First-year Nursing Students Research Articles

Using an educational mobile application to teach students to take vital signs

BackgroundThe utilization of smartphone applications in educational settings, specifically in the field of nursing, has grown increasingly popular. To date, there have been few, if any, smartphone applications dedicated specifically to the teaching of vital signs. The Clinic Vitals app was designed to be an acceptable substitute for in-person vital signs instruction. ObjectivesThe objective of this study was to show the utility of the Clinic Vitals app as a pedagogical tool in comparison to in-person nursing educational instruction. DesignA crossover design was employed within collegiate nursing educational sessions to determine if Clinic Vitals was an equivalent alternative to traditional vital sign teaching methods. ParticipantsParticipants were first-year nursing students from six different lab sessions within the same undergraduate university. MethodsStudents with little to no vital sign experience were given instruction via the Clinic Vitals mobile application or traditional learning. After the learning session, students were given skills assessments. After one week, students were given the opposite method of instruction followed by skills assessments. ResultsResults showed that no significant difference was found between the two groups based on skills assessments. Mobile application and in-person instruction teaching methods produced a similar level of competency in students learning to take vital signs. ConclusionsThe utility of being able to access the application's videos and instructional articles at any time and anywhere that there is an internet connection would make the app particularly useful. The present study provides evidence that the Clinic Vitals mobile application can be a reliable substitute for in-person vital signs instruction. Recent educational advances have demonstrated that online videos, simulations, and mobile applications can be effective resources for nursing educators. There is potential for further study of the uses of educational mobile applications, including Clinic Vitals, for nursing education.

The effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students psychomotor skills learning

BackgroundThe aim of this study was to determine the effect of using standardized patients in the Simulated Hospital Environment on first-year nursing students' psychomotor skills. MethodsThis semi-experimental study was carried out in the one-group pretest-posttest design. Students performed the psychomotor skills in the Non-Simulated Clinical Skill Laboratory and Simulated Hospital Environment. The skill performances of the students were evaluated with the Objective Structured Clinical Assessment form. At the same time, students' views on both environments were received. ResultsStudents' mean Objective Structured Clinical Assessment score in the Simulated Hospital Environment (69.42 ± 10.94) was significantly higher than their mean score in the Non-Simulated Clinical Skill Laboratory (57.07 ± 10.05) (p < 0.05). The differences in scores were particularly significant in the stages of meeting the patient, performing the procedure in accordance with the steps and ending the procedure. The majority of the students stated that they could not do some applications in the Non-Simulated Clinical Skill Laboratory in a similar way to the hospital clinic (85.9%), and they felt like they were in a real hospital clinic in the Simulated Hospital Environment (100%). ConclusionsThe results showed that students developed psychomotor skills more fully in a learning environment designed in a similar way to a real hospital clinic setting.

Exploring the effect of two different teaching strategies on first-year nursing students’ understanding of nutritional concepts: A mixed-method approach

AimThe aim of the study was twofold. First, to explore understanding difficulties in nutritional concepts among nursing students and second, to analyse the effect of two teaching strategies on the level of understanding. BackgroundPrevious studies have pointed out the need to improve the nutritional care education offered to undergraduates in health sciences. As nurses play a crucial role in lifestyle counselling and nutrition assessment, it is essential to identify the learning difficulties that can impair their learning capacity and the more effective teaching strategy in the nutrition area during the nursing degree. DesignA pretest-posttest study was conducted with a mixed-method conversion design. Methods146 first-year-nursing students were included. Two teaching methods, debate-based learning and lecture-based learning were used for instruction on the effect of macronutrient intake on an individual’s state of health. Each group completed two open-ended questions before and after the intervention. Firstly, phenomenographic analysis was performed to identify the learning categories representing variations in students’ understanding. Secondly, qualitative data were quantised and statistically analysed to address differences in learning improvement. ResultsMore than 40% of students struggled with the idea that proteins are associated with weight gain independently of the teaching strategy applied. In the first evaluation question, the debate-based learning teaching method improved students’ learning, achieving higher levels of understanding (p < 0.05). In the second evaluation question, no significant differences were found between the two groups. ConclusionsAreas of problematic knowledge in nutrition education have been identified for the first time that will allow nurse educators to design research-based teaching strategies. Further studies are necessary not only on how to address these misconceptions in nursing students, but also to investigate how nurse educators can contribute to deeper levels of student learning.

