Clinical Practicum Research Articles

The effects of academic stress, social network service addiction tendency, and upward social comparison on depression in nursing students

Purpose: The aim of this descriptive study was to identify the factors influencing depression risk among South Korean nursing students. Methods: The data were collected from nursing students attending two universities through web-based questionnaires that surveyed them about depression, academic stress, social network service (SNS) addiction tendency, and upward social comparison from August 22 to September 4, 2021. The collected data from 196 nursing students were analyzed by t-test, one-way ANOVA, Pearson’s correlation coefficients, and multiple linear regression.Results: The mean score of depression (using CES-D Korean version) among nursing students was 13.91, which denotes probable depression. Concerning the variance with regard to depression among nursing students, 20.2% was explained by clinical practice period, academic stress, and upward social comparison. Conclusion: Programs to relieve academic stress and depression should be developed in a simple way and systematically provided at the organizational level so that nursing students secure sufficient support during the initial and continuing period of clinical practicums. Concomitantly, an attempt to reduce the upward social comparison should be highly considered.

Factors Influencing Senior Nursing Students’ COVID-19 Psychological Distress: A Cross-sectional Study

Purpose: The purpose of this study was to examine the relationship between coronavirus disease 2019 (COVID-19)-related knowledge, preventive behaviors, risk perception, nursing professional values, and COVID-19 psychological distress among nursing students, and to identify factors associated with senior nursing students’ COVID-19 psychological distress.Methods: This descriptive cross-sectional study included fourth-year nursing students (n=183). Data were collected using a structured questionnaire between May and June 2022. Data were analyzed using descriptive statistics, the independent t-test, one-way analysis of variance, the Scheffé test, Pearson’s correlation coefficients, and multiple linear regression analysis, using SPSS version 27.0 for Windows.Results: COVID-19 risk perception (β=.39, <i>p</i><.001) had the strongest association with COVID-19-related psychological distress, followed by COVID-19 knowledge (β=.37, <i>p</i><.001), major satisfaction (β=-.19, <i>p</i>=.004), and COVID-19 preventive behavior (β=-.16, <i>p</i>=.023). These variables accounted for approximately 27% of the variance in COVID-19-related psychological distress.Conclusion: Nursing educators should work to develop interventions to reduce nursing students’ COVID-19-related psychological distress and should consider COVID-19 knowledge, COVID-19 risk perception, and COVID-19 preventive behavior. Furthermore, plans should be developed to enhance students’ satisfaction with the nursing major by improving the clinical practicum suited to their needs.

Effects of a Comprehensive Person-Centered Care Education Program for Nursing Students.

Background and Objectives: The aim of this study is to develop and implement a comprehensive person-centered care (PCC) education program for nursing students and assess its effects on individualized care, empathy, communication competence, and clinical practice stress. Materials and Methods: A non-equivalent control group non-synchronized design was used. Participants were 60 third-year nursing students undergoing clinical practicum in a nursing school. They were assigned either to the control group (29 students) or experimental group (31 students). The experimental group participated in a comprehensive PCC education program, while the control group did not. Four 65-min sessions were conducted over two weeks; each session comprised 5 min of introduction, 50 min of education, and 10 min of sharing of thoughts and training. Individualized care, empathy, communication competence, and clinical practice stress were measured. Data were collected immediately before the education program and two weeks after program completion. Results: After the education program, the experimental group showed significant improvements in individualized care, empathy, and communication competence and significantly reduced clinical practice stress compared to the control group. Conclusions: The comprehensive PCC education program is a potentially beneficial intervention for nursing students to help them practice person-centered care with confidence. Longitudinal randomized controlled trials are needed to substantiate these findings.

Exploring the benefits and challenges of being a consumer educator in nursing education: A scoping review.

