1
|
Jung HO, Han SW. Factors that influence happiness of nursing students according to COVID-19 infection status. BMC Nurs 2024; 23:588. [PMID: 39183292 PMCID: PMC11346277 DOI: 10.1186/s12912-024-02237-9] [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: 03/18/2024] [Accepted: 08/07/2024] [Indexed: 08/27/2024] Open
Abstract
BACKGROUND Happiness is a cognitive and emotional evaluation of one's life, and the upward approach affects satisfaction and happiness throughout life. Because nursing students must experience medical settings closely related to COVID-19 infection through clinical practice, they are vulnerable to exposure to infection and academic stress, and are also sensitive to personal life satisfaction and happiness. In this study, Korean nursing students who experienced the COVID-19 pandemic during the COVID-19 endemic era were divided into nursing students infected with COVID-19 and non-infected nursing students. By identifying the effects of college life adaptation, leisure satisfaction from club activities, and family health on happiness, which are individual sub-factors of happiness, we intend to provide basic data for the development of intervention programs for promoting their happiness. METHODS Data were collected from October 4, 2023 to November 15, 2023. The subjects were 343 students enrolled in five nursing schools in four major cities (D, G, K, and Y) in Korea. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients. RESULTS For COVID+ students, happiness was significantly affected by adaptation to campus life and family strengths. This model had r2 = 0.401; i.e., it explained 40.1% of the variability in happiness. For COVID0 students, happiness was significantly affected by adaptation to campus life and subjective health status, with r2 = 0.346. CONCLUSIONS These results indicate the necessity of developing a happiness-promotion program for nursing students.
Collapse
Affiliation(s)
- Hyun-Ok Jung
- College of Nursing, The Research Institute of Nursing Science, Daegu Catholic University, Daegu, South Korea
| | - Seung-Woo Han
- Department of Nursing, Kwangju Women's University, Gwangsan-gu, Gwangju, South Korea.
| |
Collapse
|
2
|
Wang L, Zhao Q, Dong L, Zhao H, Qin L, Deng T, Huang H, Li M, Wu X, Liu J. The effectiveness of serious games on undergraduate nursing students' knowledge and skills: A systematic review and meta-analysis. Nurse Educ Pract 2024; 80:104102. [PMID: 39180808 DOI: 10.1016/j.nepr.2024.104102] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2024] [Revised: 08/01/2024] [Accepted: 08/14/2024] [Indexed: 08/27/2024]
Abstract
AIM To determine the effect of serious games on undergraduate nursing students by the meta-analysis method. BACKGROUND There is a need for greater focus on enhancing the knowledge and skills of undergraduate nursing students. Generation Z students desire active engagement in the learning process. When compare with conventional learning approaches, serious games can enhance pupil interest by making the learning process more captivating. DESIGN Systematic review and meta-analysis. METHOD A total of nine databases were systematically searched from inception to April 2024. The Cochrane RoB-2 tool and the Joanna Brigg's Institute Critical Appraisal Tool for quasi-experimental designs were used to undertake quality appraisal. A narrative synthesis, a meta-analysis and subgroup analysis were conducted to analyze the study outcomes. RESULTS In the study, 19 experimental studies included 14 randomized controlled trials and five quasi-experimental studies. When compare with control groups, serious games in RCTs showed significant improvements in knowledge (SMD 1.24, 95 % CI 0.52-1.96; P<0.001) and skills (SMD 0.50, 95 % CI 0.13-0.87; P<0.01). Subgroup analysis for technical skills outcomes demonstrated that serious games in RCTs were more effective than control groups (SMD 0.62, 95 % CI 0.20-1.05; P<0.001). CONCLUSION Serious games had a beneficial impact on the knowledge and skills of undergraduate nursing students. In the context of serious game intervention, it is imperative to carefully consider the approach.
Collapse
Affiliation(s)
- Liang Wang
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China; Xiangya Nursing School, Central South University, Changsha, China.
| | - Qin Zhao
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China; Xiangya Nursing School, Central South University, Changsha, China.
| | - Lei Dong
- Xiangya Nursing School, Central South University, Changsha, China.
| | - Hongyu Zhao
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Lizhi Qin
- The Second Xiangya Hospital of Central South University, Changsha, China.
| | - Tingting Deng
- The Second Xiangya Hospital of Central South University, Changsha, China.
| | - Hui Huang
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Miaoya Li
- Xiangya Nursing School, Central South University, Changsha, China.
| | - Xiaoxia Wu
- The Third Xiangya Hospital of Central South University, Changsha, China.
