First-year Nursing Students Research Articles

Examining the effect of simulation based learning on self-efficacy and performance of first-year nursing students.

Self-efficacy is an individual's belief in oneself and in one's own judgment and ability to be successful in a task. Strong self-efficacy allows for the achievement of success, well-being, personal development and the diversification of skills. An individual's perception of his/her self-efficacy plays a key role in adopting behaviors and initiating and sustaining change. The first aim of this study is to evaluate the effects of simulation-based learning on the self-efficacy and performance of first-year nursing students. The second aim is to examine students' pre- and post-scenario proficiency in their self-assessment of competence in regard to scenario objectives to compare the students' self-assessment and their instructor's assessment in terms of performance evaluations. This semi-experimental study was conducted with sixty-five first-year nursing students. A standardized patient method was used as a simulation technique. Students' self-efficacy and their perceptions of their own competence in completing skills were measured using the General Self-Efficacy Scale and the Proficiency Assessment Form, respectively. Students' actual performance was evaluated via an Objective Structured Clinical Assessment and performance evaluation checklists. The mean self-efficacy score of students was 52.68 (±10.19) before the scenario and 49.59 (±12.90) post-scenario (p = .001). With regard to their scenario objectives, a decrease was observed in students' proficiency in their post-scenario self-assessment of competence. This decrease was only statistically significant in the "Establishing a safe patient unit" objective (t = 2.27; p = .03). We observed that self-efficacy scores declined in the post-simulation scenario. Using standardized patients in simulation training allows novice nursing students to meet a real patient and to recognize their own true self-efficacy.

Die effek van 'n verpligte akademiesegeletterdheidsmodule op Afrikaansmoedertaal-eerstejaarverpleegstudente se akademiese skryfvaardighede

In hierdie artikel word die effek van 'n verpligte akademiesegeletterdheidsmodule op Afrikaansmoedertaal-eerstejaarverpleegstudente se akademiese skryfwerk deur middel van 'n evaluering, ondersoek. Alhoewel akademiese geletterdheid meer as net akademiese skryfwerk behels, is skryf steeds een van die hoofaktiwiteite waarmee universiteitstudente geassesseer word (Archer 2008:24). Die evaluering van die module het binne die konteks van toegepaste taalkunde plaasgevind aangesien een van die belangrikste funksies van toegepaste taalkunde is om oplossings vir taalprobleme te ontwerp en voor te stel. 'n Gevallestudienavorsingsontwerp is gebruik om die evaluering van die module uit te voer. Beide kwalitatiewe en kwantitatiewe navorsingsmetodes is gebruik om data in te samel en te analiseer. Eerstens is aanlyn vraelyste aan verpleegkundedosente gestuur om 'n behoeftebepaling aangaande verpleegstudente se skryfwerk te doen. Volgens die dosente sukkel verpleegstudente met skryfwerk en veral met argumentasievaardighede en het dié studente hulp nodig met hulle akademiese skryfwerk. Tweedens is die studente se akademiese skryfwerk deur middel van 'n merkskema geassesseer. Die studente het ook deur middel van fokusgroeponderhoude aangedui of die module wel 'n effek op hulle akademiese skryfwerk gehad het. Uit die empiriese resultate blyk dit dat die module wel 'n positiewe effek op die studente se skryfwerk gehad het. Dit is egter duidelik dat die studente se skryfwerk nie volmaak is na slegs een module nie. Verdere intervensies en navorsing is nodig om alle studente met hulle akademiese skryfwerk te ondersteun sodat hulle hul plek in die akademiese gemeenskap kan vind en hulle studies suksesvol kan voltooi.

Health alterations in nursing students after a year from admission to the undergraduate course.

To identify health alterations in nursing students after a year from admission to a nursing undergraduate course. A longitudinal prospective study with a quantitative approach was carried out in 2016 with first-year nursing students from two universities in the state of São Paulo. The following instruments were applied at the beginning and the end of the first school year: an instrument for Assessment of Stress in Nursing Students, the Center for Epidemiologic Studies Depression Scale, and the Pittsburgh Sleep Quality Index. The ANOVA test for mixed models was used for analysis. The sample was made up of 117 students in March and 100 students in December. A significant increase in stress in all dimensions of the instrument, a reduction in the duration and subjective quality of sleep, and an increase in general stress and depressive symptoms were observed. The nursing academic environment presents the potential for students to become ill. Institutions should rethink their curricular elements, promote resilience, and create spaces to promote students' health.

