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Chew HSJ, Ang WHD, Rusli KDB, Liaw SY, Ang NKE, Lau Y. Development and psychometric properties testing of the Non-Cognitive Skills Scale for nursing students. NURSE EDUCATION TODAY 2024; 132:105996. [PMID: 37918191 DOI: 10.1016/j.nedt.2023.105996] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/10/2023] [Revised: 10/01/2023] [Accepted: 10/18/2023] [Indexed: 11/04/2023]
Abstract
BACKGROUND Non-cognitive skills are crucial for nursing students to achieve their academic performance successfully and perform clinical practice effectively. Although different non-cognitive assessment tools have been established in various disciplines, few are focused on nursing students. OBJECTIVE The study aims to develop and psychometrically validate the Non-Cognitive Skills Scale (NCSS) for nursing students. DESIGN Qualitative and quantitative research design. SETTING One university in Singapore. PARTICIPANTS A total of 347 nursing educators and students participated in this study. METHODS A two-phase design was used. In the first phase, focus group discussions and literature reviews were conducted to generate the preliminary items of the NCSS. Content validity was established with an expert panel of 10 members, and the tool was pilot tested on 20 students. In the second phase, the number of items was reduced based on correlation coefficients and factor loading. The psychometric properties of the NCSS were tested on survey responses from 300 students. The Brief Resilience Scale, Trait Emotional Intelligence Questionnaire, and Big Five Inventory-10 were used to investigate concurrent and convergent validity. RESULTS A 39-item six-factor NCSS was developed with satisfactory model fit indices (χ2/df: 1.60, IFI: 0.92, TLI: 0.90, CFI: 0.92 and RMSEA: 0.05). Content validity was confirmed with a content validity index of 0.90. A pilot test was conducted to improve readability and clarity. Known-group validity discriminated against age and gender group differences in a predictable way. Concurrent validity and convergent validity were confirmed with acceptable correlation coefficients. Cronbach's α was 0.91, and test-retest reliability was 0.84. CONCLUSIONS The NCSS is a reliable and valid tool for assessing the non-cognitive attributes of nursing students. This scale can be considered an admission tool for selecting the suitability of nursing applicants for nursing programmes. Further validation of NCSS is needed using a longitudinal study design in multiple settings across countries.
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Affiliation(s)
- Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- The Nethersole School of Nursing, The Chinese University of Hong Kong, Hong Kong.
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Maddigan J, Brennan M, McNaughton K, White G, Snow N. The Prevalence and Predictors of Compassion Satisfaction, Burnout and Secondary Traumatic Stress in Registered Nurses in an Eastern Canadian Province: A Cross-Sectional Study. Can J Nurs Res 2023; 55:425-436. [PMID: 36694930 PMCID: PMC10619188 DOI: 10.1177/08445621221150297] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023] Open
Abstract
BACKGROUND The quality of Registered Nurses' worklife is impacting nurses' mental health, and the standard of care received by clients. Contributing factors to nurses' stress are the trauma of continuous caring for those in great suffering, and adverse working conditions. OBJECTIVES i) to explore the prevalence of work-related stress in a provincial sample of Registered Nurses; ii) to compare the levels of compassion satisfaction, burnout and secondary traumatic stress reported by nurses in hospital, community, non-direct care settings, and, iii) to identify factors that predict levels of nursing work stress. METHODS A descriptive, predictive study with a self-report survey containing demographic questions and the Professional Quality of Life Scale was emailed to over 3,300 Registered Nurses. The scale measured the prevalence of three worklife indicators, compassion satisfaction, burnout and secondary traumatic stress. Multiple linear regression identified factors that predicted the levels of the three indicators. A subgroup analysis explored the quality of worklife based on three practice environments. FINDINGS Nurses (n = 661) reported moderate compassion satisfaction, burnout, and secondary traumatic stress. The strongest predictor, satisfaction with one's current job, predicted high compassion satisfaction and lower burnout and secondary stress. The subgroup analysis identified hospital nurses as having the most work-related stress and the lowest level of compassion satisfaction. CONCLUSION Innovative, collaborative action can transform nurses' practice environments. Organizational support is essential to bring about needed improvements.