WHAT IS KNOWN ON THE SUBJECT?: The mental health needs of individuals are increasing following the COVID-19 pandemic, with a need to focus on the education of nurses to be equipped to respond. Stigma around mental health still exists for nursing students, with the implementation of mental health education by an individual with lived experience having a known positive effect on stigmatizing attitudes. Research on consumer involvement in nursing education identifies that the consumer role is often varied and casual, with no existing review on the consumer experience. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: The study emphasizes the importance of consumer involvement in nursing education. Alongside the literature focussing on the student benefits, this review highlights both the benefits of being an educator, and the challenges of being an educator from the consumer's perspective. WHAT ARE THE IMPLICATIONS FOR PRACTICE: The knowledge around the consumer perspective mapped in this review has the potential to impact and transform education protocols for consumer involvement in education. This can maximize on the meaningful contribution that lived experience has within mental health nursing education. This review enforces the need for an awareness of the challenges consumers face in their role as an educator, and highlights the need for further understanding of how to overcome these challenges. There is also an opportunity to capitalize on the benefits identified by consumers in their role within nursing education and sharing their lived experience. ABSTRACT: Introduction While the mental health needs of populations are increasing, the targeted training of mental health professionals, specifically nurses, is required. Stigma surrounding mental health from nursing students exists, highlighting educational gaps. To address this, the involvement of consumers in undergraduate education has resulted in a positive effect on the stigmatizing attitudes of nursing students. There is still a limited understanding, however, of the consumers experience in this process. Aim To explore the experiences of individuals living with mental illness in educating nursing students. Methods The Joanna Brigg's Institute's (JBI) methodology for scoping reviews was used to search CINAHL, Medline, PsychInfo, Web of Science and Scopus including grey literature. The eligibility criteria for participants included individuals (a) diagnosed with a mental illness; (b) over 18 years of age; and (c) who participated in the educating of nursing students surrounding mental health in any context. Articles were only considered that were in the English language, and no time constraint was enforced during the search strategy for article selection. The search yielded 2640 results, of which 26 articles were included. Results Results found two prominent categories, including both benefits and challenges of being the educator from the consumer perspective. The benefits included: (a) the person behind the diagnosis; (b) reciprocal relationships; (c) positive effects on well-being; (d) unique contribution; and (e) purpose in storytelling. Challenges identified included: (a) vulnerability; (b) voyeuristic; (c) lack of preparation; (d) negative effects on well-being; (e) support; (f) not a real consumer; (g) variation of involvement; and (h) acknowledging consumer perspective. Discussion As consumer-led education for mental health nursing curriculum becomes mandated, amplifying the voice of the consumer in nursing education is crucial. While the benefits and challenges voiced by consumers in their involvement in mental health nursing education have been outlined here, further knowledge focussed on the consumer's experience as an educator outside the classroom setting, and in clinical practicum, alongside consumer involvement in specialized mental health education sessions, could aid in transforming consumer involvement. Implications for practice This review offers an incentive for nurse educators to capitalize on the benefits of educating for consumers to promote a meaningful contribution, while also practicing with an awareness of voiced challenges.

Increasing Student Confidence Prior to an Obstetric Clinical Practicum.

By Amy White, MSN, RN, CNL, C-EFM, and Lara Rivera, DNP, APRN, CNM, School of Nursing, Washburn University, Topeka, Kansas, [email protected]. The authors declare no conflicts of interest.

Faculty Readiness and Learning Needs for Incorporating Virtual Healthcare into the Curriculum

Objective: Virtual healthcare technologies are becoming increasingly acceptable and available to patients and providers to deliver care. Although common in practice settings, many nursing schools have not integrated virtual care concepts into the curriculum. One reason may be because faculty are not prepared to teach these concepts. The purpose of this study was to assess the virtual healthcare learning needs of faculty. Methods: An exploratory, descriptive study design was used to evaluate faculty receptiveness and readiness to teach virtual nursing care concepts. Thirty-seven full time faculty members were asked to complete an anonymous survey consisting of demographic, open-ended, and Likert scale items based on the technology acceptance model, the Virtual Clinical Practicum Attitude Survey, and the Evidence-Based Practice Beliefs scale. Quantitative data was evaluated using descriptive statistics and qualitative data with a thematic analysis process. Results: Twenty-two faculties completed a survey regarding their beliefs about virtual healthcare technologies. Most respondents believe that virtual care improves access for patients and that students should have training in these technologies. However, few had used virtual technology in their own clinical practices and wanted further education about them. Faculty was receptive to integrating virtual care into the curriculum and reported their learning needs could be met through didactic content and simulation activities with faculty as learners. Conclusion: An opportunity exists to prepare faculty to teach virtual healthcare concepts. Addressing faculty learning needs could aid in the successful integration of virtual healthcare concepts into the curriculum, thus, better preparing students to deliver virtual care to their future patients.

