Baccalaureate Nursing Students Research Articles

The Effect of Interprofessional Education on Student Readiness for Collaborative Practice.

Health care reform promotes interprofessional patient-centric health care models associated with improved population health outcomes. Interprofessional education (IPE) programs are necessary to cultivate collaborative care, yet little evidence exists to support IPE pedagogy within nursing and other health science academia. This quasiexperimental study examined differences in pre- and posttest Readiness for Interprofessional Learning Scale (RIPLS) scores following an IPE intervention. The IPE intervention consisted of a video presentation and a debriefing session after a simulated interprofessional collaborative patient care conference that introduced baccalaureate nursing and health science students to the roles and responsibilities of clinicians in team-based primary care. Pre- and postintervention RIPLS scores were analyzed. Pre- and postintervention RIPLS scores increased across all subscales, with distinct variation between nursing and health science student subscales. This IPE intervention had positive effects on students' readiness for interprofessional learning. Additional research is warranted to support health science pedagogy. [J Nurs Educ. 2024;63(5):304-311.].

Using Backward Design to Develop a Neonatal Course for Baccalaureate Nursing Students.

Using Backward Design to Develop a Neonatal Course for Baccalaureate Nursing Students.

Relationship Between the Clinical Learning Environment and Caring Behaviors Among Baccalaureate Nursing Students During the COVID-19 Pandemic.

Caring is a fundamental professional nursing value. This study examined the effect of the clinical learning environment (CLE) on nursing students' caring behaviors during the COVID-19 pandemic. Valuing nursing work in the CLE increased the knowledge and skills aspect of caring behavior. Higher CLE scores in affordances and engagement and student centeredness increased the respectful deference of others and positive connectedness aspects of caring behaviors. These results may inform efforts to promote aspects of nursing students' caring behaviors during global health emergencies by enhancing the value of nursing work, engagement, and student-focused qualities of the CLE.

Development and Application of a Written Communication Rubric to Improve Baccalaureate Nursing Student Writing

Aims. Baccalaureate nursing students often enter nursing programs with varying degrees of writing skills. The use of formative assessment can provide students and faculty with information to act upon during a course and improve learning. This study aimed to test the use of a program-level written communication rubric as a formative assessment to be able to provide targeted interventions for improvement as part of curricular evaluation. Methods. A written communication rubric (14 criteria with scores ranging from 1–4) was applied twice during the semester to assess the writing assignments of 33 undergraduate nursing students enrolled in a nursing research course. A targeted intervention was designed and implemented based on deficient aggregate assessment results from the first student assignment. Results. Paired t-test analysis demonstrated a significant upward change in student performance in the second student assignment for all seven of the targeted competency scores (all p < 0.05 ). Conclusions. The use of a program-level rubric as a formative assessment paired with a targeted intervention improved the writing skills of nursing students during a single semester. By harnessing the tools of online learning management systems, faculty can quickly identify specific challenges for students in academic writing. There is potential for formative assessment to be used by faculty and students to direct the ongoing development of writing skills both during a course and throughout the program of study.

Differences in Test Anxiety Scores Among Baccalaureate Nursing Students and Nonnursing Students.

Test-taking is a prominent cause of anxiety for nursing students. Test anxiety may interfere with academic performance, program completion, and successful transition to practice. Prior research suggests that nursing students are more test-anxious than other students, yet this concept is not well studied. This study examined differences between test anxiety in nursing and nonnursing students while comparing current trends related to academic level and gender. Using a cross-sectional design, participants completed the Test Anxiety Inventory as a measure of perceived test anxiety. Minimal differences in scores based on major and academic level were found. Differences based on gender were noted with females reporting higher levels of test anxiety. Findings may help nurse educators better understand test anxiety and guide the implementation of supportive strategies to improve learning outcomes.

Senior Baccalaureate Nursing Students’ Experiences of Self-Compassion: A Qualitative Descriptive Study

Background: Self-compassion has been discussed in recent years as a concept that can facilitating compassionate care. However, little is known about the meaning of self-compassion and its place within nursing care for nursing students. Objectives: The aim of the study was to explore the self-compassion experiences, perceptions of the importance of self-compassion in patient care, and barriers to self-compassion of senior baccalaureate nursing students. Methods: This research constitutes a qualitative descriptive study. The data were analyzed using qualitative content analysis. Results: Three themes emerged: (1) am I able to show compassion for myself as I show it for others?, (2) barriers to self-compassion, and (3) Improving self-compassion. Conclusion: It was concluded that self-compassion is important for providing compassionate care from the perspective of senior baccalaureate nursing students. The findings suggest the necessity of integrating the concept of self-compassion into undergraduate education by being aware of any barriers to self-compassion.

