Bachelor Of Nursing Research Articles

Clinical Facilitators' Perceptions of Factors Contributing to Nursing Students' Experience of Workplace Violence.

Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV. Eleven clinical facilitators were recruited for this study and participated in interviews. Transcribed data were probed, and thematic analysis was conducted. Six major themes emerged that identified factors contributing to BN students' experience of WPV during clinical placements: (1) setting; (2) university; (3) nursing students; (4) site staff; (5) patients; and (6) other factors. Clinical facilitators perceived WPV toward students as being a common yet complex issue due to multiple contributing factors. This study adds detailed knowledge regarding the factors that influence WPV directed toward BN students to inform the development of policies and procedures for reducing the incidence of WPV in the clinical setting. [J Nurs Educ. 2024;63(10):671-678.].

Building patient safety culture by using interprofessional simulation with nursing, paramedic and emergency telecommunication students: A mixed-methods research study

AimThe aim of this study was to investigate student attitudes toward interprofessional education and collaborative practice and their perceptions of simulation design elements after participating in an interprofessional simulation educational activity. BackgroundPatient safety continues to be an international healthcare priority. However, critical incidents to patients continue to persist due to poor communication between professionals and poor teamwork. DesignA mixed methods design. MethodThe study sample consisted of Bachelor of Nursing (n=81), Paramedic (n=38) and Emergency Telecommunication (n=11) students randomized into interprofessional groups. Following the interprofessional learning experience, students completed two standardized self-reporting instruments, Students Perceptions of Interprofessional Clinical Education, National League for Nursing Simulation Design Scale and open-ended questions of their perceptions on teamwork and collaboration, communication skills, transfer of care and patient safety. ResultsStudents in each program reported high scores for attitudes toward the importance of teamwork and collaborative practice. There were significant differences in scores between programs for the ranking factors ‘Teamwork and Team-Based Practice’ (BN=4.74SD 0.72, PM=4.66SD 0.81, ET=4.95SD 0.15 *; p = 0.00005) and ‘Roles & Responsibilities’ (BN=3.78SD 1.12, PM=3.55SD 0.92, ET=4.67SD 0.85*; p= 0.012). Themes included: communication and collaboration in teamwork; roles, responsibilities and leadership; patient-centred care and safety; and emotional dynamics and professional growth. ConclusionAn interprofessional simulation is an effective strategy to practice teamwork and collaboration and communication skills during transfer of care. Ensuring earlier education of roles and responsibilities during transfer of care needs review as do strategies for structured handover communication tools.

The desire to work abroad of regular bachelor of nursing students and associated factors at the University of Medicine and Pharmacy, Hue University

Background: With the economy developing towards globalization, workers going abroad to work is a common phenomenon, including bachelor of nursing. Objective: To describe the desire of bachelor of nursing students at the University of Medicine and Pharmacy, Hue University, to work abroad, and to identify some associated factors. Methods: A cross-sectional study was conducted on all bachelor of nursing students from November 2023 to January 2024. Multivariable logistic regression was performed to identify associated factors. Results: Among 693 students, 52.1% wanted to work abroad. Desire to work in Germany and Japan accounted for 65.7% and 21.1%. The purpose of financial support for the family was 24.5%. Foreign language barriers were 32.3%, and professional qualifications were 20.2%. Factors associated with the desire to work abroad included first-year students (OR= 4.11; 95% CI: 1.08-15.66), third-year students (OR= 2.45; 95% CI: 1.59-3.77), and having ever heard of career guidance (OR= 1.82; 95% CI: 1.18-2.82). Conclusion: It is necessary to encourage students to learn about working abroad programs and improve their foreign language skills and professional qualifications. Keywords: Student, nursing; working abroad.