Nursing Students’ Clinical Confidence In Caring Tuberculosis: Indonesian Version Of The U.S Tuberculosis Curriculum Consortium Survey Using Rasch Analysis

Background: Nursing students who are prepared in clinical practicums to comprehend the knowledge, reflect their beliefs about tuberculosis instruction, and perceive their abilities in caring for tuberculosis patients are also at risk. Nursing students’ clinical confidence in caring for tuberculosis patients is essential to be assessed. Knowledge, beliefs, and clinical confidence, as unidimensional constructs based on Bandura’s theory of self-efficacy, had been used in the US National Tuberculosis Curriculum Consortium (NTCC) survey for nursing students. This study's objective was to investigate the Indonesian version of the NTCC survey among nursing students' experiences caring for tuberculosis patients. Methods: A quantitative study with cross-sectional using an online survey among 250 students 1st to 3rd-yearrd year students in one faculty of nursing in Banten, Indonesia. Prior to data collection, NTCC surveys were translated backward and forward, reviewed by experts, and tested in a pilot project. Results: Internal consistency using Rasch analysis on each subscale showed good results and gave strong evidence that three subscales are unidimensional. There was an item separation index and reliability score, in that order: knowledge about tuberculosis (8.68 and 0.99), beliefs regarding tuberculosis instructions (6.50 and 0.98), and clinical confidence in caring for tuberculosis patients (6.29 and 0.98). Conclusion: The Indonesian version of the NTCC survey has excellent internal consistency. This instrument might be improved since the original instrument is 13 years old and there is a cultural gap between the US and Indonesia. Moreover, this instrument might be needed for improving tuberculosis teaching in the nursing curriculum in Indonesia.

Achieving nursing students' clinical practice hours during the COVID-19 pandemic: Effects of alternative and nonstandard practicum methods.

The aim of this study is to examine nursing students' experiences of alternative and nonstandard practicum methods used during the Coronavirus Disease 19 (COVID-19) pandemic and the associations between these experiences and nursing students' anxiety with clinical decision-making. Nursing students experiencing alternative clinical practice methods during the COVID19 pandemic have expressed regrets about being unable to experience direct nursing care and doubts about their clinical decision-making in actual clinical settings as a nurse in the future. Online surveys were distributed to 239 third-year nursing students through a link in an email. Data were collected from December 2020 to January 2021. Approximately 80% of participants in the Fall 2020 semester experienced an alternative clinical practice method. The extent of time spent experiencing alternative clinical practice methods and satisfaction with the clinical practicum were associated with anxiety about clinical decision-making. Although the pandemic continues, nursing students' clinical practice is needed in a clinical setting as much as possible to reduce the anxiety about clinical decision-making. During the pandemic, clinical nurse educators and clinical managers should work and communicate more closely to facilitate the students' clinical practice.

