Nursing Education Institutions Research Articles

Clinical teaching practices of nurse educators at a public college of nursing in South Africa: A survey study

Standardisation of clinical teaching practices by nurse educators for undergraduate students is vital, especially within large nursing education institutions distributed over multiple campuses. This quantitative study investigated current clinical teaching practices of nurse educators at a Public College of Nursing in South Africa. A total of n = 68 nurse educators were selected from 5 campuses over a two-month period (April–May 2016), using convenience sampling. Data was collected with a structured questionnaire, the design of which was informed by the Dundee Three Circle Outcomes Model for Clinical Teaching. The results showed that 37% (n = 25) of the nurse educators had above 10 years of clinical teaching experience. Of the 66% (n = 45) who had formal education on clinical teaching practices, 49% (n = 33) received in-service education. Most nurse educators were willing to share amongst colleagues documents they used for clinical teaching, to promote standardisation of teaching practices. Further, they evidenced best clinical practices regarding planning for assessment and clinical placement of students. However, there were significant variations in the majority (seven) of the nine investigated clinical teaching practices among participants. In-service education was positively correlated to best clinical teaching practices (Chi square (d.f. = 2, n = 68) = 7.24; p = .027; V = 0.33 Medium).

Theory development methodology process: Transformational leadership model for academic nurse leaders in South Africa

Objective: The purpose of the article was to develop a transformational leadership model for academic nurse leaders in the nursing education institutions through theory development methodology process. This study emanated from objectives that were set into two phases whereby phase one formulated to enable the identification and classification of concepts in relation to transformational leadership of academic nurse leaders and phase two to develop and describe a model for transformational leadership for nursing education leaders in the Nursing Education Institutions.Methods: An overarching theory generative design was adopted, in qualitative, quantitative, exploratory, descriptive and contextual nature. The theory generative design provided an understanding of the phenomenon of transformational leadership model development for academic nurse leaders in nursing education institutions. The research methods followed the strategy of theory development using concept, identification and classification, data collection methods and procedures, data analysis methods and processes to ensure the trustworthiness of the study, concept description and critical reflection of the model. The study was conducted at nursing education institutions from four Provinces of South Africa, namely, Gauteng, KwaZulu Natal, Free State, and Northwest.Results: A visual structure was constructed after main and associated concepts were identified to give the researcher a diagram that relates to the process and structure for the incorporation of academic nurse leaders. The structure of the model was developed and gave an account of the content conceptually classified. There were four structural forms, which to convey hierarchical relations, differentiation, overlapping areas, and polarity and continuity. The structured model formed the conceptual relationships within the model and thereafter, emerged from relationships within the model, which included central elements of the model and consists of concepts, statements and relationships between concepts. The concepts addressed were agent (transformational leadership), recipient (followers), context (nursing education institution), procedure (transformational leadership), terminus/goal (empowerment) and dynamic (collaboration and partnership).Conclusions: This article described the research design and method employed to develop a model for transformational leadership for nursing education leaders. A theory development, descriptive, exploratory, contextual, qualitative and quantitative research design in nature was described. The research objectives were formulated in two phases to enable exploration, identification, and definition of concepts (phase 1) and for model development (phase 2). Data collected though individual interviews for college principals and focus group interviews for vice-principals and subject heads and questionnaires for lecturers, students and administrative staff. Information regarding the sample size and number of participants the data collection method was discussed. The instrument used in this research including its reliability and validity, discussed in detail. Finally, the data analysis of qualitative and quantitative research methodology was highlighted.