“This should be a compulsory placement for all nursing students”: An evaluation of pre-registration nursing students’ perceptions of learning on a mental health clinical placement

AimTo conduct a longitudinal exploration of pre-registration nursing students’ perceptions of their learning on an immersive mental health clinical placement grounded in learning from people with a lived experience of mental illness (otherwise known as consumers). BackgroundEnriching mental health clinical learning environments are crucial for positive mental health nursing outcomes. Though non-traditional clinical placement (i.e. non-hospital-based) models effectively increase student learning in a range of domains, little is known about the specific features of contemporary non-traditional placement settings that may be supporting student learning over time. DesignA survey design in the form of a standardised evaluation tool with additional qualitative response questions was used to examine nursing students’ perceptions of learning whilst on a non-traditional clinical placement over a 5-year period. Non-traditional placement settings are alternative placement options to traditional inpatient/community mental health settings. The TREND Statement Checklist was adhered to. MethodsSecond- and third-year students studying a Bachelor of Nursing (N = 753) from eight Australian Universities completed a Student Placement Feedback Survey between 2019 and 2023. Data were collected via an evaluation survey including 7-items (rated on a 5-point agreement scale) and three free-response questions. Quantitative and qualitative responses were analysed over all observations and compared between the five years of student evaluations. ResultsAcross five years, the immersive mental health placement was consistently rated by students as a highly valuable learning experience. Utilizing a Multivariate Analysis-of-variance (MANOVA) for the quantitative component revealed that student ‘learning from lived experience’ remained uniformly high and steady throughout 2020–2023. This was despite disrupted learning that ceased face-to-face tuition caused by the COVID-19 pandemic. An increase in ‘student enthusiasm for nursing’ was identified after the return to face-to-face learning. Qualitative analysis identified a greater need for preparedness prior to attending the placement and wellbeing support amongst students. ConclusionsOver the five years, pre-registration nursing students report clinical skill improvement and enhanced knowledge following the immersive mental health placement alongside an increased desire for further skill development. Learning from people’s lived experience of mental illness and specialised facilitators was valuable for student learning outcomes. Increased support is needed for student mental health vulnerabilities and wellbeing ahead of clinical placements. Further research is recommended on the aspects of non-traditional clinical placements that may be protective for student learning.

Higher Education Student Support Program Expansion: A Decade of Progress and Success for English as an Additional Language (EAL) and International Students

One method to support English as an additional language (EAL) students in higher education is through the development of an extracurricular support program catered to the specific academic and psychosocial needs of post-secondary EAL students within an individual faculty. In 2009, the Mount Royal University (MRU) EAL Nursing Student Support Program (NSSP) was created to support the EAL student population within MRU's Bachelor of Nursing (BN) faculty. Following over a decade of support program success documented in a series of scholarly publications, this study aims to capture the longitudinal impact of EAL NSSP on the continued success of its alumni within the academic, professional, and personal domains. A hermeneutic approach to phenomenology was used to measure the perceived impact of the student support measures on their professional and personal development. Participant interviews revealed six themes: (a) skills and knowledge obtained from membership in the support program, (b) continued engagement in professional development and leadership opportunities following support program involvement, (c) accomplishments attained following support program membership, (d) future goals, (e) eagerness to help future generations of EAL students, and (f) the need for continued EAL student support. The findings from this study demonstrate the importance of EAL student support in higher education, showcasing the profound, long-term impact that an effective and intentional EAL student support program design can have.