Altered nursing student perspectives: Impact of a pre-clinical observation experience at an outpatient oncology setting.

This study examined the influence of an observation experience at an outpatient oncology setting on first-year nursing students. This experiential learning opportunity occurred prior to any formal clinical practice course. A hermeneutic phenomenology approach was used to uncover pre-licensure nursing students' perspectives about cancer, as well as their understanding of the roles and responsibilities of registered nurses in cancer care both before and following their experience. A total of 10 nursing students agreed to participate in the study. Data were collected through semi-structured interviews following which data were analyzed and interpreted to understand the meaning in the experience. Two overarching themes were identified including circles of relationships, and the many sides of outpatient oncology. This study reveals that experiential learning in the form of a low-risk, observation-only experience may be an opportunity for pre-licensure students to gain new perspectives about cancer care and nurses roles in caring for individuals and families who are impacted by cancer.

Development of Virtual Pulse Simulation for Pulse Diagnosis Studies

Pulse signals can be used to observe the early sign of patients' health problems. From medical researches, monitoring the characteristic of arterial pulse waveform shows some risk indicator of specific diseases, e.g., hypertension, cardiovascular and heart failure diseases. A simple way to get arterial pulse wave is by using fingers to touch the radial artery position on the wrist. In the traditional Chinese medicine, a physician can use the information of arterial pulse wave-form to identify diseases based on the physician’s ability and experience. The improvement of the skill in pulse measurement can be improved by training using various kinds of pulses that represent each disease. This paper proposes a development of the virtual pulse simulation using Augmented Reality (AR) and haptic device for pulse diagnosis studies under various situations. The pulse simulation generates arterial pulse waveforms based on Sine and Gaussian functions. In this study, the mathematical model can generate the pulse wave like human pulse by setting up specific parameters. We can generate pulse waveform which representing different kinds and states of diseases by varying the mathematical model and parameters such as pulse rate or pulse pressure. The features of this work include how to generate force feedback from the mathematical models using the haptic device and how the virtual 3D can display visual feedback. The pulse simulation is useful for the health sciences students, especially the nursing students in training to identify some diseases. The evaluation of the system was carried out by first-year nursing students regarding usability, satisfaction, and performance.

Knowledge and perception of female nursing students about human papillomavirus (HPV), cervical cancer, and attitudes toward HPV vaccination

Objective: The researchers aimed to evaluate the knowledge and perceptions of first-year female nursing students about human papillomavirus (HPV), cervical cancer (CC), and HPV vaccination. Participants: The sample included 690 female nursing students from sampled universities between April and June 2015. Methods: Students were surveyed by using a pretested HPV and CC awareness questionnaire. Results: More than half of the students (65.1%) answered questions incorrectly with a mean HPV knowledge score of 6.085 ± 3.38. The majority of students (82.6%) did not hear HPV vaccine. Only, 2.8% of the students had been vaccinated. A statistically significant relationship was found between HPV knowledge score and hearing about HPV vaccine (U = 28280.500, p = .015), and believing HPV vaccine protectiveness (χ2 = 14.153, p = .001). Conclusions: This study highlights the lack of knowledge and low level of awareness about HPV, CC, and HPV vaccination among first-year nursing college students.

Clinical nursing leadership educational intervention for first-year nursing students: A qualitative evaluation.

Clinical nursing leadership is critical for quality care. All nurses including students should receive clinical nursing leadership education. Research pertaining to educational strategies on clinical leadership for nursing students remains sparse. The aim of this paper is to report the qualitative evaluation of a co-constructed educational intervention on clinical nursing leadership, developed for 1st year preregistration nursing students. The research question was "what are the components of an educational intervention that support the development of clinical nursing leadership in 1st year nursing students?". The intervention included videos, brainstorming, journal entries on students' clinical leadership paired with the observation of a nurse's clinical leadership. A research and development model guided the study. Focus groups and individual interviews were conducted with 23 students and 6 educators who tested the intervention. Thematic analysis revealed three intervention components that supported learning: visual examples at the student's level, observation of role models and animated discussions in small groups. Visual examples and observation of role models supported learning by expanding student's initial views of nursing beyond a technical role to one that is embedded with clinical nursing leadership. Animated discussions in small groups helped students learn to speak up and be open to other's opinions.