A broken triangle: Students’ perceptions regarding the learning of nursing administration in a low-resource setting

Background. Nursing education institutions (NEIs) must ensure that their graduates are competent in nursing administration. The adoption of nursing administration-related learning outcomes in pre-registration nursing programmes in Africa has created a platform for the teaching and assessment of nursing administration. Challenges aligned with low-resource NEIs, such as rigid content-based vocational programmes, limit the value and utility of the teaching of nursing administration, resulting in graduates who are not able to manage healthcare units effectively. Therefore, this study explored students’ experiences of a nursing administration module with the hope that alignment of the outcomes, content and assessments would be pivotal in the module review to improve nurses’ efficiency in managing health units. Objectives . To describe student nurses’ perceptions regarding the alignment of learning outcomes, content and assessment of a nursing administration module in an NEI in a low-resource setting. Methods. A sequential mixed methods design was executed in three phases. Data were collected through documents, self-administered questionnaires and focus group discussions with students enrolled in a 3-year pre-registration programme at an NEI in a low-resource setting. The gathered documents were enumerated and mapped against the specific elements of a curriculum as described by Harden and Dent. The quantitative data were analysed through descriptive statistics, focusing on frequencies. The data generated from the focus groups were transcribed verbatim, and thematic analysis through an inductive reasoning approach was used. Results. The study revealed a non-alignment among learning outcomes, content and assessment of the administration module, causing students to struggle in meeting the expected learning outcomes of the module. In as much as the curriculum documents specified the learning outcomes, the classroom teaching seemed only to be aligned with the described curriculum. In addition to other challenges, the contextual characteristics of the related clinical environment did not support application of what was learnt in the classroom. The assessment practices mirrored the expectations of the curriculum, but were not aligned with contextual realities. Conclusion. Nursing students struggle to meet expected learning outcomes related to nursing administration due to the non-alignment among learning outcomes, content and assessment of the module. NEIs in low-resource settings must radically transform their pre-registration nursing curricula to incorporate contemporary issues and clinical contextual realities to enhance the utility of nursing administration learning outcomes.

Demystifying sexual connotations: A model for facilitating the teaching of intimate care to nursing students in South Africa

Background. The concept of intimate care is not freely used in nursing education and practice. Nursing students provide basic nursing care that requires physical and psychological closeness to diverse patients. During the execution of some basic nursing care, patients’ body parts that are considered intimate, private and sexual, are exposed and touched. This encounter with a patient’s naked body may bring about feelings of anxiety, embarrassment and discomfort for nursing students and patients. Objective. To develop and describe a model for facilitating the teaching of intimate care to nursing students in South Africa. Methods. The study was conducted at two nursing education institutions (NEIs) in Gauteng Province. A qualitative, theory-generating, research design that is explorative, descriptive and contextual in nature was used to develop a model for facilitating the teaching of intimate care to nursing students. A combination of stages of theory-generating approaches was used to identify and define the main concept. The structure and process of the model were visually portrayed and described. Results. The findings of this study demonstrate that intimate care is not facilitated in NEIs and nursing students are not well prepared and supported to provide intimate care to diverse patients competently, confidently and comfortably. Facilitating the teaching of intimate care to nursing students was identified as the main concept. Based on this, a model to facilitate the teaching of intimate care to nursing students was therefore proposed, described and visually illustrated. Conclusion. The developed model will assist nurse educators in facilitating the teaching of intimate care in NEIs and in providing continuous support to nursing students. It will empower students to implement intimate care competently, comfortably and confidently, enabling them to establish nurse-patient intimate care relationships based on trust, respect and dignity.

The contribution of nursing preceptors to the future nursing workforce

Background. Apart from a global need for more nurse practitioners, there is also a need for nurse practitioners who are competent and confident to address the needs of their communities. Furthermore, the future nursing and midwifery workforce needs to have effective interprofessional collaboration skills and a person-centred approach. A clinical model, accepted by the National Department of Health in 2011, places preceptors at the centre of clinical education to assist in the improvement thereof and to develop much-needed attributes in nursing students. No research has been conducted to explore the way in which preceptors see their contribution to developing the future nursing workforce. Objective. To explore preceptors’ views of their contribution to the development of the future nursing workforce. Method. A qualitative, visual, narrative inquiry design was used. Following a 3-day preceptor-training workshop, 38 preceptors from two nursing education institutions collectively participated in creating images of their views on their contribution to developing the future nursing workforce. The first 6 steps in the visual analysis were used to analyse the images. Results. Six categories originated from the images, i.e. skill set, stakeholders, diverse students, transformative learning, relationships and practice. Conclusion. Preceptors are more than handmaidens of the educational system. They may contribute significantly to the development of the nurse and midwife workforce, as they promote competence, people-centredness and interprofessional collaboration, which are strategies proposed by the World Health Organization for reaching universal health coverage.

