Intern Nurses Research Articles

Determining Intern Nurses Levels in Ethical Sensitivity and Empathy

Determining Intern Nurses Levels in Ethical Sensitivity and Empathy

Association of hospital safety climate and compliance with occupational safety practices among nurse interns: A cross-sectional study using canonical correlation analysis.

Nurse interns may be at a similar or higher risk than registered nurses. The key elements and mechanisms involved in the effects of safety climate on safety performance are not well understood. This study explores the relationship between the perceived hospital safety climate and compliance with occupational safety practices among nurse interns. A cross-sectional study was conducted among 178 nurse interns in three tertiary university hospitals in Chongqing city, China. The Chinese version of the Hospital Safety Climate Scale (HSCS) was used to measure the perceived hospital safety climate of nurse interns. Compliance behavior was measured using the Compliance with Occupational Safety Practice Scale (COSPS). Canonical correlation analysis and multiple linear regression modeling were used to examine their relationship. Total scores for the HSCS and COSPS were 92 (80,100) and 185 (175,185) [M (P25, P75)], respectively. Canonical correlation coefficients for canonical variates 1 and 2 were 0.636 (p < 0.001) and 0.414 (p < 0.001), respectively. Nurse interns' compliance with occupational safety practices was mainly influenced by management support, feedback/training, personal protective and engineering control equipment availability, and absence of job hindrance. Multiple linear regression showed that management support of HSCS accounted for 37.1% of the variance in compliance (β = 0.283, p = 0.039). Nurse interns reported high levels of perceived hospital safety climate and compliance with occupational safety practices. Younger nurse interns reported a lower level of perceived hospital safety climate. Nurse educators can improve interns' compliance by promoting better management support, feedback/training, personal protective and engineering control equipment availability, and fewer job hindrance.

Effect of theme game-based learning on psychiatric violence risk assessment and response knowledge, skills, and self-confidence of nursing students: A randomized controlled trial

BackgroundTheme game-based learning has the potential to enrich student learning experiences, leading to improved learning outcomes. Yet, there remains a research gap regarding its application in addressing psychiatric violence, leaving uncertainties about the comparative advantages of theme game-based learning over situational simulation learning strategies. ObjectivesThe goal was to measure the effect of integrating theme game-based learning into psychiatric violence risk assessment and response training on nursing student psychiatric violence-related knowledge, skills, and self-confidence. DesignThis study was a randomized controlled, pre-test, and post-test trial. SettingThe study was conducted at a medical university in Guangzhou, Guangdong, China. ParticipantsThere were 103 third-year nursing undergraduates (intervention group = 51, control group = 52) in the study. MethodsAn Objective Structured Clinical Exam and the Workplace Violence Management Ability Assessment Questionnaire for Intern Nursing Students were used to assess student skills. The knowledge test and the Confidence in Coping with Patient Aggression Instrument were used to measure student knowledge and self-confidence level before and after intervention. ResultsNursing students in the theme game-based group demonstrated significantly superior skills and confidence in violence risk assessment and response compared with students in the situational simulation group (p < 0.001, p = 0.039, p = 0.006, respectively). However, there was no significant difference in knowledge of violence risk assessment and response between the two groups (p = 0.510). ConclusionTheme game-based learning in psychiatric violence risk assessment and response training appeared effective in enhancing the violence management abilities of nursing students.

Influential factors and willingness to advocate for HPV vaccination among male nursing interns in China

BackgroundHuman papillomavirus (HPV) infection significantly contributes to the global cancer burden. Understanding the factors influencing male clinical interns’ willingness to promote HPV vaccination is crucial for developing effective public health strategies in China.MethodsThis study employed a stratified random sampling method to select 1,980 male clinical interns from five provinces in China between January and March 2024. Data were collected on participants’ demographic characteristics, HPV-related clinical experience, and knowledge. The Theory of Planned Behavior framework, encompassing attitudes, subjective norms, and perceived behavioral control, was used to examine factors influencing the willingness to promote the HPV vaccine. Logistic regression analyses were conducted to identify factors associated with the willingness to promote the HPV vaccine.ResultsAmong the respondents, 72.29% were willing to encourage others to receive the HPV vaccine. Significant factors influencing this willingness included older age (OR = 3.065, P ≤ 0.001), higher monthly household income (OR = 1.449, P = 0.025), participation in the diagnosis and treatment of HPV-related diseases (OR = 3.458, P ≤ 0.001), positive attitude towards the vaccine (OR = 13.503, P = 0.004), and strong perceived behavioral control (OR = 2.364, P = 0.006).ConclusionThis study highlights the critical role of practical experience and targeted education in promoting HPV vaccination among male clinical interns in China. Enhancing the training and education of this group is essential for improving HPV vaccine advocacy and supporting public health efforts to reduce HPV-related diseases.

