Nursing School Students Research Articles

The impact of a nutrition course on self-epistemic authority, professional meaning as mediating factors on professional identity among nursing students

BackgroundThe professional competence of nursing personnel is integral to the efficacy of nursing procedures. Educational endeavors, especially those encompassing professional training programs, are critical in fostering a professional identity among nurses. The role of nurses within a multi-disciplinary nutrition team has the potential to enhance professional identity and improve the quality of care provided.ObjectiveThis study aimed to explore the potential impact of knowledge acquisition and practical nutrition education on the development of professional identity among nursing school students. Furthermore, we hypothesize that professional autonomy and self-epistemic authority mediated the relationship between a sense of meaning, professional mission, and professional identity.DesignA cross-sectional survey compared nursing students who had completed a practical nutrition course with those who had not. The study measured professional identity, professional autonomy, self-epistemic authority, and sense of meaning. Data collection was conducted using validated questionnaires, with questions tailored to suit the study demographic. Mediation analysis was conducted on the combined sample of both groups.ParticipantsThe study included 98 nursing students, divided into a study group (57 students who completed a nutrition course) and a control group (41 students who did not complete the course).ResultsSignificant differences were found between the groups in measures of professional identity (t = 3.42, p < .001), professional autonomy (t = 2.93, p < .005), and self-epistemic authority (t = 2.78, p < .007). There was no significant difference in the sense of meaning (t = 1.45, p = .150). Mediation analysis on the combined sample revealed that self-epistemic authority mediated the relationship between professional meaning and professional identity, while professional autonomy did not.ConclusionThe findings suggest that practical nutrition education enhances nursing students’ professional identity, autonomy, and self-epistemic authority. Future studies should include larger and more diverse samples to further explore these relationships.

Training students to serve as standardized patients in an objective structured clinical examination is feasible: A mixed-methods study

AimThis study aimed to evaluate examinees’ perceptions of the performance of student standardized patients (SPs) and to explore student SPs’ experiences. BackgroundObjective structured clinical examination (OSCE) is a standard approach to the task of evaluating students’ clinical competency that relies on SPs. However, professional SPs are characterized by high costs and insufficient availability. Training students to serve as SPs can help address this lack of OSCE resources. However, only preliminary evidence regarding this process and its feasibility has been reported. DesignWe used a concurrent mixed-method study design that included quantitative surveys and qualitative group interviews. MethodsOur sample consisted of two-year Bachelor of Nursing program students and trained student SPs who were recruited in May 2021. We used a 5-item performance evaluation tool to assess the SPs’ performance. The reliability of this evaluation tool was indicated by a Cronbach’s α coefficient of.95. Descriptive statistics were used to assess the examinees’ satisfaction with the student SPs’ performance using SPSS 28.0 software. We used a semi-structured interview guide during a group interview; the interview was transcribed verbatim and analyzed via thematic analysis with the assistance of Microsoft Word software. ResultsEighty-two nursing school students responded to the survey and 10 student SPs were included in a group interview. Nursing school students rated SPs’ performance favorably. The mean score assigned to the SPs on the performance scale was 4.41 out of 5. The student SPs described the challenges and benefits that they experienced regarding their role. The challenges they described included 1) staying true to my role, 2) overcoming a physically overwhelming role and 3) facing the threat of insecurity. However, the corresponding benefits included 1) gaining rewards, 2) advancing nursing competency and 3) experiencing a sense of accomplishment. ConclusionAfter undergoing training, the SPs performed well. They experienced a variety of challenges and obtained certain benefits. In health care education, recruiting students to serve as SPs is feasible.

Knowledge and Attitude of Nursing School Students Regarding Telenursing in Sharkia Governorate

Knowledge and Attitude of Nursing School Students Regarding Telenursing in Sharkia Governorate

Effect of Family Conflict on The Behavior of Nursing School Students

Effect of Family Conflict on The Behavior of Nursing School Students

Effect of Educational Program about Premarital Counseling for Nursing School Students

Effect of Educational Program about Premarital Counseling for Nursing School Students

Mindfulness Skills Intervention for Alleviating Stress Manifestations Among Nursing Students in Ilorin Metropolis, Nigeria

