Nursing Students Research Articles

Impact of COVID-19 lockdown on sleep patterns and the related problems among nursing students.

To evaluate the impact of the COVID-19 lockdown on sleep patterns and quality among nursing students in our college. A cross-sectional study was carried out. A total of 302 nursing students aged 18-25 years, representing both genders and various academic levels, participated in this study. A pre-validated, self-administered questionnaire was used to assess sleep quality during COVID-19 and it was distributed through various social media platforms for data collection. Female students comprised the majority (92.1%) of participants. Of 332 nursing students, 302 completed the questionnaire, yielding a 91% response rate. Statistically significant differences were observed before and during the COVID-19 lockdown regarding the need to sleep after waking, feeling refreshed upon waking, satisfaction with individual sleep patterns and experiencing restless and troubled sleep (p = 0.001). Additionally, approximately one-third of nursing students (32.9%) reported poor sleep quality during the COVID-19 pandemic, with minimal impact on the total sleep hours among the studied cohorts. The COVID-19 pandemic has statistically significant impacted nursing students' sleep quality and levels. Acknowledging these challenges and planning for providing supporting measurements is essential to ensuring that nursing students can maintain their physical and mental health, which is critical for their ability to provide quality healthcare.

The mediating role of positive psychological capital in the relationship between metacognition and self-directed learning ability: A cross-sectional study

BackgroundSelf-directed learning is a fundamental skill and requirement for lifelong learning. It enables nursing students to enhance their learning ability, academic achievement, clinical performance, and adaptability to clinical situations. Metacognition (i.e., the process of reflecting on one's own cognitive activities) helps internalize learning strategies, construct self-concept, and solve problems. Positive psychological capital is a positive psychological state that stimulates the pursuit of individual development; it helps nursing students to cope effectively with various problems. However, it remains unclear if metacognition impacts self-directed learning ability (SDLA) through positive psychological capital; if confirmed, this would provide basic data for the development of effective teaching and learning methods. ObjectivesTo examine the mediating effect of positive psychological capital in the relationship between metacognition and SDLA in nursing students. DesignA cross-sectional, descriptive survey study. ParticipantsThe participants were 172 nursing students from four nursing colleges. MethodsWe measured metacognition, positive psychological capital, and SDLA using an online questionnaire; data were collected from September 7 to 23, 2023. We used Pearson's correlation coefficient to analyze correlations. To test the mediating effect of positive psychological capital, we used three-step regression analysis, Sobel's test, and Hayes's Process Macro - Model 4. ResultsSDLA was correlated with metacognition (r = 0.689, p < .001) and positive psychological capital (r = 0.605, p < .001). Metacognition influenced positive psychological capital (B = 0.324, p < .001) and SDLA (B = 0.614, p < .001). Positive psychological capital mediated the relationship between metacognition and SDLA (B = 0.297, p < .001; z = 3.214, p = .001 [Sobel test]). ConclusionLearning strategies aiming to enhance nursing students' SDLA require successful metacognition to boost positive psychological capital. This study's empirical evidence on the potential benefits of linking metacognition with positive psychological capital has practical implications in relation to helping nursing students attain core academic goals.

Addressing Medication Administration Safety Through Simulation: A Quasi-Experimental Study Among Nursing Students.

Healthcare institutions are dedicated to minimizing medication errors and promoting their reporting. This study investigates the impact of simulation on nursing students' attitudes toward and intention to report medication errors. A quasi-experimental one-group pre-post-test study was conducted. Third-year nursing students (N = 63) participated in a scenario-based simulation for medication administration. Participants' errors were documented. Participants self-reported attitudes toward medication administration safety and intention to report errors. The most reported error was "contraindicated in disease" (61%). The simulation increased attitudes of preparedness by the training program received (p < 0.01) and belief in the patient's involvement in preventing errors (p < 0.01), and decreased the belief that professional incompetence reveals errors (p = 0.015). Intention to report errors was influenced by medication error training received (p = 0.045), confidence in error reporting (p < 0.001), and a sense of responsibility to disclose errors (p = 0.001). Simulation effectively shapes attitudes and intentions regarding medication error reporting. Improving nursing students' awareness, skills, and clinical judgment can foster a safety culture and potentially reduce patient harm. Future research should examine the long-term effects of simulation and its impact on reducing medication errors.