Nursing Students’ Perceptions of Assisted Dying: A Qualitative Study

Assisted dying became a legal choice in November 2021 following the passing of the End of Life Choice Act (2019) in New Zealand. This new means of dying allows individuals to pursue the right to die should they meet the legislated criteria. The availability of assisted dying raises questions regarding nursing practices and responsibilities in relation to the service. The aim of this study was to gain insight into nursing students’ views about assisted dying in Aotearoa New Zealand. A qualitative descriptive study using a qualitative survey with a paper-based questionnaire was undertaken among nursing students enrolled in a Bachelor of Nursing (BN) programme at a single tertiary education organisation in 2019. Responses from 192 students were analysed using content analysis. Three categories were identified: supportive on the basis of personal choice; disapproval on the basis of personal beliefs; and taking a professional stand as a nurse. The categories present the distinct and opposing views expressed by nursing students regarding assisted dying, with the extent of support or disapproval being supported by their recognition of personal autonomy, their own belief systems and their views of roles expected of nurses. This research highlighted that nursing students’ views about assisted dying were influenced by both personal and professional factors, and at times these were dichotomous. Ethical and practice challenges concerning assisted dying must be recognised and acknowledged. The nursing education sector should include topics related to assisted dying in the curricula and work with students to, where necessary, reconcile any ethical issues that arise. This will ensure that future nurses are prepared and equipped with knowledge and skills in providing care to patients and families considering or requesting assisted dying. Te reo Māori translation Ngā whakaaro o ngā pia tapuhi ki te mate whakaahuru: He rangahau kounga Ngā Ariā Matua I whakamanaia ā-turetia te mate whakaahuru o te tangata i te marama o Nōema 2021 i muri i te pāhitanga o te Ture mō te Whiringa mō te Mutunga o te Oranga (2019) i Aotearoa. Mā tēnei ara hou ki te matenga ka taea e te tangata takitahi te whai i tana tika kia mate, ki te tutuki i a ia ngā paearu ā-ture. Nā te wāteatanga mai o te mate whakaahuru mō te tangata, ka ara ake ētahi pātai mō ngā tikanga mahi tapuhi me ō rātou haepapa mō te kaupapa āwhina hou. Te whāinga o tēnei rangahau he whai kia mārama ki ngā whakaaro o ngā pia tapuhi ki te mate whakaahuru o te tangata i Aotearoa. I mahia tētahi rangahau whakaahua kounga nā te whakamahi uiuinga kounga, ki tētahi rārangi pātai pepa i waenga i ngā pia tapuhi i rēhitatia ki tētahi akoranga Paetahi mō Te Tapuhitanga (BN) i tētahi whare whakaako kotahi i 2019. I tātaritia ngā whakautu mai i ngā ākonga 192 nā te whakamahi tātaritanga kōrero. E toru ngā kāwai i tautuhitia: ērā i tautoko i runga i te whiringa whaiaro; te korenga e whakaae i runga i ngā whakapono tāngata takitahi; me te tū hei tangata ngaio, arā, hei tapuhi. Ko ngā kāwai kei te whakaari i ngā tū motuhake, tauaro hoki i whakapuakina e ngā pia tapuhi mō te mate whakaahuru, me kī, kei te āhua o tō rātou whakaae ki te mana motuhake o te tangata mōna anō, o ō rātou pūnaha whakapono, me tō rātou titiro ki ngā mahi e tika ana mā te tapuhi, te kaha tautoko, te kaha whakahē rānei ki te ara hou. Tā tēnei rangahau he whakatairanga i te kawenga o ngā whakaaro o ngā pia tapuhi mō te mate whakaahuru e ngā pūtake whaiaro, me ngā pūtake ngaio, ā, i ētahi wā he noho tauwehe ēnei pūtake e rua. Me mātua kite, me mātua urupare ki ngā wero matatika me ngā wero i te wāhi mahi o te mate whakaahuru. Me uru ki te rāngai akoranga tapuhi ētahi kaupapa e pā ana ki te mate whakaahuru i roto i te marautanga me te mahi tahi ki ngā ākonga ki te tuitui tahi i ngā take matatika ka ara ake, i ngā wāhi e tika ana. Mā konei ka tika te whakangungu, te hoatu pūkenga hoki ki ngā tapuhi o āpōpō, ka whiwhi hoki i te mātauranga me ngā pūkenga e tika ana hei tiaki i ngā tūroro me ō rātou whānau e whiriwhiri nei, e inoi nei rānei, ki te mate whakaahuru mō rātou. Ngā kupu matua mate whakaahuru; te taurimatanga i te mutunga o te ora; ngā ture; te akoranga tapuhi; ngā pia tapuhi; te rangahau kounga

Analysis of Difficulty Index, Discrimination Index and Distractor Efficiency in Multiple Choice Questions

