Bachelor Of Science In Nursing Research Articles

Efficacy of 15-minute music intervention on nursing students' anxiety, self-efficacy, and performance in simulation testing: A randomized study

BackgroundAnxiety can negatively impact nursing students' confidence and performance during simulation-based training, leading to suboptimal learning outcomes. SampleThe study included 102 prelicensure Bachelor of Science in Nursing (BSN) students. The participants (µage = 21.72, SD = 3.14), mostly female (n = 85, 83.33%) and Caucasian (n = 67, 65.69%), were randomized into control (n = 51) and experimental (n = 51) groups. MethodParticipants in the control group prepared for simulation as they usually would, while those in the experimental group listened to 15-minutes of classical music before their simulation sessions. Anxiety, self-efficacy, and instructor-assigned performance ratings during the simulation were evaluated. ResultsThe experimental group experienced significantly lower anxiety, increased self-efficacy, and higher performance scores compared to the control group (p-values < .001 for all measures). ConclusionThese results suggest that a 15-minute music-listening intervention could effectively reduce anxiety, boost self-efficacy, and improve performance during simulation-based training.

Assessment of ICU nurses' competency towards delirium among critically ill patients.

ICU nurses play a critical role in managing delirium in critically ill patients, yet their competency in this area remains under-explored. To assess ICU nurses' competency including their knowledge, practice, and attitudes toward delirium among critically ill patients. A correlational descriptive study was conducted with 67 nurses in the medical intensive care unit at Suez Canal University Hospitals. Data was collected using an online survey and analyzed using descriptive statistics, ANOVA, and Pearson's correlation. Nurses showed a moderate knowledge level (M = 8.55), a low practice level (M = 6.62), and positive attitudes (M = 21.65) toward ICU delirium. ANOVA results indicated significant differences in practice scores based on educational level, F (2, 64) = 3.361, p = .041, and in knowledge scores based on ICU experience, F(3, 63) = 6.455, p < .001. Nurses with Master of Science in Nursing (MSN) degrees had higher practice scores than those with diplomas or Bachelor of Science in Nursing (BSN) degrees. There were no significant differences in knowledge and attitude scores based on educational level or age. Gender differences were minimal, with male nurses slightly outperforming female nurses. Correlation analysis showed positive relationships between age, education, ICU experience, and ICU nurses' levels of knowledge and practice. ICU nurses demonstrate a knowledge-practice gap in delirium management. Targeted educational interventions, mentorship programs, and a focus on practical skills are essential to enhance delirium care. These findings highlight the urgent need for comprehensive delirium education and training programs for ICU nurses. By improving nurses' knowledge and practice, healthcare organizations can significantly enhance the early detection, prevention, and management of delirium, ultimately leading to improved patient outcomes and reduced length of stay in the ICU.

Role of Humour in Nursing Pedagogy.

To explore nursing educators' perceptions about using humour as a teaching strategy in the classroom setting. Qualitative study. Place and Duration of the Study:Shifa College of Nursing, Shifa Tameer-e-Millat University, Islamabad, Pakistan, from September 2021 to January 2022. Twelve educators from the Bachelor of Science in Nursing (BScN) programme were purposefully selected for their rich and expressive insights. Institutional Review Board approval was obtained, and participants provided informed consent with the option to terminate interviews at any time. Data were collected and analysed simultaneously using content analysis, with rigour maintained per Lincoln and Guba's 1985 trustworthiness framework. The study revealed four key categories from educators' perspectives on using humour as a teaching strategy. First was the humour and learning, with innate vs. acquired competency and teaching phases. Second was the inside track, encompassing revitalisation, critical thinking, eco-friendliness, encouragement culture, self-esteem, and confidence. Third was provocation; with subcategories of language and student diversity. Fourth was the way forward addressed humour applicability and classification. The study explored the importance of humour as a teaching strategy in the classroom, stressing the need to consider context, subject matter, and diverse student needs. It underscores a balanced approach that engages students and fosters inclusivity. The findings are individual differences. Future research should explore the long-term impact and how training can help teachers effectively using humour as a teaching tool. Humour teaching strategy, Nursing, Nursing educator, Learning, Pedagogical tool.