Health-promoting and -impeding aspects of using peer-learning during clinical practice education: A qualitative study

AimThe aim of the present study was to elucidate health-promoting and -impeding aspects of peer-learning by examining nursing students’ descriptions of learning together as peers, and how this might interact with their health. BackgroundPeer-learning is a useful strategy for teaching and learning in nursing students’ clinical practice education. In the research, benefits such as improved cooperation and increased self-confidence have been described and labelled as health-promoting. DesignA qualitative descriptive approach MethodThirteen first-year nursing students aged 22–45 years, who had completed their first clinical practice education on a medical or surgical hospital ward, participated in one-on-one semi-structured interviews. The interviews were analyzed using qualitative content analysis. Result: Working as a pair was primarily described as positive, as the peers felt basic support from each other, even though they described negative experiences that limited their own development and challenged their patience. ConclusionPeer-learning as a model for supervision in clinical practice incorporates valuable health-promoting aspects, as the students felt safe, supported, increased self-confidence, and participation. The interaction between peers helped them grow as human beings, and the mutual support the peers felt was a vital health-promoting aspect that limited the impact of the described health-impeding aspects, which included sometimes finding peer-learning trying, stressful and irritating.

Exploring mentorship practices in clinical education in nursing homes: A qualitative mixed-methods study.

To explore registered nurses' mentorship practices of first-year nursing students in nursing home placements. Enabling nursing students to develop professional competence through clinical placements relies heavily on registered nurses' mentorship practices. Despite renewed interest in nursing homes as an important clinical placement setting, studies are scarce on registered nurses' mentorship practices in this context. An exploratory, qualitative mixed-methods design. The data consisted of 126h' observation of two registered nurse mentor-student dyads, supplemented by in-depth interviews (n=12) with registered nurse mentors. The data were collected in three Norwegian nursing homes and analysed using content analysis. The consolidated criteria for reporting qualitative research (COREQ) checklist were used to report the findings. The registered nurses' mentorship practices of first-year nursing students in nursing home clinical placement were characterised by (1) variability and uncertainty in pedagogical supervisory approaches, (2) lack of management support and engagement of staff members in supervision, (3) lack of supervisory continuity and (4) a peripheral role in formal assessment discussions. A marginal nursing home context, alongside a mismatch between registered nurses' roles and first-year students' learning objectives, introduces considerable vulnerability that impedes effective mentorship practices. Targeted efforts to enhance mentorship practices in nursing homes are warranted to promote full use of the learning potential in this context. Developing and testing educational interventions is necessary to effectively enhance registered nurses' pedagogical competence, alongside engagement and support from nurse managers and nurse educators. This study provides insight into barriers to effective mentorship practices of first-year nursing students in nursing home placements. These barriers warrant attention from nursing home managers and nurse education institutions towards improvements that enhance effective mentorship practices vital for students' learning, professional growth and future recruitment to care for older people.

Relationships Self-Regulation Learning and Academic Stress First Year Students at Faculty of Nursing University of Jember

The increase self-regulation learning has an important role related to academic stress management. First-year students are faced with various academic rules and demands that cause first year students to be stressed. This research analyze the correlation between self-regulation learning and academic stress of first-year students of the Faculty of Nursing, University of Jember. This research method is a cross-sectional study of 126 first-year students using cluster random sampling techniques. Bivariate analysis using Kendall tau b correlation (α &lt;0.05 CI = 95%). The research instruments used were Self-Regulated Learning (Cronbach Alpha = 0.864) and Educational Stress Scale for Adolescents (Cronbach Alpha = 0.849). The result of Kendall tau b correlation test results show p-value 0.015 (α &lt; 0.05) and t = - 0.150. This study found that self-regulation learning correlated to academic stress first-year students of the Faculty of Nursing, University of Jember. The correlation results showed a negative relationship direction with very weak strength, the higher self-regulation learning, the lower level of perceived academic stress. From the results and conclusions, researcher hopes that of first-year nursing faculty students can make more efforts to improve self-regulation learning process as an effort to deal with various problems during the lecture period.