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Affiliation(s)
- Joy Maddigan
- Faculty of Nursing, Memorial University of Newfoundland and Labrador, St. John's, NL, Canada
| | - Maureen Brennan
- Organizational Development, Eastern Regional Health Authority, St. John's, NL, Canada
| | - Kelly McNaughton
- Peer Support and Trauma Response Program, Toronto Hospital for Sick Kids, Toronto, ON, Canada
| | - Gerry White
- Faculty of Medicine, Memorial University of Newfoundland and Labrador, St. John's, NL, Canada
| | - Nicole Snow
- Faculty of Nursing, Memorial University of Newfoundland and Labrador, St. John's, NL, Canada
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Mihaly L, Gatewood E, Wingate S. Remote interviews in nurse practitioner programs: Addressing bias. J Prof Nurs 2023; 49:155-157. [PMID: 38042549 DOI: 10.1016/j.profnurs.2023.09.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/16/2023] [Revised: 09/15/2023] [Accepted: 09/18/2023] [Indexed: 12/04/2023]
Abstract
A diverse nursing workforce is key to addressing health disparities and moving the United States towards health equity. Building and sustaining a diverse nursing work force requires close attention to admissions, including interviews. Bias in nursing school interviews has been documented, particularly impacting applicants from historically excluded groups (especially racial and ethnic minorities). With the pivot to remote interviews due to Covid 19, faculty and schools now need to consider bias in remote interviews. This article describes the implementation and outcomes of a faculty training to identify and mitigate bias in remote interviews.
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Affiliation(s)
- Lisa Mihaly
- Department of Family Health Care Nursing, School of Nursing, University of California, San Francisco, 2 Koret Way, Box 0606, San Francisco, CA 94143-0606, United States of America.
| | - Elizabeth Gatewood
- Department of Family Health Care Nursing, School of Nursing, University of California, San Francisco, 2 Koret Way, Box 0606, San Francisco, CA 94143-0606, United States of America.
| | - Sara Wingate
- Department of Medicine, University of California, San Francisco, 505 Parnassus Ave., M994, San Francisco, CA 94143, United States of America.
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Stevens K, Moralejo D, Crossman R. Evaluation of Incremental Validity of Casper in Predicting Program and National Licensure Performance of Undergraduate Nursing Students: Protocol for a Mixed Methods Study. JMIR Res Protoc 2023; 12:e48672. [PMID: 37851504 PMCID: PMC10620628 DOI: 10.2196/48672] [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: 05/03/2023] [Revised: 08/31/2023] [Accepted: 09/18/2023] [Indexed: 10/19/2023] Open
Abstract
BACKGROUND Academic success has been the primary criterion for admission to many nursing programs. However, academic success as an admission criterion may have limited predictive value for success in noncognitive skills. Adding situational judgment tests, such as Casper, to admissions procedures may be one strategy to strengthen decisions and address the limited predictive value of academic admission criteria. In 2021, admissions processes were modified to include Casper based on concerns identified with noncognitive skills. OBJECTIVE This study aims to (1) assess the incremental validity of Casper scores in predicting nursing student performance at years 1, 2, 3, and 4 and on the National Council Licensing Examination (NCLEX) performance; and (2) examine faculty members' perceptions of student performance and influences related to communication, professionalism, empathy, and problem-solving. METHODS We will use a multistage evaluation mixed methods design with 5 phases. At the end of each year, students will complete questionnaires related to empathy and professionalism and have their performance assessed for communication and problem-solving in psychomotor laboratory sessions. The final phase will assess graduate performance on the NCLEX. Each phase also includes qualitative data collection (ie, focus groups with faculty members). The goal of the focus groups is to help explain the quantitative findings (explanatory phase) as well as inform data collection (eg, focus group questions) in the subsequent phase (exploratory sequence). All students enrolled in the first year of the nursing program in 2021 were asked to participate (n=290). Faculty will be asked to participate in the focus groups at the end of each year of the program. Hierarchical multiple regression will be conducted for each outcome of interest (eg, communication, professionalism, empathy, and problem-solving) to determine the extent to which scores on Casper with admission grades, compared to admission grades alone, predict nursing student performance at years 1-4 of the program and success on the national exam. Thematic analysis of focus group transcripts will be conducted using interpretive description. The quantitative and qualitative data will be integrated after each phase is complete and at the end of the study. RESULTS This study was funded in September 2021, and data collection began in March 2022. Year 1 data collection and analysis are complete. Year 2 data collection is complete, and data analysis is in progress. CONCLUSIONS At the end of the study, we will provide the results of a comprehensive analysis to determine the extent to which the addition of scores on Casper compared to admission grades alone predicts nursing student performance at years 1-4 of the program and on the NCLEX exam. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR1-10.2196/48672.