Nursing Students’ Attitude and Motivation towards Learning English Communication Skills at Nursing College, Lahore

English has become an international language and has been used in the whole world as a primary mode of communication. Unfortunately, English speaking has become a challenge for students and a hurdle in communicating with other nations. Objectives: To assess the motivation and attitude toward English learning among Bachelor of Science in Nursing (BSN) students at the Akhtar Saeed Medical College of Nursing. Methods: This current study employed a quantitative design. A questionnaire-based cross-sectional survey was conducted at Akhtar Saeed Medical College of Nursing, Lahore, Pakistan. Data were collected from a sample of sixty-six BS Nursing students out of a population of two hundred, selected using the convenience sampling technique. The research tool used for this study was adopted from Gardner’s Attitude/Motivation Test Battery (AMTB). An analysis of the gathered data was conducted using SPSS statistics IBM 26. Results: The findings showed nursing students as highly motivated. More than 80% of students know its importance in career advancement, Job opportunities, getting a Grade ‘A’, higher education, knowledge advancement, and going abroad. Half of the students showed a positive attitude. Few students showed negative attitudes due to the anxiety of making mistakes while speaking in front of others. Conclusions: It was concluded that after analyzing the results It is clear that although students are driven to study English, they are afraid to speak in front of others. Because of the small sample size, more studies on a larger sample and in other Pakistani educational institutions should be done in the future.

NURSING KNOWLEDGE AND PRACTICE REGARDING THE PREVENTION OF PRESSURE ULCER

Pressure ulcers are a significant concern in healthcare settings, particularly patients with limited mobility. Nurses play a critical role in preventing pressure ulcers through early identification and intervention. However, the effectiveness of preventive measures largely depends on nurses' knowledge and practices regarding pressure ulcer prevention. Objective: This study aimed to assess the knowledge and practices of nurses working in tertiary care hospitals in Pakistan regarding the prevention of pressure ulcers. Methods: A descriptive cross-sectional study was conducted among 129 nurses at Jinnah Hospital, Lahore. Data were collected using a structured questionnaire that included demographic variables, knowledge, and practice sections related to pressure ulcer prevention. Descriptive statistics were used to summarise the data, and inferential statistics were applied to analyse the associations between knowledge, practices, and demographic variables. Results: Most participants were female (86.8%) and between the ages of 26 and 30 (55.0%). Most nurses had 1-3 years of experience (79.8%), and 38% held a Bachelor of Science in Nursing. While 62.8% of the nurses correctly identified that pressure ulcers result from unrelieved pressure for more than three hours, only 42.6% consistently used a risk assessment scale for pressure ulcer prevention. Significant gaps in knowledge and practice were observed, particularly regarding implementing prevention strategies. Conclusion: The findings indicate that while nurses in tertiary care hospitals in Pakistan have a basic understanding of pressure ulcer prevention, there is a need for continuous education and training programs to improve their practical application of preventive measures. Targeted interventions, particularly in high-risk departments such as medical and ICU units, could significantly reduce the incidence of pressure ulcers in hospitalised patients.

The relationship of emotional intelligence to burnout and related factors in healthcare profession students

BackgroundHigh prevalence of burnout amongst healthcare profession students results in detrimental effects on academic performance, mental health, and quality of life. Emotional intelligence is a trainable skillset demonstrated to protect against burnout, improve psychological well-being, and decrease anxiety and stress, yet it lacks standardized inclusion in many healthcare profession program curricula. ObjectivesTo explore the utility of emotional intelligence as a tool for burnout mitigation, this study aimed to determine the relationship between emotional intelligence and burnout in an interprofessional sample of healthcare profession students and identify related variables. DesignCross-sectional survey study. SettingsData was collected over 14 weeks in the fall of 2022 via a nationally distributed online survey. Participants147 healthcare profession students from the following professional or doctoral programs: Master of Science in Athletic Training (ATC), Doctor of Physical Therapy (DPT), Master of Science in or Doctor of Occupational Therapy (OT/OTD), Master of Science in Speech-Language Pathology (SLP), Doctor of Medicine (MD), Physician Assistant Studies (PA-S), Bachelor of Science in Nursing (RN), or Nurse Practitioner Studies (NP). MethodsParticipants completed a demographics form (personal/school related variables including prior education and mindfulness habits), the Trait Emotional Intelligence Questionnaire-Short Form (TEIQue-SF), Oldenberg Burnout Inventory-Student (OLBI-S), and RU-SATED sleep health scale. ResultsA large negative correlation was noted between emotional intelligence and burnout (r = −0.591, p < .001). Emotional intelligence and age were significant predictors of burnout. Previous emotional intelligence learning and mindfulness practice also demonstrated significant differences in emotional intelligence. ConclusionsThese findings suggest that greater emotional intelligence may have a positive impact on burnout and wellbeing in healthcare profession students. Educational interventions aimed to improve emotional intelligence should be explored for inclusion in healthcare profession educational program curricula.