Use of a virtual human cadaver to improve knowledge of human anatomy in nursing students: research article

Anatomy is regarded as a cornerstone of health care education and is normally a pre-requisite for clinicians. Even though cadaver dissection and prosection is perceived as the "gold standard," in recent years, its use appeared to be replaced by a myriad of innovative teaching technologies. The present study incorporated a three-dimensional (3D) virtual human cadaver—Anatomage Table (AT)—in teaching human anatomy to first-year nursing students in a quasi-experimental design. The results show that the class average in mid-term and final examinations and the overall Grade Point Average (GPA) was significantly higher in students taught with the AT than students taught without the AT. On a satisfaction survey, 84.0% of students reported a positive experience with the AT, and 85.4% indicated they would recommend this teaching tool to other students. For nursing programs without cadaveric dissection, the AT may serve as an effective teaching tool to increase the knowledge of anatomy and may enhance student's long-term knowledge retention.

The relationship between empathy and altruistic motivations in nursing studies: a multi-method study

BackgroundThe efficient management of relational competences in healthcare professionals is crucial to ensuring that a patient’s treatment and care process is conducted positively. Empathy is a major component of the relational skills expected of health professionals. Knowledge of undergraduate healthcare students’ empathic abilities is important for educators in designing specific and efficient educational programmes aimed at supporting or enhancing such competences. In this study, we measured first-year undergraduate nursing students’ attitudes towards professional empathy in clinical encounters. The students’ motivations for entering nursing education were also evaluated. This study takes a multi-method approach based on the use of qualitative and quantitative tools to examine the association between students’ positive attitudes towards the value of empathy in health professionals and their prosocial and altruistic motivations in choosing to engage in nursing studies.MethodsA multi-method study was performed with 77 first-year nursing students. The Jefferson Scale of Empathy (JSE) – Health Professions Student Version was administered. Students’ motivations for choosing nursing studies were detected through an open question and thematically analysed. Using explorative factor analysis and principal component analysis, a dimensional reduction was conducted to identify subjects with prosocial and altruistic motivations. Finally, linear models were tested to examine specific associations between motivation and empathy.ResultsSeven distinct themes distinguishing internal and external motivational factors were identified through a thematic analysis of students’ answers regarding their decision to enter a nursing degree course. Female students gained higher scores on the empathy scale than male ones. When students’ age was considered, this difference was only observed for younger students, with young females’ total scores being higher than young males'. High empathy scores were positively associated with altruistic motivational factors. A negative correlation was found between external motivational factors and the scores of the Compassionate Care subscale of the JSE.ConclusionsKnowing the level of nursing students’ empathy and their motivational factors for entering nursing studies is important for educators to implement training paths that enhance students’ relational attitudes and skills and promote the positive motivational aspects that are central to this profession.

Cross-disciplinary synergy: First-year students’ experiences of learning academic writing through integrated writing support at a University of Technology

