Science In Nursing Program Research Articles

The Effect of Pre-basic Nursing Science Program for First-year Nursing Students

Objectives: The purpose of this study was to identify the effect of pre-basic nursing science program on academic resilience, learning agility and learning attitude in first-year nursing students. Methods: This study was a non-equivalent control group pretest-posttest quasi-experimental design. There were a total of 56 participants, consisting of 28 nursing students in the experimental group and 28 nursing students in the control group. Academic resilience, learning agility and learning attitude between the experimental and control groups were measured before and after the program participation. Data were collected from October 13 to November 10, 2023 by taking a self reported survey and analyzed by using chi-square test, Fisher’s exact test, independent t-test, and paired t-test with SPSS 25.0 program. Results: Homogeneity between the two groups was ensured before the program. After the program compared to before the program, there were no statistical differences in academic resilience (t=0.09, <i>p</i>=0.925), learning agility (t=0.91, <i>p</i>=0.366), and learning attitude (t=0.26, <i>p</i>=0.798) between two groups. On the other hand, the academic resilience (t=4.15, <i>p</i><0.001), learning agility (t=4.34, <i>p</i><0.001), and learning attitude (t=4.37, <i>p</i><0.001) of the experimental group increased statistically significantly. Conclusions: According to these results, pre-basic nursing science program could be used to increase academic resilience, learning agility and learning attitude of first-year nursing students. In the future, more research is needed on the development of various basic science program for first-year nursing students.

A qualitative exploration of nursing master's research supervision in a private higher education institution

BackgroundCompleting a Master's thesis is crucial for earning a master's degree and showcasing students' academic and professional skills. However, the process is often challenging owing to its solitary nature and the complexity of its supervisory relationships. PurposeThis study aimed to explore the experience of Nursing Master's Research Supervision and its impact on their thesis journey. DesignExploratory descriptive qualitative research design. Setting and participantsThe study was conducted at a private nursing institute in Islamabad, Pakistan, from January 2022 to May 2022. The study included 12 students enrolled in the Masters of Science in Nursing program. MethodsFocus group discussions and in-depth interviews were conducted online, using a semi-structured guide. Students were recruited through purposive sampling. Data were analysed using manual content analysis through a collaborative approach. Rigor was ensured using Lincoln and Guba's trustworthiness criteria. SRQR reporting guidelines were used. ResultsThe study explored graduate students' thesis supervision experiences and discovered six influential categories: “Expectations from Supervisor”, encompassing preceding knowledge and teaching perceptions; “Supervisor Accessibility”, involving physical access and cooperation; “Adverse Supervision Experience”, detailing challenging interactions; “Supervision Meeting Management”, addressing problem-solving and scheduling; “Assistance and Support”, covering collaboration, software, and resources; and “Suggestions”, offering guidance on thesis write-up and research committee roles. ConclusionThe study elucidated students' expectations about supervisor expertise, access difficulties, negative experiences, and the need for clear guidelines. Improved communication, defined roles, and increased support for thesis writing and assessment are crucial for satisfactory supervision. Further investigation of supervisors' viewpoints is advised.

Innovative Methodologies in University Teaching: Pilot Experience of an Escape Room in Nursing Students

The presence of playful elements in learning environments is increasingly frequent in university settings. The objective of this study was to evaluate the gaming experience of the participants of an escape room activity developed in the second year of the Bachelor of Science in Nursing program. An escape room activity was carried out, based on 10 tasks, on the thematic content of the subject ‘History, Theory and Methods of Nursing II’, with students in the second year. After the game experience, the Gameful Experience Scale (GAMEX) questionnaire of 27 items in the validated version in Spanish and for nursing students was applied. An open-ended question was also included to allow the students to give their opinion on aspects of improvement, or their feelings during their performance, and a thematic analysis was utilized for this qualitative approach. A total of 107 students participated in the escape room activity, and 75 individuals acceded to the request to be surveyed. The results in the Enjoyment dimension showed that five of the six questions were assessed with the maximum score by the majority of respondents. In the Absorption dimension, between 15% and 25% of the sample did not manage to abstract themselves from the real world. In the dimensions of Creative Thinking and Activation, up to 70% managed to feel imaginative, creative, or exploratory, feeling active and excited. Nearly 85% of the sample reported the Absence of Negative Affect (hostility, annoyance, or frustration) during the game. In the Dominance dimension, up to 70% of the sample considered feeling influential during the game. Two categories were identified after analyzing the participants’ responses: room for improvement in the activity and feelings during the activity. In conclusion, the escape room is positioned as a useful tool for university teaching in nursing. This didactic game allows students to have fun while learning, and to value the knowledge and techniques provided by the subject while being able to work as a team.

