Psychometric Validation of the Spanish SET-M Using Bootstrap Exploratory Graph Analysis in Nursing Students From Argentina and Spain.

Learning strategies of first year nursing and medical students: A comparative study

Role perceptions of freshman and senior nursing and medical students and attitudes toward collaborative decision making.

This study aims to evaluate and compare nursing and medical students' attitudes and knowledge about complementary and alternative medicine (CAM). Despite increased popularity of the use of complementary and alternative medicine, it is not included in nursing and medicine schools' curricula in many countries. A cross-sectional design was used. This study's research population included 972 students who were educated at a school of nursing and a faculty of medicine during the academic year 2006-2007. The study used a questionnaire the researchers prepared as data collection form. Pearson chi-square test was used to observe the differences between nursing and medical students. A p-value <0.05 was accepted statistically significant. The population was 49.1% nursing students and 50.9% medical students. Of the nursing students, 57.8% agreed with the statements that complementary and alternative medicine modalities should be integrated into clinical practice, 61.3% agreed for curriculum. Of the medical school students, 32.6% agreed for clinical practice and 37.9% for curriculum. The nursing students had sufficient knowledge of mostly massage and imagery; and medical students had sufficient knowledge of mostly diet therapy, vitamins and prayer. The results of current study reveal that nursing students adopt more positive attitudes than medical students towards complementary and alternative medicine therapies and that both student groups have limited knowledge of complementary and alternative medicine modalities. Physicians and nurses play important roles in helping patients use complementary and alternative medicine safely and accurately. Therefore, as future nurses and physicians, nursing and medical students should have sufficient knowledge of and education on complementary and alternative medicine modalities. In this context, handling complementary and alternative medicine on a scientific scale and including it in nursing and medical students' educational programmes should be among the goals and plans in Turkey.

BACKGROUND:Professional ethics is a set of principles and standards of human behavior that affect individual behavior and leads to improve care that provided by medical staff. The present study examined the knowledge and attitude of medical and nursing students toward professional ethics in Iran.MATERIALS AND METHODS:This descriptive-analytic study was carried out on 176 medical and nursing students in Bam University of Medical Science, Iran in 2019. In this study, students were selected by census sampling. Data collected using two researcher-made questionnaires related to knowledge and attitude toward professional ethics. Data were analyzed in SPSS software.RESULTS:The mean scores of knowledge among nursing and medical students were 86.56 (8.76) and 85.10 (12.19), respectively. The mean score of attitude among nursing and medical students was 127.06 (12.45) and 129.9 (11.88), respectively. Results of the Pearson correlation test showed a positive and significant associated between the score of knowledge and attitude nursing and medical students' (P < 0.001), (r = 0.76) (r = 0.66). Among the demographics characteristics, student age was associated to their attitude and knowledge significantly (P = 0.03).CONCLUSION:Iranian nursing and medical students have a positive attitude and a high level of knowledge about professional ethics. A high level of knowledge was related to the most positive attitude.

ObjectivesTo determine the extent to which undergraduate medical students experience (and/or witness) bullying and harassment during their first year on full-time placements and to compare with new General Medical Council...

The effects of community-based family nursing and medicine clinical rotations on students' confidence in their knowledge and ability to counsel clients in selected health promotion areas were examined from the perspective of Bandura's (1986) self-efficacy theory. Nursing students (n=66) enrolled in a community family nursing course and medical students (n=71) enrolled in a 6-week family practice clerkship rotation completed questionnaires at three points: prior to, at completion of, and 3 months following their clinical rotations. Nursing and medical students' self-efficacy levels at pretest were similar. At-posttest, nursing students' self-efficacy was significantly higher than that of the medical students. This difference was sustained at 3 months follow up. Students' conception of health (clinical vs. nonclinical) did not have an effect on posttest self-efficacy levels. Self-efficacy scores accounted for 63% of the variance in the nursing students' self-reported use of health promotion principles in their daily practice; but only 11% of the variance in medical students' daily practice. The results of this exploratory study provide information to guide theory-informed curricular decisions to design clinical learning activities that foster the development of health promotion counseling skills in both nursing and medical students.

