Perceptions Of Community Care Research Articles

Perceptions of community care among nursing students: A cross-sectional study with implications to nursing workforce

BackgroundA shift of health care services towards community care has driven the need to develop the community care nursing workforce. However, challenges exist in attracting nursing graduates to a career in community care. AimTo examine perceptions of community care and placement preference among undergraduate nursing students across different years of study in a Singapore university. MethodsThis study examined perceptions of community care and placement preference among undergraduate nursing students across different years of study. A cross-sectional study was conducted using the ‘Scale on COmmunity care Perceptions’ (SCOPE). ResultsOnly 31.3 % of the 501 nursing students who completed the survey preferred community care placement. They rated opportunities for advancement, work status and enthusiastic colleagues in community care with relatively lower scores in the SCOPE. Students' placement preferences and year of study were predictive factors of their perceptions of community care nursing. Students who indicated their placement preference in home-based care (p < 0.001) and intermediate long-term care (p < 0.05) reported significantly positive perceptions towards community nursing as compared to students who indicated acute care as their preferred placement. Despite pre-perceived ideas among the year 1 cohort, the community care placement within their course curriculum had an impact on year 2 to 4 students' perceptions of community care. ConclusionsThese findings identified key strategies to increase the community care nursing workforce which include promoting a better understanding of the role of a community nurse, providing quality community placement opportunities supported by preceptors who are good role models and fostering an optimistic career outlook and advancement in community nursing.

Sustainable Involvement of Family Physicians for Improving Help-Seeking Behaviors in Rural Communities: A Thematic Analysis.

Introduction Medicine, particularly family medicine, is crucial to community health and well-being. Its impact on sustainable community care is significant, especially in rural settings with unique dynamics. Recent trends highlight the need for collaboration between family physicians and community members to foster effective help-seeking behaviors (HSBs) linked to improved quality of life and self-efficacy in self-management. This study explores rural communities' perceptions of community care and the integration of family physicians into rural healthcare, enhancing its sustainability. Method A thematic analysis based on relativist ontology and constructivist epistemology was employed. The study was conducted in Unnan City, Japan, involving 81 rural community members. Focus group interviews were the primary data collection method. The research team, comprising a family physician, a non-profit organization director, and a medical educator, analyzed the data, ensuring a balanced and unbiased approach. Results Four key themes emerged, such as understanding the burden felt by existing organizations, continuously engaging in meaningful community activities, steady activities matched to the community's pace, and viewing all places as opportunities for exchange and learning. These themes reflect the need for better information sharing, respecting community dynamics, and incorporating family physicians into various community interactions for effective healthcare delivery. Conclusion This study emphasizes the critical role of family physicians in rural healthcare. It identifies the need for meaningful engagement with local communities, adapting healthcare to the rural context, and using various community spaces for health education. The findings advocate for a community-centric healthcare approach, which respects the unique dynamics of rural areas, fostering a sustainable and responsive healthcare system. Future research should include diverse rural settings and quantitative methods for broader applicability and deeper insights.

Nursing students' perceptions on community care and placement preference in Saudi Arabian universities: A multicenter cross-sectional study

BackgroundThere is an increasing shortage of highly educated community nurses; only a small number of nursing students choose to work in the community. ObjectivesTo understand the perception among nursing students in Saudi Arabia about working in the community and where they intend to pursue their careers. DesignA quantitative cross-sectional design. Settings and participantsA convenience sample of undergraduate students enrolled in their first to final years of a bachelor's degree program at three Saudi Arabian universities. MethodsData were collected from September–December 2022 using the ‘Scale on Community Care Perceptions’, which included demographic questions and measures reflecting their impressions of a community care placement, a community care career, and their current placement preferences. ResultsIn total, 439 students completed the online questionnaire. Nursing students' community care feelings (affective component), expectations, and regards as a future profession were moderately positive with a mean of 6.68 (1–10 scale; negative-positive perceptions). Regarding placement preference, many students chose general hospitals (N = 212, 48.30 %); a small number chose community care (N = 77, 17.54 %). The positive choice of respondents was influenced by the various technical nursing skills required (N = 212, 10.6 %), enjoyable relationships with patients (N = 211, 10.5 %), and many opportunities for advancement (N = 169, 8.4 %). Furthermore, students' placement preferences were significantly predicted by their expectations of placement and future professions in community care (F = 95.24, p < 0.01, R2 = 0.30). A significant difference was also found among their preferences in terms of the level of education and the experience of family and friends working in the community (p < 0.01). ConclusionCommunity care is an undervalued career choice among nursing students in Saudi Arabia. To bolster nursing students to prefer this career path, nursing schools, in coordination with local authorities, must formulate and implement a clearly defined career development plan that allows them to fully immerse themselves in community care activities.