| | - Jia Liu
- Health Management Centre, the Third Xiangya Hospital of Central South University, Changsha, China.
| |
Collapse
|
3
|
Soto-Luffi O, Villegas C, Viscardi S, Ulloa-Inostroza EM. Nursing Education During the SARS-COVID-19 Pandemic: The Implementation of Information and Communication Technologies (ICT). MEDICAL SCIENCE EDUCATOR 2024; 34:949-959. [PMID: 39099870 PMCID: PMC11297002 DOI: 10.1007/s40670-024-02056-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 04/25/2024] [Indexed: 08/06/2024]
Abstract
In the pandemic, nursing programs found a way to continue the training process through virtual classrooms and technological tools to support the teaching and learning process. The aim of the present research was to analyze the existing literature on the methodologies and technologies used in nursing education during the pandemic. Methods and results, in this context, were integrative review of the literature through the SciELO, PubMed, CUIDEN, Scopus, Web of Science, CINAHL (EBSCO), Redalyc, and Dialnet databases, by running a search on the use of the keywords "nursing students," "new technology," and "pandemic," for literature published between 2020 and 2022. As a search strategy, the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) flowchart was used. Finally, the virtualization of nursing teaching has been positive in giving continuity to the training process, and student learning has been verified. However, there is evidence that some actions and skills are not possible at the moment with the available methodologies and tools and still require attendance for some practical activities.
Collapse
Affiliation(s)
- Oriette Soto-Luffi
- Facultad de Ciencias de la Salud, Universidad de las Américas, Santiago, Chile
| | - Cristian Villegas
- Grupo de Investigación Educativa en Formación Inicial Docente (GIEFID), Universidad de Las Américas, Santiago, Chile
- Instituto de Educación y Lenguaje, Universidad de Las Américas, Santiago, Chile
| | - Sharon Viscardi
- Núcleo de Investigación en Producción Alimentaria, Universidad Católica de Temuco, Temuco, Chile
- Laboratorio de Investigación Interdisciplinaria en Microbiología Aplicada, Departamento de Procesos Diagnóstico y Evaluación, Facultad de Ciencias de la Salud, Universidad Católica de Temuco, Temuco, Chile
- Biotechnology of Functional Foods Laboratory, Camino Sanquilco, Parcela 18 Padre Las Casas, Chile
| | - Elizabeth Maria Ulloa-Inostroza
- Laboratorio de Fisiología Vegetal Aplicada, Universidad de Aysén, Coyhaique, Chile
- Departamento de Ciencias Naturales y Tecnología, Universidad de Aysén, Coyahique, Chile
| |
Collapse
|
4
|
Dentice S, Chiappinotto S, Kajander-Unkuri S, Grassetti L, Brugnolli A, Palese A. Perceived competences by graduated nurses before and during COVID-19 restrictions: A repeated cross-sectional study from 2019 to 2022. Nurse Educ Pract 2024; 78:104019. [PMID: 38851041 DOI: 10.1016/j.nepr.2024.104019] [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: 03/16/2024] [Revised: 05/18/2024] [Accepted: 05/30/2024] [Indexed: 06/10/2024]
Abstract
AIMS To explore the differences, if any, in the competences perceived by newly graduated nurses who attended their education before and during the COrona VIrus Disease 19 (COVID-19) restrictions. BACKGROUND Nursing education has undergone significant changes because of the COVID-19 restrictions. However, to date the perceived competences at the point of graduation have not been investigated over the restrictions years compared with the pre-restrictions era. DESIGN A repeated cross-sectional study followed by a pseudo-panel analysis. The Strengthening the Reporting of Observational Studies in Epidemiology checklist was used. Data on individual, nursing programme and perceived competences with Nurse Competence Scale (NCS) were collected and analysed by also using a pseudo-panel approach. METHODS Two universities were involved. Those eligible were nursing students who graduated: (1) in 2020 (=323) as the first post-COVID-19 group, who were studying in the 3rd year at the onset of the restrictions; (2) in 2021 (=250) as the second post-COVID-19 graduated group, who were in the 2nd year at the restrictions onset; and (3) in 2022 (=247) as the third post-COVID-19 group, attending the 1st year of nursing education at the onset of the restrictions. Data were compared with those who graduated in 2019 (=336, pre-COVID-19 group). RESULTS The overall NCS score was higher in the pre-COVID-19 group (68 out of 100, 95 % Confidence of Interval [IC] 66.4-69.5), lower in the first post-COVID-19 graduates (62.9, 95 % CI 60-65.8), higher in the second (66.6, 95 % CI 63.6-69.4) and lower again in the third post-COVID-19 group (63.8, 95 % CI 60.9-66.5). A sinusoidal pattern also emerged for the frequency of use of the competences from the pre-COVID-19 (2.3 out of 3) and the first group (2.1) and increased between the second and the third group (from 2.1 to 2.3) (p< 0.001). These sinusoidal trends are also evident in the pseudo-panel analysis. CONCLUSIONS A different degree of perceived competences at the point of graduation emerged, with higher competences in the pre-restrictions group, lower in the first post-COVID-19 generation, higher again in the second and third group. However, all scores were over 60 points out of 100, thus indicating sufficient competences. The frequency of use of such competences slightly changed over the years with limited practical relevance. The findings may inform reflections regarding innovations in the clinical placements pathways as well as in the strategies supporting newly graduates nurses in their transition from education to health-care settings.