Background and aim Paternalism for paediatric patients is doctors’ or nurses’ acts intentionally on behalf of patients according to the purpose of doing good or avoiding harm. It can be against the codes of ethics, children rights and other laws. Paternalism is increasingly regarded as outdated and discussed on developed countries but there isn’t any study about it in Turkey. Methods This descriptive and cross-sectional study was conducted at Selcuk University in March–April 2014. This study aimed to find nursing and medical faculty students’ tendency of paternalism for pediatic patients. Study population was 202 students and without sample selection 100 students who agreed to participate voluntarily were included in sample. Data were collected with a survey. Numbers, percentage distribution and chi-square were used to determinate data. Results Medical faculty (40%) and most of nursing (76.8%) students stated they had received training about children rights in their undergraduate education. Significant statistical differences weren’t found between the awareness of children rights violations and taking children rights lessons (p = 0.50). Using personal experiences (nursing students’ 46.4%; medical faculty students’ 61.3%) and choosing useful things for children (nursing students’ 78.3%; medical faculty students’ 74.2%) in the process of providing information to parents were found important both nursing and medical faculty students. Conclusion Even though nursing and medical faculty students expressed similar things during the process of providing information to parents, nursing students were found more sensitive about parents’ involvement clinical visits and autonomy of parents in decision-making processes.

Tobacco is the second major cause of death and the fourth most common risk factor for disease in the world. It is currently responsible for about 5 million deaths each year. Smoking is a heavy burden especially for developing countries with high smoking prevalence. In Turkey, the prevalence of smokers is 43.6% in the entire population and over 50% among physicians and nurses who are supposed to be good role models for the rest of the people by adopting a smoke-free life. Many of these health professionals are estimated to start smoking in nursing or medical studentship years. The aim was to provide data about smoking behaviour among nursing and medical students. Results of 30 studies conducted between 1988 and 2004 among nursing and medical students and published in national journals were reviewed to determine smoking prevalence among nursing and medical students. Smoking prevalence among nursing students was reported between 32.0% and 44.2% and it showed an increasing trend in the last 20 years. The prevalence of smokers among medical students was between 26.8% and 47.9% (35.7% to 40.4% in males, 13.2% to 21.8% in females). Smoking prevalence rates among the first and last year nursing students were found 23.7% and 47.9% respectively. Among the first year medical students smoking prevalence was reported between 5.2% and 18.9%. The same prevalence was 42.9% to 53.5% among the last year medical students. Smoking is prevalent among nursing and medical students. Many of these students start smoking throughout the school years. Every effort should be tried to decrease smoking rates among these students considering their future role in the community as a vital part of antismoking activities. Regarding the difficulties and low success rates in smoking cessation activities, it sounds more logical to make effective interventions to prevent young students from starting to smoke. Conflict of interest and funding None.

BackgroundNursing and medical students are suffering from high rates of depressive symptoms. Mental health benefits students’ learning, growth and professional development. Exploring psychological resources to prevent depression is emphasized recently, and self-compassion is shown to be inversely associated with depressive symptoms. However, the mechanism through which self-compassion contributes to decreased depressive symptoms is limited. Therefore, this study aimed to explore and examine a model detailing the potential paths between self-compassion and depressive symptoms.MethodsA cross-sectional study was conducted and convenient sampling was used. Among the 1800 nursing and medical students targeted from two universities in East and North China, 1341 completed the questionnaires, and 1127 valid questionnaires were analyzed comprising 566 and 561 from medical and nursing students, respectively. Data in May 2020 and July 2020 were collected through Patient Health Questionnaire, self-compassion scale, resilience scale, Life Orientation Test and Perceived Stress Scale. Then, path model analysis was conducted to analyze the data.ResultsFinally, this study included 1125 valid questionnaires after excluding two extremes of study variables. Participants consisted of 50.2% medical students and 49.8% nursing students. The model showed an acceptable fit to the data. After controlling for the demographics, self-compassion was directly and indirectly associated with decreased depressive symptoms by increasing resilience and optimism and reducing perceived stress among nursing and medical students. Resilience and optimism were directly and indirectly associated with decreased depressive symptoms by reducing perceived stress among nursing students and indirectly associated with decreased depressive symptoms among medical students.ConclusionsThe study provides evidence that self-compassion significantly influences the decrease in depressive symptoms by increasing resilience and optimism and reducing perceived stress. These findings suggested that programs enhancing students’ self-compassion, resilience, and optimism simultaneously can help decrease depressive symptoms and improve mental health in education and healthcare institutes. These findings may facilitate the designing of educational programs for preventing depressive symptoms and promoting mental health among nursing and medical students.