An important role in socialising first-year students into universities is initiating them into different conventions of academic writing. Support programmes, such as writing centres, have been established in several South African universities to help students with this objective and the broader issue of academic literacy. The assumption is that such interventions bridge the articulation gap between basic and higher education phases and expedite academic success. This article draws from a larger PhD study that explored nursing students’ experiences of developing their academic writing skills at the writing centre. The focus of this article is on understanding first-year nursing students’ experiences of learning academic writing through the integrated writing interventions of language and discipline practices at a writing centre based at the Durban University of Technology (DUT). These students were regarded as relevant because their curriculum incorporates a more structured academic writing component with the writing centre. The study adopted the Academic Literacies Model (ALM), which fosters a social view of academic writing and advocates for integrated support to the teaching and learning of academic writing. Guided by the qualitative constructivist paradigm, phenomenography was adopted as a research methodology. Data were analysed according to phenomenographic categories. Whilst the study uncovered various factors influencing the development of academic writing amongst the target population, there was a clear need for shifting from interdisciplinary (at least two disciplines) to a transdisciplinary (more than two disciplines) academic literacy approach to students’ learning experiences. As such, the article recommends the intentional inclusion of various stakeholders (writing centre practitioners, discipline lecturers, clinical and academic support staff) to mitigate students’ writing challenges and develop sustainable and relevant academic literacy practices.

The effect of hypnotherapy on exam anxiety among nursing students.

This study examines the effect of hypnotherapy on exam anxiety among first-year nursing students. Nursing students have high tendency to experience stress and anxiety. Anxiety therapy which encompasses mind and body would be helpful for them. Sixty first-year nursing students participated in this interventional study. The hypnotherapy sessions started eight weeks prior to second exam. Outcome of hypnotherapy were assessed by measuring the exam anxietyscore using TAI and clinical measurements (serum cortisol and vital signs). The measurements were done twice, there are two exams, where first exam and measurementwere 1day before exam (without hypnotherapy) and the second exam and measurement were 1day before exam (with hypnotherapy). The mean difference of exam anxiety score and serum cortisol level between pre and post hypnotherapy sessions was statistically significant. This study found that hypnotherapy is an effective tool in the management of exam anxiety among the nursing students.

Utilization of peer advisement course among first year students: A pilot study exploring students and their perceptions

BackgroundThe transition from high school to college can be a stressful experience for first-year university students. Peer advisors are thought to be a valuable social support resource for first-year nursing students. PurposeThe purpose of this study was to assess the perceptions and experiences of both first-year nursing students and their peer advisors in a first semester seminar course. MethodologyA cross-sectional descriptive design was used on a sample that included 108 first-year nursing students and five peer advisors. ResultsThe study revealed that 68% of the participating freshmen felt that the program met their nursing school expectations and 95.1% reported that the peer advisor group meetings were beneficial and met the goals of the courses, as anticipated. Students described their peer advisors as excellent communicators, accommodating, and sensitive to diversity. The course also offered peer advisors an opportunity for personal and professional growth. ConclusionThe findings of this study might help inform the academic institution's practices regarding the benefits of peer advisement program for first-year students.

Simulation as a joint learning activity in clinical placement-interaction between first-year nursing students and qualified nurses.

The purpose of the study was to explore students' experiences from joint simulation training with qualified nurses that took place in students' first-year placement at a nursing home. Nursing students' clinical placement in nursing homes has been pictured as inadequate, boring and irrelevant. There is a need for innovative learning designs that include increased collaboration between the educational institution and clinical placement site to support student learning in practice. Simulation training is highlighted as a learning activity that enhances practical skills and reflection. The study had a qualitative evaluation design to explore and capture students' experiences and provide an understanding of the impact of the joint simulation activity during placement. Three retrospective focus group interviews were conducted with a total of twenty nursing students. Written reflective notes from sixteen of the students were included in the study. The data were analysed by means of a thematic content analysis. COREQ reporting guidelines were used. Four themes were identified as follows: (a) anxiety and arrangements, (b) realistic scenarios-real nurses, (c) debriefing and reflection and (d) the aftereffect of the simulation training for the clinical placement. The joint simulation training gave the students an opportunity to actively participate in a complex clinical learning situation together with qualified nurses and within a safe environment. This learning activity provoked feelings and stress within the students. However, it also enriched the students' learning experience and strengthened the outcome of the clinical placement through an improved relationship between the students and qualified nurses. Creating collaborative learning activities between nursing homes and universities, such as joint simulation, can increase relevance and enhance learning and student satisfaction in their clinical placement. It can also promote nursing homes as interesting learning arena and future workplace for nursing students.