Study on the Help-seeking Behaviors of Nursing Students During Clinical Practicum

目 的：本研究の目的は，臨地実習における看護学生の援助要請行動の特徴を明らかにすることであった．方 法：看護系大学2～4年生を対象に，無記名調査を行った．調査内容は，1）臨地実習における困りごとおよびその相談の有無であり，これを看護実践，患者との関係，教員・実習指導者との関係の3つの状況についてそれぞれ尋ねた．また2）援助要請スキル，開示状況，アサーティブネス，他者支援の4尺度について評定を求めた．これらの得点を，相談群と非相談群で比較した．結 果：有効回答は190件であった．困りごとが生じた状況は，看護実践，患者との関係が多かった．一方，約4割の学生が，教員や実習指導者との関係に関する困りごとを，誰にも相談していなかった．2群の比較では，援助要請スキルの尺度得点，および，開示状況とアサーティブネスの一部の下位尺度得点は，相談群が非相談群より望ましい得点であった．考 察：看護学生は，臨地実習で教員・実習指導者との関係に関する困りごとを相談しにくいことが示された．また援助要請行動には，援助要請スキル，自己開示，アサーティブネスが関連していたことから，これらを育む教育的支援が必要と考える．

Personal Factors and Clinical Learning Environment as Predictors of Nursing Students' Readiness for Practice: A Structural Equation Modeling Analysis

It is essential to ensure the readiness for practice among undergraduate nursing studentssince the purpose of such education is to cultivate competent nurses who deliver high-quality and safe nursing. Astin's theory of student involvement suggests that this is affected by their personal factors and learning environment. We conducted a cross-sectional study between November 16, 2020 and December 21, 2020 which examined personal factors and aspects of the clinical learning environment among senior nursing students (n=838) enrolled across 54 nursing schools in Korea. The participants were asked to fill out a self-administered online survey, which assessed demographic characteristics, self-esteem, depression, work-life balance, clinical learning environment, anxiety during clinical practicum, and readiness for practice. Readiness for practice was measured using the Casey-Fink Readiness for practice survey. We used structural equational modeling to test our hypothetical model. The nursing students' readiness for practice was significantly affected by their self-esteem, work-life balance satisfaction, and clinical learning environment. Anxiety during clinical practicum directly influenced their readiness for practice. Increasing self-esteem and work-life balance satisfaction, and improving their clinical learning environment by providing sufficient educational and clinical support, could help facilitate the transition from nursing schools to real-world practice for nursing students.

Nursing students' achievement emotions in association with clinical practicums and alternative learning.

This study aimed to identify and compare nursing students' achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic. This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning. Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning. Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.

Evaluation of a nurse practitioner clinical practicum module using a capability education framework: A case study design.

The aim of this research was to evaluate a nurse practitioner's clinical practicum module designed with a capability education framework. The objectives were to determine if the module prepared students adequately for their role and to determine if the Mini-CEX assessment tool was suitable for use with nurse practitioners. Capability is a necessary part of expertise, where a capable person takes responsibility to develop their own education, knowledge and skills. The capability learning framework offers nurse practitioners flexible learning pathways between the student, the university and clinical practice. This capability learning framework focuses on the wider complexities of nurse practitioner practice as opposed to a point-in-time assessment. A case study design was used. Mixed methods including, document review, focus group and field notes were used in the case study evaluation adhering to the standards for the reporting of organisational case studies. A layered incremental approach to learning and assessments were applied. Students and assessors were satisfied with using the Mini-CEX assessment tool in the module. The Mini-CEX tool was familiar to clinical mentors, who compared students demonstrating competency in a similar manner to medicine. The feedback component of the tool provided deep and meaningful engagement for students. The module provided mentors with insight and understanding of the nurse practitioner role. Students identified the transitioning process from competent to capable practitioners. The module learning and assessments were mapped to regulatory nurse practitioner standards and requirements. The module provided comprehensive preparation for students to develop their nurse practitioner role. The Mini-CEX assessment tool is a fitting assessment for nurse practitioner students, particularly when supplemented with a corresponding reflective exercise. The assessments and feedback provided the students with opportunities to focus on agreed learning outcomes in their specialist area of practice. Nurse practitioners are required to practice autonomously and independently at a level of capability in clinical practice. The education preparation of nurse practitioner students must be directed appropriately.