ABSTRACTThe hierarchical relationship between nursing and medicine has long been known, yet its direct influence on procedural tasks has yet to be considered. Drawing on the theory of conformity from social psychology, we suggest that nursing students are likely to report incorrect information in response to subtle social pressures imposed by medical students. Second-year medical and third-year nursing students took vital signs readings from a patient simulator. In a simulation exercise, three actors, posing as medical students, and one nursing student participant all took a total of three rounds of vital signs on a high-fidelity patient simulator. In the first two rounds the three actors individually stated the same correct vital signs values, and on the third round the three actors individually stated the same incorrect vital sign values. This same procedure was repeated with actors posing as nursing students, and one medical student. A two-way analysis of variance (ANOVA) revealed that nursing student participants (M = 2.84; SD = 1.24) reported a higher number of incorrect vital signs than did medical student participants (M = 2.13; SD = 1.07), F (1,100) = 5.51, p = 0.021 (Cohen’s d = 0.61). The study indicated that social pressure may prevent nursing students from questioning incorrect information within interprofessional environments, potentially affecting quality of care.

The Attitudes of Medical, Nursing and Pharmacy Students to Inter-Professional Learning

As part of our goal to understand the dynamics of teaching and learning of Pharmacology so as to guide improvements in our setting and elsewhere, we are interested in knowing how Pharmacology ranks beside other subjects taken by undergraduate students at Ahmadu Bello University (ABU), and the reasons why. Our previous study among students taking their final Pharmacology courses in Pharmacy (500L) and Medicine (400L), revealed that relative to other subjects, Pharmacology ranked 1st and midway respectively, as best‐liked subject. This follow‐up survey covered medical (200L preclinical plus 400L clinical) and nursing (400L clinical) students in ABU's College of Health Sciences (CHS). Link to a 7‐item questionnaire deployed on SurveyMonkey, was sent to the students who had 48 h to complete it. The listed core subjects ranked alongside Pharmacology were different, based on the program e.g. 11 and 5 for 400L medical and nursing students respectively. Respondents were: 29 200L + 38 400L medical students, more male (73.1%) and aged 18–29 years; while corresponding values for nursing students were 34, more female (67.6%) and 19–39 years. Data analyses was mostly automatic on the SurveyMonkey, but string inputs to the open‐ended question requesting from each respondent, 2 likes and 2 dislikes of Pharmacology, were reviewed manually by two trained research assistants. A focus group discussion (FGD) of 7 participants guided by the questionnaire was also held. Medical students in 400L ranked Pharmacology 6th out of 11 subjects as best‐liked subject, while nursing students (also 400L), ranked it 2nd out of 5. The former was in agreement with our earlier finding in which Pharmacology was ranked midway by 400L medical students. However, 200L students ranked Pharmacology 5th out of 5 subjects; the discrepancy from 400L being possibly due to the former just starting Pharmacology. Top reasons why Pharmacology was liked were: the curriculum, the subject being interesting, and it providing good knowledge of drugs. Top dislikes were: Pharmacology's heavy workload, need for cramming during study, and its examination processes. Paradoxically, ease of understanding Pharmacology and lecturers' personalities were listed as both likes and dislikes. Future interests in Pharmacology included postgraduate studies (28.8–35.3%), and research in the pharmaceutical industry/biomedical institutes (20.6–25.8%). About a third (30.3%) of medical students had no post‐graduation interest in Pharmacology, whereas this was only 14.7% of nursing students. Data for interest in teaching Pharmacology at universities and other tertiary institutions was 19.7% and 23.5% respectively. These trends from the survey were largely corroborated by the FGD. In conclusion, perceptions about Pharmacology were similar in some respects, but different in others; between 200L and 400L medical students, and between medical and nursing students. These need to be fully understood and incorporated into curricula improvements, enhanced teaching methodologies, goal‐oriented examination processes, etc, for optimization of Pharmacology education at CHS, ABU.Support or Funding InformationNilThis abstract is from the Experimental Biology 2019 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

