Nursing Students Research Articles

Investigating the differential efficacy of lecture and demonstration teaching methods in teaching medical-surgical nursing among nursing students

Medical-surgical nursing is one of the core courses in general nursing, through which nursing students acquire skills for clinical practice. Medical-surgical nurses work in diverse clinical areas and specialisations to deliver the highest quality care with a view to preserving life, improving health status, and maintaining client health throughout their lifetimes by using an appropriate skill that is better acquired from school through appropriate teaching methods. Hence the need to choose a suitable teaching method to educate the would-be nurses. This study examined the differential efficacy of lecture and demonstration methods for teaching medical-surgical nursing courses in BUTH Ogbomoso with a view to improving the academic performance of nursing students in medical-surgical nursing courses. An experimental research method was used; stratified random sampling was employed to select seventy participants; a pretest was conducted, followed by intervention, and then a post-test. Frequency distribution table, pie chart, bar charts, means, two-tail ANOVA, and t-test were used to analyse the result. Findings revealed that there was a significant difference in the mean score between the two studied groups with a P value of 0.000 < 0.05. It is therefore recommended that medical-surgical nursing educators should not only use the lecture method but employ the demonstration method in teaching medical-surgical nursing. There is a need to equip skill laboratories in the nursing institution for learning.

A qualitative exploration of gaps in undergraduate gerontological nursing courses and recommendations for change

BackgroundThe present study intended to gain insight into curricula gaps and explore recommendations for change to improve undergraduate nursing students’ knowledge, attitudes and skills in gerontological nursing in Ghana.MethodsA qualitative exploratory design was selected for this study. This study was conducted in two phases. In phase 1, semi-structured interviews were conducted with Ghanaian gerontological nursing experts to identify existing gaps in Ghanaian gerontological nursing courses. In phase 2, gerontological nursing experts in Ghana and Australia were interviewed to put forward recommendations to address the current gaps in Ghanaian gerontological nursing courses identified in phase 1. Data were recorded, transcribed verbatim and analysed using a content analysis process.ResultsFive themes were generated from the data. Two of the themes represented gaps in Ghanaian gerontological nursing courses: (1) Gaps in Ghanaian gerontological nursing curriculum impact care of older adults. (2) Aspects of Ghanaian culture perpetuate misconceptions about ageing among undergraduate nursing students. Three themes represented recommendations to address gaps in Ghanaian gerontological nursing courses: (1) Specialised gerontology content is required to dispel myths about ageing. (2) Authentic learning can improve attitudes toward care of older adults. (3) Qualification and skills of preceptors influence knowledge and skills of undergraduate nursing students in gerontological nursing.ConclusionThe inclusion of content such as spiritual needs and preventive healthcare services in undergraduate nursing curriculum is important in developing graduates that provide quality nursing care for older adults in Ghana. Additionally, the use of teaching approaches such as stand-alone courses, and clinical simulations can contribute significantly towards dispelling misconceptions about ageing and provide a deeper understanding of the care needs of older adults among nursing graduates in Ghana. It is anticipated that when these changes are made by the Nursing Registration Board and nursing schools in Ghana, it will lead to improvement in knowledge and skills specific to the care of older adults and ultimately enhance health outcomes of older adults in Ghana.

The Effect of Stoma Care Teaching Based on the ARCS Motivation Model on Nursing Students' Learning Motivation, Self-Efficacy and Knowledge Levels

AimThis study aims to examine the effect of stoma care education based on the ARCS (Attention-Relationship-Confidence-Satisfaction) motivation model on nursing students' learning motivation, self-efficacy and knowledge levels. BackgroundNursing education is pivotal in ensuring that students gain the necessary knowledge and skills to provide quality care. Motivation and academic self-efficacy are key factors in student success. DesignThe study employed a randomized controlled pre-test-post-test experimental design. MethodsThis study, conducted between May and July 2024 at Atatürk University Faculty of Nursing, included 46 students attending the Fundamentals of Nursing course. Participants were divided into experimental and control groups, both receiving traditional stoma care training. The experimental group additionally received training based on the ARCS motivation model, designed to enhance attention, relevance, confidence and satisfaction. Data were collected using the "Introductory Information Form," "Motivation Scale for Instructional Material," the "Academic Self-Efficacy Scale," "Stoma Care Practice Knowledge Level Assessment Form." Pre-tests and post-tests covered motivation, knowledge and academic self-efficacy. ResultsStudents in the experimental group showed significant increases in post-test scores for "Attention," "Relevance," "Confidence," "Satisfaction," "Academic Self-Efficacy," and "Knowledge Test"(p<0.05). In the inter-group comparison, the post-test scores of the experimental group were significantly higher than those of the control group across all these dimensions (p<0.05). The most notable difference was observed in the "Knowledge Test" results (ES=4.786, p=0.001), where the experimental group outperformed the control group. ConclusionsAs a result, it was concluded that stoma care teaching based on the ARCS motivation model increased nursing students' nursing students' learning motivation, self-efficacy and knowledge levels.