Let the Ultrasound Games Begin: Developing Knowledge and Clinical Skills With Gamification.

Point of Care Ultrasonography (POCUS) is customary practice in the clinical setting. Formal training ensures competent skills using POCUS but is lacking. Preparing nurse practitioners in POCUS with gamification is an innovative educational tool. The Attention, Relevance, Confidence, and Satisfaction (ARCS) model was used to implement POCUS. Learners participated in a bracket-style elimination tournament. Learners (N = 109) in the adult-gerontology acute care nurse practitioner track participated. Eighty-eight Bachelor of Science in Nursing (BSN) to Master of Science in Nursing and 21 BSN to Doctor of Nursing Practice learners. Extremely satisfied with the experience were 72.36%, 67.11% were somewhat comfortable, 10.53% were extremely comfortable, and 11.84% were somewhat uncomfortable using POCUS. Gamification for POCUS training is a practical tool to develop knowledge and comfort using ultrasound. Adult learners retain information in various modalities and gamification offers them a multimodal learning opportunity that increases competency. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Leased clinical faculty model: Bridging gaps in nursing education

In response to the critical Registered Nursing (RN) shortage, John Carroll University, a not-for-profit, private, faith-based university in the Midwest, has developed an academic-practice partnership to bolster its new Bachelor of Science in Nursing (BSN) program. This initiative addresses the challenge of limited clinical faculty. Central to this strategy is a “leased employee agreement” with healthcare partners, which allows the university to employ practicing RNs as part-time clinical instructors. Formulated in collaboration with healthcare Chief Nurse Executives (CNEs), this model enables the seamless integration of hospital-employed RNs into the academic framework as clinical faculty. This model streamlines the onboarding process and enriches student learning experiences by leveraging the practical expertise of active nurses. Initial feedback following its launch in August 2023 has been positive, with students and clinical faculty reporting high levels of satisfaction and quality educational experiences. This approach presents a viable strategy to mitigate faculty shortages in nursing education and underscores the importance of inventive academic-practice partnerships in adapting to the dynamic demands of healthcare training.

Current status, challenges, and future career pathways of diploma-prepared nurses from the stakeholders’ perspective: a qualitative study