The literature has indicated that nursing students are among the healthcare students that experience higher level of stress; which makes it imperative to provide them with relevant skills they can employ to overcome stressful life conditions. This study thus adopted mindfulness skills intervention to alleviate stress manifestations among nursing students in Ilorin metropolis, Kwara State, Nigeria. The objectives of the study were to examine the effect of mindfulness skills training on physical, behavioural and psychological manifestations of stress among the participants. Using a quasi-experimental study of the pre-test, post-test design, three null hypotheses guided the conduct of this study. The population of the study consisted of 234 University of Ilorin Teaching Hospital nursing school students. A purposive sampling technique was used to select 15 participants in the treatment group. An adapted “Stress Questionnaire” (with a Reliability Index of .88) from Sinha et al. (2016) was used for data collection. The data collected were analysed using percentage and paired t-test was used to test the null hypotheses formulated at .05 level of significance. The findings revealed that mindfulness skills intervention reduced the physical (t = 19.17, p &lt; .05); behavioural (t = 11.25, p &lt; .05); and psychological (t = 11.51, p &lt; .05) manifestations of stress among the study participants. Based on these findings, it was concluded that mindfulness skills intervention is not only applicable in clinical setting but can also be applied in an educational environment; hence, a comprehensive knowledge of the process and steps involved in these training becomes imperative for school counsellors to avail themselves with for imparting positive change in clients who are going through stressful situations. Therefore, it was recommended, among others, that professional counsellors should equip nursing students with such skills in order to help them overcome the physical, behavioural and psychological manifestations of stress.

Knowledge of Nursing School Students and their Willingness to Work with Older Adults

Knowledge of Nursing School Students and their Willingness to Work with Older Adults

Differences in stress levels between junior high school students and college students during online learning

Differences in stress levels between junior high school students and college students during online learning

Hand Eczema in Apprentice Nurses during the COVID-19 Pandemic after a Skin Prevention Program.

Healthcare workers, particularly nurses and apprentice nurses, are at high risk of the development of hand eczema due to daily exposure to wet work. This study aimed to assess the occurrence of hand eczema in a group of first-, second-, and third-year apprentice nurses at the University Hospitals of Trieste (northeastern Italy) during the COVID-19 pandemic. Two hundred forty-two Nursing School students were recruited. Data were collected using a standardized questionnaire based on the Nordic Occupational Skin Questionnaire, and all patients underwent a medical examination to evaluate their skin condition based on standard scores. Transepidermal water loss was also measured. The factors associated with hand eczema were investigated using univariate and multivariate logistic regression analyses. The prevalence of hand eczema was low in students both before and after the traineeship (17.9 and 21.5%, respectively), but clinical signs of mild skin damage, mainly skin dryness, were present in 52.3 and 47.2%, respectively. The factor associated with hand eczema was a personal history of atopic eczema (odd ratios 2.61, 95% confidence intervals 1.18-5.80), while exposure to irritants and glove use did not reach statistical significance. Our findings might be explained by the preventive measures adopted for skin protection among healthcare workers in Trieste since the apprenticeship.

Development of Communication Skills Through Virtual Reality on Nursing School Students: Clinical Trial.

Multiple studies demonstrate benefits of virtual simulations as recreation of reality in the development of instrumental skills, but few randomized studies prove its efficacy in the development of communication and interpersonal relationships skills. The objective was to develop a virtual reality simulator to improve communication skills and compare its results with a traditional workshop based on cases and theoretical content explained through video. This is a randomized and controlled clinical trial, with a pretest and a posttest. Participants were first-year students from the Faculty of Nursing, Complutense University of Madrid, Spain (n = 100). The sample was divided into two groups: the intervention group (n = 50) was provided a virtual reality simulation teaching process as a novel resource, whereas the control group was provided with a case-based traditional workshop. Because data followed a normal distribution, it was analyzed with Student t test for independent samples, the group sample comparison, and analysis of variance, to find differences among age subgroups. Significant changes were observed at the time of evaluating the skills for the intervention group (P < .01) in comparison with the control group. Both interventions are effective after the first evaluation; however, virtual reality-based intervention stands above the usual method and showed better results in older students.

Medical, Dental, and Nursing Students' Experience with Virtual Practical Sessions: A Cross-Sectional Study in a Developing Country.