Attitudes Towards Learning Communication Skills Among University Nursing Students

A major skill of nurses for achieving high-quality care is their ability to communicate effectively with patients, and this has been considered very valuable in the patient healing process. Objectives: To assess the learning attitudes of university nursing students towards communication skills and to find out the association of demographic characteristics of students with their attitude level. Methods: This cross-sectional analytical study design was conducted on 230 student nurses studying in a four-year Bachelor of Science in Nursing program. Permissions were obtained from the Ethical Review Committee and the Head of the Department for data collection. Data were collected via non-probability purposive sampling. Communication Skills Attitudes Scale was used to assess the attitude of university nursing students. Student's t-test and One-way analysis of variation were used to identify the differences in Positive Attitude Scores and Negative Attitude Scores between demographic variables. Results: Most of the study participants (77.4%) were male and 94% belonged to the age group 18-25 years. There was a significant difference in the Positive Attitude Score between gender and education of the students with p-values of 0.009 and 0.015 respectively. Furthermore, education level is the only variable that shows a significant association with a Negative Attitude Score with a p-value<0.0001. Conclusions: It was concluded that female students had more positive attitudes compared to their counterparts. Third-year students had a more positive attitude compared to other study years.

Technology Competence, Self-Efficacy, and Attitude Towards Online Distance Learning by Nurse Educators during Disruptive Times: A Concurrent Triangulation

The unprecedented emergence of COVID-19 pandemic affected the world in a multi- dimensional impact on society. The abrupt imposition of online learning was realized accompanied by sudden changes from classroom attendance to home study using online technology. Several studies found out that attitudes towards online distance learning, technological competence, and self-efficacy are significant factors to be considered in an online distance learning by nurse educators teaching in the Bachelor of Science in Nursing program. Moreover, authorities firmly suggested that these variables are believed to be influential to nurse educators in relation to their performances in the new educational system. This study aimed to analyze the path relationships of nurse educators’ technology competency, self- efficacy, and attitude towards online distance learning during disruptive times. Concurrent triangulation method was used particularly path analysis and Hermeneutical inquiry. A total of 97 nurse educators from the three Colleges of Nursing were included and 8 participants for the qualitative inquiry. Results showed that nurse educators have favourable attitude, high technology competence, and have a reasonable amount of self-efficacy. Structural Model Equation (SEM) reveals that technology competence significantly mediates the relationship between attitude towards online distance learning and self-efficacy. Furthermore, seven major metaphoric themes were identified – A chief complaint of Doubt and Uncertainty, Coding for Triage, Stat Mydriatics for Opening the Lens of Eyesight in Viewing the Reality, Heightened Alert of Activation Response for Brain Stimulation, and Precising an Insertion Guided with Confidence Through a Stylet, A Dose of Potentiating Meds for Synergistic Effect, and lastly Activating 9-1-1 for Cyber Rescue. Conclusively, technological competence has a mediating role in relation to self-efficacy and attitude towards online distance learning. This result implies that nurse educators must prioritize technology competence prior to their performance in an online distance learning environment.

Exploring Burnout among Nursing Students in Bangalore: A t-Distributed Stochastic Neighbor Embedding Analysis and Hierarchical Clustering in Cross-Sectional Data.