BackgroundThe global shortage of nurses is a pressing issue affecting healthcare quality and patient outcomes. Nurse turnover is driven by work-related stress, and job dissatisfaction is persistent. In Saudi Arabia, many diploma-prepared nurses need more bridging programs to convert their diplomas into bachelor’s degrees. Educational and organizational issues can limit the provision of quality nursing care. Differences in educational preparation influence nurses’ interpretations of patient safety and their roles within healthcare systems. Addressing the need for more policies and regulations regarding nurse turnover and the retention of diploma-prepared nurses is crucial. Thus, a comprehensive exploration of barriers and incentives for diploma-prepared nurses to complete their Bachelor of Science in Nursing (BSN) can lead to transformative institutional strategies, such as tuition compensation and clinical-academic collaborations. This study aims to fill this gap by understanding the current challenges, future trends, and solutions from stakeholders’ perspectives and developing tailored career pathways for diploma-prepared Nurses from the stakeholders’ perspective. Thus, it contributes to policy development and improved healthcare delivery and fosters a promising future for healthcare.MethodsThis qualitative study employed a thematic analysis and grounded theory methodology as we delved into stakeholders’ perspectives to generate a substantive framework for overcoming obstacles and cultivating tailored career pathways for diploma-prepared nurses. A purposive sampling technique was used to choose participants, ensuring their rich, relevant, and diverse information based on their expertise, experience, and ability to provide valuable insights. Data were collected using one-on-one semi-structured questions for in-depth interviews.ResultsOur findings revealed key concepts that were evident in the data. These concepts formed three main themes and several subthemes essential to understanding the current status of, challenges faced by, and career pathways for diploma-prepared nurses. The three main themes have emerged, and core categories have emerged under each theme accordingly. The results generated a practical framework, offering tangible solutions to overcome challenges and develop career pathways for diploma-prepared nurses.ConclusionsThe findings significantly affect policy development and healthcare delivery improvement. This suggests the need for policies that support diploma-prepared nurses in completing their BSN and the development of tailored career pathways that align with their educational background and career goals and the Kingdom’s 2030 Vision.

Intercultural competence development: A qualitative case study

AimThe aim of this study was to explore Bachelor of Science in Nursing (BSN) students' perceptions of the effectiveness of a unique teaching-learning strategy using their results from the Intercultural Development Inventory (IDI), an instrument for the assessment of intercultural competence, with their customized Intercultural Development Plan (IDP) in enhancing their cultural competence development in a nursing senior practicum. The study also examined student insights about how having a plan to develop their intercultural competence will have an impact on their future nursing practice. BackgroundIntercultural competence is vital for providing quality healthcare, yet there is a gap in understanding how educational interventions are designed and implemented to enhance cultural competence among nursing students. This paper describes a strategy for developing intercultural competence. The IDI was administered to Bachelor of Science in Nursing (BSN) students in the fourth semester of a five-semester BSN program. Based on their IDI results, each student received a customized IDP that suggested specific activities and encouraged guided self-reflection to enhance intercultural competence development. In the fifth-semester senior practicum course, the students developed personal intercultural competence development goals based on their IDP. They also kept weekly journals on their intercultural competence development during their practicum. DesignThis study used a Qualitative Case Study design. MethodsThis study was conducted from January to July 2021 with 47 senior practicum students in a large BSN program in the Southeastern United States. Data consisted of student written responses to prompts on how the IDI/IDP influenced their intercultural development and its potential effect on their future practice. The data were analyzed through inductive content analysis. ResultsThree key themes emerged: self-awareness, recognition of cultural influences and growth goals. Student reflections suggested that they desired to develop intercultural competence so they could provide the best possible nursing care for their patients. Still, most students did not have a plan for how to grow in this area. Many students reported that their IDI/IDP heightened cultural awareness throughout their practicum, guiding their development of intercultural competence and leading to a deeper and broader understanding of culture. Students suggested that this enhanced cultural understanding, along with their IDP, will facilitate their continued development of intercultural competence in their future professional practice. ConclusionThis study contributes to existing knowledge about intercultural competence development and effective teaching methods by providing empirical evidence of the positive impact of the IDI/IDP on nursing students' perceived intercultural development. These findings can inform the development and implementation of pedagogical strategies to enhance intercultural competence, which will ultimately improve patient care outcomes in all healthcare settings.

Perceived Stress and Coping Strategies Utilized by Bachelor-Level Nursing Students During the COVID-19 Pandemic