The COVID-19 pandemic has disrupted the scope of healthcare education and shifted the teaching methods from on-campus to virtual. The impact of such a shift has rarely been investigated, and limited evidence exists about students' experience in terms of effort made and time spent, especially for laboratory sessions. Assessing students' experiences will provide paramount evidence to fine-tune laboratory virtual learning sessions. To assess students' experience of virtual (online) laboratory sessions versus on-campus laboratory sessions, including preference, time spent, the effort made, ability to remember instructions, and preference for future teaching. A cross-sectional study was utilized. A Google Forms questionnaire was prepared and sent to medicine, dentistry, and nursing school students registered at Jordan University of Science and Technology (JUST) during the 2019/2020 academic year. Self-reported preference, time spent, efforts made, ability to remember instructions and preference for future teaching were assessed for virtual versus on-campus anatomy, pathology, microbiology, histology, and physiology laboratory sessions. A total of 455 students participated in this questionnaire. More students in histology (55.2%), pathology (57.4%), and microbiology (55.3%) laboratories, but not anatomy (39.6%) physiology (443.95), reported preferring virtual sessions over on-campus sessions. More students from histology (35.6%) and microbiology (37.0%) reported spending less effort than on-campus sessions. More than half of the participants agreed that virtual laboratory sessions consumed less time than on-campus sessions. Participants reported that they cannot remember the instruction given during virtual teaching compared to on-campus teaching. Differences in students' experiences were detected by gender, major, and year of study. The COVID-19 pandemic has the potential to change the future of healthcare education, and preparation for future crises is paramount. Effort made, time spent, ability to remember, and preference for virtual education should be considered in terms of gender, major of study, and year. These differences should also be reflected in the planning of virtual sessions for effective implementation.

The Relationship Between Body Image and Eating Behavior of Nursing School Students

The Relationship Between Body Image and Eating Behavior of Nursing School Students

Experiences of Nursing Instructors Related to Safety Issues Using Students as Practice Models in Laboratories: A Focus Group Study

Nursing school students perform invasive (i.e., injection, venipuncture) and/or non-invasive procedures (i.e., giving a bed bath and back massage) on each other to master these skills, and nursing instructors reported related safety issues. This study aimed to explore nursing instructors' experiences concerning their students' psychological and physical safety when using students as practice models in nursing skills laboratories. A qualitative design using focus group interviews and thematic analysis was employed. Two semi-structured focus group interviews were conducted with a purposive sample of eight instructors with experience in teaching nursing skills in laboratories. This study was evaluated by the Institutional Review Board at Eulji University (EU18-51) in the Republic of Korea. Three main themes emerged to describe nursing instructors' safety-related experiences when using students as practice models in nursing skills laboratories: (1) a dilemma between the experimental learning of students and the need to keep students safe, (2) perception related to psychological safety, and (3) an inadequate safety reporting system. When instructors consider using students' bodies to practice nursing skills, they experience a dilemma between the students' experimental learning and the need to keep them safe. Thus, methods to maximize student learning and student safety guidelines should be developed.

지역사회간호학 교내실습 교육이 간호대학생의 자기주도학습, 핵심간호역량 및 감염관리 인지도에 미치는 효과

Objectives This study was to investigate effects of community health nursing in-school practice education on self-directed learning, core nursing competency, and infection control awareness of nursing school students. Methods This study was conducted a pre and post quasi experimental study for single-group with 109 students in the 4th grade of Nursing school at H University, located in G province. The in-school practice training lasted 90 hours for two weeks, in parallel with online and offline learnings such as online lectures, home visits, self-learning, face-to-face simulation practice, and core skill evaluation. Data were collected by online questionnaires, and data analysis was performed with the SPSS win 25.0 program and the corresponding sample T-test. Results It was found that the in-school practice education in community health nursing improved the self-directed learning(t=6.22, p=.000) and core nursing competency(t=6.89, p=.000) of nursing students. On the other hand, there was no significant difference in the infection control awareness(t=1.89, p=.062), but there was significant increase of the awareness of the hand hygiene(t=2.44, p=.016) and linen(t=2.69, p=.008) which were listed in the sub-category. Conclusions This study confirmed the positive effects of the in-school practice that integrates the online-learning and face-to-face simulation for community health nursing science while field clinical practice is limited due to the COVID-19 pandemic. In the future, it is necessary to develop more programs that include various contents embracing field practice and in-school practice adjusted with the characteristics of the local community and to study effective teaching methods.

The Actual Status and Factors of Emotional Labor Among Nursing School Students in End-of-Life Nursing Practicum

The Actual Status and Factors of Emotional Labor Among Nursing School Students in End-of-Life Nursing Practicum

Applying Problem Based Learning Model on Secondary Technical Nursing School Students

Applying Problem Based Learning Model on Secondary Technical Nursing School Students

Listening to patients' voices: Applying the design-thinking method for teaching person-centered care to nursing students.