Peer-mentees' challenges in an undergraduate peer-group clinical mentoring programme in a nursing education institution.

BackgroundClinical competency and professional growth amongst nursing students is the cornerstone of a nursing education programme. The demanding and complex training of nursing students requires various clinical teaching and learning strategies such as peer-group clinical mentoring.AimThe objective of this research was to explore and describe the challenges that peer-mentees experience in an undergraduate peer-group clinical mentoring programme in one-specific nursing education institution in the North West Province.SettingThe study was conducted at a nursing education institution in North West Province.MethodsA qualitative, retrospective case study research design was used. Two separate World Café sessions following a semi-structured schedule based on Gibbs Reflective Cycle were conducted with 51 peer-mentees who were mentored in clinical practice. Four levels of qualitative thematic data analyses were employed to analyse the data.ResultsFive themes emerged from the findings of the study, namely, poor implementation of the peer-group clinical mentoring programme, ineffective undergraduate peer-group clinical mentoring programme, undesirable attitudes of the mentors, mentors unprofessional conduct as well as communication challenges. Ten sub-themes emerged from the findings. Literature control was done to support the findings.ConclusionThe findings showed that undergraduate nursing students faced a diversity of challenges in the effective learning and teaching of peer-mentees in a clinical context. Limitations and recommendations of the study were given. Recommendations were given for nursing practice, education and research.

Exploring Professional Nurses’ Use of the Nursing Process at Selected Public Hospitals in Limpopo, South Africa

The nursing process is regarded as a systematic approach in which professional nurses use problem-solving to identify, plan and implement nursing interventions to enhance quality patient care. The steps of the nursing process include assessment, nursing diagnosis, planning, implementation and evaluation. However, nurses’ effective and efficient use of the nursing process steps in public hospitals still poses a challenge due to several factors. The current study is significant to nursing practice as the nursing process remains a standard of nursing practice for hospitals to provide quality patient care. The purpose of the study was to explore professional nurses’ use of the assessment and implementation steps of the nursing process at selected public hospitals in the Vhembe District, Limpopo, South Africa. A qualitative, phenomenological, descriptive, explorative and contextual research design was used. Non-probability purposive sampling was used to select professional nurses who were using the nursing process in the nursing care units until data saturation was reached with 13 participants. The data was collected using semi-structured one-on-one interviews using an interview guide, and then analysed using Tesch’s open-coding method where themes and sub-themes emerged. The study found that the participants’ initial assessment of patients during admission is an achievable performance, while implementation of the set nursing intervention is still a challenge on different levels. It is recommended that a problem-based learning approach be made a compulsory practical teaching method in order to equip nurses with the knowledge of the nursing process at all nursing education institutions.

Improving quality in clinical placement studies in nursing homes (QUALinCLINstud): the study protocol of a participatory mixed-methods multiple case study design

IntroductionImproved quality in clinical supervision and assessment of student nurses in nursing home clinical placements is vitally important to effective recruitment and preparation for this healthcare sector. Knowledge regarding supervision...