Comparable achievement of workplace performance of student and graduate nurses: A quantitative cohort evaluation

AimThis study explored the achievement of workplace capabilities synonymous with nursing practice. It investigated progressive development of workplace performance, against requisite standards of practice, of corresponding cohorts of student nurses during their final year placement and registered nurses during their graduate year, in south-eastern Queensland, Australia. BackgroundA capable nursing workforce is vital for the provision of safe, quality health care. Internationally, the literature discusses the breadth of capacities required for the practice of nursing. A perennial challenge is comprehensive pre-registration education that ensures new graduate nurses meet standards for practice to provide comprehensive care. MethodsA quantitative evaluation design was used to assess the progressive development of workplace performance of both student nurses across their final year placement (n=214) and graduate nurses in their first nine months (n=197). Capabilities of both cohorts were assessed using the Australian Nursing Standards Assessment Tool (ANSAT), based on Australian registered nurses’ standards for practice that has demonstrated utility and validity for both students and graduates. ResultsA total of 642 student assessments and 409 graduate nurse assessments were used for analysis. Findings revealed congruence in weaknesses in workplace performance for both students and graduates. Students and graduates consistently rated lowest in capabilities pertaining to high cognitive tasks that involved analysing data and modifying plans. Of interest, completing comprehensive, systematic assessments was stronger in students than in graduates. ConclusionThis is the first comparable quantitative study exploring the progressive development of students and graduate nurses’ workplace performance aligned to nursing practice standards. Questions of limitations throughout educational learning experiences during industry placement are raised in these findings. Furthermore, it is proposed that educational approaches be organised to address areas identified as weakest on graduation as these are most evident in initial employment. This research explicates a largely undefined area of nursing practice that can inform undergraduate learning priorities.

Virtual simulation-based educational training enhances nursing students’ preparedness to conduct perinatal intimate partner violence screenings

Intimate partner violence (IPV) is an unfortunately prevalent experience during the perinatal period and significantly impacts both maternal and fetal health. Ensuring nursing students are adequately prepared to conduct IPV screening and respond to patients’ disclosure of IPV upon graduation is essential to promoting enhanced maternal-child health outcomes. Seventy-eight undergraduate nursing students in their third semester of nursing school participated in the simulated scenario and provided complete data. Students engaged in a virtual simulation-based educational training (SBET) and completed a preposttest assessing their knowledge, skills, and attitudes related to IPV screening and response. Students’ knowledge and skills significantly improved as a result of the virtual SBET (t = −5.99, p < .001, d = −0.67 and t = −4.33, p < .001, d = −0.48, respectively). A relatively low-cost, low-burden virtual SBET can significantly improve nursing students’ perceived knowledge and skills in identifying and caring for pregnant patients experiencing IPV.

Effects of Simulation on Nursing students' Knowledge and Learning Related to Measles Vaccine and Vaccine Hesitancy: A Mixed Method Study.

Vaccine hesitancy is a persistent, global public health concern that community health nurses are well-positioned to manage. Simulations involving standardized patients are effective experiential learning on managing vaccine hesitancy for other allied health disciplines. A pretest-posttest design, with a mixed-methods, one-group, quasi-experimental approach, was used to examine the effectiveness of a simulation on nursing students' knowledge of measles, mumps, and rubella vaccine hesitancy, as well as their attitudes toward the intervention. The study was completed with 61 participants. After participation in the simulation, pretest/posttest data showed a mean increase in participants' knowledge of the measles, mumps, and rubella vaccine. There was a significant improvement in the test scores from 62.62 ± 14.82 to 69.50 ± 15.75; z = -3, 897 (1-17 days) (p = 0.001). A postintervention questionnaire revealed participants most appreciated the direct interaction with a live person, the opportunity to observe classmates' performance and share feedback, multistage structure, and safety. Drawbacks included stress from being observed by peers, time constraints, and the necessity of sharing the nursing role with a partner during the scenario. Another drawback is the simulation's inability to effectively prepare participants for hesitancy in clinical settings as they needed to assess natural clinical settings. Simulations incorporating vaccine hesitancy education and standardized patients can effectively prepare nursing students for situations related to vaccine hesitancy in community clinical settings.

