factors and barriers influencing health education practices among third- and fourth-year nursing students in Southern Jordan.

MATERIALS AND METHODS

Cross-sectional approach is used with a study sample of 286 nursing students enrolled in the undergraduate program. A self-reported questionnaire as an instrument to collate data. The questionnaire consists of two sections. The first section is related to the demographic data of the participants. The second section comprises the participant's responses to the items related to health education barriers. Descriptive statistics, including mean, standard deviation, and frequencies are utilized to analyze the demographic characteristics and questionnaire items.

RESULTS

The majority of nursing students report that they have not engaged in health education with patients. The first three factors identified by the students as barriers to health education are (Little time is given to patient health education due to paperwork and other assignments) (M = 4.22 and SD = 1.11), (Discharging patients from the hospital at a short time interrupts health education) (M = 4.15 and SD = 1.39), and (Evaluation of health education outcome is inapplicable due to intermittent days of training) (M = 4.05 and SD = 1.39).

CONCLUSION

The findings indicate that various barriers are suggested to explain the disparity between the expectation and practice of student nurses in health education. Identifying these barriers undermining health education is a positive step toward furnishing better health education for nurses in the future. Nursing students shall be fully supported to be independent and responsible professionals working within the nursing professional practices.

The effect of community of practice in improving the role of clinical instructor in patient safety implementation by prelicensure nursing students

Introduction: Patient safety problems caused by students leads to different adverse event, hence clinical instructor plays a role in guiding them in the implementation of patient safety programs. Furthermore, the community of practice is considered to improve the role of clinical instructors in patient safety problems. This study is then conducted to measure the impact of community of practice toward the role of clinical instructors in patient safety problems. Design and methods: This is a pre-experimental design for one group and a pre-post test design without a control group. In addition, the sample includes 36 prelicensure nursing students. Result: The results showed that the score of clinical instructors’ role before and after intervention with community of practice implementation was 58 (34-67) and 79.33 with SD of 10,960, respectively, with a significant increase of 24.27. Also, the statistic analysis depicted that the role had a significant effect after implementation, with a p-value of < 0,000. Conclusions: Based on the results, the community of practice had a significant impact in increasing the role of clinical instructors in the implementation of patient safety problems by prelicensure nursing students.  

Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study

BACKGROUND

High attrition rate and nursing workforce shortage have been a prevailing world challenge. Professional commitment is a known key factor for attracting and retaining the nursing workforce.

OBJECTIVE

To design, implement and evaluate the impact of a one-week structured education program, underpinned by the exemplar education strategy, on the professional commitment of undergraduate nursing students.

DESIGN

A quasi-experimental study was designed with pre- and post-intervention measurements. The intervention was a structured, four module education program underpinned by the exemplar education strategy.

SETTING

Department of Nursing, Qianjiang College, Hangzhou Normal University, Zhejiang, China.

PARTICIPANTS

152 third-year nursing students who attended the education program and consented to participate were enrolled in the research.

METHODS

The intervention, the education program, was delivered over 16 h in one week of an 18-week semester. It was sequenced in four modules: expert lectures (3 h each), visiting a hospital (3 h), alumni salon (3 h), and submitting a reflection report (4 h). Professional commitment was measured by the Nursing Professional Commitment Scale (NPCS) administered both pre- and post-intervention.

RESULTS

The total professional commitment measurement score was significantly improved after the intervention. There were statistically significant differences before and after intervention in the four dimensions of professional commitment, namely, belief in goals and values, willingness to make an effort, desire to stay in the profession, and intrinsic positive value of work.

CONCLUSION

The one-week professional education program underpinned by the exemplar education strategy effectively improved the level of professional commitment of the undergraduate nursing students. The program can be transferred into the curriculum to improve nursing students' professional commitment. The methodology can be applied in other aspects of nursing professional development.

Explicating Filipino student nurses' preferences of clinical instructors' attributes: A conjoint analysis

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (p<0.05) and Kendall's t=0.944, (p<0.05). Results indicated that the student nurses are one in terms of their most preferred clinical instructor attribute, which was clinical teaching capacity (38.14%) followed by interpersonal relationship and caring behavior (33.17%). In regard to the clinical teaching capability, a clinical instructor who parallels clinical teaching skills with the students' understanding and experience (0.089) was the highest part-worth. As for the interpersonal relationship and caring behavior, the highest part-worth was a clinical instructor who respects a student nurse as an individual and cares about him/her as a person (0.114). Findings of this study can be a basis for clinical instructors as to which qualities to cultivate best to facilitate a first-rate clinical nursing instruction. Likewise, the results of this study can inform current practices of clinical instructors by making them aware of how they can nurture a pedagogical approach consistent with the student nurses' preferences.