This study explores burnout among nursing students in Bangalore, India, focusing on Exhaustion and Disengagement scores. A cross-sectional design was applied using the Oldenburg Burnout Inventory modified for nursing students, collecting data using a survey that was conducted between October and December 2023. The sample consisted of 237 female nursing students from the Bachelor of Science in Nursing program at Bangalore College of Nursing, South India. The study integrated the t-distributed Stochastic Neighbor Embedding (t-SNE) procedure for data simplification into three t-SNE components, used in a hierarchical clustering analysis, which identified distinct student profiles: "High-Intensity Study Group" and "Altruistic Aspirants". While burnout scores were generally high, students with high study hours ("High-Intensity Study Group") reported greater Exhaustion, with a mean score of 26.78 (SD = 5.26), compared to those in the "Altruistic Aspirants" group, who reported a mean score of 25.00 (SD = 4.48), demonstrating significant differences (p-value = 0.005). Conversely, those motivated by altruism ("Altruistic Aspirants") showed higher Disengagement, with a mean score of 19.78 (SD = 5.08), in contrast to "High-Intensity Study Group", which reported a lower mean of 17.84 (SD = 4.74) (p-value = 0.002). This segmentation suggests that burnout manifests differently depending on the students' academic load and intrinsic motivations. This study underscores the need for targeted interventions that address specific factors characterizing the clusters and provide information for designing future research and interventions. This study was not registered.

The growth and development of a novel distance accelerated bachelor of science in nursing program

Severe nursing shortages threaten the sustainability of US health systems. Rural and underserved communities are disproportionately affected by staffing crises and associated facility closures, as well as health disparities. A major factor contributing to geographic gaps in care is the absence of nursing schools, nursing faculty, and locations for clinical rotations in many rural and underserved areas. Emory School of Nursing is helping to solve for these issues through the Distance Accelerated Bachelor of Science in Nursing (DABSN) program. The DABSN is establishing accelerated pipelines of nursing students into practice in locations where nursing education has historically been difficult or impossible to access. This innovative nursing education model allows students to enroll in a top-ranked nursing school while remaining in their home communities. Students complete synchronous didactic coursework with peers in every US time zone while performing clinical rotations in local healthcare facilities. This paper details the growth and development of the DABSN. It describes the challenges and opportunities we have navigated in implementing the program, along with information about its pedagogy, clinical placement practices, and student/faculty characteristics. We share program outcomes and conclude with recommendations for the future.

Nursing students who identify as men; efficacy and persistence

AimTo evaluate the efficacy of nursing students who identify as men and its correlation with intent to complete their nursing program. BackgroundMen are an underrepresented population in nursing, despite mandates to improve the diversity of the nursing profession. There also exists a nursing shortage, that is worsening as nurses retire or change professions. Improving the recruitment and retention of men in nursing could have a positive impact on both of these problems. DesignQuantitative correlational research MethodsThe Belongingness Scale-Clinical Placement Experience instrument was used to measure efficacy and one item from the Undergraduate Nursing Intention Survey was used to measure the student’s intent to complete their nursing program. A SurveyMonkey link was sent by the National Student Nursing Association to those students who identified in their database as men and were enrolled in a Bachelor of Science in Nursing program. The inclusion criteria required that the participants identified as a man, were a student in a Bachelor of Science in Nursing program and they had one or more years of clinical experience in their nursing program. Students who have completed one or more years of clinical experience, have completed all nursing pre-requisites and a portion of their nursing courses. At this point in a nursing program, the students’ age would be 18 years of age or older. Inclusion criteria or 18 years of age or older would also make the consent process easier, as the study would not include a vulnerable population. ResultsThere were 290 responses, 252 of which met inclusion criteria and completed the survey in its entirety. The dependent variable, student intent to complete their nursing program, was not normally distributed. For this reason, Spearman’s correlation and eta squared were used for statistical evaluation. Spearman’s correlation was significant at 0.05 and eta squared demonstrated effect size at 0.01, 0.06 and 0.14 for small, medium and large effect sizes, respectively. Spearman’s rho, p=0.147, demonstrated a correlation between efficacy and student intent to complete their nursing program. The eta squared effect size was 0.96 which represented a large effect. ConclusionsNursing students who identify as men could demonstrate improved persistence in their nursing programs if effective interventions targeting efficacy were undertaken.