Background: The COVID-19 global pandemic was challenging for the general population and the students as well. The classes moved to online and stayed at home with a safe execution was ordered. Many students faced distressing changes. Both behavioral and psychological coping strategies were employed to minimize stress. This study aimed to assess the perceived stress and coping strategies used during the COVID-19 pandemic by nursing students. Methods: A cross-sectional descriptive design was used. Nursing students studying bachelor level in the Constituent Colleges of Tribhuvan University were the study population. A structured self-administered online questionnaire containing demographic information, a perceived stress scale, and a modified brief cope scale was used. The obtained data were analyzed using SPSS version 16 using descriptive and inferential statistics. Results: The mean age of the respondents was 25.76+3.13 years, almost half (42.9%) were from Maharajgunj Nursing Campus. More than half (53.8%) were studying in a Bachelor of Nursing Science (BNS) in their third year, among them 9.2% had medical problems. Only a few (5.4%) suffered from COVID-19 during this study period. Around 14.7% perceived a high level, 61.4% moderate level and 23.9% perceived a low stress level. The mean scores of approach coping strategies and an avoidant coping strategies were found to be 35.2 and 23.1 respectively. No association existed between the respondents' stress levels and the selected demographic variables. Conclusion: Most of the respondents perceived a moderate level of stress and used a healthy coping strategies to minimize stress during the COVID-19 pandemic.

The growth and development of a novel distance accelerated bachelor of science in nursing program

Severe nursing shortages threaten the sustainability of US health systems. Rural and underserved communities are disproportionately affected by staffing crises and associated facility closures, as well as health disparities. A major factor contributing to geographic gaps in care is the absence of nursing schools, nursing faculty, and locations for clinical rotations in many rural and underserved areas. Emory School of Nursing is helping to solve for these issues through the Distance Accelerated Bachelor of Science in Nursing (DABSN) program. The DABSN is establishing accelerated pipelines of nursing students into practice in locations where nursing education has historically been difficult or impossible to access. This innovative nursing education model allows students to enroll in a top-ranked nursing school while remaining in their home communities. Students complete synchronous didactic coursework with peers in every US time zone while performing clinical rotations in local healthcare facilities. This paper details the growth and development of the DABSN. It describes the challenges and opportunities we have navigated in implementing the program, along with information about its pedagogy, clinical placement practices, and student/faculty characteristics. We share program outcomes and conclude with recommendations for the future.

Exploring Undergraduate Nursing Students’ Preferences in Psychiatric Nursing Simulation Modalities

Background The use of high-fidelity simulators (manikins) and standardized patients (SPs) in simulation has been incorporated into many nursing schools throughout the nation to augment the clinical rotation experience. There is little to no data available on comparing undergraduate students’ preferences between SPs and manikins in psychiatric nursing. Methods A quantitative descriptive exploratory design was used to evaluate pre-licensure nursing students’ preferences in both traditional 4-year Bachelor of Science in Nursing (BSN) and accelerated BSN programs (ABSN). Results Overall, students preferred having an SP over a manikin to learn how to properly perform a nursing assessment on a psychiatric patient. Conclusions Standardized patients offer a more realistic experience when assessing various domains of the mental status examination and when practicing therapeutic communication techniques in psychiatric nursing. The growth of SP training programs should be fostered. Well-trained SPs are an asset to simulation, especially in psychiatric nursing.

Experiences and challenges of enrolled nurses undertaking a Bachelor of Nursing Science programme in Namibia.

Globally, enrolled nurses (ENs) are embarking on an educational journey to become registered nurses (RNs) in order to enhance their knowledge and career opportunities. However, their aspiration is not without challenges. In Namibia, the experiences of these nurses have not been extensively researched. This study aims to explore and describe the experiences and challenges of ENs undertaking a Bachelor of Nursing Science at the University of Namibia. A qualitative, exploratory, descriptive and contextual research strategy was followed as the basis of conducting the study. A sample of 15 nursing students was purposively selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The collected data were analysed thematically using an inductive approach. Three main themes subsequently emerged from the study: ENs' positive experiences advancing in the Bachelor of Nursing Science (BNSc) programme; nurses' negative experiences advancing in the BNSc programme; and recommendations to ensure effective advancement in the BNSc programmeConclusion:The findings of this study revealed that ENs positively experience becoming a RN when it comes to self-development; however, they have negative experiences such as not receiving exemptions for prior learning and having to learn a new curriculum.Contribution:These findings may be used by the Faculty of Health Sciences, School of Nursing and Public Health management in order to develop targeted interventions and ongoing strategies during their curriculum review cycles to ensure positive student experiences and success within the programme.