Effect of Application of an Alternate Nostril Breathing Exercise on Fatigue and Quality of Sleep Pattern among Nursing Students

Background: The higher the energy level, the more efficient body. The more efficient body, the better feel and the more will use talent to produce outstanding results. Breathing exercise is one of the yogic techniques that can produce different physiological responses in healthy individuals. Aim: determine the effect of the application of an alternate nostril breathing exercise on fatigue and sleep quality pattern among nursing students enrolled in the Faculty of Nursing, Alexandria University, Egypt. Design: A quasi-experimental design was used to conduct this study. Subjects: A simple random sample of 100 volunteers of first-year nursing students enrolled in the winter semester of 2019 (males and females). Tools: Two tools were used to collect the necessary data for the present study. The tool I: Alternate nostril breathing assessment and tool II: Iowa Fatigue Scale. Results: indicated that regular practice of alternate nostril breathing increases parasympathetic activity. Participants experienced decrease levels of fatigue and improving the quality of sleep pattern. The majority of participants agreed that work drains their energy every day, that they never have enough time between classes to recover their energy, and that they dread waking up to another day of work. Conclusion: Implementation of alternate nostril breathing exercises helped in decreasing nursing students' fatigue levels before, during, and after their practice. Also, it improved the quality of sleep patterns. Recommendations: Apply the proposed protocol of alternate nostril breathing techniques. The developed colored illustrated booklet regarding the alternate nostril breathing has to be distributed to the newly enrolled nursing students each year. As well as fatigue in nursing students needs further study including the application of the alternate nostril breathing exercises that address chronic and acute fatigue and promote recovery.

Enhancing generic capabilities and metacognitive awareness of first-year nursing students using active learning strategy

BackgroundDeveloping students’ generic capabilities is a major goal of university education as it can help to equip students with life-long learning skills and promote holistic personal development. However, traditional didactic teaching has not been very successful in achieving this aim. Kember and Leung’s Teaching and Learning Model suggests an interactive learning environment has a strong impact on developing students’ generic capabilities. Metacognitive awareness is also known to be related to generic capability development. This study aimed to assess changes on the development of generic capabilities and metacognitive awareness after the introduction of active learning strategy among nursing students.MethodsThis study adopted a quasi-experimental single group, matched pre- and posttest design. It was conducted in a school of nursing at a university in Hong Kong. Active learning approaches included the flipped classroom (an emphasis on pre-reading) and enhanced lectures (the breaking down of a long lecture into several mini-lectures and supplemented by interactive learning activities) were introduced in a foundational nursing course. The Capabilities Subscale of the Student Engagement Questionnaire and the Metacognitive Awareness Inventory were administered to two hundred students at the start (T0) and at the end of the course (T1). A paired t-test was performed to examine the changes in general capabilities and metacognitive awareness between T0 and T1.ResultsA total of 139 paired pre- and post-study responses (69.5 %) were received. Significant improvements were observed in the critical thinking (p < 0.001), creative thinking (p = 0.03), problem-solving (p < 0.001) and communication skills (p = 0.04) with the implementation of active learning. Significant changes were also observed in knowledge of cognition (p < 0.001) and regulation of cognition (p < 0.001) in the metacognitive awareness scales.ConclusionsActive learning is a novel and effective teaching approach that can be applied in the nursing education field. It has great potential to enhance students’ development of generic capabilities and metacognitive awareness.

Correlation between academic self-efficacy and burnout originating from distance learning among nursing students in Indonesia during the coronavirus disease 2019 pandemic.

