Bachelor's Nurses Research Articles

Saudi Bachelor Nursing Students' Perceptions of Academic Advising: Descriptive Quantitative Study

Academic advising is identified as a progression to assist the students in determining their competencies which would guide them to find and develop their academic identity and ensure which study program and major would fit their capabilities within the facilitated opportunities. Aim This descriptive quantitative research was to analyze the relationship between undergraduate students and their academic advisors, evaluate the obstacles of the academic advising process from their' perception, and assess the resolutions of the academic advising. Methods: This descriptive quantitative study was conducted on a convenience sample of 200 nursing students in different courses and levels in the College of Nursing at King Saud University using demographically collected data. ResultsThere was a significant indication of a relationship between social demographic data and student perception of academic advising. Conclusions Implementing academic advisory could improve the students' achievements and overcome learning obstacles that could affect nursing students' learning outcomes. Suitable supervision from academic affairs strengthens their positions.

Anger Expression Modes and its Association with Interpersonal Problem-Solving and Self Esteem Among Bachelor Nursing Students

Anger Expression Modes and its Association with Interpersonal Problem-Solving and Self Esteem Among Bachelor Nursing Students

Nursing student competency achievement factors in clinical learning

Introduction: Clinical learning is an experiential learning process in which students apply the theory obtained from academics to be applied to real cases in the clinic. Clinical facilitator support of learning, satisfaction, and stress with clinical placement aspects of support are crucial because they impact the knowledge acquired during classes and the development of practical skills to become fully competent health care professionals. This study aimed to determine the factors of clinical facilitators, satisfaction, and stress levels of nursing students in clinical learning. Method: The design of study was cross-sectional design. The study was conducted on 141 nursing students for the 2021/2022 period who were taking clinical learning in hospitals, social institutions, and communities from the Diploma Nursing, Bachelor Nursing and Ners study programs at Universitas Nahdlatul Ulama Surabaya. Result: The results of the partial T-test showed that the clinical facilitator variable has no significant effect on clinical learning (p=0,938); the student satisfaction variable has no significant effect on clinical learning (p=0,199); the stress variable has a significant effect on clinical learning (p=0,000). Conclusion: The stress level of students is the most significant factor for students during their clinical practice.

Towards Sustainable OER Practices: The Case of Bachelor Nursing in the Netherlands

Towards Sustainable OER Practices: The Case of Bachelor Nursing in the Netherlands

The Relationship between Online Learning and Student Stress Levels During the Covid-19 Pandemic at Klakah Senior High School. Thesis, Bachelor Nursing Program, Hafshawaty Institute of Health Sciences Zainul Hasan Genggong

The Relationship between Online Learning and Student Stress Levels During the Covid-19 Pandemic at Klakah Senior High School. Thesis, Bachelor Nursing Program, Hafshawaty Institute of Health Sciences Zainul Hasan Genggong

Challenges of Fulfilling European Union Directives: The Importance of Clinical Practice at the Bachelor Nursing Study Program

Nursing education in EU countries follows EU requirements and directives. Even Albania, as a candidate country in relation to nursing and midwifery education must start planning to implement these standards. EU directives require that 50% of the nursing education curriculum to be converted into hours of laboratory and clinical practice, which should be carried out in specialized hospital units. The non-compliance of the Albanian Nursing Education’s programs with these standards has become an issue for our graduates and makes the equivalentation of the nursing program abroad difficult. Aim: To sightsee the nursing programs offered by Higher Education Institutions in Albania and to analyze how they meet the standards defined in the EU directives. Method: The data was collected from a review of the programs of some Higher Education Institutions in Albania, during the academic year 2019-2021. Results: The results obtained from the analysis of the programs offered by the Higher Education Institutions showed that they do not meet the EU recommendations. The number of hours of nursing lab and clinical practice, as well as the operation of practice are below the standards defined in these directives. Conclusion: This study clearly shows the challenges faced by Higher Education Institutions in Albania. The implementation and coordination of Nursing programs with EU directives is a crucial task. The standardization would enable not only solving the nowadays problems referred by students but would also enable in the future mobility for all lecturers, researchers and nurses who have studied in Albania. Keywords: EU directives, nursing, Higher Education Institution, nursing clinical and laboratory practices.