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Affiliation(s)
| | - Donna Moralejo
- Faculty of Nursing, Memorial University, St John's, NL, Canada
| | - Renee Crossman
- Faculty of Nursing, Memorial University, St John's, NL, Canada
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Bruce J, Mabizela SE, Tshabalala AM. Selection tests and their predictive value in university nursing students' success in the first year of study. BMC MEDICAL EDUCATION 2023; 23:176. [PMID: 36949484 PMCID: PMC10035252 DOI: 10.1186/s12909-023-04140-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/18/2022] [Accepted: 03/06/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Academic performance factors, such as school-leaving grades and other academic indicators for selection, play a significant role in student success. The study aimed to determine the best predictors of academic success in the first year of study for nursing studies at a South African university using three National Benchmark Test (NBT) domains and four National Senior Certificate (NSC) subjects. METHODS We conducted a retrospective review of the admission data of first-time students (n = 317), enrolled on the Bachelor of Nursing between 2012 and 2018. Hierarchical regression was used to explore important variables predicting success in the first year of study. Cross tabulations were used to determine the association between progression outcome, proficiency levels of the NBT and school quintiles. RESULTS All predicting variables explained 35% of the variance in the first year of the study. The NBT MAT (Mathematics), Academic literacy (AL), and NSC's Life Sciences were statistically significant predictors for passing the first year. Analysis of progression outcomes by the NBT proficiency levels suggests that most students begin studies with lower entry-level skills than required, which hinders academic progress. No major differences in academic performance were observed for the students who attended different quintiles. CONCLUSION Selection test results predict areas where students are likely to encounter difficulties and inform the interventions needed to achieve academic success. There may be serious implications for students admitted with low entry-level skills in variables predicting academic success and they would need tailored academic interventions to improve their grasp of mathematical and biological concepts and their ability to read, think and reason.
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Affiliation(s)
- Judith Bruce
- School of Therapeutic Sciences, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Sfiso Emmanuel Mabizela
- Centre for Health Science Education, Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Amme Mardulate Tshabalala
- Department of Nursing Education Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
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Bagheriyeh F, Ghahramanian A, Valizadeh L, Zamanzadeh V, Dickens G. Identification of the components for investigation of the psychological strength of nursing applicants: A qualitative study. Nurs Open 2022; 9:2618-2626. [PMID: 34125998 PMCID: PMC9584481 DOI: 10.1002/nop2.960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2020] [Revised: 02/19/2021] [Accepted: 05/27/2021] [Indexed: 11/26/2022] Open
Abstract
AIM There is a lack of clarity about the components which would signify appropriate psychological strengths among nursing student candidates. This study was conducted to identify such components from the viewpoint of the clinical nurses and nursing instructors. DESIGN A qualitative study. METHODS This study comprised qualitative research using a conventional content analysis approach. Participants were 25 nurses and nursing instructors. Data were collected in audio-recorded and transcribed semi-structured interviews and were analysed using MAXQDA10 software. RESULTS Analysis revealed four main categories including "anger management," "Stress/distress management," "self-belief" and "aptitude for hard work." CONCLUSIONS This study identified core components for future investigations into the psychological strengths of nursing applicants. This study provides specific testable hypotheses for future research endeavours. It is recommended that the researchers investigate the appropriateness of the components identified in this study to assess the psychological strength of the applicants in the longitudinal studies.