Background: The item analysis of multiple-choice questions (MCQs) is an essential tool that can provide input on validity and reliability of items. It helps to identify items, which can be revised or discarded, thus building a quality MCQ bank. Aim: The aim of the study to evaluate the quality of MCQs by analyzing DIF, DI and DE and to find out the association of MCQs having good difficulty and discrimination indices with DE. Method: The study was conducted in the Department of Maternity and Child Health Nursing at the College of Nursing during the academic year 2023, second semester. Students of level six who took the final exam of one-course second-semester academic year 2023, A total of 152 third-year Bachelor of Nursing. The item analysis explored the difficulty index (DIF I) and discrimination index (DI) with distractor effectiveness (DE). Data was kept confidential and the descriptive and inferential statistics will be computed using SPSS 22.0. Results: A total of 50 MCQs, the majority, that is, 74 (82%) MCQs had a good/acceptable level of difficulty with a mean DIF I of 94.94 ± 6.36 (mean ± SD); this indicates that, on average, the MCQs were relatively easy for the students, as the difficulty index is close to 100. The discrimination index, which assesses the ability of the MCQs to differentiate between high and low-performing students, had a mean of 0.11 and a standard deviation of 0.47. This relatively low mean value suggests that the MCQs had limited discriminatory power, meaning they did not effectively distinguish between students with different levels of performance. 150 (75%) were categorized as functional distractors (FDs). These FDs effectively served their purpose by distracting students from selecting the correct answer, challenging their knowledge and understanding. On the other hand, 50 distractors (25%) were classified as non-functional distractors (NFDs). Conclusion: The categorization of the MCQs based on distractor efficiency highlights the importance of having well-constructed and effective distractors. The presence of functional distractors challenges students' decision-making, while non-functional distractors need to be revised or replaced to improve the overall quality of the MCQs. This finding indicates a potential area for improvement in the construction and selection of MCQs to enhance their ability to differentiate student abilities

Student nurse retention. Lived experience of mature female students on a UK Bachelor of Nursing (Adult) programme: An interpretative phenomenological analysis

AbstractAimsTo explore the lived experiences of mature female students undertaking a Bachelor of Nursing (Adult) programme in the UK, to gain insight into the challenges and barriers faced by students and investigate the factors that support students who have considered leaving, to stay and continue with their studies.BackgroundThere is a global shortage of nurses and challenges exist in ensuring that enough nurses are available to provide care in the complex and rapidly changing care environments. Initiatives introduced to increase the number of Registered Nurses (RN), include increasing the number of students enrolled on pre‐registration nursing programmes. However, the success of this intervention is contingent on the number of students who go on to complete their course.DesignThis qualitative study employed Interpretative Phenomenological Analysis (IPA), which provided a methodological framework and analytical approach to enable an exploration of participants' individual and shared lived experiences.MethodsEight female, mature students at the end of their second year of a Bachelor of Nursing (Adult) programme at a Higher Education Institution in South Wales participated in semi‐structured, face‐to‐face interviews, which were analysed idiographically before group‐level analysis was undertaken.FindingsThe analysis revealed three superordinate themes: ‘Ambition to become a Registered Nurse’; ‘Jugging Roles’ and ‘Particular Support Needs for a Particular Student’.ConclusionEach student had a unique history, their past and present social and psychological experiences were multifaceted and complex. These differences resulted in varying degrees of resilience and motivations to continue their studies. These findings are important for ensuring that services develop and provide effective support to maximize retention and, ultimately, increase the number of students entering the RN workforce.Patient of Public ContributionNo patient or public contribution.Impact StatementThis research expands on current literature regarding the needs of mature female students, a growing student nurse demographic. Every student had a dynamic set of circumstances and demonstrated that the identification of ‘at‐risk’ students, purely based on demographics or information on a Curriculum Vitae, is problematic and potentially futile. This knowledge could be used to tailor University support systems and inform curriculum development and support systems for maximizing student retention. These findings are important for ensuring that services continue to develop and provide effective support to maximize retention and completion and, ultimately, increase the number of students entering the Nursing and Midwifery Council register.