Factors causing stress among first-year students attending a nursing college in KwaZulu-Natal, South Africa

Background. In South Africa (SA), there is a high failure rate of students in the first year of nursing and many drop out after this year, a precarious situation considering the shortage of professional nurses faced by the country. Academic success does not entirely comprise one’s application of intellectual capacity. Other factors may affect academic success, which could lead to stress, in turn hindering students’ academic potential. Objectives. To determine the stressors experienced by first-year nursing students who attended a college of nursing in SA and to ascertain the stress-relieving mechanisms used by these students. Methods. Student nurses ( n =248) at a college of nursing in KwaZulu-Natal Province, SA, were required to complete a quantitative questionnaire. Data were collected between September and November 2013. Results. Long working hours, difficulty of academic work, poor study methods and family illness caused considerable stress. Family pressure to pay for necessities at home was also a factor that caused stress among the students. There was insufficient money to pay for textbooks for their studies. Stress-relieving mechanisms included playing with cell phones and socialising with friends. Lecturers, parents and fellow nursing students’ friends were a source of support. Conclusion. First-year nursing students experience a variety of stressors not directly related to their studies. Stress- and time-management workshops would be beneficial to these students. We also suggest that institutional support units be created to assist students in adjusting to the tertiary environment.

Determining the opinions of the first-year nursing students about clinical practice and clinical educators.

The clinical experience prepares nursing students to become competent and professional practitioners. The evaluation of the clinical learning environment is important to determine if the clinical experience and clinical instructor provide essential learning opportunities as well as a supportive environment. This study aimed to determine the opinions of first-year nursing students about their instructors and clinical practice in the clinical education setting. The sample of the study consists of 227 students from Akdeniz University Nursing Faculty enrolled in the 'Nursing Basics' course. The mean age of the students was 19.30 ± 0.83, and 74% of the students stated that they were satisfied with clinical practice. During clinical applications, 70.8% of the students were guided by one nurse and one educator while 20.4% and 8.8% were accompanied with only an educator and only a nurse, respectively. A review of the opinions of the students about their educators revealed that they held positive opinions about the educators in terms of adequate theoretical knowledge (74.1%), openness to dialogue (67.9%), encouraging students to do research (62.7%), giving support to students during clinical practice (61.6%), and appreciating the positive behaviours of students (61.7%). In conclusion, it was determined that, although the students regarded the educators as competent in terms of theoretical knowledge and skill and successful in motivating, orienting, and encouraging the students, they viewed inaccessibility of educators as the leading problem.

Using standardized patients to improve the hygiene care skills of first-year nursing students: A randomized controlled trial

BackgroundStandardized patient was useful for knowledge acquirement, communication skills, self-efficacy, learning motivation and clinical skill acquirement in the literature. AimThe aim of this study was to compare the effects of standardized patient and low-fidelity mannequin use in teaching hygiene care. MethodsThis study was conducted as a randomized controlled study. The study was conducted on first-year nursing students in a nursing school in Turkey. The study inclusion criteria were as follows: voluntary acceptance of study participation, and participation in theoretical lectures on hygiene education. Eighty students were recruited for the study population. The students were divided into two groups consisting of 40 students in each group. The intervention group performed the simulation using a standardized patient, and the control group performed the simulation using a low-fidelity mannequin. The same simulation scenarios were used for both groups. ResultsThe hygiene care performance scores and students’ satisfaction and self-confidence scale and simulation design scale scores of the students in the standardized patient group were significantly higher than in the low-fidelity mannequin group. The students in the standardized patient group also showed less stress-related physical reactions in the actual environment and with an actual patient, experienced less difficulty during practice, felt more adequate, and better transferred the skills they had learned in the laboratory to clinical practice. ConclusionSimulation with standardized patient is an effective teaching method for improving outcomes hygiene care skills of nursing students.

Hepatitis A immunisation need in nursing students in Turkey.

Hepatitis A is a worldwide vaccine-preventable infection. The aim of our study was to determine the serological status of hepatitis A virus (HAV) among first-year nursing students in Turkey. A sample of 423 students was used and immunoglobulin G antibodies against HAV were determined quantitatively by enzyme-linked immunosorbent assay on each. Overall, 84.6% had no immunity to HAV, making them at risk for HAV, and so susceptible to nosocomial transmission. Nursing students who work in high-risk wards must be vaccinated against hepatitis A.