Professional self-concept of BSN students: A cross-sectional correlational study

BackgroundProfessional self-concept consists of one's judgments, attitudes about oneself professionally, and one's own perception as a professional. A positive professional self-concept can support students and new nurses throughout their nursing careers. ObjectiveTo describe levels of self-concept among pre-licensure undergraduate students. Participants/settingThe participants were nursing students in a Bachelor of Science in Nursing program in the United States. Design/methodsThis is a cross-sectional correlational study with self-report instruments, including demographics and the Professional Self-Concept of Nurses Instrument. Data (N = 103) were analyzed with SPSS/WIN 29.0. Descriptive statistics and professional self-concept scores were examined with independent t-tests, ANOVA, and Pearson's correlations. ResultsMost participants were female (n = 90), with a mean age of 20 years (SD = 1). The mean professional self-concept of nurses score was 78 (SD = 7), ranging from 27 to 108, and professional self-concept was positively correlated with receiving tutoring through the university's program, working as a tutor for nursing students or students in prerequisite classes, transferring into the nursing program, and participating in campus nursing organizations. Professional self-concept was negatively correlated with advancement in semesters of the nursing program, being a first-generation college student, having a family member who is a nurse, GPA, and having clinical-related work experience in healthcare. ConclusionsHigher levels of exposure to nursing may be related to lower professional self-concept. This is important to recognize and it may generalize to other nursing schools and health-related departments. Schools of nursing should enhance students' resilience by promoting self-concept. Our findings also shade light on self-care and the mental health of healthcare professionals.

Physiological Knowledge Loss in Fourth-Year Nursing Students

There is a growing concern that nursing students struggle to retain adequate physiological knowledge throughout their program to meet their entry to practice competencies. However, how much and what knowledge is lost and when this occurs over a four-year undergraduate Bachelor of Science in Nursing program remains to be evaluated. Moreover, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, including nursing programs (Narnaware, Y., 2021). Most of these studies are conducted after graduation (Aari et al., 2004) or focused on very limited systems (Pourshanazari et al., 2013). The present study aims to evaluate the level of physiological knowledge loss by nursing students in the fourth year between completing their physiology course in first-year nursing and fourth-year Critical Care nursing course . To evaluate physiological knowledge loss in the fourth year, nursing students were quizzed on ten organ systems using the online quizzing platform- Kahoot. Approximately nine to eleven knowledge and comprehension-level multiple-choice questions were delivered via kahoot. Then, these scores were compared to first-year quiz scores on the same content to determine overall knowledge loss over three years. Using SPSS II, the data was analyzed, and means were compared using 2-sample t-tests. The scores are described for each organ system by reporting the mean and standard deviation (±SD) with statistical significance set at P < 0.05 for all tests. The mean score of questions from all organ systems in year one was 62.89 ± 10.49 (±SD). Comparing that score to matched test items evaluated in the Critical Care course, there is a decrease in the overall mean score from 62.89 ± 10.49 (±SD) to 47.69 ± 8.23 (±SD). This equates to a 15.2% knowledge loss or 84.8% retention rate within three years. Organ-specific knowledge loss was highest for fluid and electrolytes (30.7%), hormones (28.6%), defences (22.5%), and reproductive physiology (22.5%), followed by renal physiology (19.7%). Knowledge loss was comparatively lower for blood (15.9%), inflammation (11.2%), vascular (7.5%) and respiratory physiology (4.7%). However, this loss was lowest for digestive physiology (-3.7%). The results of this study demonstrate a lower level of knowledge loss overall, with variations in loss being system-specific. The level of knowledge loss in the present study was significantly lower than previously reported in medical and allied health students (Pourshanazari et al., 2013) and lowest than anatomical knowledge retention levels in the same population (Narnaware and Neumeier, 2021). However, compared to the third year, knowledge loss in the fourth year is not significantly different (Narnaware et al., 2021). Applied for Teaching Physiology Section- Travel Fellowship Award. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Building the Blueprint: Developing New Prelicensure Nursing Programs