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Affiliation(s)
- Farzaneh Bagheriyeh
- Department of Medical Surgical NursingSchool of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Akram Ghahramanian
- Department of Medical Surgical NursingSchool of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Leila Valizadeh
- Department of Pediatric NursingSchool of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Vahid Zamanzadeh
- Department of Medical Surgical NursingSchool of Nursing and MidwiferyTabriz University of Medical SciencesTabrizIran
| | - Geoffrey Dickens
- Centre for Applied Nursing ResearchWestern Sydney UniversityPenrith SouthNSWAustralia
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Ang WHD, Chew HSJ, Rusli KDB, Ng WHD, Zheng ZJ, Liaw SY, Ang NKE, Lau Y. Spotlight on noncognitive skills: Views from nursing students and educators. NURSE EDUCATION TODAY 2022; 117:105486. [PMID: 35917708 DOI: 10.1016/j.nedt.2022.105486] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/24/2022] [Revised: 07/04/2022] [Accepted: 07/18/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Noncognitive skills have a considerable role in influencing nursing students' performance in clinical and educational settings. Understanding how nursing students and educators perceive noncognitive skills is important given the broad classifications of noncognitive competencies. OBJECTIVE This study sought to examine nursing students' and educators' perception of noncognitive skills. DESIGN This study adopted a descriptive qualitative approach. SETTING This study was conducted virtually via Zoom in one university in Singapore. PARTICIPANTS Purposive sampling through a maximum variation technique was used to select 35 nursing students and 12 educators. METHODS Semistructured interviews were conducted through eight virtual face-to-face focus group discussions. Interviews were audio- and videorecorded and transcribed verbatim. Data were analysed through thematic analysis. RESULTS The participants stated that individual and interpersonal skills contribute to one's noncognitive skills. Two themes emerged from the participants' narratives: (1) the ability to manage oneself and (2) social interactions with others. The first theme describes the various individual characteristics such as growth mindset, adaptability, resilience, and emotional regulation. The second theme describes the importance of empathy and meaningful relationships as types of non-cognitive skills. CONCLUSIONS The findings of this study provide the basis for the development of noncognitive assessment tools by educators. In addition, they pave the foundation for the curation of future programs that promote the noncognitive skills of nursing students. Hospital-based educators may use these findings to curate suitable programs for improving the noncognitive abilities of nurses.
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Affiliation(s)
- Wei How Darryl Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Han Shi Jocelyn Chew
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Khairul Dzakirin Bin Rusli
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Wai Hung Daniel Ng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Zhongjia James Zheng
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Sok Ying Liaw
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
| | - Neo Kim Emily Ang
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; National University Health System, Singapore.
| | - Ying Lau
- Alice Lee Centre for Nursing Studies, Yong Loo Lin School of Medicine, National University of Singapore, Singapore.
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Traynor M, Neill CM, Roulston A. Personal statement versus psychological test as admission to the nursing degree: an evaluation. BMC Nurs 2022; 21:157. [PMID: 35715840 PMCID: PMC9204378 DOI: 10.1186/s12912-022-00919-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/22/2022] [Accepted: 05/25/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND A review of admissions to nursing in Northern Ireland was prompted by the growing number of applications and a desire to ensure that the applicants had the right values for a career in nursing. Concerns regarding authorship, plagiarism and reliability of personal statements used to select applicants to interview was the focus of this research. This study evaluates the psychometric properties of a Personal Statement (PS) as a method for admission to a nursing programme and a values-based psychological screening tool, Nurse Match (NM). METHODS A self-selecting, purposive sample (n = 228; 9.7%) was drawn from applicants to Schools of Nursing in the United Kingdom (n = 2350). Participants all of whom had completed a Personal Statement were asked to complete a psychological tool and the scoring outcomes and psychometric properties of both tests were investigated. Statistical analysis was conducted using Minitab 17. RESULTS Applicants from 18 schools and five colleges responded. The majority (72.4%) were aged 18-19. Findings provide practical, theoretical, statistical, and qualitative reasons for concluding that the Personal Statement has substantial limitations as a measure of suitability. It does not compare well with international test standards for psychometric tests. In contrast, NM is a valid and reliable measure with good discriminatory power, standardised administration and consistent marking. CONCLUSION NM is a viable alternative to the PS for shortlisting applicants for nursing interviews.