Newly Graduated Registered Nurses and Workplace Challenges before the COVID-19 Pandemic

Background: Newly graduated registered nurses (NGRNs) enter the 21st-century medical-surgical health care environment where they continue to be a marginalized and disenfranchised population struggling with vast, often untold workplace challenges. Objective: This study reveals these challenges before the COVID-19 pandemic and aims to improve the educational curriculum for baccalaureate student nurses at Schools of Nursing provincially, nationally, and internationally. Methods: A qualitative narrative inquiry research design exposed narratives from NGRNs working in 21st-century medical-surgical nursing environments. The research methodology of critical theory with narrative inquiry examined perspectives and experiences of NGRNs. Interviews were conducted with NGRNs working on medical-surgical nursing units. Results: NGRNs strongly recommend increased dedicated time in their nursing curriculum for the fundamental components of communication and leadership training. Recommendations were also made to enhance curriculum in other capacities, from acutely ill patient care and workload management to work-life balance and coping with shift work. Conclusion: The overwhelming number of NGRNs who identified communication and leadership as significant challenges in the medical-surgical nursing environment is substantial and commands attention. Implications for practice include review of education curriculum and committed support for NGRNs.

Preparing Baccalaureate Nursing Students to Care for Patients in the Primary Care Setting Blanca Miller1*, Norma Martinez Rogers2

Preparing Baccalaureate Nursing Students to Care for Patients in the Primary Care Setting Blanca Miller1*, Norma Martinez Rogers2

Sounds good to me: A qualitative study to explore the use of audio to potentiate the student feedback experience.

The provision and uptake of feedback on academic performance is widely debated throughout higher education. Whilst many educators strive to provide students with suitable feedback on their academic work, it is often reported that the feedback is frequently not delivered in a prompt or detailed manner or is not acted upon by students. Traditionally feedback has been delivered in writing, and this study investigates the potential value of an alternative method by providing formative feedback using short audio clips. The aim of the study was to determine baccalaureate student nurses' perceptions of the influence of audio feedback on the quality of their academic work. This is a qualitative descriptive study conducted online to determine the perceived usefulness of formative feedback. A cohort of baccalaureate nursing students (n=199) in one Higher Education Institution in the Republic of Ireland were offered audio and written feedback on an academic assignment. Following receipt of the feedback participants completed an anonymous online questionnaire exploring their perceptions of the usefulness of audio and written feedback. The questionnaire was analysed using a thematic analysis framework. Thematic data analysis identified four themes: connectivity, engagement, enhanced understanding, and validation. Findings indicate that both audio and written feedback on academic work were perceived to be beneficial, however almost all of the students indicated an overwhelming preference for audio feedback. A sense of connectivity between the lecturer and the student, created through the provision of audio feedback, was the prevailing theme throughout the data. Written feedback conveyed the relevant information, but the audio feedback was more holistic and multi-dimensional and included an emotional and personal quality to which the students responded positively. What has not been explicitly highlighted in earlier studies but is apparent in this study, is the centrality of this sense of connectivity as a motivator to student engagement with the feedback received. Students perceive that the engagement with the feedback enhances their understanding of how they might improve their academic writing. An enhanced link between the student and the academic institution during clinical placements, achieved by the audio feedback, was a welcome and unexpected finding beyond the aim of this study.

A Program of Simulated Learning Experiences to Develop Clinical Judgment and Clinical Competence Among Sophomore Baccalaureate Nursing Students

BackgroundClinical judgment and competence are two essential skills for undergraduate nursing students to learn. These two skills have been taught mostly in upper division nursing courses. MethodA single group repeated measures design was used to evaluate the effect of three simulated learning experiences using standardized participants (SP) in the development of clinical judgment and clinical competence among 47 sophomore nursing. The study also examined the relationship between clinical judgment skills and clinical competence among the study participants. ResultsStudy participants demonstrated increased abilities in clinical judgment skills (F [2, 92] = 11.41, p < .001, η2p = 0.20) as well as clinical competence (F [2, 92] = 10.79, p < .001, η2p = 0.19), and the relationship between the them was positive and significant at each measurement (Measurement # 1: r = 0.66, p < .001; Measurement # 2: r = 0.36, p = .013; Measurement # 3: r = 0.55, p < .001). ConclusionSimulation is an effective teaching strategy to develop clinical judgment and competence among nursing students early in a curriculum.

Improving multidisciplinary collaboration among baccalaureate nursing students with Challenge-Based Learning: A quasi-experimental study in Hong Kong samples

Improving multidisciplinary collaboration among baccalaureate nursing students with Challenge-Based Learning: A quasi-experimental study in Hong Kong samples

Career Intention of Baccalaureate Student Nurses: Understanding the Barriers, Enablers, and Predictors Toward Public/Community Health Nursing.