Exploring the experiences of female undergraduate nursing students in providing home healthcare to older adults

ABSTRACTBackgroundIn light of the growing ageing population in Saudi Arabia and Saudi nurses’ hesitation to work with the older population, it is important to understand the experiences of nursing students on their clinical placement in home healthcare.MethodsThis study is a descriptive qualitative study based on five focus groups of 3–5 students each. Data were collected from female senior baccalaureate nursing students at a female governmental university in Saudi Arabia, and during their placement in home healthcare. Data were analysed using thematic analysis.ResultsFive main themes emerged : struggling with their own family; struggling with cultural and social beliefs; struggling during clinical training; struggling with domestic caregivers; and reflections for the future were considered important impressions in clinical experience.ConclusionThe culture of Saudi Arabian society is an important factor in shaping the training experience of female nursing students either positively or negatively, specifically in the context of home healthcare nursing for older patients. The results of this study show how important it is for students to be prepared for the clinical environment, the nature of the work, and the role of the home healthcare nurse in order to improve their clinical learning.

Evaluation of an intervention package developed to reduce pre-registration nursing student attrition rates: A mixed method study

BackgroundHigher educational institutions strive to recruit and retain student nurses into pre-registration programmes to support a sustainable nursing workforce. Attrition rates for student nurses are high and escalating, with around one in three nursing students in the United Kingdom failing to complete their degree programmes. Risk factors for student attrition include the attributes students bring to their study environment, as well as their behaviours and academic outputs. Modern learning analytics engagement tool can monitor attrition risk through tracking students as they engage with learning resources and other institutional opportunities. AimTo evaluate the effectiveness of an intervention package aimed at reducing pre-registration nursing student attrition rates at a Higher Education Institute in South East England. Design and methodsOur mixed methods study design had three phases. Phase 1: design of an intervention package and its planned implementation. Phase 2: piloted the intervention with 1198 student nurses. Phase 3: semi-structured interviews with five student nurses. ResultsThe learning analytics engagement tool was able to identify 144 students who were struggling and/or disengaging with their academic studies. 17 % (n = 24) students responding to the initial email contact. Of these 24 students, 67 % (n = 16) did not want a meeting with the Intervention Officer, who they were unfamiliar with, and only one attended a meeting. ConclusionOur evaluation of the effectiveness of an intervention package in reducing pre-registration nursing student attrition rates revealed valuable insights. Findings revealed that a lack of trusting relationships with intervention facilitators is likely to diminish engagement with such interventions.

Envisioning quality improvement education partnerships to teach pre-registration nursing students: A qualitative study

BackgroundQuality improvement education partnerships occur when higher education and healthcare organisations collaborate to teach quality improvement. These partnerships have been used to increase pre-registration student engagement through experiential learning. However, there is limited evidence on the perspectives of higher education nursing academics and healthcare organisation participants in these quality improvement education partnerships. AimTo explore the experiences of quality improvement education and the use of partnerships to teach pre-registration nursing students, from the perspectives of higher education nursing academics and healthcare organisation staff. DesignQualitative interviews using reflexive thematic analysis. Setting and participantsHigher education nursing academics and quality improvement healthcare organisation staff in Australia. MethodsSemi-structured interviews were transcribed and transferred into NVivo software for coding. Reflexive thematic analysis was applied to determine main themes. ResultsFourteen interviews were conducted and there were two thematic threads identified. The first described the current state of pre-registration quality improvement education in Australia and included three themes: 1) not valuing quality improvement, 2) the nebulous nature of quality improvement, and 3) quality improvement is for others. The second thread envisioned the future of quality improvement education through partnerships and included three themes: 1) creating quality improvement cultural change, 2) preparing a quality improvement ready workforce, and 3) increasing student engagement in quality improvement. ConclusionQuality improvement education partnerships are an innovative way to engage nursing students with this content. By drawing on these partnerships as a learning tool for new nurses, there is potential to change the culture of quality improvement across higher education and healthcare organisations settings. The results in this study could be used by other health professions educators internationally to establish future quality improvement education partnerships.

