Graduate Nursing Students Research Articles

Psychometric evaluation of Nurse Professional Competence Scale-Short-form Chinese language version among nursing graduate students.

AimThe aim of the study was to determine the psychometric properties, construct validity and internal consistency of the Chinese language version of the Nurse Professional Competence scale short form.DesignA methodological design was used.MethodsQuestionnaire data from 260 nursing students nearing graduation from 2 universities in China were analysed using confirmatory factor analysis, known‐group validity and internal consistency.ResultsThe confirmatory factor analysis revealed that the model was acceptable, and the analyses for known‐group validity revealed statistically significant differences in all factors and the total scale of the Nurse Professional Competence scale short form. Internal consistency revealed that Cronbach's alpha values exceeded 0.70 for all factors and the total scale. The Chinese language version of the Nurse Professional Competence scale short form has acceptable construct validity and good internal consistency.

Virtual Simulation for Last-Year Nursing Graduate Students in Times of Covid-19: A Quasi-Experimental Study

BackgroundThe COVID-19 pandemic has made it necessary to adapt university health-education. Virtual simulation has been proposed to be a suitable tool. MethodsA quasi-experimental study was conducted on nursing students in the final year. The virtual simulation platform vSim® was used. Improvements in knowledge, skills during simulation, satisfaction and selfconfidence obtained through the training provided were analyzed, as well as satisfaction with the platform. ResultsPrepost training knowledge improved. Skill acquisition improved between the first and last attempts in all cases. The levels of selfconfidence and satisfaction with the training and the platform used were high. ConclusionsThe vSim® was a useful solution during the pandemic. Knowledge improved and high selfconfidence was obtained.

Adapting "Shut Up & Write!®" to Foster Productive Scholarly Writing in Graduate Nursing Students.

Productive scholarly writing is important for succeeding in graduate nursing programs such as thesis-and practice-based master's or doctoral degrees. Nurses pursuing graduate-level programs are expected to produce high-level scholarly writing manuscripts. However, writing typically is an independent and isolating endeavor. This article describes a student-led writing group ("Sit Down & Write!") that was adapted from the "Shut Up & Write!" (SUAW) structure. Five strategies were incorporated to meet the unique needs of graduate nursing students and foster productivity: (a) provide space for diverse groups of nursing students to participate, (b) offer flexible scheduling, (c) accommodate a flexible group structure, (d) host longer sessions, and (e) allow time to discuss writing goals. Overall, Sit Down and Write! provided a community of productive writing support. Future adaptations may consider providing a virtual option so sessions are accessible to students who are unable to join in-person. [J Contin Educ Nurs. 2021;52(7):313-318.].

Using Photovoice as A Student-Centred Teaching Method among Graduate Nursing Students: A Mixed Method Study

Photovoice is used commonly for community action research. Evidence shows that when used appropriately in the classroom, it can effectively engage students and enhance learning. Use in the nursing classroom is however limited. The aim of the study was to assess perception and experiences of postgraduate students, as well as the effectiveness of photovoice teaching strategy on acquisition of skills in critical thinking, communication, self directed learning, and problem-based learning. This mixed method study used photovoice pedagogy to teach the course “Health Systems Management” to twenty postgraduate students of Nursing Science at a University in Nigeria. Ethical clearance was obtained from the University Research Ethics Committee. Evaluation of students’ understanding of the teaching method and learning content involved obtaining photographs supporting both the positive and negative aspects of assigned topics, and presenting them as photovoice seminar. Data collection was through a validated 40-items questionnaire (for quantitative data) and Focus Group Discussion and in-depth interview (for exploratory data). Descriptive and inferential data analysis was on SPSS 18.0, while qualitative data were thematically analysed on NVivo 7.0. Results showed that photovoice methodology helped students develop critical thinking skills (p = 0.01), promoted self-directed learning (p = 0.001), strengthened communication skills (p = 0.01) and ensured problem-based learning (p = 0.02). Participants reported benefits of the method as empowerment of students for more effective involvement/participation in the teaching-learning process (100%), creation of powerful visual facts of topics (95.0%), effective engagement of students (90.0%), and enhanced appreciation of different points of view (85.0%). Qualitative data analysis yielded three themes “Transformation of the teaching-learning process”, “Critical group dialogue”, and “Engagement of students”. In conclusion, photovoice enhanced critical reflection, critical thinking, social communication, and self-directed learning skills and increased engagement of students. It can serve as an effective instructional method in nursing education.

Servant Leadership and Spirituality Among Undergraduate and Graduate Nursing Students.