Understanding nursing students' perceptions of the general practice environment and their priorities for employment settings.

AimTo explore final year nursing students' perceptions of the general practice environment and their priorities when choosing a workplace.DesignOnline survey, reported following the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines.MethodsThe validated Profession Scale from the Scale on Community Care Perceptions (SCOPE) tool was used to identify characteristics within the general practice environment and the importance of these in choosing a workplace. To explore the factor structure, exploratory factor analysis was undertaken which was used to revise the survey language and flow before widespread dissemination.ResultsThree hundred and fifty‐five responses were received. Factor analysis revealed three factors: Provision of care, Employment conditions and Nature of work. Respondents exposed to general practice in the Bachelor of Nursing program or who had a general practice clinical placement had significantly different perceptions across all factors. Although wages, advancement opportunities, work pressures and the physical nature of work were perceived as important in choosing a workplace, they were seen as only moderately present in general practice.

Validity and Reliability of Turkish Version of the Scale on Community Care Perceptions (Scope) for Nursing Students

Objective: The purpose of study was to conduct a study on validity and reliability of Turkish version of the “Community Care Perceptions for Nursing Students”.&#x0D; Methods: This methodological study was conducted in two of the universities located in Istanbul with 386 students between the dates May and December in 2019. During the designation of the Turkish version of the scale back-translation method was utilized for the language adaptation. Validity was assessed as content and construct validity and the reliability was assessed as internal consistency, test-retest analysis. Content validity was evaluated with expert views, construct validity with confirmatory factor analysis, internal consistency with Cronbach’s Alpha coefficient, test-retest results with Pearson’s Correlation analysis.&#x0D; Results: Cronbach’s Alpha coefficient was found as .94 and sub-dimensions ranged between .65-.88. Item total correlation was found over .20 excluding 26th, 28th items, test-retest correlation was calculated as .72. Content validity index was determined as .99. Confirmatory factor analysis was approved the structure of scale consisting of 33 items and 3 factors.&#x0D; Conclusions: Nursing Students’ Community Care Perceptions Scale was found to be valid and reliable. It may be used to assess community care perceptions of nursing students taking the course of community care nursing in Turkey.

How nursing students\u2019 placement preferences and perceptions of community care develop in a more \u2018community-oriented\u2019 curriculum: a longitudinal cohort study

BackgroundExtramuralisation in healthcare has influenced medical and nursing curricula internationally with the incorporation of themes related to primary/ community care. Despite this, students do not easily change their career preferences. The hospital is still favourite, leading to labour market shortages in extramural care. This study investigates how baccalaureate nursing students’ perceptions of community care and placement preferences develop over time in a more ‘community-care-oriented’ curriculum, to gain insights on which curriculum elements potentially influence career choices.MethodsA nursing student cohort of a University of Applied Sciences in the Netherlands (n = 273) underwent a new four-year curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). Data were collected each year of study. Descriptive statistics were used to investigate students’ placement preferences and perceptions, and linear mixed model techniques (LMMs) for measuring how students’ perceptions develop over time. Patterns of placement preferences at individual level were visualised.ResultsStudents’ perceptions of community care, as measured with SCOPE, show a slight decrease between year 1 and 4, while items mutually differ substantially. In contrast, the preference of community care for a placement increases from 2.6% in year 1 tot 8.2% in year 4. The hospital is favourite in year 1 (79.8%), and remains most popular. At individual level, students often change placement preferences, although a preference for the hospital is more consistent. The LMMs indicates that, at the four time-points, the estimated marginal means of students’ perceptions fluctuate between 6 and 7 (range 1–10). A placement in community care did not positively influence students’ perceptions, and an intensive 1 week theoretical programme was only temporarily influential.ConclusionsAlthough interest for placement in community care increased substantially, it was not clear which curriculum elements stimulated this, nor did the curriculum positively influence students’ perceptions. As most students do not look forward to the high responsibility of the field, other curricula with educational tracks for more mature students/ nurses with a vocational training may be an alternative contribution to solving the labour market problems in community care.

Influencing nursing students\u2019 perceptions of community care with curriculum-redesign; a quasi-experimental cohort study