Cross-Lagged Panel Networks of Sleep Inertia Across Its Distinct Change Patterns Among Intern Nurses with Shift Work in China.

Although experimental psychopathology using PET, EEG, and fMRI is at the forefront of understanding the underlying mechanisms of sleep inertia, many questions concerning causality remain unanswerable due to ethical constraints and the use of small and heterogeneous samples in experimental methods. There is a pressing need for a novel perspective in a large and relatively homogeneous population to fully capture and elucidate longitudinal processes and dynamic causality that culminate in episodes of sleep inertia over time. Therefore, this study aimed to reveal the causal relationships between symptoms of sleep inertia across its distinct patterns. A total of 1636 intern nurses participated in the first survey (94.1% validity rate), then 1277 intern nurses were followed up (82.9% tracing rate). Symptoms of sleep inertia were self-reported using the Sleep Inertia Questionnaire. The cross-lagged panel network models were used to examine unique longitudinal relationships between symptoms of sleep inertia across distinct trajectories. Four distinct trajectories of sleep inertia were established. Additionally, we found differences in those symptoms with the highest influence on other symptoms at the subsequent point across the networks of four trajectories, particularly, "Difficulty in concentrating" in the persistent-high group and "Feeling tense" in the deteriorating groups. The current study highlights changes in sleep inertia based on the long-term course over time. Notably, symptoms of "Difficulty in concentrating" and "Feeling tense" are imperative to address these specific symptoms within subpopulations.

Professional Nursing Value and Problem Solving Ability among Nurse Interns

Professional Nursing Value and Problem Solving Ability among Nurse Interns

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

Objective: To explore the implementation methods and effects of reflective education, and to provide references for the development of reflective education in Chinese nursing schools. Methods: Relevant literature was searched from China National Knowledge Infrastructure, Wanfang Database, Wipro Chinese Science and Technology Journal Database, and PubMed Database, and the included studies were analyzed descriptively. Results: The implementation of reflective education included work-site education, group discussion, video teaching, self-reflection, and expert lectures; the interventions mainly included study groups, role-playing, individual instruction, peer cooperation, demonstration and observation, field simulation, and video presentations. The implementation of reflective education can improve the sense of professional identity and professional competence of nursing interns, and reduce nursing errors and adverse events. Conclusion: Currently, nurses in China lack self-awareness and critical thinking skills, it is recommended that reflective education be incorporated into the teaching content of undergraduate nursing students during their internship in order to promote the development of professionalism and humanistic caring skills of nursing students.

Factors Affecting Professional Identity among Nurse Interns'

Factors Affecting Professional Identity among Nurse Interns'

Intern Nurses' Attitudes about Using Six Thinking Hats Strategy and its Relation to Their Clinical Competencies

Intern Nurses' Attitudes about Using Six Thinking Hats Strategy and its Relation to Their Clinical Competencies

Intern Nurses' Attitudes about Using Six Thinking Hats Strategy and its Relation to Their Clinical Competencies

Intern Nurses' Attitudes about Using Six Thinking Hats Strategy and its Relation to Their Clinical Competencies

The Effect of Sustainable Development Educational Program on Nursing Interns Students’ Knowledge, Behavior and Attitude

The Effect of Sustainable Development Educational Program on Nursing Interns Students’ Knowledge, Behavior and Attitude

Competency-Based Education: Effect on the Performance of Intern Nursing Students in Active Third Stage of Labor Management

Competency-Based Education: Effect on the Performance of Intern Nursing Students in Active Third Stage of Labor Management

Work environment as perceived by nursing interns and its relation to their professional identity

Background The work environment is very important during the internship year, it influences nursing interns’ behaviors, contributes to their performance and socialization in the nursing profession, additionally, it affects the nursing interns’ professional identity. Aim Assess the work environment as perceived by nursing interns and its relation to their professional identity. Study design A descriptive correlational research design was utilized. Sample A convenience sample of 350 nursing interns. Setting: This study was carried out at Cairo University hospitals at different ICUs where nursing interns are assigned. Tools Three tools were used for the study data collection as follows: (1) Nursing interns’ personal data tool, (2) Nursing interns’ work environment questionnaire, and (3) Nursing interns’ professional identity questionnaire. Results The main findings indicated that the nursing interns had a highly perceived work environment (81.47%) and a highly perceived professional identity (86.46%). Furthermore, the findings revealed a statistically significant strong positive correlation between work environment and professional identity (r: 0.67, P: 0.00). Conclusion The nursing interns were highly perceived work environment and professional identity. Additionally, there was a strong positive correlation between work environment and professional identity as perceived by nursing interns. Recommendations Follow-up with academic advisors for nursing students from their entrance to the nursing faculty until their graduation, especially for students who entered the nursing faculty without their desire, and provide orientation programs for undergraduate nursing students and nursing interns about different nursing profession opportunities after graduation.