Evaluation of clinical knowledge of drugs causing addiction and associated social determinants among male pharmacy and nursing students in Riyadh, Saudi Arabia – A Cross-Sectional study

Drug abuse is a rising psychological concept in many countries, and its use among individuals is increasing. Therefore, this study aimed to assess the Knowledge and demographic factors associated with drug abuse among male pharmacy and nursing students at King Saud University, Riyadh, Saudi Arabia. This study used a cross-sectional design targeting male entry-level pharmacy and nursing students in their first and second years of Bachelor of Nursing and Doctor of Pharmacy courses. Of them, 85.3 % of the pharmacy and 75.3 % of nursing students thought that cocaine causes drug addiction, followed by heroin (pharmacy 80.7 %; nursing students 71 %), and morphine (pharmacy 75.2 %; nursing students 59.1 %). In this study, 52 % (n = 105) claimed low awareness, whereas 48 % (n = 97) indicated good understanding regarding drug addictions. Furthermore, the mean knowledge score among pharmacy students was higher (7.073 ± 2.570) in comparison to nursing (5.806 ± 2.494) (t = 3.540; p = 0. 0001). In addition, the father’s occupation was found to be significantly associated with the mean knowledge score of drug addiction (F = 2.667; p = 0.034). According to the findings, 52 % of male students had insufficient knowledge about drugs that cause addiction. Age, course of study, and father's occupation all had a substantial impact on knowledge scores. The knowledge score on the complications of addictive substances was not significantly associated with the characteristics of the students (p = 0.05). As a result, we advocate for the introduction of educational initiatives that educate students about the harmful consequences of drug addiction and how to avoid issues.

Implementation of a structured revision program and the impact on final-year undergraduate nursing students’ preparedness for clinical placement: Mixed methods study

ProblemThe effects of a revision program on undergraduate nursing students’ preparedness for their final clinical placement leading to their graduate year are unknown. AimTo explore students’ perceptions of confidence, anxiety, self-doubt, and preparedness for a high-acuity clinical placement following a three-day structured revision program. MethodThis was a mixed methods study conducted in the final year of the undergraduate nursing degree. Data were collected by survey using a self-developed 10-item instrument with three components of confidence, inhibitors (self-doubt/anxiety), and preparedness (n = 75) and by semi-structured individual interviews and focus group (7 students in total). Independent sample t-tests were used to compare data between components’ scores and demographic characteristics. Interview data were analysed using thematic analysis. ResultsStudents who attended the revision program had significantly higher scores for confidence, inhibitors, and preparation. Higher scores in one or more components were associated with enrolment in the Bachelor of Nursing (BN) versus the Bachelor of Nursing/Bachelor of Midwifery, enrolment in the accelerated pathway of the BN, older age, and previous healthcare experience. Four themes emerged from the qualitative data: anticipatory concerns, confidence, preparedness, and striving to belong. ConclusionThe findings have potential implications for adverse learning outcomes and poor student performance because of negative behaviours, lack of preparedness, and belongingness. There is a need to structure curricula, implement instructional support for students with anxiety and self-doubt, and faculty to align pedagogy to best educational practices with student attendance at structured revision sessions before each clinical placement.

Graduate Nurses’ Perception and Experiences of Assessment Feedback in Blended Learning Courses at the University of Rwanda

BackgroundConstructive assessment feedback is considered one of the learner-centred pillars in the blended learning mode.PurposeExplore graduate nurses’ perceptions and experiences on assessment feedback in blended learning courses.MethodologyQualitative descriptive design with semi-structured interviews was used to collect data from 15 enrolled learners in a Master’s Programme of Nursing at the University of Rwanda. Interviews were recorded and transcribed verbatim. Purposive sampling and thematic data analysis were use.FindingsEight females against seven male graduate nurses participated in this study, 67% worked in health facilities and 33% worked as lecturers in Bachelor of Nursing. The graduate nurses at the University of Rwanda perceived that lecturer in blended learning used different types of assessment feedback. They experienced the reception of assessment feedback through synchronised and asynchronised channels or via paper-based mode. Effective feedback is hindered by delays, inadequate digital infrastructure, and using marks as the only form of feedback. Accordingly, the graduate nurses perceived that learners’ preparedness and involvement in the assessment feedback process are critical to establishing and enhancing deep and lifelong learning.ConclusionThe findings revealed that different types of assessment feedback were used, while different ways were utilised to deliver assessment feedback; graduate nurses perceived and experienced that prompt and sandwich feedback are pillars of effective feedback to enhance blended learning for graduate learners.Rwanda J Med Health Sci 2023;6(2):161-174

A survey on self-assessment of “soft skills” formation in bachelors majoring in nursing