PENGARUH PENGETAHUAN DAN SIKAP TERHADAP PARTISIPASI MASYARAKAT DALAM PENGELOLAAN SAMPAH DI KAMPUNG NELAYAN UNTIA

The emergence of the nursing higher education system in Indonesia is expected to produce graduates who have the attitudes, knowledge and professional skills of nursing so that they are able to carry out their role in providing nursing services. The Indonesian government has implemented a higher education quality assurance system in the health sector, including a competency test. Competency test is a person's ability that can be observed which includes knowledge, skills and attitudes in completing a job or task with a set performance performance standard. According to data from the Association of Indonesian Nurse Education Institutions (AIPNI), the average UKOM Nurse graduation in October 2018 only reached 35.3%. Data from the Sari Mutiara Indonesia University, the pass rate for the 2018 Nurse Competency Test actually increased by 82%. Based on these data, it is necessary to identify student preparation in facing competency tests. The purpose of this study was to identify the strategies of the Nurse Profession students in facing the Nurse Competency Test. This type of research is descriptive research. The population in this study were students of the Nurse Profession at Sari Mutiara Indonesia University. The sample in this study were 72 people using the total population technique. The instrument used in this study was a questionnaire that was created and tested by the researchers themselves. The validity test was carried out in different places, the results of validity and reliability were tested with the correlation between Pearson Product Moment and Cronbach's alpha, with a Cronbach Alpha value greater than 0.721. The data analysis used was univariate analysis. The results showed that the majority of students had a reference, namely (88.9%), the majority of students understood the blueprint of the questions well, which was (77.8%), all students (100%) attended intensive tutoring at campus and online tutoring, students (100%) participate in local and national tryouts. Nurse education institutions have a big responsibility in supporting the graduation of students from UKOM. So that the institution is expected to provide guidance to students in order to increase the graduation rate of UKOM and improve the quality of graduates.

STRATEGI MAHASISWA PROFESI NERS DALAM MENGHADAPI UJI KOMPETENSI NERS DI USM INDONESIA

The emergence of the nursing higher education system in Indonesia is expected to produce graduates who have the attitudes, knowledge and professional skills of nursing so that they are able to carry out their role in providing nursing services. The Indonesian government has implemented a higher education quality assurance system in the health sector, including a competency test. Competency test is a person's ability that can be observed which includes knowledge, skills and attitudes in completing a job or task with a set performance performance standard. According to data from the Association of Indonesian Nurse Education Institutions (AIPNI), the average UKOM Nurse graduation in October 2018 only reached 35.3%. Data from the Sari Mutiara Indonesia University, the pass rate for the 2018 Nurse Competency Test actually increased by 82%. Based on these data, it is necessary to identify student preparation in facing competency tests. The purpose of this study was to identify the strategies of the Nurse Profession students in facing the Nurse Competency Test. This type of research is descriptive research. The population in this study were students of the Nurse Profession at Sari Mutiara Indonesia University. The sample in this study were 72 people using the total population technique. The instrument used in this study was a questionnaire that was created and tested by the researchers themselves. The validity test was carried out in different places, the results of validity and reliability were tested with the correlation between Pearson Product Moment and Cronbach's alpha, with a Cronbach Alpha value greater than 0.721. The data analysis used was univariate analysis. The results showed that the majority of students had a reference, namely (88.9%), the majority of students understood the blueprint of the questions well, which was (77.8%), all students (100%) attended intensive tutoring at campus and online tutoring, students (100%) participate in local and national tryouts. Nurse education institutions have a big responsibility in supporting the graduation of students from UKOM. So that the institution is expected to provide guidance to students in order to increase the graduation rate of UKOM and improve the quality of graduates.

Gambaran Kejadian Burnout Pada Perawat Di RSUD Ungaran

Complexity nurses tasks can become a heavy burden for nurses in carrying out nursing services to patients. Nurses are likely to become stressed. The inability of individuals coping with prolonged work stress will cause individuals to experience burnout. So in the end nursing burnout will affect to patient satisfaction. The purpose of this research to find out the description of nursing burnout at RSUD Ungaran. This research was conducted with a descriptive analytic strategy. The research population was nurses at RSUD Ungaran with total of 172 people, and 63 respondents was selected as samples by using proportional random sampling technique. The results show that the majority of respondents experience nursing burnout in mild category as many as 32 respondents with 50,8 %. But there are 17 respondents included in the weight category. The results of this study are expected to be the basis for nurses, hospitals and nursing education institutions to pay attention to burnout events. Respondents who are categorized as experiencing high burnout events are expected to immediately carry out further examinations of health services so that they can be handled.