Knowledge regarding disaster preparedness among nursing interns undergoing clinical training at R.L. Jalappa Hospital and Research Center. Kolar, to develop information handout

The study was to understand knowledge regarding disaster preparedness among nursing interns and to determine the association between the knowledge scores with socio demographic variables. A descriptive survey design was adopted by using Purposive Sampling techniques among 75 Nursing Interns and collected data using structured knowledge questionnaire was used to collect the data based on expert’s validation and inclusion criteria of the study. The study highlighted that majority 58.66% (44) of the samples belongs to moderate knowledge and 38.6% (29) samples belongs to inadequate knowledge, 2.66% (2) samples belong to adequate knowledge. There are many studies conducted which supporting to the study. Finally, the researchers concluded the findings of the study clearly showed that there was Moderate Knowledge on disaster preparedness among nursing interns, thus study recommended to conduct seminar and simulation training programme to the nursing interns on current practice to save the lives of the nation through disaster preparedness.

Analysis of the Current Situation and Influencing Factors of Knowledge, Attitude, and Practice of Nursing Informatics Among Intern Nursing Students

Objective: To investigate the current situation of knowledge, attitude, and practice (KAP) of nursing informatics for intern nursing students. Methods: A total of 213 intern nursing students were selected as subjects. Results: The total score of the questionnaire of knowledge dimension was 10.32 ± 3.23; the score of attitude dimension was 58.78 ± 6.80; the score of practice dimension was 29.06 ± 14.35. Logistic regression analysis showed that further learning plans, telemedicine hospital intern experience, self-learning ability, and telecare training were the related influencing factors of KAP (P &lt; 0.05). Conclusions: The current KAP level of nursing informatics among intern nursing students was low to moderate. Hence, the strengthening of school courses and skill training programs is urgently needed.

A closer look: obsessive-compulsive symptoms among intern nurses amidst COVID-19 pandemic

BackgroundThe distinctive circumstances and socio-cultural context in Egypt make it crucial to explore the psychological well-being of intern nurses amid the COVID-19 pandemic, with a specific focus on obsessive-compulsive symptoms. This study aimed to investigate the influence of fear of COVID-19 on obsessive-compulsive symptoms among intern nurses.MethodsA cross-sectional survey involving 375 randomly recruited intern nurses was conducted. Data collected included the Fear of COVID-19 Scale and the Short Version of the Arabic Obsessive-Compulsive Scale.ResultsA significant relationship was found between the fear of COVID-19 and the severity of obsessive-compulsive symptoms among the participants (r = 0.472, p = 0.000). A stepwise regression analysis indicated that the fear of COVID-19, living in urban regions, frequency of COVID-19 infection, and increased number of infected family members may contribute to the severity of Obsessive-Compulsive Symptoms with adjusted R2 value = 27.5%.ConclusionThe findings suggest that the COVID-19 pandemic has had significant psychological impacts on newly qualified nurses during their internship training period, including the manifestation of mental health symptoms such as Obsessive-Compulsive Symptoms. It was observed that urban residents, intern nurses with recurrent COVID-19 infections, and those with more infected family members exhibited a higher severity of OCS. These findings underscore the need for further research to investigate additional factors that may influence OCS severity.

Factors Influencing Nurse Interns’ Competence in Physical Assessment for Adult Patients

Context: Physical assessment is essential to the overall health assessment, constituting the nursing process's first phase. The physical assessment competence of nurse interns has been observed as insufficient in evaluating and solving patients' health problems in the clinical environment. This insufficiency has negatively influenced their ability to make better clinical decisions for patients, thus contributing to poor quality of patient care.&#x0D; Aim: To investigate factors influencing nurse interns' competence in physical assessment for adult patients.&#x0D; Methods: Cross-sectional analytical research design guided the conduct of the study. The sample comprised 117 nurse interns in health facilities in the Western region of Kenya. Data collection was done using a self-administered questionnaire and health assessment observation checklist. The study was done in level 5 and 6 referral hospitals in the Western region of Kenya, covering the former Western, Nyanza, and Rift-valley provinces. These comprised Kericho, Nakuru, Kitale, Kakamega, Bungoma, and Kisii County Referral hospitals; Jaramogi Oginga Odinga and Moi Teaching and Referral Hospitals.&#x0D; Results: The overall assessment showed that 35% (n=41) of nurse interns were competent in physical assessment with a score of 90% and above in physical assessment skills, while 65% (n=76) were not competent. Factors that were statistically associated with higher competence scores (≥ 90%) included the year of completion between 2016 – 2019 (OR: 3.1; 95% CI [1.1-8.5]; p=0.02), longer internship period between 9–12 months (OR: 0.2; 95% CI [0.1-0.5]; p=0.0002), more than seven months previous clinical experience before internship (OR: 0.4; 95% CI [0.2-1.0]; p=0.05), self-confidence in performing physical assessment accurately (OR: 4.5; 95% CI [1.9-10.5]; p=0.003) and motivation to learn more and perform physical assessment (OR: 0.4; 95% CI [0.2-1.0]; p= 0.042).&#x0D; Conclusion: Nurse interns' competence in physical assessment skills is low, as shown by around one-third of study participants achieving a 90% and above score. Key factors that influence physical assessment competence are the year of completion, a longer period of internship, previous clinical experience before internship, self-confidence in performing physical assessment accurately, and motivation of nurse interns to learn more and perform physical assessment. The study recommends that nurse training institutions emphasize theoretical and practical sessions of physical assessment skills to enhance the competence and confidence of student nurses in physical assessment before the internship.