Hemşirelik Öğrencilerinin Klinik Uygulamada Yaşadıkları Etik Sorunlar ve Klinik Öz-Düzenlemeli Öğrenme Düzeyleri: Kesitsel Bir Çalışma

During the coronavirus disease-2019 (COVID-19) pandemic, clinical training, which is essential to nursing practice, has been largely delayed. The aim of this study is to identify the predictors of nursing students' experienced ethical problems in clinical practicum and self-regulated learning levels during the COVID-19 pandemic. The sample of this cross-sectional study consisted of 306 nursing students studying in the third and fourth grades of 2 universities located in the east of Türkiye. The data were collected by using a Student Introduction Form, the Scale of Ethical Problems in Clinical Teaching in Nursing, and the Self-Regulated Learning Scale for Clinical Nursing Practices form. The independent sample t-test, one-way ANOVA F test, Pearson correlation test, and multiple regression were used in the analysis of the data. It was determined that there was a positive and moderately significant relationship between the total mean score of the Scale of Ethical Problems in Clinical Teaching in Nursing and the Self-Regulated Learning Scale for Clinical Nursing Practices, total mean score (r=509, p<0.001). A regression model indicated that 4 predictors (clinical educator, health professionals, learning strategies, and self-regulated learning levels) explained 28% of the variance (R=0.516, Adjusted R2=0.284, F=13.255, p<0.001) in their ability to identify ethical problems in clinical practicum. In this study, it was determined that health professionals and self-regulated learning levels positively affected students' ability to identify ethical problems in the clinical practice setting. The level of clinical educator was found to negatively affected students' ability to identify ethical problems in the clinical practice setting.

Identifying Opportunities for Peer-Assisted Learning In Speech Language Therapy Clinical Education

Peer-assisted learning (PAL) is a potential approach for clinical education that can reduce the burden of clinical supervision and enhance learning. This study aims to identify opportunities for PAL through investigating how speech language therapy students perceive and already participate in PAL within a range of clinical practicum settings. The Speech Sciences students across all years at one institution were invited to participate in a cross-sectional survey that was adapted and revised from Tai et al. (2014). Speech Sciences students reported they applied PAL as part of their learning strategy in their clinical practicums, but still relied on supervisors as the main source of. PAL occurred more frequently in contexts where students already had some clinical experience and spent substantial amounts of time together. Students agreed that PAL enhanced their learning and emphasized a few advantages of PAL, such as having the opportunity to share their ideas, experiences, and knowledge, and providing a positive learning environment without pressure. Confidence to provide information or feedback to peers was cited as a shortcoming in PAL. PAL is a viable teaching approach that can be used in speech-language therapy clinical education program to reduce the supervisory burden. The findings from our study show that PAL is largely self-initiated among speech-language therapy students. However, PAL must be tailored to suit different clinical education year levels and clinical settings to benefit. Case discussion may be one area where scaffolded PAL activities could represent a feasible first step to increasing PAL. Keywords Peer-assisted learning, speech-language therapy, clinical education, clinical supervision.

The relationship between perceived stress and emotional intelligence in Moroccan nursing students.

Nursing students are subjected to many stressors during their clinical practicums. Emotional intelligence (EI) could act as a real stress regulator. In this perspective, we sought to study the relationship between stress and EI in a sample of Moroccan nursing students. This study was conducted using the descriptive correlational method. The statistical population consisted of the nursing students of the Higher Institute of Nursing Professions and Health Techniques of Tetouan in Morocco during the academic year 2021-2022. Among them, 146 participants were selected on the basis of simple random sampling. Participants completed a self-administered questionnaire addressing sociodemographic factors, perceived stress (the Perceived Stress in Clinical Practice Scale), and emotional intelligence (Wong and Law Emotional Intelligence Scale test). Descriptive statistics were used and Pearson's correlation coefficient was applied to assess the correlation between stress and EI, and to compare them according to socio-demographic characteristics. A linear regression analysis was calculated to analyze the effect of independent variables on perceived stress and EI. For the analysis, a level of 0.05 was chosen. The overall mean age of the students was 20.02 ± 1.12 years. Participants had moderate levels of perceived stress (M = 2.42 ± 0.77) and high levels of EI (M = 3.79 ± 1.09). A significant positive correlation between perceived stress and EI was found (r = 0.741, P < 0,05). The regression model shows that EI, education level, and clinical practice setting can explain changes in perceived stress levels and are effective and significant factors (P < 0,001). EI has been shown to be a protective factor against stress in nursing students. Those with well-developed EI have lower levels of stress. Therefore, it is suggested that a mindfulness-based training program be incorporated into the nursing curriculum to develop emotional skills and combat stress in students.