Providing a person-centered care (PCC) education program to nursing students is necessary. This study aims to determine the impact of a design-thinking based education program on how nursing students perceive PCC. Five 2-h lessons were offered to 105 fourth-year nursing students in South Korea. Each randomly assigned group of eight or nine students was instructed to develop a plan to address the problems/dissatisfaction experienced by patients during hospitalization. The Individualized Care Scale-nurse's version was used to measure student's perception of PCC before and after the education program. After the program the students exhibited significant improvements in how they viewed supporting patient individuality, with that score increasing by 0.44 (from 3.64 to 4.08; p < 0.0001), and maintaining patient individuality while providing care, with that score increasing by 0.34 (from 3.71 to 4.05; p < 0.0001). Among subdomains, the most notable change was in how the students viewed the personal life situation of patients, and its impact on patients' healthcare outcomes. This education program, based on the design-thinking approach, was effective in improving the perceptions of nursing students about PCC. Expanding such PCC education programs for nursing school students should therefore be considered.

Knowledge, Attitude, and Practice of Antibiotic Use and Antibiotic Resistance During the COVID-19 Pandemic Among Nursing School Students – A Cross-sectional Study

Background: Antibiotic resistance is a global health concern due to the overuse of antibiotics. The impact of the COVID-19 on the antibiotics used to treat bacterial co-infection during hospitalisation led to the emergence of resistant bacteria. In the light of patient care, nursing students should have good knowledge, attitude and practice in educating the patient on the menace of antibiotic resistance. Objectives: This study aims to assess the level of knowledge, attitude, and practice of antibiotic use and antibiotic resistance during the COVID-19 pandemic among the International Islamic University Malaysia nursing students and determine the relationship between the demographic characteristics and level of knowledge, attitude, and practice. Methods: A cross-sectional study was conducted in which 206 nursing students were involved in this study. Convenience sampling was applied, and the study was conducted through an online questionnaire. The data were analysed by using the Chi-square test. Results: Nursing students of the International Islamic University Malaysia have good knowledge, attitude and practice regarding antibiotic use and antibiotic resistance. There was a significant association between the Infection Prevention and Control program and the nursing students' knowledge and practice, with a p-value ? of 0.05. Meanwhile, for the other demographic variables (such as gender, pre-university nursing course and clinical posting experience), there is no significant association (p ? 0.05) with knowledge, attitude and practice among the nursing students. Conclusions: The Infection Prevention and Control program shows a significant association with the knowledge and practice, which implies that nursing students who have participated in this program possessed a better understanding and practice of antibiotic use and antibiotic resistance.

Factors influencing acceptance or decline of a hospital-sponsored scholarship by nursing students in Taiwan: a qualitative descriptive study

BackgroundMaintaining sufficient nursing personnel is critical for healthcare systems worldwide. Improving retention of nurses is one means of addressing this shortfall. To foster retention, some hospitals in Taiwan provide nursing scholarships contingent on recipients signing a 3-year employment contract. However, it is unclear what factors influence students’ decisions to accept or reject a scholarship.MethodsThe purpose of this exploratory qualitative descriptive study was to obtain an understanding of the subjective experiences of fourth-year nursing school students (N = 87) who accepted (n = 43) or declined (n = 44) a hospital-sponsored nursing school scholarship. Students were selected by purposive sampling from the department of nursing of a private university in northern Taiwan. Data were collected between 2013 and 2014 using face-to-face-in-depth interviews.ResultsThe mean age of participants was 22.7 years; most (94%) were female (n = 82). Analysis of the interview data showed the choice to accept or decline the scholarship and making career decisions occurred in three stages for both groups: the considering their options, making the decision, and assessment of their decision.ConclusionsAlthough the variables at each of these stages differed between groups, both sponsored and non-sponsored students felt a responsibility to continue as employees of the hospital after graduation. Financial status, the hospital environment, and future long-term career goals were important factors affecting the acceptance or rejection of the hospital scholarship. These results could provide insight into factors students consider important for making long-term commitments as a nursing professional, which could not only improve retention of nurses, but also serve as a guideline for career planning.

How Akamon College of Sendai Dealt with the Revision of Curriculum for Nursing School Students

How Akamon College of Sendai Dealt with the Revision of Curriculum for Nursing School Students