Leveraging an mLearning Prototype to Teach Medical Terminology to Nursing Students: A Linguistic Approach

BackgroundMedical terminology enables effective communication. Many nursing students find this learning challenging. Research suggests that nursing students perceive value in receiving dedicated teaching on the linguistic rules of medical terminology. AimThe aim of this quantitative study was to explore nursing students’ experiences of using a mLearning prototype to learn medical terminology like a language. MethodPreregistration undergraduate first-year nursing students used the mLearning prototype for 6-weeks. Its use was supplemental to lectures, seminars, and practicals while remaining self-directed. Pre and postassessments were completed by participants measuring their medical terminology knowledge before and after using the mLearning prototype. ResultsQuantitative data analysis using SPSS revealed a significant mean difference in knowledge of medical terminology between the pre and postassessment results. 95% of participants agree that it increased their knowledge of medical terminology. Participants valued the evidence-based language learning strategies incorporated. ConclusionSpecialized, supplementary mLearning tools may offer an inclusive solution to support learners’ acquisition of essential medical terminology academic and clinical environment.

Examining the influence of social support and resilience on academic self-efficacy and learning outcomes in pre-licensure student nurses

BackgroundAcademic self-efficacy is recognized as a vital element influencing students' academic performance, while social support and resilience have been recognized as potential predictors of academic self-efficacy. PurposeThe purposes of this study are twofold: (1) to examine the influence of academic self-efficacy on learning outcomes in nursing students, and (2) to explore whether social support and resilience serve as predictors of academic self-efficacy. MethodA quantitative cross-sectional research design was utilized in this study. A total of 265 Filipino student nurses registered in a government nursing school participated in the study. ResultsStudent nurses reported moderate to high levels of general academic self-efficacy. Increased levels of academic self-efficacy were associated with better academic performance and clinical performance. Resilience emerged as a strong predictor of academic self-efficacy. ConclusionsThe findings of this study highlighted the value of resilience in promoting academic self-efficacy among student nurses. Furthermore, the research establishes the significance of academic self-efficacy in enhancing positive learning outcomes for these students. The findings underscore the need for interventions targeting the development of resilience to enhance academic self-efficacy, leading to improved learning outcomes.

Effect of Educational Strategies on Knowledge, Perception and Attitude toward Climate Change and its Effect on Health Among Nursing Students

Effect of Educational Strategies on Knowledge, Perception and Attitude toward Climate Change and its Effect on Health Among Nursing Students

Partnership to Increase Care Access Through Mobile Outreach to Migrant Farm Communities: A Feasibility Study

Abstract: Background: Health care access for migrant farmworkers is limited given the nature of seasonal farm work, including migration patterns, capacity, and availability of local community health services. Consideration of these contextual elements when exploring a community–academic partnership to increase access to care for migrant farmworkers is essential. Objective: Explore the partnerships and processes for integrating nursing faculty and students from a regional public university’s school of nursing into a farmworker health outreach program’s mobile clinic process. Methods: A feasibility study was undertaken using Bowen et al.’s feasibility framework. Results: Integrating faculty and students into the farmworker health outreach program’s mobile clinic process was determined to be feasible. Conclusions: Integrating faculty providers and students into a farmworker outreach program’s mobile health process has several nuances requiring consideration before operationalizing the partnership, including nursing faculty practice (e.g., credentialing, malpractice insurance), student clinical placement processes, the farmworker outreach program’s processes, and farmworker availability.

The status of interprofessional education for healthcare students in South Korea: a scoping review focusing on simulation-based education.

Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE's purpose and essence among practitioners is crucial for its academic maturation.

Effectiveness of Modified Peyton’s 4-step Teaching Approach on Maternity Nursing Students Acquisition of Procedural Skills, Self-confidence and Satisfaction

Effectiveness of Modified Peyton’s 4-step Teaching Approach on Maternity Nursing Students Acquisition of Procedural Skills, Self-confidence and Satisfaction

Meeting Lucy Grey: A Suicidal Standardized Patient Experience for Senior Nursing Students.

Meeting Lucy Grey: A Suicidal Standardized Patient Experience for Senior Nursing Students.

Integrated motivation-reflection approach to improve first-year nursing students’ learning: A quasi-experimental study

Integrated motivation-reflection approach to improve first-year nursing students’ learning: A quasi-experimental study

Championing student participation in co-designing digital education resources: A student experience

The aim of this contemporary piece is to discuss the student experience of co-design and the process involved in the co-creation of developing digital educational resources. A discussion of the need for digital educational resources in the era of pre-registration nursing students being digital natives is explored and the potential benefits or barriers for nursing education and practice are outlined. The need for co-design as a methodology in nurse education which is inclusive of the student-led role is discussed and a personal account of student experience will be detailed. By focusing on the student voice this article aims to provide a first-hand experience of working alongside academic and educational research teams, whilst also promoting student participation within co-design projects further than simply tokenistic involvement, highlighting the comprehensive benefits associated for all. The importance of support, knowledge sharing, and effective communication will be detailed to allow other students to gain insight and empower them to participate in a co-designed project should it arise in their university education.