PurposeDistance learning, which became widespread in response to the coronavirus disease 2019 (COVID-19) pandemic, has been a burdensome challenge for students and lecturers. This study investigated the relationship between academic self-efficacy and burnout in first-year nursing students who participated in distance learning during the COVID-19 pandemic.MethodsThe study included 69 first-year nursing students at Jenderal Achmad Yani University in Yogyakarta, Indonesia. Data were collected in September 2020 through self-efficacy and burnout questionnaires that were distributed via email and social media for 2 weeks. The responses were analyzed using the gamma test.ResultsMost respondents were women (78.3%), with an average age of 19 years. Most nursing students had a moderate level of academic self-efficacy (72.5%), while only 13.0% of respondents had a low level of academic self-efficacy. However, 46.4% of students experienced severe burnout during distance learning. Cross-tabulation showed that students with moderate self-efficacy were more likely to experience severe burnout (24 respondents) (P<0.01 and r=-0.884). Exhaustion was the burnout dimension most closely associated with academic self-efficacy.ConclusionStudents perceived distance learning as burdensome and reported high levels of exhaustion, which may negatively impact their academic achievement. Interventions to improve academic self-efficacy may foster students’ confidence, potentially leading to reduced burnout levels. Nurse educators should reflect upon innovative learning strategies to create a favorable learning environment for nursing students.

Being and becoming a nurse: Toward an ontological and reflexive turn in first-year nursing education.

In this paper, we call for an ontological and reflexive turn in first-year nursing education. An ontological turn focuses on formation, the 'being' and 'becoming' of a nurse, and emphasizes the value of nursing knowledge. First-year nursing students often possess romanticized ideals about being a nurse that devalues the knowledge and expertise of nurses. We posit a thoughtful ontological orientation within nursing education that shifts the emphasis toward becoming skillful nurses, with expertise grounded in nursing perspectives. A focus on formation includes discussions regarding ideologies, dominant perspectives, and reflexive explorations of students' views of nursing juxtaposed with the realities of nursing practice. We propose ontologic reflexivity as an approach to consider what perspectives are prioritized (or not) within the nursing classroom. Within pedagogical dialogic spaces, ontologic reflexivity calls on educators to create opportunities for students to learn the value of nursing knowledge along with other forms of knowledge. We consider ways in which an ontological and reflexive turn within the first year of nursing education may contribute to the formation of nursing students who value nursing knowledge, are open-minded to various forms of knowledge, and possess an intentional reflexive way of being.

Facilitating learning on clinical placement using near-peer supervision: A mixed methods study

BackgroundGraduating nursing students report lower competence in leadership and delegation skills, which may be due to lack of sufficient opportunities to practice leadership skills such as delegation and supervision. A near-peer clinical supervision model, in which third-year students supervise first-year students on placement, may provide a mechanism to develop graduating students' leadership skills while improving the learning experience for junior students. ObjectivesTo evaluate nursing students' experiences and perceptions of participating in a near-peer clinical supervision model. DesignA mixed methods design including an anonymous post-placement survey of students, and a group interview. SettingsMedical and surgical wards in three Australian hospitals. MethodForty-three first-year nursing students were supervised by 92 third-year nursing students on clinical placement under the supervision of a registered nurse in a near-peer supervision model. ResultsTwenty-seven first-year (69.2%) and 43 third-year (46.7%) students completed the questionnaire. First-years reported that being supervised by a senior student was a positive experience and would recommend it to other students (4.49/5 ± 0.71), and indicated that third-year students behaved professionally, were knowledgeable, and provided opportunities to ask questions (4.52–4.81/5). Third-year students reported gaining confidence, teaching, delegation and leadership skills (4.21–4.49/5). Qualitative responses supported the quantitative findings. Additional findings were the need for greater preparation of ward registered nurses to work in the model. ConclusionsBoth groups enjoyed working in a near-peer clinical supervision model. The model provided opportunities for senior students to develop leadership and delegation skills and a positive experience of placement for junior students. Further attention to preparation of ward registered nurses would improve model delivery.