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Affiliation(s)
- Marian Traynor
- School of Nursing & Midwifery, Queen’s University Belfast, 97 Lisburn Road, Belfast, BT9 7BL N. Ireland
| | - Colin Mc Neill
- Identity Exploration Ltd, 50 Stranmillis Embankment, Belfast, Co Antrim N. Ireland
| | - Audrey Roulston
- School of Social Sciences, Education and Social Work, Queen’s University Belfast, 6 College Park, Belfast, BT7 1NN N. Ireland
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Calo M, Judd B, Chipchase L, Blackstock F, Peiris CL. Grit, Resilience, Mindset, and Academic Success in Physical Therapist Students: A Cross-Sectional, Multicenter Study. Phys Ther 2022; 102:6566435. [PMID: 35421232 PMCID: PMC9350533 DOI: 10.1093/ptj/pzac038] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/17/2021] [Revised: 12/21/2021] [Accepted: 02/22/2022] [Indexed: 11/14/2022]
Abstract
OBJECTIVE The purpose of this study was to determine the relationships between noncognitive traits (grit, resilience, and mindset-type), academic success, and clinical performance in physical therapist students. METHODS This cross-sectional study using self-administered surveys was undertaken with final-year physical therapist students enrolled in 4 Australian universities. Participants completed validated questionnaires measuring grit, resilience, and mindset type. Academic transcripts were obtained to quantify academic success and clinical performance. A multiple regression analysis explored predictors of academic success and clinical performance in relation to sociodemographic factors, grit, resilience, and mindset type. RESULTS A total of 266 students participated in the study (80% recruitment rate). Overall, 25% of students had low resilience, 20% had low grit, and 14% had a fixed mindset type. Grittiness was positively associated with academic success (r = 0.24) and clinical performance (r = 0.22) and negatively associated with failing a clinical placement (r = -0.20). Grit was an independent predictor of overall academic success (β = 0.24, P ≤ .01) and clinical performance (β = 0.15). Students with low grit were twice as likely to fail a clinical placement compared with students with moderate or high grit (risk ratio = 2.03, 95% CI = 1.06 to 3.89). CONCLUSION Grit was an independent predictor for overall academic success and clinical performance in final-year physical therapist students. Low grit may impact negatively on learning and students' ability to cope with challenges associated with university studies and clinical education. Further studies should investigate interventions that best develop grit in health professional students and the overlapping nature of grit, resilience, and a growth mindset. IMPACT This study helps universities and educators understand noncognitive factors predicting academic success and clinical performance in physical therapist students. Universities and clinical educators may consider screening and providing proactive strategies for students with low grit to improve success and general wellbeing.
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Affiliation(s)
- Marlena Calo
- Address all correspondence to Ms Calo at: ; Follow the author(s): @PhysioPowell; @samstuart87; @godfreybiomed
| | - Belinda Judd
- Department of Physiotherapy, Faculty of Medicine and Health, University of Sydney, Sydney, Australia
| | - Lucy Chipchase
- Department of Physiotherapy, College of Nursing and Health Sciences, Flinders University, Adelaide, Australia
| | - Felicity Blackstock
- Department of Physiotherapy, School of Health Sciences, Western Sydney University, Sydney, Australia
| | - Casey L Peiris
- Department of Physiotherapy, School of Allied Health, Human Services and Sport, La Trobe University, Melbourne, Australia
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Groene OR, Knorr M, Vogel D, Hild C, Hampe W. Reliability and validity of new online selection tests for midwifery students. Midwifery 2021; 106:103245. [PMID: 34999513 DOI: 10.1016/j.midw.2021.103245] [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: 09/13/2021] [Revised: 12/10/2021] [Accepted: 12/23/2021] [Indexed: 10/19/2022]
Abstract
BACKGROUND AND OBJECTIVE Newly created midwifery bachelor programmes attract an increasing number of applicants. Hence, educators have moved away from traditional non-standardised selection methods and started developing new tools for the admission of students. Researchers have expressed concerns around the validity of such selection measures and their ability to identify the appropriate candidates. The objective of this study was to develop and implement selection procedures for a new midwifery Bachelor of Science degree in Hamburg, Germany, and assess their psychometric properties. DESIGN This is a mixed-methods longitudinal study on the reliability, validity and acceptability of newly developed selection criteria. SETTING The newly established midwifery bachelor of science in Hamburg, Germany. PARTICIPANTS Upon completion of their online application, all midwifery applicants were invited by email to participate in our research project and thereby informed of its purpose and voluntary nature of their participation. The total number of candidates who took the test was 366, of which 309 agreed to take part in this study. Sixty-five applicants were eventually admitted to the midwifery Bachelor programme, of which 59 were included in the study. MEASUREMENTS AND FINDINGS We developed two tests for cognitive ability (HAM-Mid I and II) and adapted one test for personal and professional characteristics (Casper - Computer-based Assessment for Sampling Personal Characteristics). Due to the Covid pandemic, we implemented the tests online instead of on site as initially planned. HAM-Mid I had the lowest (Cronbach's Alpha = 0.38) whereas Casper had the highest internal consistency (Cronbach's Alpha = 0.77) of all three tests. Age, previous academic achievement and native tongue were significantly associated with applicants' performance on HAM-Mid II and Casper admission tests. HAM-Mid II was associated with students' performance in the first year midwifery exam (r = 0.31, p < 0.05). Overall evaluation of HAM-Mid II and Casper was good while HAM-Mid I received a more negative feedback. KEY CONCLUSIONS Evidence on the reliability and predictive validity of the newly developed tests suggests that the applied admission criteria are appropriate for an objective selection of bachelor midwifery students. IMPLICATIONS FOR PRACTICE The interests of university and clinical stakeholders of a midwifery bachelor degree can be represented through the development of tests for the assessment of cognitive ability and personal and professional characteristics.