Developing a blended learning curriculum using a digital notebook application for a surgical nursing practicum: The ADDIE model.

The COVID-19 pandemic has presented challenges to nursing practice globally. However, utilizing digital notebook applications to support nursing student practices may be an effective tool for surgical nursing practicum. This study aimed to design a blended learning curriculum for surgical nursing practicum, utilizing a digital notebook platform. This study applied the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model to create a blended learning curriculum for surgical nursing practicum, employing the OneNote application platform. The study included three experts and 90 third-year nursing students who evaluated the model. The study was conducted from July 2021 to March 2022 at the Faculty of Nursing, Chiang Mai University, Thailand. Data were analyzed using descriptive statistics. The experts rated the model highly (Mean = 4.33, SD = 0.57). The satisfaction level of the students with the blended learning curriculum using a digital notebook application was also high (Mean = 4.88, SD = 0.31). The blended learning curriculum using a digital notebook application for surgical nursing practicum was satisfactory for learners. The results from this research can be applied in online learning or incorporated into nursing clinical practicum curricula during and even post-pandemic. The study results may also serve as an example or a piece of basic information to further develop an advanced online platform for teaching learning, either in Thailand or globally.

Abstract B024: Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic

Abstract Academic pipeline programs are designed to mitigate systemic barriers that have historically excluded individuals due to deep-rooted, structural inequities. The Student-centered Pipeline to Advance Research in Cancer Careers (SPARCC) was developed in 2018 to diversify the clinical research health professions workforce and has graduated three cohorts of scholars from 2019-2021. Due to COVID-19 and safety concerns, SPARCC evolved, pivoting to establish effective learning environments virtually and in-person to ensure the original curriculum of academic, research, and professional identity development were upheld. The program aims to a.) immerse students in the clinical cancer research environment, supporting immediate employment as a clinical research professional (CRP) and b.) to provide structured support and guidance for individuals intending to pursue advanced professional degrees. SPARCC programmatic evaluations included a multifactorial strategy utilizing the same three evaluative instruments each year. These included a 17-item knowledge, attitudes, and practices (KAP) survey specific to clinical cancer research, daily workshop evaluations, and clinical practicum rotation evaluations. The SPARCC KAP was distributed immediately prior to the start of the program, upon graduation from the program, and six months later. After exploratory factor analysis, items were grouped into three factors: knowledge of clinical research practice, knowledge of research practice, and knowledge of culturally responsive cancer care. Mixed ANOVAS were used to assess changes in factors based on time (pre-, post-, and 6-month follow up; within) and cohort (year of participation; between). Over three years 156 students applied, 65% of whom identified belonging to an underrepresented ace or ethnicity. Thirty-six scholars matriculated through the program: 14(39%) White; 13(36%) Black; 3(8%) Asian; 3(8%) Native American; 1 3%) Native American/Black; 1(3%) Black/Asian; 1(3%) Pacific Islander. Forty-four percent (16 scholars) identified as Hispanic/Latino/a. Six scholars (17%) entered the clinical research workforce within six months of graduating from the SPARCC program, all who identified as belonging to underrepresented groups. The KAP evaluations revealed that scholars’ knowledge increased significantly after participation in the program in each of the three factors: knowledge of clinical research practice (p &amp;lt; .007); knowledge of research practice (p &amp;lt; .007); and knowledge of culturally responsive cancer care (p &amp;lt; .007). Within six months of graduation from SPARCC, 17% of scholars entered the clinical research workforce, and nearly 60% were enrolled in graduate-research degree programs or medical school. SPARCC demonstrated curricular flexibility and ingenuity when pivoting from entirely in-person to entirely virtual, and finally to a hybrid program over the first three years of the program. Through didactic, clinical, research, and career professional identity exploration, robust learning experiences engaged scholars despite limitations on in-person contact. Citation Format: Kristina Kaljo, Lindsey McAlarnen, Michael Braun, Emmanuel Ngui, Janet S. Rader. Pivot to SPARCC diversity in the clinical cancer research workforce; implementation and evaluation of an academic enrichment pathway before, during, and after the COVID-19 global pandemic [abstract]. In: Proceedings of the 15th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2022 Sep 16-19; Philadelphia, PA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2022;31(1 Suppl):Abstract nr B024.