This study had two aims: to determine initial career intention of nursing students and to assess whether nursing education variables predict career intentions toward public health/community health nursing. Nursing graduates are expected to be prepared to work in community settings. However, there is uncertainty in whether students are attracted to these settings and whether nursing education is impactful in shaping career intention. A cross-sectional survey targeted baccalaureate and accelerated students across Oregon. Analyses utilized descriptive statistics and multiple regression. Students reported most interest in acute care. Didactic and clinical learning were not related to intention to pursue a public health/community health career. The strongest predictor was career intention when starting nursing school. Students enter nursing school with largely fixed intentions. Educators need to develop greater prenursing outreach and understanding of the drivers toward public and community health to build curricula and passion for this area of nursing.

Psychometric assessment of the learning needs for disaster nursing scale Arabic version among baccalaureate nursing students in Saudi Arabia

This study assessed the psychometric properties of the “Learning Needs for Disaster Nursing Scale-Arabic version” (LNDNS-A) among baccalaureate nursing students in Saudi Arabia. A quantitative, methodological approach was performed to establish the psychometric properties of the LNDNS-A. The investigation was conducted in one university situated in the central region of Saudi Arabia. A sample of 204 student nurses was surveyed in this study with an average age of 21.30 (standard deviation = 2.35). The “Learning Needs for Disaster Nursing Scale” was culturally and linguistically adapted to LNDNS-A. Validity and reliability tests were performed to support the psychometric properties of the LNDNS-A. For validity, content validity was established and “principal components analysis” (PCA) with varimax rotation was used for construct validity of the tool. Cronbach's alpha was computed to establish the internal consistency reliability. The demographic characteristics were treated using descriptive statistics. The findings showed that the content validity of the LNDNS-A was acceptable. The PCA supported the three-factor scale: “Skills and knowledge in disaster relief,” “Discipline introduction,” and “Disaster management,” with a cumulative explained variance of 63.7%. The entire scale computed Cronbach was 0.943, and 0.927, 0.806, and 0.987 for the three subscales, respectively. LNDNS-A is valid and reliable when used among Arabic-speaking baccalaureate nursing students. LNDNS-A can be used to accurately assess the learning needs of disaster nursing of Saudi student nurses and possibly other Arabic nursing students, expanding the scientific research on this area in the Arabic peninsula.

Being a nursing student during the coronavirus pandemic: a mixed methods study

BackgroundThe COVID-19 pandemic led to major changes in people’s lives via protective strategies aimed at limiting the transmission of COVID-19, including social distancing, lockdowns, cancelled or limited leisure activities and tutorials and supervision for students taking place digital. All of these changes may have influenced students’ health and quality of life.AimTo describe and explore fear of COVID-19 and psychological distress, as well as general health and quality of life, among baccalaureate nursing students at 1 year into the COVID-19 pandemic.MethodWe used a mixed method study design, including quantitative data from University of Agder, data that was a part of a national survey of baccalaureate nursing students nearly one year into the pandemic. All the nursing students at the university were invited to take part between 27 January and 28 February 2021. The quantitative survey included 396 (out of total 858) baccalaureate nursing students (response rate: 46%). The quantitative data were collected using well-validated measures of fear of COVID-19, psychological distress, general health and quality of life, and the data were analysed using the ANOVA-tests for continuous data and chi-square tests for categorical data. Qualitative data were gathered from focus group interviews from the same university two-three months later. Five focus group interviews were conducted with a total of 23 students (7 men, 16 women). The qualitative data were analysed using systematic text condensation.ResultsThe mean score (standard deviation [SD]) for fear of COVID-19 was 2.32 (0.71), for psychological distress was 1.53 (1.00), for general health was 3.51 (0.96) and for overall quality of life was 6.01 (2.06). In the qualitative data, we identified the overarching theme effect of COVID-19 on students’ quality of life and the three main themes; importance of personal relations, physical health challenges and mental health challenges.ConclusionThe COVID-19 pandemic influenced negatively nursing students’ quality of life and physical and mental health, and they often felt lonely. However, most of the participants also adapted strategies and resilience factors to cope with the situation. Via the pandemic situation, the students learned additional skills and mental mindsets that may be useful in their future professional lives.

Palliative Care Education and Serious Illness Communication Training for Baccalaureate Nursing Students.