Nursing students represent the future of nursing. In today’s increasingly complex health care environment nurse leaders must develop a distinct leadership style based on methodologically sound research to shape tomorrow’s clinical practice. The purpose of this study is to determine the relationship between spirituality and servant leadership characteristics in undergraduate and graduate nursing students. Although the relationship between these two concepts has been studied in the workplace, less is known about the links of servant leadership and spirituality among nursing students. Data from 66 student participants were analyzed using the Servant Leadership and Spirituality Scales. The results indicated nursing students had relatively high levels of spirituality and servant leadership. A significant positive association was found between overall servant leadership and spirituality scores. Servant leadership characteristics increased from Bachelor of Science in Nursing (BSN) to Master of Science in Nursing (MSN) program students, but then decreased among the doctoral students. A decline in servant leadership was also demonstrated in nurses in practice greater than 10 years. Spirituality scores declined slightly in nurses’ early years of practice, then rebounded and continued to progress with increased years of practice. The authors concluded that students that select nursing as a professional career may inherently possess characteristics of servant leadership and spirituality.

Education Experience of Nursing Graduate Students in Training Simulation Educators

Education Experience of Nursing Graduate Students in Training Simulation Educators

Graduate Nursing Students' Awareness of Digital Resources for Patient Education

Digital health literacy is increasingly important in health care delivery. The purpose of this study was to assess graduate nursing students’ awareness of the role of digital resources in patient education. A required learning activity regarding the analysis of health care websites was performed by graduate nursing students. Pre- and postactivity surveys were completed. After analyzing health care websites through a digital health literacy learning activity, students reported increased awareness of digital health resources and an increased awareness of the low readability level of many sites. Curricular initiatives can increase knowledge and skills related to digital health literacy.

The development of academic identity in graduate nursing students: An interpretive descriptive study

BackgroundMentorship is an important element in the development of academic identity among graduate students in nursing. Although most often occurring within the context of faculty advisor-student relationships, mentorship should extend beyond formal advisor-advisee relationships. Peer mentorship is known to be beneficial for graduate students, yet little is known about how peer mentorship specifically impacts the development of academic identity. ObjectiveThe purpose of this study was to explore how peer mentorship, within the context of an international research conference, impacts the development of academic identity. DesignQualitative descriptive study. Graduate nursing students from a research-intensive university in Canada were invited to participate in a peer mentorship initiative. Data were collected through reflective journals. Data analysis was conducted iteratively and collaboratively using an interpretive descriptive approach. ParticipantsEight mentees, two peer mentors and five faculty mentors participated in the initiative. With the exception of one faculty mentor, all participants provided reflective journals on their experiences, in response to journal prompts. ResultsFindings centered on five themes: walking through quicksand, navigating a complex academic world, developing academic identity through relationships, intentional cultivation of community, and finding solid ground. Our findings highlight the relational nature of academic identity development, and the significant benefit of providing mentorship to graduate nursing students outside of formal learning spaces. ConclusionsGiven the urgent need to increase the numbers of nurses with advanced research training, it is important that effective strategies like this innovative mentorship initiative, that enhance professional identity development, are integrated into graduate education programs.

Preferred Teaching/Learning Strategies for Graduate Nursing Students in Web-Enhanced Courses.

Advanced and continuing education is essential for maintaining competence. Graduate students have shown an increase in online course enrollment, and similar trends are anticipated among nurses with limited access to on-site education due to the current COVID-19 (coronavirus disease 2019) pandemic. Faculty must utilize preferred teaching/learning strategies to provide high-quality online education courses that engage learners and improve outcomes. This study assessed preferred teaching/learning strategies for graduate students enrolled in at least 1 asynchronous nursing course. Correlational data assessed the relationship between preferred teaching/learning strategies and selected demographic information. All graduate nursing students enrolled in at least 1 asynchronous course at the University of Pittsburgh School of Nursing during a 3-month period were invited to participate in a survey to assess preferred teaching/learning methods. Sixty-six graduate students completed the survey. Most participants were comfortable with computer skills, had previously enrolled in a web-enhanced course, and did not enjoy group work. Preferred teaching/learning strategies included voice-over PowerPoints, simulation, case studies, guest speakers, and faculty communication. Preferred teaching/learning strategies that incorporate asynchronous and synchronous learning should be developed. These strategies will enhance the knowledge base of nurses in all settings and populations.

Perinatal Depression Educational Training for Graduate Nursing Students.