Developing a competency profile for newly graduated registered nurses in South Africa

BackgroundNewly graduated registered nurses experience various challenges when entering the clinical practice environment. Typical challenges include lack of specific knowledge, skills and attitude competencies which is aggravated further by factors such as transition problems, workloads, lack of confidence and independence which potentially causes poor quality care. The aim of the study was to develop a competency profile for newly graudated registered nures, based on the perceptions of both nurse educators and final-year nursing students regarding the knowledge, skills and attitudes needed to deliver quality patient care in South Africa.MethodsA qualitative descriptive design was used. Semi-structured individual interviews were conducted with 42 participants consisting of 23 nurse educators and 19 final-year nursing students at three nursing education institutions. The interviews were guided by an interview guide that examined three predetermined themes: knowledge, skills and attitudes as competencies to deliver quality patient care. Data were processed using thematic analysis.ResultsThe predetermined theme knowledge, was broken down into themes: theoretical knowledge, holistic care, cultural diversity and code of conduct, with its relating sub-themes. The predetermined theme skills delivered the following themes: interpersonal, management, administrative, practical and personal skills with its sub-themes. Attitudes unpacked into the following themes: being positive, caring, humble, friendly, empathetic, life-long learning, going the extra mile, compassionate, having passion, approachable, sensitive, helpful, and non-judgemental.ConclusionsRich, in-depth knowledge, skills and attitudes were identified to develop a competency profile that may assist newly graduated registered nurses when entering the clinical practice environment to deliver quality patient care.

Perception on Management of Nursing Education Institutes among Bachelors Students in Selected Nursing Colleges at Kathmandu

Management is a process of planning, decision making, organizing, leading, motivating and controlling, and an effective utilization of the resources to reach the organizational goals efficiently and effectively. Management has a crucial role in quality of work and production in any institutions. Although a rapid increase of Nursing Education Institutions in Nepal since last decade which had been trained thousands of nursing cadres, the management aspects of these institutions are not studied adequately. Thus current study intended to explore the current status of Nursing Education Institution Management as experienced and perceived by the bachelors nursing students.
 A descriptive cross-sectional study was conducted among the nursing institutions in Kathmandu valley. Of the total 28 in the valley, 14 were selected purposively. From the selected institutions, all 377 eligible students currently in final year of study were selected. Among them, 208were from BSN and 169 were from B Sc program. The data was collected through the self administered structured questioners after taking informed consent. Data entry and analysis was done in SPSS version 16 software. The findings of the study show that 70% students were satisfied in institutional management (mean59.62, SD ± 3.66). In academic management (78%), (mean139.82, SD ± 6.22), followed by human resources 67%, (mean43.54, SD ± 2.79) and were in physical resources management 75% students were satisfied (mean45.02, SD ± 3.08). Analysis of variations between group (administrators, faculties, students) found statistical significance (p value <0.05). So it is concluded the perception of students, faculties and administrator were different on managing the nursing education.

Reminiscing the pioneers of modern nursing during Covid-19 epidemic: 200th anniversary of Florence Nightingale's birth

Before Florence Nightingale, nurses lacked special skills and training. The nursing mainly relied on nurse's religious passion and feelings to carry out nursing activities, and some vulgar and ignorant women took care of the job. Nightingale, who well-educated, born in an aristocratic family, devoted herself to nursing career despite the opposition of her family. She travelled around the world to investigate the hospital and nursing status. Nightingale practiced her concept of nursing work in the Crimean war. After the investigation of the wounded soldiers, she pointed out that the high mortality rate of British soldiers was related to poor nursing. She put forward suggestions to strengthen military nursing education; then she established modern nursing education institutions and created a new nursing education model, which was the beginning of modern nursing career.