Knowledge, Attitude and Practice of Adverse Drug Reactions (ADRS) Reporting in Nursing Staffs of Tertiary Care Hospital

Background Adverse Drug Reactions (ADRs) are adverse consequences of drug therapy and are a major cause of morbidity and mortality. Approximately 2.9-5.6% of all hospital admissions are due to ADRs and up to 35% of hospitalized patients experience ADRs during their hospital stay. Therefore, the study assesses nurses’ knowledge, attitudes and practices (KAP) for monitoring and reporting spontaneous adverse drug reactions (ADRs). Methods In this observational study, 155 professional nurses with Proficiency Certificate Level (PCL), Bachelor Nurses and Masters working in various hospitals and academic institutes in Janakpur Municipality were selected to complete 19 pre-validated questionnaires on knowledge, attitudes and practice of ADR monitoring and reporting’ response. The data were converted by a predetermined scoring method and subjected to statistical analysis. Results Most participants from PCL Nursing (52.25%), participants from Bachelor Nursing (35.48%) and the fewest participants from Master Nursing (12.25%) were between 26 and 35 years old. Regarding ADRs knowledge, the majority of the Master Nurses (86.18%) answered the question correctly. ADR that reported regularly, most certificate nurses disagreed (33.3%) and more certificate nurses were neutral (38.2%) and some certificate nurses were agreed (28.3%). Most master nurses (63.1%) had patients with ADRs, but bachelor nurses (52.7%) and certificate nurses (64.2%) had not experienced any patients with ADRs in the past year. Master nurses (78.9%) were aware of the response to ADRs reporting and monitoring, but most certificate nurses (83.9%) and bachelor nurses (65.5%) were unaware of the ADRs reporting and monitoring response. Conclusion We conclude that KAP of ADRs in nurses is not sufficient especially in certificate and bachelor nurses. But master level nurses responded well. This is due to their knowledge, attitude and practices on ADRs reporting and monitoring.

Factors Affecting Registration on Postgraduate Program among Bachelor Nurses in Selected Central Hospitals

Factors Affecting Registration on Postgraduate Program among Bachelor Nurses in Selected Central Hospitals

A Multisite Assessment of Saudi Bachelor Nursing Students' Perceptions of Clinical Competence and Learning Environments: A Multivariate Conceptual Model Testing.

Background: It is thought that students’ perceptions of educational and clinical learning environments improve the effectiveness of curricula and professional standards. It is essential to examine the educational and clinical learning environments in which nursing students learn, as well as how nursing students evaluate particular factors of these environments. Objectives: The objectives of this study were to (1) identify nursing students’ perceptions on professional competence and learning environments in the classroom and clinical settings and (2) test a hypothetical model of variables that influence and predict students’ perceptions of learning environments and professional competencies. Methods: The study employed a descriptive cross-sectional methodological design. Five hundred and eighteen undergraduate nursing students were recruited from three Saudi Arabian universities using a convenient sampling technique. Using valid and reliable self-reported questionnaires, including the Dundee Ready Educational Environment Measure (DREEM), the modified Clinical Learning Environment Inventory (CLEI), and the Nurse Professional Competence Scale-Short (NPCS-SF), data were collected. Results: Perceptions of professional competence and learning environments were positive among nursing students. With satisfactory fit indices, the final model found that students’ perceptions of clinical competence were significantly predicted by their perceptions of the clinical environment (B = 0.43, p < 0.001), students’ perceptions of university environments (B = 0.29, p < 0.001), ward type (B = 0.12, p < 0.001), and students’ year of study (B = 0.11, p < 0.001). The students’ perceptions of clinical environments were significantly predicted by their perceptions of the university environment (B = 0.31, p < 0.001), gender (B = 0.13, p < 0.001), students’ year of study (B = 0.12, p < 0.001), and ward type (B = 0.11, p < 0.001). Moreover, the students’ perceptions of the university environment were significantly predicted by gender (B = 0.11, p < 0.001) and length of training (B = 0.12, p < 0.001). Conclusions: A range of factors might influence students’ perceptions of their professional competence and learning environments. Improving the learning environments and clinical experiences of students could enhance their clinical competence. This study’s findings provide evidence for how to enhance the learning environments in the classroom and clinical settings in order to improve students’ clinical competence, which will ultimately result in better patient outcomes. It is a top priority for nursing educators all around the world to improve classroom and clinical learning settings that foster students’ learning and professional competencies.