The purpose of this study was to implement and assess an educational intervention for nursing students pertaining to perinatal depression (PD) screening and treatment. A single group (n = 59), repeated-measures design (i.e., pre- and post-intervention assessments) was used to assess the impact of an online intervention. Demographics, Theory of Planned Behavior constructs, intention to screen and treat PD, and PD-related knowledge were tested. The intervention resulted in positive gains in PD-related perceived behavioral control (PBC), attitudes, subjective norms, knowledge, intention to screen and treat PD, and perceived importance of screening and treating PD from pre- to post-intervention. PBC demonstrated a small-to-moderate positive association with perceived importance of screening and treating PD at post-intervention. Results from the current study suggest that the PD online educational intervention is effective in improving participants' PD-related PBC, attitudes, subjective norms, knowledge, and intention to screen and treat PD.

A Survey of Mental Health in Graduate Nursing Students during the COVID-19 Pandemic.

Elevated levels of stress, anxiety, and depression are common symptoms in graduate students pursuing a degree in the health care professions. The onset of the COVID-19 pandemic likely complicated these existing issues. To confirm this hypothesis, researchers created a survey to examine the experiences of graduate nursing students during COVID-19. Graduate nursing students (n = 222) completed the survey, which included 2 instruments: the Depression, Anxiety and Stress Scale (DASS-21) and the Impact of Events Scale (IES-R). Nearly 25% of students expressed moderate to extremely severe levels of negative emotional states on the DASS-21, and 23.8% of students scored within the area of clinical concern for the presence of posttraumatic stress disorder on the IES-R. Understanding levels of mental health and associated factors that may contribute to changes can assist administration, faculty, and staff in targeting resources and interventions to support graduate nursing students to continue their education.

Female nursing graduate students\u2019 stress and health: the mediating effects of sense of coherence and social support

BackgroundNinety-five percent of nursing graduate students in South Korea are women, and most are often engaged in both academic coursework and work outside of the academic environment. Nursing graduate students often experience stress leading to physical and mental health problems that negatively affect their academic performance and persistence during graduate programs. The purpose of this study was to test multiple mediation effects of sense of coherence (SOC) and social support in the relationship between stress and health status of nursing graduate students.MethodsThe participants of this study were 231 female nursing graduate students from 14 universities. Data were collected using an online survey conducted between August and October 2019. Bootstrap techniques using the PROCESS macro for SPSS software were applied to assess the multi-mediating effects.ResultsThe total effect (B = − 12.29, p < .001) and direct effect (B = − 7.07, p < .001) of perceived stress on health status were significant. Perceived stress had negative direct effects on social support (B = − 0.41, p < .001) and SOC (B = − 5.77, p < .001). SOC had a positive direct effect on health status (B = 0.59, p < .001). However, social support was not a significant predictor of health status (B = 1.24, p = .232). In addition, there was a positive direct effect of social support on SOC (B = 5.23, p < .001). Furthermore, the indirect effect of perceived stress on health status through SOC was significant (B = − 3.42, 95% CI = − 5.2616, − 1.8906). There was also a significant indirect effect of perceived stress on health status through social support and SOC (B = − 1.28, 95% CI = − 2.1663, − 0.5992).ConclusionIt is necessary to create strategies that enhance nursing graduate students’ SOC and social support to reduce their perceived stress and to improve their health status.

Equitable academic preparation: A structured onboarding program for incoming graduate nursing students

Background and objective: Nurses who return to school to obtain higher education come with varying levels of professional, educational and technological competencies. Some are new graduates, others have not been in school for a decade, and several find educational technology difficult to navigate. Returning to school can be challenging because graduate programs require complex skills in order for students to succeed. Onboarding, the process of organizational socialization, also known as the orientation process, is a relevant element in the retention and progression of students in graduate education. Onboarding differs from school to school, ranging from half a day to a weeklong on-campus orientation. This research is about a structured onboarding program built into a graduate nursing course and specifically addresses the needs of students in order to succeed in their studies. This research presents insights into the Graduate Student Onboarding – Professional Development Program (GSO-PDP), a structured onboarding designed to assist graduate nursing students with their adjustment back to school, enhance their learning, and achieve their graduate degree successfully. It is built into the Nursing Informatics class and is a month-long process. The research offers some understanding of the usefulness of the GSO-PDP to incoming graduate nursing students.Methods: The study uses the qualitative paradigm, in particular, a case study design. This is an examination of the four modules of the GSO-PDP: Elements of Research, Scholarly Writing and Nursing Documentation, Academic Support Services, and Student Life. Student volunteers participated in focus group interviews to evaluate the program. Results: The following were recurring themes identified from focus group interviews: “APA Refresher Overload,” “Bridging the Gap,” “Relearning English Grammar,” “Navigating the Learning and University Maze,” and “Not Really Computer Savvy.” It is evident that most of the elements of the GSO-PDP are beneficial to students in enhancing their adjustment and return to school for further education. The onboarding program also facilitates and enhances student learning. Focus group participants offered some helpful recommendations to improve the program.Conclusions &amp; Implications: This is an innovative and structured onboarding approach to help students with diverse backgrounds to succeed in the Master’s program. Participants generally described the program favorably, but did make suggestions for improvement.