This article discusses the process of developing a Bachelor of Science in Nursing program, providing insight into the key elements that need to be considered. The demand for skilled nurses is increasing, and institutions need to create responsive and innovative pre-licensure nursing programs to meet this demand. The article emphasizes the importance of evaluating the feasibility of such a program and identifying the resources required for successful implementation. It highlights the need for securing approval from both internal and external stakeholders, as well as funding for critical aspects such as faculty recruitment and clinical skills and simulation labs. The authors draw on their experience in conceptualizing and implementing pre-licensure nursing programs to provide valuable guidance and insights. Overall, the article offers a comprehensive review of the initial steps and crucial considerations for institutions aiming to establish robust educational pathways such as pre-licensure nursing programs.

Addressing the Mental Health of Nursing Students During the Pandemic: The Evaluation of a Needs Assessment by a College of Nursing Mental Health Task Force.

A Mental Health Task Force (MHTF) was developed in a large public college of nursing in the Southeastern United States to address the urgent mental health needs expressed by growing numbers of nursing students related to the coronavirus disease 2019 (COVID-19). The purpose of this study was to report on a needs assessment conducted by the MHTF. The needs assessment study design was a 16-item cross-sectional online survey and four "Town Hall" focus groups with nursing students, faculty, and staff (n = 1-8 participants per group). Survey data were analyzed using descriptive statistics and free-text questions from the survey and focus groups were analyzed using a qualitative descriptive approach. Undergraduate and graduate students (n = 115) ranging in age from 17 to 50 years completed the survey; 95% female, 94% full-time, 56% employed, 77% White, and 81% in the Bachelor of Science in Nursing program. Eleven students participated in the focus groups. The analysis of the free-text survey questions identified the students' perceived needs. Mental health care was the most frequently requested, followed by faculty check-ins, stress management, and peer support. The administration of the survey provided an opportunity for students to communicate concerns and make requests. To address the ongoing effects of the COVID-19 pandemic on nursing students, multi-modal needs assessments should be conducted periodically to identify priority mental health needs.

Peer tutoring program and academic monitoring of students in the Bachelor of Science in Nursing program at the University

University tutoring has gradually become a topic of interest for higher educational institutions, given the need to provide students with new learning opportunities in which they are the main actors. Academic performance and disengagement from university life are seen as emerging problems that require the implementation of measures, especially at the university entrance stage. Planning for the implementation of peer tutoring is not easy, and several factors will have to be considered, ranging from the management of the institution to involve all the educational actors, to the continuous evaluation and improvement of the planning itself. It is expected that the results of the peer tutoring project will generate contributions to the student’s learning process, such as the development of their own skills on the subject, and other competencies that can be developed through practical experience. As well as to know the scenarios and methodologies used that, according to the student tutors’ point of view, benefit and/or hinder them in their teaching-learning processes. The use of a methodology that combines in-depth interviews and questionnaires will provide significant knowledge for individual experiences, as well as more general ones, so that it is expected to know the tutor’s role from different points of view, having a comprehensive view of it. In this way, it will be possible to identify and systematize the contributions and/or obstacles that may arise in the implementation of the program

A Clinical Incivility Management Module for Nursing Students: A Quasi-Experimental Study.

Incivility experienced by pre-licensure nursing students in clinical settings continues to grow. Interventions for clinical incivility to nursing students are needed. Our study aimed to examine the effects of a piloted two-hour interactive incivility management module on nursing students' perceived stress and general self-efficacy levels and preparedness for responding professionally to clinical incivility. A quasi-experimental post-test-only non-equivalent comparison design with control and experimental groups was used. Senior nursing students enrolled in a Bachelor of Science in Nursing program from a nursing college located in Seoul, South Korea, were recruited. The control group (n = 94) completed a self-administered online survey without the clinical incivility management module. The experimental group (n = 93) completed the same survey after receiving the clinical incivility management module. The two groups' survey data were compared; qualitative data from the experimental group's post-module debriefing session were also analyzed. The prevalence of reported clinical incivility was 72.73% (n = 137 out of 187 participants). Clinical incivility experienced by the experimental group was significantly lower than that of the control group (z = -4.865, p < 0.001). However, there was no significant difference in stress levels and self-efficacy between the two groups. The mean score of the experimental group on preparedness for responding professionally to clinical incivility was statistically higher than the control group's mean score (z = -2.850, p = 0.004). Interventions to prepare students for the experience of clinical incivility are useful; they can positively affect the students' ability to respond professionally.