The development of “soft skills” applicable to healthcare professionals is a necessary factor for the formation of a highly qualifed specialist engaged in medical activity. Aim. The aim of the survey is to study the formation of “soft skills” while undergraduates at Nursing Institute obtain higher medical education. Materials and methods. It has led to the analysis of four key competencies “4K”. The comparative analysis was used to describe the names of universal competencies included into the Federal State Educational Standard for Bachelor’s degree in “Nursing” and the meaning of “4K” competencies. Fulltime students of Saratov State Medical University named after V.I. Razumovsky majoring in “Nursing” were engaged into the questionnaire. It has been revealed that the development of “4K” competencies is important for medical professional staff.Results. The present study confrmed that the training for “Nursing” at the Bachelor level following the Federal State Educational Standard contributes to the development of “soft skills”.Conclusion. Based on the data obtained from the survey, we may conclude that the four key competencies “4K” are well formed in Bachelor of Nursing. However, the lack of information on the concept and structure of “soft skills” among students has been determined. More detailed information can be found by the use of special educational technologies and methods for mastering the “soft skills”.

Child health nursing in the Solomon Islands: A qualitative evaluation of the impact of the 'Bachelor of nursing - Child health'.

To explore graduates' perceptions of the impact on nursing practice of a new postgraduate course in child health, developed and implemented in the Solomon Islands in 2016. The Bachelor of Nursing -Child Health was implemented in 2016 to develop nurses' knowledge and skills in child health and paediatric care with the intent to improve national child health outcomes. A qualitative exploratory, descriptive design was used to evaluate the impact of the Bachelor of Nursing -Child Health on graduates' nursing practice. Fourteen nurses who graduated from the first cohort of students enrolled in the child health course were purposively selected to participate. Participants engaged in individual semi-structured interviews, conducted between August and December 2018. A thematic analysis was undertaken following Braun and Clarke's six-phase process. Findings from the study demonstrate positive impacts of the course on graduates' nursing practice. These include a perceived enhanced quality of care through their commitment to evidence-based practice, the ability to contribute to capacity building of colleagues, the reinforcement of provincial public health programmes and expanded participation in managerial activities. Following graduation, most alumni took on senior roles and greater responsibilities, felt more confident in managing unwell children, felt there was better access to and quality of child health care at the community and broader country levels and felt recognised by colleagues and communities. Some graduates faced resistance from colleagues to change practice and felt that despite being given greater responsibilities, nursing levels and salaries remained unchanged. This reflected a potential lack of recognition from hospital or provincial managers, the Nursing Council as the regulatory body for the nursing profession, and the Ministry of Health and Medical Services. A lack of human and material resources also impacted quality of care. Findings from this study underline the need for the Solomon Islands National University, the Nursing Council, the Public Service and the Ministry of Health and Medical Services to concord and delineate formal accreditation standards for child health nurses. Overall, collaborative efforts and commitments at local, regional and global levels are required to support child health nurses in their ability and ambition to improve national child health outcomes. Findings from this study demonstrate positive impacts of the course on graduates' nursing practice. The impact of increasing nurses' knowledge and skills on national child health outcomes could be significant. Ongoing implementation and recognition of this course in the Solomon Islands, as well as more broadly across the Pacific region, are recommended.

Evaluation of resource allocation for undergraduate nursing professional experience placements coordination in Australian Higher Education; A cross-sectional study with descriptive qualitative thematic analysis