TRANSFORMATIONAL LEADERSHIP, TRAITS, AND COMPETENCIES OF NURSING STUDENTS IN THE COMMUNITY HEALTH NURSING

The transformational leadership attributes and leadership traits of nursing students are essential components in their competency development in Community Health Nursing. The study explored the level of transformational leadership and leadership traits of nursing students in relation to their level of competency in Community Health Nursing. The study employed a descriptive-correlational research design. 175 Level Two Bachelor of Science in Nursing (BSN) students were chosen as respondents through purposive sampling. The researcher utilized Mean, Standard Deviation, Frequency, Percentage, and Pearson Product Moment Correlation Coefficient in the data analysis. Results revealed that the nursing students possessed high transformational leadership attributes and skills, leadership traits, and have a fair competency in their Community Health Nursing clinical exposure. Among the six constructs of transformational leadership, only delegation showed a highly influential relationship with competency. Meanwhile, no leadership trait manifested to correlate with nursing students’ competency at present. The study implies that nursing students with high transformational leadership attributes and high leadership traits will be future successful nurse leaders. Moreover, delegation skill is the key to becoming a competent leader and thus it is important to be introduced to nursing students even at their entry into the baccalaureate nursing education. This study also suggests that nursing educators ensure that they provide high-quality undergraduate nursing education, as this is vital in developing transformational leadership skills and improving leadership traits needed to produce competent nursing graduates who are well-equipped to work in the community setting.

Influencing Factors on Students' Behavior in an Educational Context: Basis for Intervention Program

This study aims to identify the factors that influence students' behavior in an educational setting to inform intervention programs. The study will use an Explanatory Sequential Design, a type of mixed methods research design that combines qualitative and quantitative data collection and analysis. The study will involve two hundred ninety-seven Level II Bachelor of Science in Nursing (BSN) students at Southwestern University-PHINMA, selected through purposive sampling.

Experiences of Prometric Endeavor Nurses in Pakistan; A Qualitative Descriptive Study

Background: The landscape of global health professional certification is increasingly dominated by computer-based testing (CBT), such as the Prometric exams, which assess the competencies of nursing candidates for international practice. These exams are pivotal for nurses in Pakistan aiming for employment abroad, presenting unique challenges and opportunities that reflect both the individual and systemic dimensions of professional certification. Objective: This study aimed to explore the experiences of nurses in Pakistan who have undertaken Prometric exams, focusing on the challenges faced, strategies employed for preparation, and the motivational factors influencing their journey. It sought to provide insights into the complexities of navigating international nursing certification processes. Methods: A qualitative descriptive study design was implemented from May to October 2023, involving semi-structured interviews with 13 nursing graduates in Peshawar, Pakistan, who had participated in Prometric exams. Participants were selected using non-probability purposive sampling. Data analysis was conducted using a modified thematic analysis of Braun and Clarke’s framework, allowing for the identification of themes, sub-themes, and codes related to exam experiences. Results: The study's demographic analysis revealed a predominance of male participants (76.92%) with the majority holding a Bachelor of Science in Nursing (84.61%). Five main themes were identified: Challenges Faced, Strategies Followed, Insight into Prometric Exams, Suggestions for Future Nurses, and Inspiration Figure. These themes encompassed a range of sub-themes including test center allocation limitations, effective preparation methods, understanding exam patterns, and the crucial role of personal and professional support networks. Notably, challenges such as content preparation, language barriers, and socioeconomic factors were highlighted, alongside strategies for overcoming these hurdles. Conclusion: Nurses in Pakistan facing Prometric exams encounter a spectrum of challenges that require multifaceted strategies and support systems for successful navigation. The study underscores the importance of comprehensive preparation, informed decision-making regarding exam and country selection, and the cultivation of resilience and motivation. Future research should expand to include a broader range of health professionals and adopt mixed-methods approaches to deepen the understanding of international certification processes.

Beliefs, barriers, and promotion practices of Indian nurses' regarding healthy eating for cancer survivors in a tertiary care hospital-A cross sectional survey.