BackgroundThe shift in healthcare to extramural leads to more patients with complex health problems receiving nursing care at home. However, the interest of baccalaureate nursing students for community nursing is moderate, which contributes to widespread labour-market shortages. This study investigates the effect of a more ‘community-care-oriented’ curriculum on nursing students’ perceptions of community care.MethodsA quasi-experimental quantitative survey study with a historic control group (n = 477; study cohorts graduating in 2015, 2016, and 2017; response rate 90%) and an intervention group (n = 170; graduating in 2018; response rate 93%) was performed in nursing students of a University of Applied Sciences in a large city in the Netherlands. The intervention group underwent a new curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). The control and intervention group were compared on demographics, placement preferences and perceptions with a chi-square or T-test. Multiple regression was used to investigate the effect of the curriculum-redesign on nursing students’ perceptions of community care.ResultsThe comparison between the control and intervention group on students’ perceptions of community care shows no significant differences (mean 6.18 vs 6.21 [range 1–10], respectively), nor does the curriculum-redesign have a positive effect on students’ perceptions F (1,635) = .021, p = .884, R2 = < .001. The comparison on placement preferences also shows no significant differences and confirms the hospital’s popularity (72.7% vs 76.5%, respectively) while community care is less often preferred (9.2% vs 8.2%, respectively). The demographics ‘working in community care’ and ‘belonging to a church/religious group’ appear to be significant predictors of more positive perceptions of community care.ConclusionsGraduating students who experienced a more ‘community-care-oriented’ curriculum did not more often prefer community care placement, nor did their perceptions of community care change. Apparently, four years of education and placement experiences have only little impact and students’ perceptions are relatively static. It would be worth a try to conduct a large-scale approach in combination with a carefully thought out strategy, based on and tying in with the language and culture of younger people.

The Scale on COmmunity care PErceptions (SCOPE) for nursing students: A development and psychometric validation study.

The aim of this study was to develop a valid instrument to measure student nurses' perceptions of community care (SCOPE). DeVellis' staged model for instrument development and validation was used. Scale construction of SCOPE was based on existing literature. Evaluation of its psychometric properties included exploratory factor analysis and reliability analysis. After pilot-testing, 1062 bachelor nursing students from six institutions in the Netherlands (response rate 81%) took part in the study. SCOPE is a 35-item scale containing: background variables, 11 measuring the affective component, 5 measuring community care perception as a placement, 17 as a future profession, and 2 on the reasons underlying student preference. Principal axis factoring yielded two factors in the affective component scale reflecting 'enjoyment' and 'utility', two in the placement scale reflecting 'learning possibilities' and 'personal satisfaction', and four in the profession scale: 'professional development', 'collaboration', 'caregiving', and 'complexity and workload'. Cronbach's α of the complete scale was 0.892 and of the subscales 0.862, 0.696, and 0.810 respectively. SCOPE is a psychometrically sound instrument for measuring students' perceptions of community care. By determining these perceptions, it becomes possible to positively influence them with targeted curriculum redesign, eventually contributing to decreasing the workforce shortage in community nursing.

Factors underlying perceptions of community care and other healthcare areas in first-year baccalaureate nursing students: A focus group study

BackgroundDespite the increasing labour market shortage of well-educated community nurses, few baccalaureate nursing students choose for a career in community care. Obtaining knowledge of how students perceive healthcare areas early in their education is important to take meaningful steps in counteracting any existing misconceptions with targeted curriculum redesign. ObjectiveDetermination of factors underlying perceptions of healthcare areas in first-year baccalaureate nursing students. DesignA descriptive qualitative study using focus group inquiry. MethodsThis study follows up on a large-sample quantitative multicentre survey study. Fourteen first-year nursing students at a university of applied sciences in the Netherlands participated in focus group discussions in October 2014. Transcripts of the discussions were coded by two independent researchers at three levels – open, axial and selective coding – on the basis of two templates. The codes were sorted into categories and assigned to suitable main codes in the templates. The number of sub-codes per category and code were added together. ResultsEight main themes were formulated, to wit (1) variety and diversity, (2) challenges, (3) improving people's health, (4) collaboration, (5) role models, (6) patient- or environment-based perceptions, (7) self-efficacy and (8) immediate vicinity. Data suggest that first-year students have clear ideas about the characteristics which they consider important in professional practice. Their perceptions do not necessarily reflect the actual situation, as they expect the hospital to possess all desired characteristics while community nursing seems to be undervalued. ConclusionTo remedy students' misperceptions, four recommendations are formulated for curriculum redesign strategies deriving from the eight themes. These recommendations are based on collaboration between school and care organisations as well as on themes related to in-depth knowledge within the educational programme. The interventions will potentially help to strengthen the focus on community care, which will foster a more optimistic and realistic career outlook on this field.

Perceptions of community care and placement preferences in first-year nursing students: A multicentre, cross-sectional study

BackgroundDespite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution. ObjectivesTo acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and the assumptions underlying these preferences. DesignA quantitative cross-sectional design. SettingsSix universities of applied sciences in the Netherlands. ParticipantsNursing students in the first semester of their 4-year programme (n=1058). MethodsData were collected in September–December 2014. The students completed the ‘Scale on Community Care Perceptions’ (SCOPE), consisting of demographic data and three subscales measuring the affective component of community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used. ResultsFor a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a ‘low-status-field’ with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement. ConclusionDue to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.