An Innovative Wellness Partner Program to Support the Health and Well-being of Nurses During the COVID-19 Pandemic: Implementation and Outcomes.

Responding to the coronavirus disease-2019 (COVID-19) pandemic is likely to exacerbate anxiety, burnout, fatigue, and distress already being experienced by nurses in ever greater numbers. An innovative Wellness Partner Program was developed with an aim to enhance the health and well-being of nurses on the front lines during the COVID-19 pandemic and beyond. Nurses across the country opted in to the program, and were paired with advanced practice nursing (APN) graduate students who served as the nurses' wellness partners. Areas emphasized in the program included (1) personalized support for wellness; (2) prioritizing physical activity, healthy eating, sleep, and stress management; and (3) establishment of strength-based, sustainable solutions to improve health and well-being. Partnerships were implemented for 188 nurses who were coached by 49 APN students; 104 nurses participated for 6 weeks. In the program evaluation, 98% of nurses shared that the wellness support program helped them engage in self-care and wellness, and 94.7% agreed or strongly agreed that The Wellness Partner Program helped them improve their mental and physical health. In the midst of the pandemic, nurses were supported to cope with stress, focus on self-care and wellness goals, and address challenges to their well-being.

Factors associated with mental health of graduate nursing students in China.

The increasing number of graduate nursing students in China has resulted in the wide concern for their mental health problems. Quantitative studies using validated questionnaires on mental health of graduate nursing students are rare. This study aimed to investigate the factors potentially involved in the level of mental health of graduate nursing students.The sample consisted of 339 graduate nursing students from 5 universities of China. The participants were evaluated using the Symptom Checklist-90 (SCL-90) and Chinese Perceived Stress Scale (CPSS) between March and November 2020. Multivariate stepwise linear regression analysis and spearman correlation test were performed to assess the association between various factors associated with mental health.The SCL-90 total score was 109.00 (96.00 –134.00) and psychological abnormalities (total score > 160) accounted for 14.2%. The highest score in the nine dimensions was compulsion dimension. The positive detection rate of compulsion dimension was 21.5% (dimensions score > 2),and the average of compulsion score was 1.50(1.20 –2.00). Multivariable stepwise linear regression analysis showed that grade, environmental adaptation level, number of good friends were independently associated with lower SCL-90 scores (both P < .05). SCL-90 scores were correlated with Chinese Perceived Stress Scale (r = .159, P = .003).Results indicate that learning about ways to adapt to the environment, strengthening good friends support and alleviating perceived stress can help improve graduate nursing students’ level of mental health. The conclusions of this study can provide a reference to improve the psychological intervention strategies for graduate nursing students.

Exploring the value of mindfulness for Saudi Arabian women mental health nurses.

. Nurses engaged in mental health-related practice experience stress and burnout. We assessed the role of the practice of mindfulness in coping with these aspects of providing care in mental health settings. . Mindfulness as a coping method was explored using qualitative methods to illuminate its impact on practice from the perspective of mental health nursing graduate students at the College of Nursing, King Saud University, Riyadh, Saudi Arabia. Data were obtained by semi-structured interviews in focus groups of these nurses. . The themes that emerged were (i) positive techniques; (ii) recognized stress; (iii) managing stress; (iv) acceptance; (v) psychological reaction; and (vi) physical responses. . The themes that emerged in this study confirm the stresses faced by nurses practising in mental healthcare and suggest improved coping methods.

Entry level nursing graduate students' perception and readiness toward online component of blended learning: A mixed method study.