Collapse
Affiliation(s)
- Sara Dentice
- Department of Medicine, University of Udine, Udine, Italy; Italian National Insitute of Health, Rome, Italy.
| | | | - Satu Kajander-Unkuri
- Department of Nursing Science, University of Turku, Turku, Finland; Diaconia University of Applied Sciences, Helsinki, Finland.
| | - Luca Grassetti
- Department of Economics and Statistics, University of Udine, Udine, Italy.
| | - Anna Brugnolli
- Department of Public Health, Azienda Provinciale per i Servizi Sanitari, University of Verona, Italy.
| | - Alvisa Palese
- Department of Medicine, University of Udine, Udine, Italy.
| |
Collapse
|
5
|
Hu X, Chen X, Ouyang Q, Li G, Wade GH, Chen Y. The potential influences of professional identity for undergraduate nursing students during the COVID-19 pandemic: A cross-sectional study. Jpn J Nurs Sci 2024; 21:e12567. [PMID: 37797954 DOI: 10.1111/jjns.12567] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2023] [Revised: 08/11/2023] [Accepted: 09/13/2023] [Indexed: 10/07/2023]
Abstract
AIM We aimed to investigate the level of undergraduate nursing students' professional identity (PI) during the COVID-19 pandemic and its potential influences. METHODS This cross-sectional study included 742 undergraduate nursing students from Chengdu Medical College. Basic demographics, personal characteristics and PI score were collected. Chi-squared test, one-way analysis of variance, and multivariable logistic regression analysis were used to analyze the data. RESULTS In the classes of 2019, 2020, and 2021, the PI score was 96.85 ± 18.26, 105.37 ± 17.46, 106.67 ± 22.08 (P < .001). PI score was the independent predictive factor for both "want to be a nurse" and "willingness to serve during COVID-19 or other pandemics". CONCLUSIONS PI contributes greatly to nursing students' willingness to be a nurse and overcome pandemics. The challenge of culturing PI during COVID-19 pandemic revealed the necessity of developing individual management strategies for nursing education.
Collapse
Affiliation(s)
- Xiao Hu
- School of Nursing, Chengdu Medical College, Chengdu, China
| | - Xiaoju Chen
- School of Nursing, Chengdu Medical College, Chengdu, China
| | - Qian Ouyang
- School of Nursing, Chengdu Medical College, Chengdu, China
| | - Gang Li
- School of Nursing, Chengdu Medical College, Chengdu, China
| | - Gail Holland Wade
- School of Nursing, College of Health Sciences University of Delaware, Newark, New Jersey, USA
| | - Yidi Chen
- Department of Radiology, West China Hospital, Sichuan University, Chengdu, China
| |
Collapse
|
6
|
Ferri P, Stifani S, Morotti E, Alberti S, Vannini V, Di Lorenzo R, Rovesti S, Palese A. Nursing students' evaluation of clinical learning environment and supervision models before and during the COVID-19 pandemic: a comparative study. ACTA BIO-MEDICA : ATENEI PARMENSIS 2023; 94:e2023256. [PMID: 38054684 PMCID: PMC10734234 DOI: 10.23750/abm.v94i6.14750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 05/16/2023] [Accepted: 11/06/2023] [Indexed: 12/07/2023]
Abstract
BACKGROUND AND AIM The COVID-19 pandemic has required a rapid reorganization of clinical training and supervision models for nursing education. The aim of this study was to compare students' levels of perception of the quality of the Clinical Learning Environment (CLE) using two different clinical supervision models. METHODS A comparative design was implemented. A convenience sample of second and third-year undergraduate nursing students (n=127) in clinical training in the 2018/2019 Academic Year (AY) received the usual nursing staff supervision model, while during the COVID-19 pandemic in the following year, they (n=69) received an individualized supervision model. Data were collected using three instruments: the Clinical Learning Environmental Quality Evaluation Index (CLEQI); the Clinical Learning Environment, Supervision and Nurse Teacher Scale (CLES+T); and a socio-demographic tool. RESULTS The mean total scores of both scales had increased in the second survey (CLEQI: M=57.88±11.8 vs. M=60.88±9.3, p=0.035; CLES+T: M=148.4±23.3 vs. M=154.5±21.9, p=0.037). The nursing students reported high levels of CLE quality with both supervision models, even though the individualized supervision model was rated significantly higher by the students than the staff supervision model. CONCLUSIONS Students supported by a personal supervisor during clinical training had a more positive experience and rated the quality of the tutorial strategies, learning opportunities, safety and nursing care, leadership style of the ward manager and overall CLE more highly.