"It's a Thing": What Nurse Elders Believe Novice Nurses Need to Know About Managing Emotional Labour.

Emotional labour (EL) can take a significant toll on nurses' mental health and well-being and has serious implications for the retention of nurses in the workforce. Nurse educators have struggled to prepare novices to manage EL or find serviceable resources with which to do so within the body of nursing literature, which is dominated by essentially unhelpful narratives and is absent of the practical, real-world wisdom of elder nurses. This exploratory research study illuminated elder nurses' experiential knowledge and beliefs of what is important for novices to learn about EL. Conventional Content Analysis (CCA) of qualitative survey data from 688 nurses with 20+ years of experience. CCA generated descriptive categories and sub-categories: What the elders themselves learned as student nurses, and their advice to novices in the individual realm, ("It's a Thing," healthy disengagement, supporting mental and physical well-being, reframing self-reproach), team realm (peer support, mentors), and institutional realm (structural barriers to mentors' support of novices, building novices' capacities for self-advocacy, resources to support health and well-being). The elders' data confronted and reframed legacy individuated narratives in the literature by supporting and contextualizing nurses' emotional work. Elders advised novices that EL is a reality requiring concrete strategies to manage it throughout their practices. Elders extended their focus for management of EL beyond the individual to include peer support, mentorship, and the structural conditions in which nurses perform their EL, highlighting the need to empower nurses by building their capacity for self-advocacy of their workers' rights.

Factors Influencing Novice and Beginner Nurses' Intention to Report Medication Errors and Near Misses.

Novice and beginner nurses make more medical errors than senior nurses. However, there is significant underreporting of medication errors and near misses among novice and beginner nurses. To identify the factors that influence the intention of novice and beginner nurses to report medication errors and near misses. A cross-sectional exploratory study was carried out among third-year nursing students in a Quebec university (n = 143). Data was collected through a self-reported questionnaire based on the adapted Theory of Planned Behavior. Simple descriptive analyses and a series of contingency analyses were performed using Chi-2 or Fisher exact tests. Correction of multiple tests was done using Bonferroni test. All theoretical constructs were significantly associated with intention. Sociodemographic factors (age, sex, experience and education program) were also associated with intention. Further studies are needed to identify the determinants of intention to report medication errors and near misses among novice and beginner nurses. More attention is required in nursing practice and education to act on these factors, thus encouraging novice and beginner nurses to report medication errors and near misses.

Effect of Implementing A Health Education Program on Nutritional Behaviors and Self-efficacy of Overweight Nursing Students

Effect of Implementing A Health Education Program on Nutritional Behaviors and Self-efficacy of Overweight Nursing Students

The Educator Externship: A Cross-Sector Collaboration to Support Health Academy Educators Prepare Aspiring Nursing Students.

The Educator Externship: A Cross-Sector Collaboration to Support Health Academy Educators Prepare Aspiring Nursing Students.

2024 Dr. Hope Babette Tang Humanism in Healthcare Essay Contest: First-Place Nursing Student Essay: Baby J.'s Song.

2024 Dr. Hope Babette Tang Humanism in Healthcare Essay Contest: First-Place Nursing Student Essay: Baby J.'s Song.

Relationship between Social Media Addiction and Psychological Resilience among University Nursing Students

Relationship between Social Media Addiction and Psychological Resilience among University Nursing Students

Using simulation for cross-curricular integration of adverse childhood experiences knowledge in a baccalaureate nursing program

BackgroundAdverse Childhood Experiences (ACEs) are prevalent in the United States, significantly impacting public health and well-being. Despite calls for integrating ACEs education into nursing programs, limited evidence exists on effective methods. This study addresses this gap by employing didactic and simulation-based education to teach baccalaureate nursing students about ACEs and Trauma-Informed Care (TIC). MethodsThis longitudinal quasi-experimental study examined the impact of integrating ACEs education into theory and high-fidelity simulation experiences. Students progressed from foundational ACEs knowledge to advanced topics, engaging with simulated patients. ResultsSignificant improvements in ACEs knowledge were observed across various domains, including awareness and prevention, resilience, and informing policy. Self-assessment responses also indicated improved understanding. The study demonstrated the reliability of the survey instrument (Cronbach's alpha = 0.89). ConclusionIntegrating ACEs education through didactic and simulation approaches in nursing education enhances students' knowledge and understanding of the adverse effects of childhood trauma.