Information Technology in Nursing Education: Perspectives of Student Nurses

Background: Nursing education institutions in South Africa are integrating Information Technology (IT) into nursing programmes to prepare student nurses to meet the demands of a contemporary healthcare landscape. Objective: To explain and describe the perspectives of student nurses at a private nursing education institution on the use of IT in nursing education. Methods: A quantitative, non-experimental descriptive research design was selected. The target population included student nurses registered for basic and post-basic qualifications. A structured self-administered questionnaire was used for data collection. Results: The respondents acknowledged the importance of IT in nursing education but also experienced challenges in terms of training and internet connectivity, owned at least one IT device, used IT frequently for study and work purposes, reported IT competence, and had positive attitudes to IT. The respondents were significantly competent in general IT (M=3.5410, SD=.98619), t (243)=8.569, p<.0005; used IT significantly frequently for medical purposes/learning (M=3.2917, SD=0.76598), t (243)=5.948, p<.0005, and were significantly competent in the use of IT for medical purposes/learning (M=3.3646, SD=.94497), t (242)=6.015, p<.0005; and had significantly positive attitude towards using IT (M=4.2964, SD=0.66557), t (243)=30.426, p<.0005. Conclusion: While there are numerous advantages to IT in nursing education, IT challenges are a reality for student nurses. Identified gaps must be closed to ensure that IT is accepted, adopted and used effectively and efficiently. The inclusion of an IT module in the curriculum is recommended to improve the use of IT in nursing education.

Organisational readiness of nursing education institutions to integrate students who have disabilities into nurse education institutions (NEIs) training programmes: A case study of Kwazulu-Natal NEIs

BackgroundThe efforts of nurse educators to include student nurses who have disabilities (SNWDs) in nurse training may have a limited significance when the organizational readiness of nursing education institutions (NEIs) is not adequately prepared to meet the needs of SNWDs. ObjectivesTo explore and describe the organisational readiness of selected NEIs in KwaZulu-Natal, South Africa to include SNWDs in nurse training programs. MethodologyA qualitative design using a case study approach was adopted to meet the objectives of this article. A three-step sampling method was used to select three private NEIs and one university as the cases. Content analysis was used to analyse the data. ResultsTwo themes emerged as to the support provided and barriers to inclusion for SNWDs in nurse training. The findings of the study reveal that support was provided at the discretion of individual NEIs and individual educators largely due to the absence of policy guidelines specific to including students with disabilties (SWD) in nurse training programmes. Barriers to inclusion include infrastructure challenges, lack of resources, and limited knowledge of nurse educators. ConclusionNEIs have limited readiness to include SNWDs in nurse training resulting from a lack of access to lectures by SNWDs due to structural barriers, lack of funding and lack of resources to accommodate SNWDs. NEIs require adequate funding to provide an organizational environment inclusive of SNWDs. NEIs should consult the National Student Financial Aid Scheme for funding (NSFAS) and capacitate educators on disability matters concerning SNWDs.

Promoting intimate care facilitation in Nursing Education Institutions in South Africa

BackgroundBasic nursing care includes intimate care that requires a nurse and a patient to be in close physical and psychological proximity. The patient's body parts are exposed, and his/her fragile body is seen and touched by a nurse, who is a stranger. The nurse and patient need to establish a relationship based on respect and trust. In South Africa, nursing education institutions use simulation to teach intimate clinical procedures. However, intimate care is not effectively facilitated, and nursing students are not supported when providing such care to diverse patients. PurposeExplore nurse educators’ understanding and experiences of the teaching of intimate care to undergraduate nursing students. MethodA qualitative phenomenology research approach and a social interactionism theory were merged to explore nurse educators' understanding and experiences of teaching intimate care to undergraduate nursing students. Eleven nurse educators working in the selected Nursing Education Institutions in Gauteng Province were purposively sampled. Data were collected using individual in-depth interviews and a focus group. Data were analysed using Moustakas' (1994) phenomenological data analysis method. ResultsFour major themes emerged: the care provided by nurses, facilitation of intimate care, intimate care guidance and support, and intimate care challenges. ConclusionIntimate care should be promoted in NEIs and should form part of the curriculum that promotes caring. It must be facilitated using reality simulation to allow nursing students to experience intimate care realities in a safe environment. This will empower them to be competent, comfortable and confident in providing intimate care to diverse patients.