Feedback-based learning from viewpoints of surgical nursing students: A mixed-method study.

Feedback-based learning (FBL) focuses on guiding the learning process according to educational objectives and the student's needs. This study aimed to investigate surgical nursing students' perceptions and explore their experiences of FBL. The present study used a mixed-methods sequential explanatory design that was conducted in the quantitative and qualitative phases. Surgical nursing students participated in the quantitative phase (n = 105). In the first phase, students completed two questionnaires about FBL and clinical feedback. Semi-structured face-to-face interviews were used to collect qualitative data in the second phase. Graneheim and Lundman's inductive approaches were used to analyse the qualitative data. The mean (SD) score for students' perception of FBL was 3.99 ± 0.70. The qualitative results were explored in two themes, "motivational support for improvement" and "unpleasant learning". In this study, the positive and negative aspects of FBL were explained. FBL is perceived as a motivational support mechanism to improve students' capabilities during their academic courses and also prepare them for future careers. Conversely, FBL may experience unpleasant learning due to negative feedback and negative emotions.

Effect of Educational Program on Maternity Nursing Students’ Perception toward Sustainability Development: Challenges for Women Empowerment and Reducing Maternal Mortality

Effect of Educational Program on Maternity Nursing Students’ Perception toward Sustainability Development: Challenges for Women Empowerment and Reducing Maternal Mortality

Preceptors’ experiences in guiding nursing students to use research findings and to implement evidence-based practice†

Abstract Objective Evidence-based practices (EBPs) have been taught to students by identifying the best evidence/evidence from research results. However, the experiences of Indonesian nurse preceptors in helping students implement research findings have not been explored thoroughly. This study aimed to explore Indonesian nurse preceptors in guiding nursing students to use research findings. Methods This study used interpretive phenomenology analysis that involves 9 nurse preceptors from hospitals in West Kalimantan, Indonesia. Semi-structured in-depth interviews were recorded and then transcribed verbatim. Results Three themes were generated during the analysis: “types of student supervision,” “issues during supervision,” and “the need for research literacy and supervision.” Conclusions Nurse preceptors need support to supervise the nursing students to use research findings. In addition to upgrading nursing skills, nurse preceptors must receive training in research and its utilization. Developing an appropriate strategy to assist students in using research findings will enhance the promotion of evidence-based nursing practices on a daily basis.

The influence of organizational caring on mobile phone addiction in undergraduate nursing students: The chain mediating role of perceived stress and self-control

BackgroundThe incidence of mobile phone addiction (MPA) is increasing in undergraduates and may lead to depression, anxiety, and sleep disorders. Undergraduate nursing students are important group for clinical services; therefore poor mental health has an important implications for the quality of future nursing work and the relationship between nurses and patients. ObjectivesTo explore the connection between organizational caring and MPA in Chinese undergraduate nursing students and to investigate the mechanisms of perceived stress and self-control in this relationship by constructing a chain mediation model. DesignA cross-sectional study. MethodsA total of 900 participants (age range 18–25 years, M = 20.99, SD = 1.58, 94.0 % female) were recruited from 10 universities in China. Data were collected using an online survey between February and March 2023. Organizational caring, subjective stress, self-control ability, and MPA among undergraduate nursing students were assessed. Results(1) The prevalence of MPA was 34.9 % (314/900). (2) MPA in undergraduate nursing students was negatively correlated with self-control (r = −0.468, p < 0.001) and organizational caring (r = −0.156, p < 0.001), and positively correlated with perceived stress (r = 0.362, p < 0.001). (3) Perceived stress and self-control mediated the relationship between organizational caring and MPA, and the relative mediating effect values were 16.6 % and 17.2 %, respectively. (4) Organizational caring had an indirect effect on MPA through the chain mediation effect of perceived stress and self-control, and the relative mediating effect value was 19.1 %. ConclusionOrganizational caring, perceived stress and self-control directly influenced MPA among undergraduate nursing students. Additionally, organizational caring indirectly affected MPA through perceived stress and self-control. To further mitigate MPA among students, nursing managers and educators should enhance organizational caring, reduce perceived stress, and improve self-control abilities.