Pre-registration nursing students' anxiety and academic concerns after the second wave of COVID-19 pandemic in Italy: A cross-sectional study

BackgroundThe pandemic and its related social restrictions have led to many uncertainties in nurse education, including the fear of infection in clinical learning settings and the challenge of remote learning. The modification of clinical and academic environments generated anxiety and academic concerns among nursing students. ObjectivesTo explore the main determinants of anxiety related to the clinical and classroom environments in nurse education after the second wave of the COVID-19 Pandemic. DesignMulticentre cross-sectional study. SettingsTen universities offering nursing bachelor programs in central and southern Italy. ParticipantsA convenience sample of 842 nursing students. MethodsFrom April to July 2021, the Self-Rating Anxiety Scale and the Altered Student Study Environment Tool were administered to assess, respectively, students' anxiety and their concerns about the study environment. A regression model was tested. ResultsMost of the nursing students were female (76.6 %), living with family (70.9 %), and full-time students (85.7 %); 44.6 % were third-year of Bachelor in Nursing students. The majority of the participants (88.5 %) showed a level of anxiety. The statistically significant predictors of anxiety levels were concerns about grade attainment (β=0.42, p < 0.001) in the total sample, and, among the first-year students, the completion of clinical placement (β=0.14, p = 0.047). ConclusionsResults suggest a need for the redesign of teaching activities and clinical learning experiences to ensure academic outcomes and to preserve students' psychological well-being. Models of learning environments' dynamic adaptation and ongoing psychological support should be implemented to develop tailored interventions.

Labor Market Participation of Bachelor's Degree Prepared Nurses in Mexico: Lessons for Capacity Building.

Mexico has learned much from its five decades educating nurses, moving from nurses educated mostly at the technical degree level, to bachelor's degree prepared nurses educated in universities. Several salient lessons have emerged that may prove relevant for other countries seeking to increase their numbers of bachelors prepared nurses. This paper analyzes twenty years of nursing labor market data to highlight where significant social and policy changes helped facilitate increased production of bachelor's degree educated nurses in Mexico. We conducted a two-stages analysis, starting with a descriptive stage and followed by a repeated cross-sectional analysis using data sources generated by the Secretariat of Health and the National Institute of Geography and Statistics. Data from the 2005 to 2019 period were analyzed for trends in production patterns and significant relationships in the labor market. Among Mexican nursing graduates, technical and bachelor nurses compete for employment in healthcare institutions. The public sector has greater success in hiring bachelors prepared nurses, but this varies by type of public sector institution. Technical degree nurses have higher underemployment rates and less job security overall. Private hospitals mainly hire technical degree nurses. The Mexican government not been able to properly regulate neither the production of new graduates nor the accreditation of schools, let alone to align roles according to the graduate's level of education. The success of Mexico in the twenty-first century shows that middle-income countries can increase the production and both private and public sector employment opportunities for nurses educated at both the technical and bachelor's degree level however, labor market challenges persist. The central lesson for other countries is that policies must be revised in order to optimize the use of a more educated nursing workforce.

THE IMPORTANCE OF THE INTERACTIVE LECTURE IN THE STUDY OF “METHODOLOGY OF RESEARCH WORK” ACADEMIC DISCIPLINE IN THE PROCESS OF BACHELOR NURSES TRAINING

In this article is presented the significance and importance of the interactive lecture in the study of “Methodology of Research Work” academic discipline by the future bachelor nurses. It is indicated that the increasing educational needs of the higher education seekers direct and guide the instructors of the higher educational establishments to use and introduce new forms and methods of study. It is emphasized that presentation of finished theoretical material by the instructor is the least efficient way to perceive and remember new information. The processes of remembering can be positively influenced through the attraction of the higher education seekers to active interaction. The positive point of the “lecturer-student” cooperation is a constant extending of the range of opinions, among which it is necessary to choose the most rational. Learning by doing is the best way for comprehension of the most complicated theoretical material. Application of the interactive technologies is analyzed with specific reference related to the conduct of a lecture session in the study of “Methodology of Research Work” academic discipline. The article lists structural constituents, describes advantages and factors affecting the retention of auditory material in virtue of the interactive technologies. It is indicated that the instructor should use the time allotted for classes with maximum effect for the student, given the reduction in the number of class hours. The interactive lecture organically combines methodological, didactic and educational functions and creates the optimal conditions for the constant activation of the cognitive activity of the higher education seekers, allowing to realize the creative potential and provide each student with the opportunity to become the main subject of study, see and independently evaluate the diversity of opinions and approaches when solving important for further professional activities tasks. The realities of our time require the improvement of methodological and professional competence of the instructors of the higher educational establishments.