AimTo explore the impact of interprofessional education (IPE) on undergraduate nursing and medical students' knowledge, competence and targeted competence in diabetes care.DesignMixed methods design.MethodsA voluntary IPE course of diabetes management was organized for nursing (n = 15) and medical (n = 15) students, who performed a diabetes knowledge test and self‐evaluation of diabetes competence before and after the course and were compared with non‐participating students. The participating students' focus‐group interviews were analysed using inductive content analysis.ResultsThe IPE course improved nursing students' diabetes knowledge and self‐evaluated competence among nursing and medical students. The baseline differences in self‐evaluated competence between the groups disappeared. The non‐participating students evaluated their competence higher than the participants, though they scored lower or equally in the knowledge test. In conclusion, IPE showed potential in increasing students' self‐evaluated competence, motivation to learn more and nursing students' diabetes knowledge, offering better prospects for future interprofessional diabetes management.

BackgroundAlthough many people have concerns about their body image, weight, and eating behaviors these issues are not usually discussed in a productive manner with medical providers. Thus, we examined nursing and medical students’ willingness to discuss patients’ weight, body image, and eating disorders and reasons why they may do so.MethodOne hundred and eighty-three nursing and medical students (Mage = 25.06, SD = 5.43) participated in this study. Participants completed open-ended questions pertaining to their willingness to discuss body image, eating, and weight-related issues with future patients. We further queried students’ perspective on body mass index (BMI) as a measure of weight status and sought to determine if participants’ own weight, weight concerns, appearance evaluation, body appreciation, and experiences of stigma were associated with their willingness to discuss weight-related issues with prospective patients.ResultsCoding of qualitative data indicated that nursing and medical students were “sometimes” willing to discuss prospective patients’ weight, body image, and eating disorders, especially if a health concern was evident. Nursing students seemed somewhat more willing to discuss weight issues than medical students and willingness to discuss one of these issues (e.g., body image) was positively associated with willingness discuss the others. Plans for future discussions of body image and weight were marginally associated with personal experiences of weight stigma. The majority of participants indicated that BMI was not a valid measure of health.ConclusionsTaken together, findings suggest that future providers’ conversations with patients about these sensitive topics are less likely to be associated with their own experiences and more with the relevance of these topics to specific patients.

In recent years, the popularity of using complementary and alternative medicine (CAM) as a health care option has increased dramatically all over the world especially in developing countries. As Malaysian statistics showed an increased in chronic diseases among our population, the demand to consume CAM for healing process as well as in pursuit of health and well-being also has increased. Thus it increased patient’s interest to request more information from medical practitioners and nurses who are front health care providers. The objective of this study is to compare the knowledge, attitudes, and practice (KAP) of CAM among final year nursing and medical students in Universiti Sains Malaysia (USM). A cross-sectional comparative study was conducted among final year medical and nursing students using self administered questionnaire. This study utilized the Knowledge-Attitude-Practice (KAP) model to explain how level of knowledge may reflect nursing and medical students’ attitudes and practice of CAMs. There were 74 students participated where 33 of them were nursing students, and 41 were medical students. Independent t-test was used to compare the KAP of CAM between both groups of students and there was a significant different. As a conclusion, this study revealed that nursing students were more knowledgeable about CAM, possessed positive attitudes, and more willing to practice CAM compared to medical students.