Association Between Source of Social Support and Depression Among Nursing Students During the COVID-19 Pandemic

Background: Nursing students have a higher risk of depression due to their already high academic burden, social isolation, pandemic loneliness, abrupt online learning, and financial difficulties during the COVID-19 pandemic lockdown. Although the disruption of social network patterns during the pandemic has been observed in previous studies, it is still not fully understood which source of social support is associated with depression among nursing students. Purpose: This study aimed to assess the correlations between sources of social support and depression among nursing students during the COVID-19 pandemic lockdown.Methods: An online cross-sectional study was conducted between May-September 2021. Nursing students (n=734) from seven universities across four provinces in Indonesia were recruited as participants using convenience sampling methods. Data were obtained through online questionnaires consisting of the Multidimensional Scale of Perceived Social Support (MSPSS) to assess social support, and the Patient Health Questionnaire-9 (PHQ-9) to assess depression. Spearman-Rank correlation tests were used to examine the correlations between sources of social support and depression. Results: Most of the nursing students (85.1%) were female with a mean age of 19.94 years (SD=1.42). Many nursing students (n=313; 42.6%) experienced depression. Most of the students (n=465; 63.4%) perceived high family support, moderate friends (n=415; 56.5%) and significant others' support (n=437; 59.5%). Of the three sources of social support (family, friends, and significant others), only family support had a significant inverse correlation with depression (Rho=-0.492, p&lt;0.001).Conclusion: Family support had a significant inverse and moderate correlation with depression among nursing students during the COVID-19 pandemic. Our findings provided information to nursing educators to incorporate a strategy to maintain robust family support and regular depression assessments as part of the online learning curriculum. Therefore, it can be used to ameliorate depression among nursing students.

Issues in Clinical Learning Environment Faced by Female Nursing Students at Jamshoro, Pakistan

Hospital-based education provides a supportive environment for nursing students who accept challenges for their profession. Although nursing is primarily a skill-based profession, clinical training is an important component of the growing nursing field. This empowers nursing students to integrate theoretical information into their psychomotor abilities, which they may then use in patient care. Objective: To identify issues in the clinical learning environment faced by female nursing students at Jamshoro. Methods: A descriptive cross-sectional study was directed at the public sector Liaquat College of Nursing attached to Liaquat University Hospital in Jamshoro from November 2023 to April 2024. A convenience sampling technique was utilized, and the research tool was adopted with some modifications and expert consultations to collect the data. Nursing students enrolled in clinical practice for six months and performed data analysis using IBM SPSS version 25.0. Results: The mean age of the participants in this study was evaluated at 21.5 years, with a standard deviation of 0.664 years. According to our findings, 24.6% of participants assigned their duties to the pediatric ward. 82.4% of participants were overseen by a single teacher, 78.3% lacked personal protection equipment, and 72.5% reported a lack of cooperation between the College of Nursing and the hospital. Conclusions: It was concluded that most participants are dissatisfied with clinical education, thus, reducing the shortage of clinical faculty, providing personal protective equipment, and developing good coordination between nursing colleges and hospitals can reduce issues faced by nursing students in clinical settings, thereby improving patient care.

The Influence of Digital Literacy, Health Literacy, Depression on Nursing Students' Health Promoting Behavior

The Influence of Digital Literacy, Health Literacy, Depression on Nursing Students' Health Promoting Behavior

Exploring the impact of collaborative learning on the development of critical thinking and clinical decision-making skills in nursing students: A quantitative descriptive design

This study aims to introduce collaborative learning as a method in the Mental Health and Diseases Nursing course for actively enrolled fourth-year nursing students. The objective is to assess the impact of collaborative learning on critical thinking and clinical decision-making among nursing students. Collaborative learning involves the use of small groups to help students identify effective ways of working together to enhance their learning outcomes. A quantitative research methodology was employed in this study. To evaluate the effectiveness of the collaborative learning program, a within-subject repeated-measures design was implemented. This study was conducted in the nursing department of a university in Turkey. The study included 96 female students (92.3 %) and 8 male students (7.7 %). Data collection involved the sociodemographic data form, the California Critical Thinking Disposition Inventory (CCTDI), and the Clinical Decision-Making in Nursing Scale (CDMNS). The students' pre-program CDMNS median score was 146.00 (117.00–177.00), and the post-program CDMNS median score was 147.50 (115.00–175.00). While there was an increase in the students' clinical decision-making scores after the program, this increase was not statistically significant (p > 0.05). The pre-program median score for CCTDI was 223.26 (176.87–296.02), and the post-program median score was 227.88 (188.87–359.00). The students' critical thinking disposition scores showed a statistically significant increase after the program (p < 0.05). The study results revealed notable enhancements among students who participated in courses utilizing the collaborative learning method. These enhancements included heightened academic performance, elevated levels of critical thinking, increased self-confidence, and improved clinical decision-making abilities.