Clinical Stress among Bachelor Nursing Students: A Qualitative Inquiry

Clinical Stress among Bachelor Nursing Students: A Qualitative Inquiry

“Discover the meaning of professionalism”: nursing alumni experience on professional identity: a phenomenology study

Introduction: Professional identity is nursing education institutions' main goal that influences self-perception on the profession's job responsibilities, roles, and characteristics due to professional socialization. However, integrating professional identity to nursing career’s alumni of Bachelor Nursing Program Universitas Muhammadiyah Yogyakarta remains limited to explore. This study aims to explore the Bachelor nursing alumni’s lived experience integrating professional identity into their careers in Indonesia.Methods: A phenomenological approach was used in this study, along with a maximum variation sampling technique. There are seventeen nursing alumni recruited who had been working as professionals in various nursing careers. The data was collected by a semi-structured interview between 60-90 minutes through video calls on WhatsApp. Data analysis was used Colaizzi’s methods and Nvivo 12TM Plus.Results: Three themes emerged from data; 1) Discover the meaning of professionalism, with three sub-themes: fulfill professional qualification, having expertise, and apply theory into practice; 2) Internalization Islamic values &amp; beliefs, with four sub-themes: caring, having Islamic spirituality, giving excellence, and responsibility; 3) Awareness worked as a professional, with four-subthemes passionate, multitasking, independence, and apply soft skills.Conclusion: Nursing alumni integrated nursing professionalism into their identity—incorporation of professional identity impacts personal and professional image and boosted nurses’ careers.

An Online Competency-Based Spiritual Care Education Tool for Oncology Nurses.

The importance of spiritual care for the nursing profession has been long established. In many health care settings, including oncology, patients facing illness, suffering, and imminent death can struggle with existential questions of purpose and meaning-making. Recent research provided a competency-based educational framework to prepare nurses and nursing students to address these spiritual needs. This qualitative study evaluated the impact of the implementation of online educational tools across four nursing bachelor's programs to acquire competencies focused on addressing spiritual care needs. Results showed that the tool added to the awareness of students and impacted among between students, teachers, and patient. The results underscored the need for structural and methodical implementation of technically challenging online tools because this impacts the feasibility and applicability of blended learning.

Learning Professional Knowledge: Bachelor Nursing Students\u2019 Experiences in Learning and Knowledge Quality Outcomes in a Competence-Based Curriculum

Since decades, nursing education struggles with a persistent gap between the theoretical knowledge offered in the study program and its application in professional practice. To bridge this gap competence-based curricula were developed with instructional designs as authentic learning contexts and self-directed learning. In this project we explored final year Bachelor Nursing (BN) students’ experiences in learning in a newly developed curriculum, and their knowledge quality outcomes and the degree of agreement with knowledge requirements. An instrumental multiple case study was conducted with interviews, concept mapping and a domain knowledge list. Results show that a third of the participants had positive learning experiences and got high appraisals for their knowledge quality. Similar to the medium and low scoring participants, they developed instrumental knowledge but integrated other forms of learning into a system of meaning, which is needed to solve non-routine problems in future practice. Medium and low scoring participants did not profit from learning in authentic contexts and self-directed learning. In conclusion, developing sufficient professional knowledge in a constructivist competence-based curriculum is influenced by students’ intrinsic motivation to build a strong knowledge base, by their perception of how to learn and use professional knowledge, and their expectations of the degree of supervision and guidance by the teacher. It is recommended to evaluate the extent to which the intended curriculum is being taught.

Informing the increasing production of the health workforce in Bangladesh: evidence from a mapping exercise of health professional education institutions

This study aimed to evaluate the trend of production (2007-2016) and associated factors of seven health professionals i.e. physicians, dentists, diploma nurses, bachelor nurses, midwives, medical assistants and medical technologists in Bangladesh. The study team adopted a mapping approach to geographically locate all the health professional education institutions recognized by the Ministry of Health and Family Welfare (MOHFW). This was supported by a mixed-method design combining qualitative (e.g. group discussions and key informant interviews) and quantitative (questionnaire survey) methods. From 2007 to 2016, a total of 107,406 students graduated from all seven professional categories. Out of the total, about 40% belonged to the MBBS physician, 6% dentists, 15% medical assistants, 18% medical technologists, 21% nurses, and only 1% to the midwives. So, a skill-mix imbalance exists at the production level. Though the production had been on rising last 10 years, the production of the physicians was higher than any other professional categories. Feminization of the workforce is prominent as there was an average 14% increase of the female doctors than the male. The increasing production of health professionals needs to be supported by proper planning and policy interventions in order to avoid distortion of skill mix. Growing feminization of the workforce is also another area that requires special attention on the development of gender-sensitive employment conditions.&#x0D; Bangladesh Journal of Medical Education Vol.12(2) July 2021: 30-46