The influence of role models in undergraduate nurse education

AIMS AND OBJECTIVES

To explore the concept of role modelling in undergraduate nurse education and its effect on the personal and professional development of student nurses.

BACKGROUND

Effective educative strategies are important for student nurses, who have to cope with learning in both clinical and university settings. Given the contemporary issues facing nurse education and practice in the United Kingdom (UK), it is timely and important to undertake pedagogical research into the concept of role modelling as an effective educative method.

DESIGN

A descriptive narrative approach.

METHODS

Unstructured interviews were conducted with 14 current/recently discontinued students from Adult and Mental Health branches of nursing degree programmes in the north-west region of England, United Kingdom (UK). Data were thematically analysed.

RESULTS

Students valued exposure to positive role models in clinical and university settings and viewed them as beneficial to their learning. Exposure to negative role models occurred, and this provided students with opportunities to consider the type of nurse they aspired to become. In some cases, students' exposure to perceived poor practice had an adverse effect on their learning and led to negative feelings about nursing work. Clinical staff might be perceived as more relevant role models than those in the university setting although there were still opportunities for academic staff to model professional behaviours.

CONCLUSION

The study found that role modelling is an effective way to support learning and led to student satisfaction across both clinical and university settings. The findings support the use of role models in nurse education, and further research about conscious positive modelling of practice is required.

RELEVANCE TO PRACTICE

Exploring the use of role models is important when examining ways in which the quality of nurse education might be developed.

Undergraduate nursing students' perceptions of the effectiveness of clinical teaching behaviours in Malaysia: A cross-sectional, correlational survey

BACKGROUND

Clinical teachers are a critical determinant of the quality of nursing students' clinical learning experiences. Understanding students' perceptions of clinical teachers' behaviours can provide the basis for recommendations that will help improve the quality of clinical education in clinical settings by developing better clinical teachers.

OBJECTIVES

To understand clinical teaching behaviours and their influence on students' learning from the perspective of undergraduate nursing students.

DESIGN

A cross-sectional, correlational survey.

SETTING

A nursing faculty in Kuantan, Pahang, Malaysia.

PARTICIPANTS

A sample of 120/154 (78%) students from Year 2-Year 4 were recruited according to set criteria.

METHODS

A self-administered questionnaire was employed to collect demographic data, and students' perceptions of clinical teaching behaviours and their impact on learning using the Nursing Clinical Teaching Effectiveness Inventory (NCTEI).

RESULTS

Year 3 and 4 students perceived faculty clinical teaching behaviours positively. There was a significant association between clinical teaching behaviours and their influence on students' clinical learning. Teachers' competence rated as the most significant influential factor, while teachers' personality rated as least influential.

CONCLUSION

Participants were able to identify the attributes of good clinical teachers and which attributes had the most influence on their learning. Overall, they perceived their teachers as providing good clinical teaching resulting in good clinical learning. Novice clinical teachers and nursing students can use this positive association between teaching behaviours and quality of clinical learning as a guide to clinical teaching and learning.

Role modeling in undergraduate nursing education: an integrative literature review

The transition of nursing education from the hospital setting to the university sector over recent decades has opened dialog about who is guiding the development of nursing students' professional identity. In addition, there is ongoing debate over real or perceived gaps between nursing student learning in the university and the clinical area, how this translates into professional behaviors and how well students make the transition between the two settings. This paper presents the findings of an integrative literature review into the topic of role modeling in undergraduate nursing education. This review was conducted to identify and appraise research findings about role modeling of professional behaviors for undergraduate nursing students. Literature reviewed from 2000 onwards assesses what is currently known about role modeling of undergraduate nursing students. A systematic search of the databases of CINAHL, Scopus and PubMed from 2000 onwards resulted in the selection of 33 articles for deeper analysis. Two clear themes emerged from the literature, the first relating to nurse clinicians as role models for students during clinical placements and the second relating to nurse academics as role models in the academic setting. Findings from this integrative literature review show an imbalance in the recognition of the role modeling of professional behaviors in the clinical versus the academic setting. Nurses in academic settings have more contact with the students over their period of study and as such, the significance of nurse academics as student role models requires further investigation.