Aims and objectiveTo assess the implementation of standards by Australian Nursing higher education providers as set by accrediting and regulating bodies and to identify any barriers or enablers to optimizing Professional Experience Placement. To recommend strategies for safeguarding and improving any identified enablers as well as mitigating factors for any identified barriers. BackgroundProfessional Experience Placement is an essential element of all accredited Nursing Programs in Australia. The Australian Nursing and Midwifery Accreditation Council is responsible for developing accreditation standards and mandates minimum of 800 h of Professional Experience Placement scaffolded across curriculum which some Higher Education Providers set as their exact baseline for clinical placement duration. DesignDescriptive study using; questionnaire survey with qualitative thematic analysis and CROSS checklist. MethodQuantitative method with descriptive qualitative thematic analysis and purposive sampling was used to target 37 higher education institutions that offer BN and BN/BM programs, 33 of these institutions were randomly selected for inclusion. Data was collected over a six-week period from 24th May to 4th July 2022 using Qualtrics online survey. ResultsOut of the 33 Higher Education providers who were invited to participate, 51.5 % (n = 17) responded. The respondent’s demographics were: 94 % Bachelor of Nursing only placements coordinators while one respondent reported covering both Bachelor of Nursing and Bachelor of Midwifery; Most of the respondents (65 %) were in 40–55 years age group. The respondents reported to have overall responsibility across one to 6 campuses (Mean = 2.2) and having support/administrative staffs ranging from 0 to 15 (Mean = 4.11). Student population among the institutions ranged from 500 to 7500 with a mean of 2365.38. The number of campuses covered had statistically significant relationship with the student population (p < 0.001; 0.392–0.929 confidence interval) however no statistically significant relationship with the number of administrative staff allocated (p = 0.319; −0.297 to 0.704 confidence interval). ConclusionsWhile great processes are in place across higher education sector in formalizing nursing professional experience placement, important challenges still exist across the nation that need to be addressed. The quantitative findings should be interpreted with caution given the low questionnaire response rate.

The Effect of Academic Service Quality on Student Satisfaction Level Stikes Panrita Husada Bulukumba

Higher education is a form of service provider that involves providers and service users. The quality of a tertiary institution is largely determined by the quality of services provided, such as high achievement motivation, lecturer competence, roles, assignments, and facilities and infrastructure. Good infrastructure is expected to create institutions that are clean, beautiful, and comfortable, so they need to be managed properly. The method used was a descriptive research design with a "cross-sectional" approach. The population in this study were 80 students of the Bachelor of Nursing, D3 Health Analyst, and D3 Midwifery, with a sample size of 43 respondents. The sampling technique used is non-probability with the purposive sampling technique. Data were collected using a questionnaire sheet. Data analysis used Chi-square statistical test. In this study, it was found that the level of student satisfaction with the quality of academic services was not good, indicating that level of student satisfaction was nine respondents (42.9%) dissatisfied and eight respondents (36.4%) satisfied, while good academic service quality showed the level of satisfaction. Fourteen students were satisfied (63.6%), and 12 respondents were dissatisfied (57.1%). Based on the analysis that has been done using the Chi-Square test, there is no influence of the quality of academic services on the level of student satisfaction with a value of p&gt; .451. It is hoped that this research will expand the research sample, not only for students in the VIII and VII semesters but also for other semester students.

"All My Relations": Elders’ Teachings Grounding a Decolonial Bachelor of Nursing Program Philosophy

The aim of this paper is to share the process of developing a decolonial nursing program philosophical framework. Following cultural protocol, we asked two highly respected local Indigenous Knowledge holders and retired nurses to serve as Presiding Elders for the Bachelor of Nursing (BN) Curriculum Redesign Committee. Select committee members engaged with the Elders in a series of gatherings. Elders gifted ‘All My Relations’ as the unifying basis for their teachings of ‘The Four Realms’ and ‘Ani to Pisi -Spiderweb’ as the new BN program philosophical framework: local Indigenous teachings provide the standpoint for respectfully engaging with interconnected multiple worldviews to advance equity and restore wellness in nursing education. Collaboration with Elders provides an invaluable opportunity for decolonization in nursing workplaces and learning spaces.

BODY IMAGE DIFFERENCES IN BODY IMAGE BETWEEN BEFORE AND AFTER MASTECTOMY TO BREAST CANCER CLIENTS AT RSUD DR. SAIFUL ANWAR MALANG