간호대학생의 대학생활적응과 간호 전문직관 및 진로정체감

Objectives The purpose of this study was to verify the adaptation of college life, nursing professionalism and career identity in nursing students on alternative clinical practicum.&#x0D; Methods The subjects of this study were 257 nursing students in fourth grades located in J province, and data were collected using self-administered questionnaires. To analyse the data, Cronbach's α, t-test, ANOVA, Pearson correlation, Scheffe test were used with an SPSS 20.0 program.&#x0D; Results Mean score of subjects was 3.49 adaptation of college life score, 3.56 nursing professionalism score and 2.38 career identity score. Adaptation of college life showed a significant difference in satisfaction with nursing as a major. Nursing professionalism showed a significant difference in application motivation and satisfaction with nursing as a major. Career identity showed a significant difference in application motivation, school life and satisfaction with nursing as a major. Adaptation of college life, nursing professionalism and career identity had significant positive correlations.&#x0D; Conclusions As a result of this study, the adaptation of college life, nursing professionalism, and career identity of the subjects who underwent alternative clinical practicum were rather low. Also, the better students adapt to college life, the higher their nursing professionalism and sense of career identity will be so it is expected that this study will be used as a basis for establishing measures to improve nursing students' college life adaptation and to enhance nursing professionalism and career identity.

임상실습 대체 교내실습을 경험한 간호대학생의 학업성취도, 자기효능감이 임상수행능력에 미치는 영향

Purpose : This study was to examine the effect of the academic achievement and self efficacy of nursing students participating in alternative clinical practicum on their clinical competence. Methods : The data were collected from 190 nursing students in a college located J city from March 10th to April 10th, 2022. Data from 189 questionnaires were finally analyzed with descriptive statistics, Scheffè test, t-test, ANOVA, Pearson correlation coefficient and hierarchical regression analysis using the SPSS 21 program. Results : The analysis found that academic achievement, self efficacy and clinical competence showed significant difference of some general characteristics like major satisfaction, perceived health conditions. clinical competence turned out to have significantly positive correlations with academic achievement and self efficacy. Between academic achievement and self efficacy, positive correlations existed with significance. Hierarchical regression analysis showed that academic achievement(β＝.44, p＜.001), self efficacy(β＝.25, p＜.001) accounted for 50.1% of the variance in predicting the level of clinical competence. Conclusion : In order to improve the clinical competence, it is necessary to develop the nursing education program to enhance academic achievement and self efficacy of nursing students.

Impact of the COVID-19 Pandemic on Neonatal Nursing Practicum and Extended Reality Simulation Training Needs: A Descriptive and Cross-Sectional Study.

This study investigated the neonatal intensive care unit (NICU) clinical practicum status during the COVID-19 pandemic and the need for extended reality (XR)-based training for neonatal care. A structured questionnaire was distributed to 132 prelicensing nursing students. Data were analyzed using importance-performance analysis and Borich needs analysis. Students wanted to use XR to learn about treating high-risk preterm infants. COVID-19 limited clinical training in NICUs, and most students preferred training in XR programs to improve their nursing competency for neonates. There is a large demand for nursing skills concerning high-risk newborns and hands-off training.