BACKGROUND:Blended learning (BL), the integration of online with face to face teaching, is established as a teaching method in higher education. Understanding the learner's readiness toward online component of BL is important in designing and delivering BL. Nursing students require proficiency in interpersonal relationship and social interaction apart from knowledge and skills. BL may provide an opportunity to acquire the professional skills better than the traditional face to face sessions. The objectives of this study were to identify the nursing student's readiness toward BL and perceptions about the online learning component of BL.MATERIALS AND METHODS:First- and second-year entry level graduate nursing students of Sri Ramachandra Institute of Higher Education, Chennai, India, were the participants of the study. This study used a mixed method approach. An online questionnaire, developed based on the literature and expert consensus, was used in the first phase. A focus group discussion (FGD) with ten random participants of the survey was conducted to understand the perceptions and readiness to adopt the online component of BL. The present study was conducted from December 2019 to January 2020. Survey results were analyzed through descriptively. Content analysis was carried to summarize FGD results.RESULTS:A total 158 students of entry level nursing graduate programme participated in the survey. 53.8% of felt BL will have positive effect on their learning and 70% of the respondents were ready to adopt BL. The FGD identified two themes: (I) Readiness to adopt online learning as a component of BL and (II) perceived barriers and challenges in adopting online contents.CONCLUSION:Entry level nursing graduate students had a positive perception about the online components. Majority of them are confident in accessing the online contents. Willingness to learn through online, previous experience with online learning, and perceived advantages of online component might influence the learner's readiness. Availability of internet and absence of teachers were perceived as the barriers to online learning by the participants.

The “seeing place”: Teaching nurse practitioners about cultural difference through dramatization

BackgroundThe use of dramatization in health professional education is one method to teach students about implicit bias and cultural difference, yet it has not been widely studied among graduate students of nursing. ObjectivesThe purpose of this article is to present a qualitative analysis of data regarding doctoral nursing students' responses to a new dramatic exercise as part of a funded project to facilitate cultural learning in a diversity-enhanced nursing curriculum. DesignWe employed a cross-sectional posttest design with qualitative data collection and hermeneutic analysis. Setting and. ParticipantsSubjects were students from two cohorts in a Doctor of Nursing Practice program at a large metropolitan university in the Midwestern United States (n = 136). MethodsFollowing a dramatic exercise facilitated by a local theatre group, students debriefed and provided feedback via paper-based surveys collected by their instructor. The research team reviewed and analyzed student feedback with an eye toward new learning or insights around cultural difference. ResultsStudents rated the dramatic exercise highly. Their written feedback provided for a deeper exploration of how they internalized messages about cultural difference. These experiences were thematized in the following way: (a) Awareness is facilitated through integrating nonverbal (kinesthetic) and verbal encounters, (b) Hesitancy to participate in unfamiliar activities creates tension, and (c) Safety is a foundational aspect of learning sensitive issues. ConclusionDramatization of culturally sensitive scenarios for advanced practice nurses can lead to new understanding. Educators who understand the need for thoughtful introduction of dramatization experiences can better prepare nurses for interaction in cross-cultural clinical environments.

Smoke and Mirrors: How Much Do We Know? An Assessment of Graduate Nursing Students' Knowledge of Tobacco and E-Cigarette Use

Background: Research suggests that there is a gap in knowledge of healthcare workers and graduate healthcare students on tobacco and e-cigarette use (Franks, Hawes, McCain, &amp; Payakachat, 2017). These products are proving to be more addictive and contain more nicotine than traditional cigarette products. Furthermore, there is a difference in the way providers must assess patients for tobacco versus electronic cigarette (e-cigarette) use, as language plays an important role in how individuals identify as e-cigarette or traditional cigarette users (Young-Wolff et al., 2017). Although these products are new and long-term effects remain unknown, evidence suggests these products do affect overall health.Aim: The objective of this study is to assess the knowledge of graduate nursing students at Fairfield University on tobacco and e-cigarette use.Methods: Sixty-five participants were recruited from the Fairfield University graduate nursing program. Students completed a consent form followed by a pretest that contained 10 survey questions in a true or false format. An educational session was then conducted and followed by the same survey as a posttest. Data was analyzed with SPSS.Results: The mean pretest score was 61.8% and the mean posttest score was 78.8%. A paired sample t-test revealed a p-value of &lt;0.00.Conclusion: This project was statistically significant in educating graduate nursing students on tobacco and e-cigarette use. More education is needed at the graduate level on this topic.

The perspective of doctoral nursing students engaged in mentored international research

Five doctoral nursing students and their faculty traveled to St. Kitts and Nevis for a study abroad experience to apply research skills outside of a classroom setting as part of a disaster preparedness elective course. Nursing students reflected on their perspectives of conducting a mixed-methods research study in another country. Each student reported positive benefits from the experience, particularly emphasizing the importance of face-to-face mentorship in doing actual research as a part of doctoral studies to supplement research methods learned in online courses. Students also acknowledged challenges and learning opportunities within their experience. International mentored research projects can assist graduate nursing students through the transition from student to independent researcher. The authors believe these types of intensive research experiences should be encouraged and supported within nursing education.