Nurses' contributions to health: Perceptions of first-year nursing students in Scandinavia and Indonesia

Nursing students need an understanding of how nurses care for people's health from a global perspective. The aim of this study was to explore how nurses can contribute to health from the perspectives of first-year nursing students in Scandinavia (Sweden, Norway) and Indonesia. Data were collected using an open-ended question about nurses’ contribution to health, and analysed using qualitative content analysis. Three common categories emerged: ‘Promoting health and preventing disease’, ‘Performing care and treatment’, ‘Establishing a relationship with patients and being compassionate’. ‘Possessing and implementing knowledge and skills’ was common to Norway and Indonesia. ‘Being a team member’ was emphasised by the Indonesian participants. The Norwegian participants focused on health promotion, whereas those from Indonesia prioritised disease prevention. The Scandinavian participants emphasised individuality, while those from Indonesia focused on the community. The findings indicate that nursing education should take account of different cultures and include student exchange programmes.

Evaluating a co-facilitation approach to service user and carer involvement in undergraduate nurse education.

To evaluate the effects of a co-facilitation approach on nursing students' classroom learning. In this approach, service users and carers co-facilitated small seminar group activities with lecturers. The co-facilitation approach was introduced concurrently in 14 groups of first-year nursing students across adult, child, mental health and learning disabilities fields of nursing in one higher education institution. The approach was evaluated using a questionnaire comprised of open-ended questions, which was distributed to the nursing students after they had participated in the facilitated group sessions. A total of 198 nursing students completed the questionnaire. Their feedback was positive, indicating that they found the participation of service users and carers in the facilitation of group activities a stimulating and inspiring way to learn, and it improved their understanding of person-centred approaches to care. The involvement of service users and carers in classroom learning is meaningful and relevant to nursing students' education. The co-facilitation approach enabled them to understand the person rather than only the patient, which is essential in providing person-centred care. However, it is necessary to identify the means to support students to build resilience and maintain their learning in challenging healthcare environments.

Contributions to Meaning from First Year Nursing Degree Students

Purpose: To comprehend the meaning and perception of the meaning of life as expressed by first-year nursing students. From this meaning, we sought to identify concepts and elements linked to nursing care and to extract useful generalizations so as to better understand this practice and contribute to the development of the discipline. Design: This study is based on grounded theory qualitative research undertaken with first-year nursing students. Method: This is a qualitative study in the social constructivist paradigm, following an interpretive grounded theorymethodology. Sample was recruited by mutual agreement. Reliability and ethical criteria were applied. Findings:From the analysis of the contributions made to the students’ forum, five categories emerged: 1) attitude in the face of suffering, 2) freedom and love, 3) empathy in the face of extreme suffering, 4) meaning of suffering, 5) meaning of life and freedom. Conclusions and implications: The reflections of future healthcare professionals represent a contribution to comprehending meaning in human life. In order to confront the search for meaning in situations marked by suffering, the individual may manifest various attitudes that are seen primarily as defense mechanisms, but in which inhere values such as hope and resilience. Clinical Relevance: The three paths proposed by Víctor Frankl are use to nurses in finding meaning in their profession: feeling useful in providing personal care, loving another human and finding the value in life, in particular when suffering is unavoidable. This knowledge is critical for educators seeking to promote genuinely care.

Constipation Frequency and Factors Influencing Constipation in First-year Nursing Students

The aim of this study was to determine constipation frequency and the factors that influence constipation among first-year nursing students. Data collection form and the constipation severity instrument were used for data collection. A total of 149 students, with mean average age of 19.11 ± 1.55 participated in the study; 62.4% was female and 24.2% of the students were constipated. Straining (16.1%) and difficulty (15.4%) during defecation was stressed by some of the students. The constipation complaints were pain (41.7%) and abdominal distention (25%). The mean score of the constipation severity instrument was 27.24 ± 8.38 (obstructive defecation 13.83 ± 3.90, colonic inertia 11.00 ± 4.11 and pain 2.40 ± 2.08).Gender, exercising, lifestyle, number of meals and the consumption of liquids influenced the constipation severity. Implementing programmes to prevent constipation may help in reducing the severity of the problem. Keywords: Constipation, influencing factors, nursing students

Internet-Generation Nursing Students' View of Technology-Based Health Care.