Nursing students' perceived attitudes toward addressing sexual health in their future profession: A longitudinal quantitative study

BackgroundSexual health is a necessary component of human wellbeing. Nurses espouse holistic care but in practice often overlook a person's sexual health. Disparities linked to sexual health persist nationally and globally, including those among gender and sexual minorities. Inconsistent sexual health curriculum in nurse education in the United States has led to gaps in learning. This study aimed to understand nursing students' attitudes toward addressing sexual health issues in their future profession during an Associate of Science in Nursing program in the United States. MethodsA convenience sample of Associate of Science in Nursing students from a university voluntarily participated in this longitudinal quantitative study. All eligible students enrolled in the first semester completed the Students' Attitudes Toward Addressing Sexual Health instrument. Summary statistics and Pearson r correlation were used to analyze the data. ResultsThe 159 students were relatively young, female, and White, non-Hispanic. The total score of students' attitudes toward addressing sexual health was 83.48, ranging from 41 to 109. Regarding the positively loaded items of the Students' Attitudes Toward Addressing Sexual Health, the results showed students believed they would have too much to do for handling sexual issues (M = 4.44), need to get basic knowledge about sexual health (M = 4.31), and take time to deal with patients' sexual issues (M = 4.24). ConclusionIn this study, nursing students reported positive attitudes toward addressing sexual health in their future profession but acknowledged they would need basic education. Due to the homogeneity of participants' backgrounds, the generalizability of study results might be limited. It is suggested that nurse educators should develop an innovative curriculum for building students' competence and prepare graduates to deliver sexual health care for meeting a person's health needs.

Specializing Within a Prelicensure Nursing Program: An Innovative Clinical Design.

Traditionally, prelicensure nursing programs aim to give students exposure to several different populations in preparation for becoming a registered nurse. Those who begin a career in a specialty such as pediatrics have often had little exposure and experience with the aptitudes and knowledge needed to be workforce ready. An innovative clinical cohort program was designed to prepare students better to graduate with a strong specialty foundation already established. Following the American Association of Colleges of Nursing recommendation to seek academic-practice partnerships, this cohort model was established between a university and freestanding children's hospital. Students enrolled in this program complete all required didactic and simulation coursework in the traditional curriculum. In addition, they participate in frequent clinical experiences at the children's hospital throughout the entire program. Students graduating from this program have received adequate preparation to graduate, pass NCLEX, and are competent in all necessary general nursing principles. At the same time, they are well versed in pediatric nursing and comfortable caring for this specialty population. Prelicensure students can specialize in pediatrics while meeting all general requirements of a traditional Bachelor of Science in Nursing program. This novel clinical cohort design could serve as a model to change standard programming and better meet the needs of our practice partners. [J Nurs Educ. 2023;62(8):475-478.].

Adaptive Psychosocial Competencies: Toward a Development of a Framework for Life Skills-Based Philippine Nursing Education Curricula

In the Philippines, the nursing curriculum has a solid liberal arts and sciences education with a transdisciplinary approach. In their formative years, the most common source of stress for student nurses was related to academics. However, countries around the world formalize initiatives on life skills education to promote adaptive psychosocial skills and abilities to achieve holistic development. The study aimed to explore and examine the Bachelor of Science in Nursing program and its implications for life skills education in the curricula. This study employed a qualitative research design, mainly through needs analysis, literature review, and theoretical synthesis. The investigation revealed that the academic rigor and practice of the nursing program influenced students’ ability to cope with stress. The full nursing curriculum is considered eclectic; however, life skills competency integration needs to be more obscure. The nursing curriculum must have a striking balance of cognitive, psychomotor, and affective domains. Furthermore, life skills education in nursing must uphold caring as the core value proposed in the Humanistic Life Skills Framework for Nursing. Life skills education should be strengthened, which is imperative in the current nursing program.