Knowledge Regarding Care of Low Birth Neonates among Nurses of Morang, Nepal

INTRODUCTION&#x0D; Babies born preterm or at low birth weight are at increased risk of immediate life-threatening health problems as well as long-term complications and developmental delays. The occurrence of this condition causes substantial morbidity and mortality in children. The nurses are the key persons to provide care for the low birth weight neonates. The role of nurses to assess the low birth weight babies and to protect them from various complications.&#x0D; MATERIAL AND METHODS &#x0D; A descriptive cross-sectional design was used to find out the level of knowledge regarding care of low birth weight neonates among 60 registered nurses of Nepal (staff nurses and bachelor nurses) by using enumerative technique in Koshi Hospital, Biratnagar, Nepal. Semi-structured, pre-tested interview schedule was used to collect data and analysed by using descriptive and inferential statistic with SPSS version 16.&#x0D; RESULTS&#x0D; The study findings revealed that 63.3% of the respondents had high level of knowledge regarding care of low birth weight neonates. There was no statistically significant association between respondents' professional qualification and respondents' level of knowledge regarding care of low birth weight neonates.&#x0D; CONCLUSION&#x0D; The study concluded that more than half of the respondents had high level of knowledge regarding care of low birth weight neonates. Nurse is an important primary care provider and therefore, her education and access to information on care of low birth weight new born will help her provide adequate care and prevent complications in low birth weight babies.&#x0D;

Changes in proportion of bachelor's nurses associated with improvements in patient outcomes.

This study uses data from two cross-sections in time (2006, 2016) to determine whether changes over time in hospital employment of bachelor's of science in nursing (BSN) nurses is associated with changes in patient outcomes. Data sources include nurse survey data, American Hospital Association Annual Survey data, and patient administrative claims data from state agencies in California, Florida, New Jersey, and Pennsylvania. The study sample included general surgical patients aged 18-99 years admitted to one of the 519 study hospitals. Multilevel logistic regression and truncated negative binomial models were used to estimate the cross-sectional and longitudinal effects of the proportion of hospital BSN nurses on patient outcomes (i.e., in-hospital mortality, 7- and 30-day readmissions, length of stay). Between 2006 and 2016, the average proportion of BSN nurses in hospitals increased from 41% to 56%. Patients in hospitals that increased their proportion of BSN nurses over time had significantly reduced odds of risk-adjusted mortality (odds ratio [OR]: 0.95, 95% confidence interval [CI]: 0.92-0.98), 7-day readmission (OR: 0.96, 95% CI: 0.94-0.99) and 30-day readmission (OR: 0.98, 95% CI: 0.95-1.00), and shorter lengths of stay (incident rate ratio [IRR]: 0.98, 95% CI: 0.97-0.99). Longitudinal findings of an association between increased proportions of BSN nurses and improvements in patient outcomes corroborate previous cross-sectional research, suggesting that a better educated nurse workforce may add value to hospitals and patients.

Can Video Assistance Improve the Quality of Pediatric Dispatcher-Assisted Cardiopulmonary Resuscitation?

This study aimed to evaluate the impact of adding video conferencing to dispatcher-assisted telephone cardiopulmonary resuscitation (CPR) on pediatric bystander CPR quality. We conducted a prospective, randomized manikin study among volunteers with no CPR training and among bachelor nurses. Volunteers randomly received either video or audio assistance in a 6-minute pediatric cardiac arrest scenario. The main outcome measures were the results of the Cardiff Test to assess compression and ventilation performance. Of 255 candidates assessed for eligibility, 120 subjects were randomly assigned to 1 of the 4 following groups: untrained telephone-guided (U-T; n = 30) or video-guided (U-V; n = 30) groups and trained telephone-guided (T-T; n = 30) or video-guided (T-V; n = 30) groups. Cardiac arrest was appropriately identified in 86.7% of the U-T group and in 100% in the other groups (P = 0.0061). Hand positioning was adequate in 76.7% of T-T, 80% of T-V, and 60% of U-V, as compared with 23.4% of the U-T group (P = 0.0001). Fewer volunteers managed to deliver 2 rescue breaths/cycle (P = 0.0001) in the U-T (16.7%) compared with the U-V (43.3%), the T-T (56.7%), and the T-V groups (60%).Subjects in the video groups had a lower fraction of minute to ventilate as compared with the telephone groups (P = 0.0005). In dispatcher-instructed children CPR simulation, using video assistance improves cardiac arrest recognition and CPR quality with more appropriate chest compression technique and ventilation delivering. The long interruptions in chest compression combined with the mixed success rate to deliver proper ventilation raise question about ventilation quality and its effectiveness.