Palliative care is an essential component of community health for a growing population of seriously ill older adults residing in the community. Yet, nursing students are often challenged in initiating and engaging in serious illness conversations. This study implemented and evaluated an educational activity designed to increase nursing students' skills and self-efficacy to initiate and conduct conversations with patients/clients experiencing serious illness. A mixed-methods approach was used to study how statement cards and prompts facilitated students' readiness to engage in such conversations. A quantitative pre- and posttest survey was used to evaluate self-efficacy and students' perception of their ability to engage in challenging conversations. The results indicated a significant increase in student confidence in conducting serious illness conversations. Students reported an improved perception of their ability to conduct serious illness conversations and emphasized the need to practice these conversations in clinical practice.

Understanding poverty through virtual simulation: implications for student clinical practice

Abstract Background Competency-based education among baccalaureate nursing students is emerging based on American Association of Colleges of Nursing Essentials. With the impact of COVID-19 on nursing education and AACN recommendations, changes were required to provide alternative modes of delivery and means of assessment. Purpose Virtual poverty simulation data is limited. The use of virtual poverty simulation will ensure students’ mastery of core competencies while offering versatility in an online environment. Methods Students virtually completed online pre-work, SPENT, a virtual poverty simulation, online debriefing, post-simulation assessment using the Simulation Effectiveness Tool, and post-simulation journaling. Results 94 % of students demonstrated improved clinical decision making, increased confidence in prioritizing care, communication and reporting, and fostering patient safety. Four themes were identified from journals. Conclusions The use of virtual poverty simulation with baccalaureate nursing students was identified as useful pedagogy for increasing student understanding of health implications related to poverty in a virtual learning environment.

Evaluating Knowledge of Public Health Nursing Competencies in Baccalaureate Nursing Students.

Community health workers are projected to grow in number by 17 percent by 2030. A baccalaureate degree in nursing (BSN) provides a foundation for public health nursing practice. The Competencies for Public Health Nursing Practice instrument was distributed to BSN students at a Midwestern university before and after an educational intervention. Students completed a pretest ( n = 269) and posttest ( n = 154). All four subscales and total score indicated a significant increase in competence ( p < .001). There is a need to develop interactive public health nursing simulations with an interprofessional venue to help students improve teamwork and communication competencies.

Utilizing an Online Communication Module With Baccalaureate Nursing Students to Teach Leadership in Team Meetings.

This article presents an online communication module for teaching nurse leadership in team meetings. Baccalaureate students ( n = 64) participated in a one-hour online module as part of a leadership course. The module included a quantitative pre-post assessment and qualitative open-ended responses to video-based scenarios of team meetings. Student responses to scenarios revealed high levels of content mastery and ability to apply module content (range, 89 percent to 90 percent across two scenarios). The module was effective in increasing the knowledge, attitude, and behaviors of students and is effective for facilitating student understanding of nurse leadership in team meetings.

Effect of Multiple-Patient Simulation on Baccalaureate Nursing Students' Anxiety and Self-confidence: A Pilot Study.

Multiple-patient simulation (MPS) allows nursing students to develop leadership skills. Limited research examining student outcomes following MPS exists. This pilot study investigated the impact of MPS on (1) anxiety with transition to practice, (2) anxiety with clinical decision-making, (3) self-confidence with clinical decision-making, and (4) perceptions about MPS as a learning strategy. Twenty-two senior baccalaureate nursing students participated in this 2-group mixed-methods study. Data were collected before and after a leadership course using the State-Trait Anxiety Inventory, Nursing Anxiety and Self-Confidence with Clinical Decision-Making Scale, and a researcher-developed perceptions survey. Self-confidence with clinical decision-making significantly increased for all participants regardless of group assignment. Anxiety and anxiety with clinical decision-making decreased without significant changes. No significant differences were found between groups. Qualitative findings yielded 3 themes: preparation for clinical practice, overcoming anxiety, and confidence. Research investigating additional student outcomes after MPS with larger, more diverse samples is needed.

Dropped Courses and Persistence in Online Undergraduate Nursing Programs.

Recent studies have linked dropped courses with an increased likelihood of persistence in nursing education. This study examined the association of dropped courses, demographic characteristics, and persistence among online undergraduate nursing students. A retrospective cohort study was conducted with 29,926 former undergraduate nursing students enrolled from 2015 to 2019. The study sample included 2,073 students formerly enrolled in an online baccalaureate nursing (BSN) program and 27,853 students formerly enrolled in an online RN-to-BSN program. RN-to-BSN students were more than twice as likely to drop a course than BSN students. For students in both programs, higher numbers of courses that were dropped before the course start date were associated with an increased likelihood of graduation. Understanding the extent to which course drops occur and their link to persistence in undergraduate nursing programs can assist academic program leaders in developing strategies to help students be successful. [J Nurs Educ. 2022;61(11):609-615.].