Nurse Interns’ Perception of Clinical Preparation and Readiness for Clinical Internship Experiences

Background. As nursing interns enter challenging clinical settings, evaluating their preparation and readiness is vital for adaptation success. Sufficient real-world experience and patient care are crucial preparation components that enable effective practice and higher competencies. Aim. This study aimed to assess nurse interns’ perception of clinical preparation and readiness for clinical internship experiences. Methods. A self-administered questionnaire was distributed, comprising three sections on demographics, clinical preparation requirements, and the Casey–Fink Readiness for Practice Survey. Descriptive statistics as the mean and standard deviation, numbers and percentages, linear regression model, and Pearson correlation coefficient were used for reporting normal distribution, categorical variables, and relationship between a scalar response and one or more explanatory variables and to calculate statistics between two continuous variables. Results. The participants were 130 nurse interns who were involved in an internship between 2016 and 2020, 50% of the nurse interns. They had a moderate level of clinical preparation, and 28.5% of them exhibited a low level. In addition, 53.8% were found to be moderately ready for practice, while 22.3% had a low level of readiness Conclusion. The observed significant positive correlation between perceived preparation and readiness underscores the pivotal role of clinical preparation in influencing practice readiness. Implications. These findings emphasize the importance of targeted interventions aimed at enhancing clinical preparation to directly bolster overall readiness for professional practice among nurse interns.

The effects of clinical learning environment and career adaptability on resilience: A mediating analysis based on a survey of nursing interns.

The resilience education of intern nursing students has significant implications for the development and improvement of the nursing workforce. The clinical internship period is a critical time for enhancing resilience. To evaluate the resilience level of Chinese nursing interns and explore the effects of factors affecting resilience early in their careers, focusing on the mediating roles of career adaptability between clinical learning environment and resilience. The cross-sectional study design was adopted. From March 2022 to May 2023, 512 nursing interns in tertiary care hospitals were surveyed online with the Connor-Davidson Resilience Scale, the Clinical Learning Environment Scale for Nurse and the Career Adapt-Abilities Scale. Structural equation modelling was used to clarify the relationships among these factors. Indirect effects were tested using bootstrapped confidence intervals. The nursing interns showed a moderately high level of resilience [M (SD) = 70.15 (19.90)]. Gender, scholastic attainment, scholarship, career adaptability and clinical learning environment were influencing factors of nursing interns' resilience. Male interns with good academic performance showed higher levels of resilience. Career adaptability and clinical learning environment positively and directly affected their resilience level (β = 0.62, 0.18, respectively, p < .01). Career adaptability was also positively affected by the clinical learning environment (β = 0.36, p < .01), and mediated the effect of clinical learning environment on resilience (β = 0.22, p < .01). Clinical learning environment can positively affect the resilience level of nursing interns. Career adaptability can affect resilience directly and also play a mediating role between clinical learning environment and resilience. Thus, promotion of career adaptability and clinical teaching environment should be the potential strategies for nursing interns to improve their resilience, especially for female nursing interns with low academic performance.

Clinical competency: perceptions of nursing interns and clinical mentors

Abstract Objective To assess the clinical competency of nursing interns and the perception of clinical nurse mentors toward student nurses’ clinical competency. Methods A study was carried out among 104 nursing interns and 26 clinical nurse mentors using the purposive sampling technique. A self-reported perception scale was used to collect the data. Results In general, most nursing interns perceived themselves as clinically competent during the internship. The clinical nurse mentors too reported that the current internship is helping the nursing interns in becoming competent. Conclusions Frequent clinical evaluation, buddy system, provision of stipends, good leadership, and coordination between the academic institute and hospital are reported as the critical motivating factors for improving the clinical competency of student interns.