Examining the effect of simulation-based learning on intravenous therapy administration' knowledge, performance, and clinical assessment skills of first-year nursing students

BackgroundMost nurses at some point of, or throughout, their career will be involved in infusion care. Therefore, it is important to provide a realistic learning environment to nursing students regarding how to safely practice intravenous (IV) therapy administration. ObjectivesThe aim of this study was examining the effect of simulation-based learning on IV therapy administration knowledge, performance and clinical assessment skills of first-year nursing students. MethodsThis study was a randomized controlled quasi-experimental study. A total of 62 students was included in the study. The students were randomly assigned to either hybrid simulation (HS) (n = 31) or low fidelity simulation (LFS) (n = 31) groups. In the HS group, each student performed in the standardized patients using moulage, and the LFS group each student was performed with mannequin using visuals. Each of the students' level of IV therapy administration knowledge, performance and clinical assessment and satisfaction and self-confidence score was evaluated. ResultsAfter the lecture, demonstration and simulation training, there was a statistically significant difference between groups in terms of knowledge (p < 0.05), IV catheter insertion performance in simulation and clinical (p = 0.00; p = 0.00) and clinical assessment to classify IV therapy complications on real patients (p = 0.00). Also, satisfaction and self-confidence scale scores of the students in the HS were significantly higher than in the LFS group (p = 0.00). However, there was no significant difference in simulation design scale scores between the two groups (p = 0.164). ConclusionThe students in the HS group better transferred they had learned in the teaching environment to clinical practice. Also, the results show that creating an effective environment in simulation had a positive effect on the development of the students' clinical skills.

Components of the nursing role as perceived by first-year nursing students

BackgroundIdentifying and acquiring the nursing role is key to the development of nurses' professional identity. Understanding nursing students' perceptions in this regard will enable nursing educators to choose teaching strategies that lead to positive development of their students' professional identity. ObjectivesTo describe how nursing students perceive the different components of the nursing role at the beginning of the nursing degree. DesignCross-sectional, descriptive, observational study. Participants/settings106 first-year nursing students at the University of Huelva, Spain. MethodsData on social and academic variables and variables relating to the instrumental and expressive roles were collected via an adapted, pilot-tested questionnaire assessed by experts. ResultsFor participants, caregiving is the core of the nursing role in the clinical setting, including both technical execution and patient care aspects. They highlighted the disease prevention, health promotion, restoration, and education profiles of nurses rather than their teaching, professional, and technical profiles. They were acquainted with the concept of postgraduate professional development, but were unaware of the academic pathways leading to it. They considered nurses to be decision-makers, who are nevertheless subordinate to doctors. ConclusionsStudents did not consider nursing to be an autonomous profession, although they highlighted its decision-making capacity. They placed greater emphasis on the traditional profile of primary care nurses than on their technical profile, and were able to identify the members of the multidisciplinary healthcare team.

Factors affecting adjustment of first-year nursing students to college life: A descriptive correlational study

BackgroundAccording to recent statistics from the Korean Ministry of Education, the number of students who have dropped out of college has increased. ObjectivesTo assess the relationship between creativity, social support, voice behaviour, and college life adjustment among first-year nursing students and to identify the factors influencing college life adjustment. DesignThis study used a cross-sectional correlational design. SampleNon-random convenience sampling. ParticipantsParticipants were first-year Korean nursing students (n = 153). MethodData were collected using structured questionnaires and analysed using a multiple regression analysis. ResultsAdjustment to college life was significantly correlated with creativity (r = 0.26, p < .001), social support (r = 0.37, p < .001), and voice behaviour (r = 0.40, p < .001). A stepwise regression model showed subjective interpersonal degree (β = 0.32, p < .001), satisfaction with major (β = 0.31, p < .001), voice behaviour (β = 0.25, p < .001), and academic confidence (β = 0.15, p = .015) were significant predictors of college life adjustment (R2 = 0.56, p < .001). ConclusionTo improve the college life adjustment of new students in nursing schools, nursing education programmes should include strategies to enhance interpersonal-relationship levels, satisfaction with nursing major, voice behaviour, and academic confidence.