Professional virtues foster trust in teaching and learning environments

Trust and professionalism are frequently attached to the nursing profession. Trust is attained by viewing and experiencing expected characteristics. The role modelling of nurse educators and registered nurses in the learning environment has an impact on nursing students in the context of nursing education. The aim of this manuscript is to explore the role of professional virtues in trust relationships in the nursing education environment. The study used a qualitative approach with a grounded theory design and was conducted at two nursing education institutions that offered a nursing programme that leads to the registration of registered nurses. Nursing students in the third and fourth year of this programme were purposively and theoretically sampled. Data was collected with 14 focus group interviews and fieldnotes and continued until data saturation was reached. The themes that emerged from the results were the competencies to foster trust and professional image of educators and registered nurses. Subject knowledge, theoretical, clinical and teaching competencies are needed to build trust. Clinical and theoretical knowledge of registered nurses and their teaching skills and ability to create learning opportunities foster trust. Professional behaviour, role modelling and attributes of trustworthiness such as openness, honesty, reliability, caring and goodwill are key building blocks for trust. The study emphasised that trust is instilled through evidence of the image and professional virtues of educators and registered nurses. The recommendations have a bearing on a continuous display of professional conduct and virtues, role modelling, competencies and attributes of trustworthiness in the teaching and learning environment of student nurses.

Disease Prevention Knowledge, Anxiety, and Professional Identity during COVID-19 Pandemic in Nursing Students in Zhengzhou, China.

This study aimed to evaluate nursing students' understanding of the prevention of COVID-19, as well as their anxiety towards the disease and their perception of their professional identity in the wake of the pandemic, in Zhengzhou, China. A cross-sectional study was designed to investigate 474 nursing students by cluster sampling using a stratified questionnaire from February 15 to March 31, 2020. Multiple linear regression was used to identify the factors affecting professional identity. Binary and multiple logistic regression were used to identify the factors affecting anxiety. Responders with a high level of understanding of COVID-19 and frequent use of behavioral strategies for its prevention comprised 93.2% and 30.0% of the cohort, respectively. Professional identity was significantly associated with gender and anxiety (p < .050). The prevalence of anxiety among nursing students was 12.4%. Male (odds ratio [OR] = 2.39; 95% confidence interval [CI] = 1.26~4.52), sophomores (OR = 5.30; 95% CI = 1.61~7.45), and infrequent use of prevention measures (OR = 3.49; 95% CI = 1.16~5.19) had a significant effect on anxiety. Anxiety during the COVID-19 epidemic gives an adverse effect on the professional identity of nursing in students. Nursing education institutions need to provide psychological counseling services for nursing students, in addition to improving their teaching of COVID-19 prevention strategies.

Mapping nursing training in Brazil: challenges for actions in complex and globalized scenarios.

The article discusses the professional formation of nurses, implications of the increase in the number of Higher Education Institutions and their distribution in Brazil. It considers the results of the Nursing Profile Survey in Brazil, carried out with 35,916 nursing professionals, in 2013. The analysis that characterizes the trajectory of undergraduate nursing in this article is structured in three dimensions: the increase in the number of undergraduate and postgraduate nursing education institutions; the boom in nursing schools and the public vs. private relationship; and the territorial distribution of the registered nurse in Brazil. The increase in the number of Nursing Education Institutions implies an exponential formation, with a predominance of private schools in undergraduate and postgraduate courses. The courses seek to align themselves with changes in health and society, but it is crucial to equalize the territorial asymmetries between the undergraduate and graduate training institutions, the overconcentration and care gaps resulting from the insufficiency of nurses per inhabitant, as well as to qualify the nurses for the exercise of their professional activities in the face of global changes.