ABSTRACT&#x0D; Indriyanto, Slamet. 2021. Differences in Body Image Between Before And After Mastectomy To Breast Cancer Clients At RSUD Dr. Saiful Anwar Malang. Thesis. Bachelor of Nursing, Maharani Health College Malang. Supervisors: (1) Ns. Wiwik Agustina, S.Kep., M. Biomed, (2) Ns. Rahmawati Maulidia, M.Kep.&#x0D; Breast cancer is one of the most common types of cancer in Indonesia and mastectomy is a rational and effective treatment procedure to prevent the spread and disposal of cancer cells. Body image undergoes many changes during breast cancer therapy and treatment, the impact of these changes affects client perception, sexuality, and social function. The purpose of this study is to identify body image before and after the mastectomy, and whether there is a change in body image between before and after the mastectomy. The study used the BREAST-Q Version 2.0 Mastectomy Module and Pre-Post Operative Scales questionnaire. The design of this study is comparative study with cross sectional analysis. The results of the study, obtained body image before mastectomy almost all respondents (90%) with negative body image. While body image after mastectomy, obtained by all respondents (100%) have a negative body image. Wilcoxon signed rank test results showed a difference in body image between before and after the mastectomy, with a value of p: 0.005 smaller than α= 0.05 Body image has changed before the mastectomy, even decreasing after the mastectomy. &#x0D; Keywords: Breast Cancer, Body image, Mastectomy.&#x0D; &#x0D; &#x0D; &#x0D;

Incivility in Nursing Education: Sources of Bullying and their Impact on Nursing and Psychiatric Nursing Students

Purpose: The purpose of this study was to identify who were the key sources of incivility, how frequently uncivil behaviours occurred, and determine the impact of incivility among a sample of Bachelor of Nursing (BN) and Bachelor of Psychiatric Nursing (BPN) students at one university in a western Canadian province.

A survey of the knowledge and practices of nursing students of Mbarara University of Science and Technology around Monitoring Fluid Requirements for burns patients on surgical ward at Mbarara Regional Referral Hospital

BackgroundThere is a high mortality of burns especially in low- and middle-income countries which already have less developed healthcare systems. Besides, little is known about nursing students’ knowledge and practices towards the need to monitor fluid requirements in admitted burns patients.ObjectiveTo assess the knowledge and practices of nursing students regarding monitoring fluid requirements for hospitalised paediatrics and adult burn patients on the surgical ward at Mbarara regional referral hospital.MethodsWe conducted an online descriptive cross-sectional study among clinical nursing students at Mbarara University of Science and Technology (MUST) during September and November 2021. We assessed knowledge and practices using an adapted questionnaire. Summary statistics were then used to describe the data.ResultsThirty-seven nursing students (64.9% response rate) participated in our survey. Twenty one (56.8%) were female and had a modal age range of 20-24 years. Nineteen (51.4%) of the students were BNC (Bachelor of Nursing Completion) students, with the rest being BNS (Bachelor of Nursing). More than 75% of students correctly answered each of two out of the ten questions. More than three quarters of the students reported having done each of six out of the eleven practices surveyed.ConclusionNursing students had poor knowledge and fair satisfactory practices regarding monitoring of the fluid requirements in burns patients. More similar studies are needed to survey more nursing students on this topic and to henceforth evaluate the need for periodic re-trainings and reassessment of clinical skills of nursing students.

A Qualitative Study on the Experiences of Clinical Accompaniment among Nursing Distance Learners

Clinical accompaniment is essential to provide nursing students with a foundation to apply to practice. This study aimed to explore the e-PJJ nursing students' perception regarding their clinical accompaniment during their clinical placement. This qualitative phenomenology study was conducted using in-depth interviews and focus group discussion among eleven Bachelor of Nursing (e-PJJ) students. This study revealed three themes: Supervision in Clinical Placement; Student-centered Learning, and Feeling Stress as a Distance Learner. The need for clinical accompaniment among e-PJJ students was minimal, but they required written guidelines to facilitate them during a clinical attachment. Keywords: Experience, clinical accompaniment, distance learners, qualitative study. eISSN: 2398-4287 © 2022. The Authors. Published for AMER ABRA cE-Bs by e-International Publishing House, Ltd., UK. This is an open access article under the CC BYNC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/). Peer–review under responsibility of AMER (Association of Malaysian Environment-Behaviour Researchers), ABRA (Association of Behavioural Researchers on Asians/Africans/Arabians) and cE-Bs (Centre for Environment-Behaviour Studies), Faculty of Architecture, Planning &amp; Surveying, Universiti Teknologi MARA, Malaysia. DOI: https://doi.org/10.21834/ebpj.v7i19.3127