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Affiliation(s)
- Oana R Groene
- Institute of Biochemistry and Molecular Cell Biology, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246 Hamburg, Germany.
| | - Mirjana Knorr
- Institute of Biochemistry and Molecular Cell Biology, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246 Hamburg, Germany
| | - Daniela Vogel
- Academy for Education and Career, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246 Hamburg, Germany
| | - Carmen Hild
- Academy for Education and Career, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246 Hamburg, Germany
| | - Wolfgang Hampe
- Institute of Biochemistry and Molecular Cell Biology, Center for Experimental Medicine, University Medical Center Hamburg-Eppendorf, 52 Martinistraße, 20246 Hamburg, Germany
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Mazzella-Ebstein AM, Tan KS, Panageas KS, Arnetz JE, Barton-Burke M. The Emotional Intelligence, Occupational Stress, and Coping Characteristics by Years of Nursing Experiences of Newly Hired Oncology Nurses. Asia Pac J Oncol Nurs 2021; 8:352-359. [PMID: 34159227 PMCID: PMC8186394 DOI: 10.4103/apjon.apjon-2117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2021] [Accepted: 04/01/2021] [Indexed: 11/04/2022] Open
Abstract
OBJECTIVE The objective of the study was to compare and analyze the emotional intelligence, occupational stress, and coping characteristics of three groups of newly hired oncology nurses. METHODS Data for this secondary analysis were collected from a larger study of 114 newly hired nurses at a cancer center in the Northeastern United States. Survey data were collected using the EQi-2.0™, the Nursing Stress Scale, and the Ways of Coping Questionnaire. Dimensions of study measures were analyzed based on new graduates, 1-5 years, and >5 years of nursing experience. Analysis of variance was conducted among the three groups followed by Tukey pairwise comparisons analysis when P = 0.05. RESULTS New graduates scored significantly lower on the self-expression dimension (mean = 96.88; standard deviation [SD] = 13.27) than nurses with >5 years nursing experience (mean = 106.12; SD 15.02) (P = 0.04), and the subdimension, assertiveness (mean = 94.73; SD = 13.87) compared to nurses with >5-year nursing experience (mean = 103.94; SD = 14.86) (P = 0.03). Significantly higher sources of stress for new graduates were death and dying (mean = 16.45; SD = 3.37), and for the associations between the three nursing groups (P = 0.001). New graduate nurses used the problem-focused coping strategy of accepting responsibility (mean = 14.06; SD = 7.28) significantly (P = 0.006) more often than nurses with >5-year experience (mean = 8.54; SD = 4.25), and planful problem solving (mean = 16.76; SD = 5.27) significantly less often (P =.001) than nurses with 1-5-year experiences (mean = 20.12; SD = 7.31). CONCLUSIONS Dimension scores highlight the characteristics of nurses with varying levels of nursing experience onboarding at the same time. Findings may inform model-development for improving nurse-recruitment practices and retention strategies.
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Affiliation(s)
| | - Kay See Tan
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Katherine S. Panageas
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
| | - Judith E. Arnetz
- Department of Family Medicine, Michigan State University, Grand Rapids, MI, USA
| | - Margaret Barton-Burke
- Office of Nursing Research, Memorial Sloan Kettering Cancer Center, New York, NY, USA
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