Collapse
Affiliation(s)
| | | | | | - Sara Alberti
- a:1:{s:5:"en_US";s:38:"University of Modena and Reggio Emilia";}.
| | | | | | | | | |
Collapse
|
7
|
Palese A, Chiappinotto S, Fonda F, Visintini E, Peghin M, Colizzi M, Balestrieri M, De Martino M, Isola M, Tascini C. Lessons learnt while designing and conducting a longitudinal study from the first Italian COVID-19 pandemic wave up to 3 years. Health Res Policy Syst 2023; 21:111. [PMID: 37907957 PMCID: PMC10617212 DOI: 10.1186/s12961-023-01055-w] [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: 12/29/2022] [Accepted: 09/23/2023] [Indexed: 11/02/2023] Open
Abstract
BACKGROUND Several scientific contributions have summarized the "lessons learnt" during the coronavirus disease 2019 (COVID-19) pandemic, but only a few authors have discussed what we have learnt on how to design and conduct research during a pandemic. The main intent of this study was to summarize the lessons learnt by an Italian multidisciplinary research group that developed and conducted a longitudinal study on COVID-19 patients infected during the first wave in March 2020 and followed-up for 3 years. METHODS A qualitative research approach embedded into the primary CORonavirus MOnitoRing study (CORMOR) study was developed, according to the the consolidated criteria for reporting qualitative research. Multiple data collection strategies were performed: each member was invited to report the main lessons learnt according to his/her perspective and experience from the study design throughout its conduction. The narratives collected were summarized and discussed in face-to-face rounds. The narratives were then thematically analysed according to their main topic in a list that was resent to all members to check the content and their organization. The list of the final "lessons learnt" has been agreed by all members, as described in a detailed fashion. RESULTS Several lessons were learnt while designing and conducting a longitudinal study during the COVID-19 pandemic and summarised into ten main themes: some are methodological, while others concern how to conduct research in pandemics/epidemics/infectious disease emergencies. CONCLUSIONS The multidisciplinary approach, which also included patients' perspective, helped us to protect the consistency and quality of the research provided in pandemic times. The lesson learnt suggest that our research approach may benefit from changes in education, clinical practice and policies.
Collapse
Affiliation(s)
- Alvisa Palese
- Department of Medicine (DAME), University of Udine, Udine, Italy.
| | | | - Federico Fonda
- Department of Medicine (DAME), University of Udine, Udine, Italy
| | - Erica Visintini
- Department of Medicine (DAME), University of Udine, Udine, Italy
| | - Maddalena Peghin
- Infectious and Tropical Diseases Unit, Department of Medicine and Surgery, University of Insubria-ASST-Sette Laghi, Varese, Italy
| | - Marco Colizzi
- Unit of Psychiatry, Department of Medicine (DAME), University of Udine, Udine, Italy
- Department of Psychosis Studies, Institute of Psychiatry, Psychology and Neuroscience, King's College London, London, United Kingdom
| | - Matteo Balestrieri
- Unit of Psychiatry, Department of Medicine (DAME), University of Udine, Udine, Italy
| | - Maria De Martino
- Medical Statistics Division, Department of Medicine (DAME), University of Udine, Udine, Italy
| | - Miriam Isola
- Medical Statistics Division, Department of Medicine (DAME), University of Udine, Udine, Italy
| | - Carlo Tascini
- Infectious Diseases Division, Department of Medicine (DAME), University of Udine, Udine, Italy
| |
Collapse
|