AN INVESTIGATION OF SMARTPHONE ADDICTION AND ITS PERCEIVED EFFECTS ON SLEEP-PATTERN AND ACADEMIC PERFORMANCE AMONG STUDENTS AT SCHOOL OF NURSING IN NORTH CENTRAL NIGERIA

The study aimed at investigating Smartphone addiction, its perceived effect on sleep pattern and academic performance on student nurses in the School Complex, University of Ilorin Teaching Hospital. A descriptive cross-sectional study design was utilized for the study. The study deployed stratified and proportionate sampling method to select students from the three levels of students. The sample size was 121 with a proportion of 41, 33, and 47 for 100L, 200L and 300L students’ nurses. A self-administered questionnaire developed by the researchers was used for data collection from the respondents and only 120 were valid for analysis, using SPSS Version 20. The findings revealed that 78% of the participants were highly addicted to their Smartphone’s; only 5% were not addicted. However, nearly half of the students indicated that they feel excessively tired and sleepy in class and agreed that their sleep pattern is altered due to excessive Smartphone usage while almost half of the participants missed planned work due to Smartphone usage. Additionally, the study revealed that, there is a significant relationship between age and the level of addiction to Smartphone among students (p&lt; 0.04). The study thus shows a high level of Smartphone addiction among the student nurses in the setting. It is therefore, recommended that interventions and awareness programs be created to address excessive Smartphone use and promote healthier sleep habits.

An Escape Room-Based Computer-Supported Collaborative Learning Approach to Enhancing Students’ Learning Achievement, Collaboration Awareness, Learning Motivation and Problem-Solving Skills

Traditional teaching methods often limit interactive learning, negatively impacting students’ motivation and learning achievement. Moreover, fostering collaborative awareness and problem-solving skills is crucial for developing the core competencies of future nursing professionals. To address these challenges, this study proposed an escape room-based computer-supported collaborative learning (ER-CSCL) approach to enhance students’ learning outcomes in an obstetrics course. A quasi-experimental study involving 55 nursing students (28 in the experimental group and 27 in the control group) was conducted in a nursing school in northern Taiwan to compare the effectiveness of the ER-CSCL approach with the video-based learning method. The study assessed four key outcomes: learning achievement, collaboration awareness, learning motivation, and problem-solving skills. The results indicated that the ER-CSCL approach significantly outperformed the video-based learning method in terms of learning achievement, collaboration awareness, learning motivation, and problem-solving skills. In conclusion, this study demonstrates that integrating an interactive escape room online game-based learning tool with CSCL strategies effectively engages nursing students and enhances their learning outcomes. This innovative approach aligns with the goals of nursing education, proving a dynamic avenue for immersive learning and cultivating professional knowledge and practical skills among nursing students.

Examining the faculty factors influencing Bachelor of Science Nursing (BScN) students’ mentorship in universities in Kenya

Student support is dynamic and requires all-round preparation of faculty as well as their ability to support the learners in navigating the learning environment. This ability can only be understood through understanding the preparation and perception of faculty that can pause a facilitator or inhibiter of the desired end. The aim of the study was to examine faculty factors influencing Bachelor of Science Nursing (BScN) students’ mentorship in universities in Kenya by examining perception of faculty on availability and training on mentorship, assessing the implications of faculty workload and training on student mentorship and evaluating the perception of faculty on BScN student peer mentorship. The study was cross sectional with qualitative approach of data being applied. Study was conducted on faculty in nursing schools at Masinde Muliro University of Science and Technology (MMUST), Great Lakes University of Kisumu (GLUK), Uzima University and University of East Africa Baraton (UEAB). Results indicated that majority of the participants in the schools did not have requisite training to conduct mentorship and therefore felt inadequately prepared to engage in mentorship. However, majority felt that if peer mentorship structures were put in place and implemented, it would be worth, efficient and effective in supporting learners to socially adjust hence succeed in their academics. In conclusion, training of faculty, faculty workload and faculty perception of peer mentorship influenced student mentorship in universities in Kenya.

A Training Institution-Based Assessment of Choices and Perceptions of the Nursing Profession and Analysis of Career Progression Perspectives Among Final Year Nursing and Midwifery Students

A Training Institution-Based Assessment of Choices and Perceptions of the Nursing Profession and Analysis of Career Progression Perspectives Among Final Year Nursing and Midwifery Students