Adverse Events Following Immunization (AEFI) in Nursing Science Program Sam Ratulangi University Students Based on the Type of COVID-19 Vaccine

Aims: The purpose of this study is to describe Adverse Events Following Immunization (AEFI) among Nursing Science Program Sam Ratulangi University students based on the type of Covid-19 vaccination that they received. Methods: This investigation was conducted using a descriptive retrospective study approach. Purposive sampling was utilized to choose the sample for this study, which included 183 undergraduate students in the Nursing Science Program Sam Ratulangi University. Results: After receiving the first dosage of the vaccination, Nursing Science Program Sam Ratulangi University students most frequently reported headache and muscle pain (30.4%), followed by pain and weakness in the injected arm (20.8%), and swelling at the injection site (26%). Additionally, there were students who received doses 1, 2, and 3 of the vaccination who did not exhibit any side effects. These students were 45 at dosage I, 73 at dose II, and 45 at dose III. At dose 1, the majority of Nursing Science Program Sam Ratulangi University students (73.2%) exhibited AEFI symptoms for less than a day, at doses II and III, 43.7% and 31.1%, respectively, reported experiencing symptoms for one to three days. Conclusion: Based on the research that has been done, it can be said that Nursing Science Program Sam Ratulangi University students only encounter mild AEFI symptoms. So it is hoped that the general public or students won't have to worry about the COVID 19 vaccine causing AEFI symptoms and can get vaccinated right away to strengthen their immunity against the virus.

Evaluation of meditation and reported test anxiety in bachelor of science nursing students

Anxiety is a growing concern among college students and often surrounds the required testing that assesses a student’s knowledge and ability to apply this knowledge to situations in nursing. If nursing students’ anxiety is not addressed, this may impact their ability to perform well on exams and be successful in their nursing program. Research supports the idea that anxiety reduction strategies can lower levels of test anxiety for those in nursing programs. The purpose of this study was to assess the level of test anxiety of students in a pre-licensure Bachelor of Science in Nursing program and to examine the use of a brief meditation video on students’ anxiety levels. A pre-test/post-test design was utilized to assess the test anxiety levels of sophomore and senior nursing students at the beginning of the semester and before their first and second exams. The results of this study found that 79.8% of the students (n = 52) reported a moderate to an extremely high level of test anxiety. In addition, there was a statistically significant (p &lt; .000) reduction in anxiety levels at the first and second exams after implementing the meditation video compared to scores at the beginning of the semester. Based on these findings, nursing programs should consider including meditation as a strategy to reduce test anxiety in students. The program was cost-effective and would be easy to implement into a nursing program’s curriculum.

Innovation in clinical learning: The AM/PM model

Objective: A primary goal in clinical learning is to apply nursing knowledge and skills learned in the classroom to clinical. While benefits to learning in clinical are evident, this experience is not without challenges, which often relate to coordination of the learning experience. The AM/PM model, an innovative clinical learning model, was developed in response to scheduling challenges that impacted learning.Methods: A Bachelor of Science in Nursing program at a state university in the western region of the United States was using a 12-hour biweekly shift schedule for clinical rotations. This schedule negatively impacted learning. Thus, a 6-hour weekly (AM/PM) clinical learning model was developed and implemented to address barriers in clinical learning, using Lewin’s Theory of Change as the theoretical framework and as a guide to achieving the desired change. Standardized examination performance was used as a measure of success to evaluate summative learning.Results: Clinical learning was improved as a result of implementing the AM/PM model. Nursing students had more opportunity to develop critical thinking, clinical judgment, and communication skills. Learning outcomes measured by standardized exam scores increased for the AM/PM groups.Discussion and conclusions: The AM/PM model, in comparison to other traditional clinical models, was successful in providing experiences to support critical thinking, clinical judgment, and improved learning outcomes. Using Lewin’s Theory of Change as a theoretical framework to guide implementation of the AM/PM model supported all key stakeholders in adapting to the change, ultimately supporting nursing student learning.