Today's nursing school applicants are considered "digital natives." This study investigated students' views of new health care technologies. In a cross-sectional survey among first-year nursing students, 23 common nursing activities and five telehealth nursing activities were presented along with three statements: "I consider this a core task of nursing," "I look forward to becoming trained in this task," and "I think I will do very well in performing this task." Internet-generation nursing students (n = 1,113) reported a significantly (p ⩽ .001) less positive view of telehealth activities than of common nursing activities. Median differences were 0.7 (effect size [ES], -0.54), 0.4 (ES, -0.48), and 0.3 (ES, -0.39), measured on a 7-point scale. Internet-generation nursing students do not naturally have a positive view of technology-based health care provision. The results emphasize that adequate technology and telehealth education is still needed for nursing students. [J Nurs Educ. 2017;56(12):717-724.].

Simulation on sensory impairment in older adults: nursing education

Sensory impairments are identified as the most common chronic and disabling conditions of later life, impacting significantly on the quality of life and safety of older adults. Hospitals and care environments can present significant challenges to older adults with sensory impairments. Therefore, it is important to raise awareness on sensory and cognitive impairments with all health professionals, and nurses in particular, both to help develop an empathetic awareness of the impact of impairment and to minimise risk of adverse events. This article reports on a pedagogical innovation on the development and use of a simulation resource-primarily on sensory impairments in older adults-with first-year nursing students in an undergraduate nursing programme in a Scottish university. The article also reports on students' reflections on their experience of participating in this simulation.

Effect of simulation on the ability of first year nursing students to learn vital signs

BackgroundThe acquisition of cognitive, affective and psychomotor knowledge and skills are required in nursing, made possible via an interactive teaching method, such as simulation. Objective and DesignThis study conducted to identify the impact of simulation on first-year nursing students' ability to learn vital signs. Setting and ParticipantsA convenience sample of 90 first-year nursing students enrolled at a University, Ankara, in 2014–2015. MethodNinety students enrolled for lessons on the "Fundamentals of Nursing" were identified using a simple random sampling method. The students were taught vital signs theory via traditional methods. They were grouped into experimental 1, experimental 2 and control group, of 30 students each. Students in the experimental 1 group attended sessions on simulation and those in the experimental 2 group sessions on laboratory work, followed by simulation. The control group were taught via traditional methods and only attended the laboratory work sessions. The students' cognitive knowledge acquisition was evaluated using a knowledge test before and after the lessons. The ability to measure vital signs in adults (healthy ones and patients) was evaluated using a skill control list. ResultsA statistically significant difference was not observed between the groups in terms of the average pre-test scores on knowledge (p>0.050). Groups exposed to simulation obtained statistically significantly higher scores than the control group in post-test knowledge (p<0.050). The ability of the groups exposed to simulation to measure vital signs in healthy adults and patients was more successful than that the control group (p<0.050). This was statistically significant. ConclusionSimulation had a positive effect on the ability of nursing students to measure vital signs. Thus, simulation should be included in the mainstream curriculum in order to effectively impart nursing knowledge and skills.

Perceptions of community care and placement preferences in first-year nursing students: A multicentre, cross-sectional study

BackgroundDespite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution. ObjectivesTo acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and the assumptions underlying these preferences. DesignA quantitative cross-sectional design. SettingsSix universities of applied sciences in the Netherlands. ParticipantsNursing students in the first semester of their 4-year programme (n=1058). MethodsData were collected in September–December 2014. The students completed the ‘Scale on Community Care Perceptions’ (SCOPE), consisting of demographic data and three subscales measuring the affective component of community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used. ResultsFor a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a ‘low-status-field’ with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement. ConclusionDue to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.

Nursing students' motivation regulation and its relationship with engagement and burnout

Motivation regulation, study engagement, and students' wellbeing are critical components of skillful self-regulated learning. However, few studies have focused on these factors and their relationship in nursing education and as there is an increased usage of blended learning in nursing education, measuring students' learning in this setting is increasingly important. This person-oriented, quantitative study explored first-year nursing students' ( N = 90) motivation regulation related to study engagement and study burnout in blended and traditional learning environments in two undergraduate nursing programs. Regardless of the learning environment, the majority of the nursing students (65.6%) had a highly developed motivation regulation profile. They performed highly on motivation regulation, showed strong engagement, and exibhited reduced exposure for study burnout compared to those with less-developed motivation regulation profiles. It is suggested that motivation regulation, study engagement, and experienced burnout influence nursing students' learning. These components should be emphasized in developing nursing education and facilitating nursing students' learning.