To describe the beliefs, barriers and promotion practices of Indian nurses' regarding healthy eating (HE) behaviours amongst cancer survivors, and to gain insights into whether their educational qualifications might affect the promotion of HE. Data was gathered using a validated questionnaire, 388 of the approached 400 nurses who worked at a tertiary care hospital in India gave informed consent to participate in the study. The Mann-Whitney U test and the Chi square analysis (for continuous and categorical variables respectively) were performed to carry out sub-group comparisons based on the qualification of the nurses i.e., Bachelor of Science in Nursing (BSc) and General Nursing and Midwifery (GNM). The nurses believed that dieticians/nutritionists were primarily responsible for educating the cancer survivors regarding HE. HE was promoted by nurses' relatively equally across multiple treatment stages ("during" treatment 24.4%, "post" treatment 23.1%; and "pre" treatment 22.3%). Nurses' believed HE practices had numerous benefits, with improved health-related quality of life (HRQoL) (75.7%), and mental health (73.9%) being the most frequent responses. The most frequently cited barriers by the nurses in promoting HE were lack of time (22.2%), and lack of adequate support structure (19.9%). Sub-group comparisons generally revealed no significant difference between the BSc and GNM nurses in their perceptions regarding HE promotion to cancer survivors. Exceptions were how the GNM group had significantly greater beliefs regarding whether HE can "reduce risk of cancer occurrence" (p=0.004) and "whether or not I promote HE is entirely up to me" (p=0.002). The nurses in India believe in the promotion of HE practices among cancer survivors across various stages of cancer treatments. However, they do face a range of barriers in their attempt to promote HE. Overcoming these barriers might facilitate effective promotion of HE among cancer survivors and help improve survivorship outcomes. Indian nurses employed in the two tertiary care hospitals wish to promote HE among cancer survivors, but require further knowledge and support services for more effective promotion of HE.

Learning to Communicate Together: Perspectives on an Interdisciplinary Experience Among Nursing and Physical Therapist Assistant Students

BackgroundInterprofessional communication is imperative to quality patient care and improved outcomes as well as a requirement of nursing education programs, however, gaps exist between theory and practice. Often, students are not exposed to interprofessional interactions until later in the program when simulation experiences are offered or a clinical opportunity arises. Sample29 Bachelor of Science in Nursing and three physical therapist assistant students ranging in age from 18-35 years. MethodAn interdisciplinary communication role-play simulation among second year Bachelor of Science in Nursing students and first year physical therapist assistant students was implemented utilizing a situation-background-assessment-recommendation structured communication tool to facilitate and organize their communication. ResultsA total of 15 out of 32 students reported an increase in confidence to communicate with other healthcare professionals after participation in the simulation. ConclusionThis experience provided evidence of the effectiveness of a collaborative simulated experience improving undergraduate nursing students’ understanding and confidence with interprofessional communication prior to a clinical opportunity.

The Impact of Nursing Students’ Characteristics on Sustaining Career Decision-making Self-efficacy, Career Decision Level and Career Resilience: A Longitudinal Study

Objectives: The purpose of this study was to identify nursing students’ characteristic factors sustaining career decision-making self-efficacy, career decision level and career resilience over time.Methods: A longitudinal survey with the four-phase study design was conducted using self-reported questionnaires among 77 second-year students enrolled in BSN (Bachelor of Science in Nursing) program at a college in Daegu Metropolitan City. The data were analyzed using descriptive statistics, chi-square test, McNemar test, repeated measures ANOVA and linear mixed model.Results: The impact of subjects’ higher level of career decision-making self-efficacy, career decision level and career resilience in BSN 2nd year was continued until the end of BSN 4th year and 3 to 5 years post-graduation. The influence of career decision-making self-efficacy at a higher level carried on regarding higher satisfaction both in major and college life and the ICPP (individual career plan program) score of 70 or greater, career decision level underwent relating to higher satisfaction in major, and career resilience sustained concerning higher satisfaction both in major and college life and the ICPP score of 70 or greater in BSN 2nd year.Conclusions: Personal factors sustaining career decision-making self-efficacy, career decision level and career resilience over time were the successful experience regarding satisfaction of nursing major and college life, and the ICPP score in pre-clinical BSN year. The continuing career planning and development program of early-career nurses may be provided before entering 3 years nursing career to ensure sustainable career resilience and related variables.