Prelicensure Nursing Students Research Articles

Development of a Collaborative Online International Learning (COIL) Activity.

Global mobility has made global health a priority within nursing curricula and health care organizations. A collaborative online learning activity could promote international perspectives of health care delivery. Including a collaborative online international learning activity in continuing education for practicing nurses is a viable strategy that is consistent with the internationalization at home movement. Use of a qualitative descriptive evaluation approach when teaching prelicen-sure nursing students and educating practicing nurses provides effective international collaboration, promotes a global mindset, and provides an exemplar for professional development specialists to teach practicing nurses. [J Contin Educ Nurs. 2024;55(5):220-223.].

The perceived preparedness of prelicensure nursing students’ to transition to practice

BackgroundThe impact of clinical site limitations on the categories of clinical competencies among prelicensure nursing students (PNSs) is not clear. AimTo describe the perceived clinical preparedness of PNSs who experience alterations in their training. MethodsForty-four PNSs were surveyed using the Clinical Competence Questionnaire (CCQ). CCQ measures four categories of nursing competencies: (a) professional behaviors (PB), (b) general performance (GP), (c) core skills (CS), and (d) advanced skills (ANS). ResultsMost students (89%) reported feeling unprepared to enter practice or reenter clinical settings. The average overall perceived competence score was 169 (SD = 22, 128-212). The averages for PB, GP, CS, and AS were low. Students’ CS and AS scores were significantly and negatively correlated with the number of altered courses (r = −.38, p = .008; r = −.35, p = .018 respectively), and students’ GP scores were significantly, and inversely, associated with the number of missed clinical days (r = −.32, p = .03). ConclusionsStudents who experience alterations feel unprepared to transition to practice. The findings can guide the training needed for PNSs before reentering clinical rotations or upon joining the workforce.

Prelicensure Nursing Students' Attitudes Toward Patients With Cancer Revisited.

Recruiting graduate nurses into oncology practice postgraduation continues to be challenging. Graduate nurses tend to prefer clinical settings that they consider high-tech or challenging, with oncology ranking low. In additio.

Teaching the Teacher: Implementing a Toolkit to Standardize Effective Preceptorship of Prelicensure Nursing Students.

Faculty can support successful preceptor-led clinical experiences by providing registered nurses with educational resources to guide them in the preceptor role. To upgrade our institution's educational resources using an online platform that enables just-in-time access. This was a quality improvement project to create and implement an educational resource tool kit for prelicensure nursing preceptors. Half of our preceptors (n = 46, 52%) had no formal preceptor education. The preceptors used all the resources and were satisfied with the tool kit's content and ease of use. Implementing the tool kit was feasible. Further development includes ( a ) adding content regarding diverse students and trauma-informed nursing care, ( b ) incorporating interactive educational materials, ( c ) exploring avenues to reduce cognitive load, ( d ) creating a prelicensure preceptor preparation course, and ( e ) considering avenues for providing open access for nursing faculty of prelicensure programs.

Online Mindset Training for Prelicensure Nursing Students: A Randomized Longitudinal Study.

Research suggests students with a growth mindset are more successful. Utilizing Dweck's growth mindset model, the study explored the benefits of mindset training within nursing education. To determine the impact of an online mindset training intervention on first-semester prelicensure nursing students' mindset beliefs and learning and studying strategies. This study employed a randomized longitudinal design, conducted entirely online. Sixty-eight participants completed all phases of the study. Data were collected using the Williams Inventory of Learning Strategies tool before and after participants viewed an online training. Findings indicate that online mindset training positively influenced student learning, reducing fear of failure and increasing willingness to remediate. These results highlight the promising impact of an online learning approach in fostering a growth mindset among nursing students; suggesting the potential for integrating mindset training into the nursing curriculum to enhance student success, with recommendations for further research in larger-scale studies.

Promoting Competence in Nursing and Pharmacy Interprofessional Collaboration Through Telehealth Simulation.

Competence in interprofessional collaboration is essential for safe patient outcomes. This study examined the impact of an interprofessional telehealth pharmacology simulation on prelicensure nursing and pharmacy students' perceptions of interprofessional roles. A pretest-posttest design was used to compare participants' perceptions of interprofessional roles prior to and following the simulation. Data were collected using the Interdisciplinary Education Perception Scale (IEPS). Paired-samples t-tests showed statistically significant increases in scores for both the full IEPS (n = 99) and two subscales, Competency and Autonomy (n = 99) and Perception of Actual Cooperation (n = 99). Nurse educators should provide regular interprofessional experiences to foster learners' competence in interprofessional collaboration and communication.

Early Prelicensure Nursing Students' Perceptions of Case Studies Through the Lens of the Clinical Judgment Measurement Model.

Research indicates new nursing graduates struggle with clinical reasoning, despite some related skill development throughout their education. The question remains, "Could an earlier focus on clinical reasoning in nursing programs enhance nursing students' clinical reasoning?" This pilot study investigated how first-semester nursing students perceive the use of case studies in clinical reasoning skill development and the perceived benefits of case studies related to the NCSBN Clinical Judgment Measurement Model (NCJMM). Case studies and written reflections were introduced to a convenience sample (n = 45) of first-semester nursing students. Qualitative analysis was conducted on written reflections. Students found case studies enhanced their knowledge and prepared them for clinical practice as a nurse. Findings suggest early introduction of case studies is a meaningful teaching strategy to develop clinical reasoning aligned with the NCJMM.

Prelicensure Nursing Students' Attitudes Regarding Breastfeeding Education.

Breast milk feeding is vital to the health outcomes of the breastfeeding dyad. Nurses have a significant role to promote, educate, and support breastfeeding practices for breastfeeding dyads in diverse settings. Nurses should also promote breastfeeding awareness to normalize breastfeeding as the optimal food for infants. This pilot study investigated the effects of a basic breastfeeding educational module on the breastfeeding attitudes of prelicensure nursing students. There was a statistically significant change in attitudes from pretest and posttest. Developing a comprehensive breastfeeding module is a significant step to standardize education and promote breastfeeding best practices.

Cocreation With Prelicensure Nursing Students of a Simulated Practice Placement.

Cocreation is a collaborative process that uses problem-based learning to construct new initiatives. It has many known benefits associated with innovation in the development of programs, such as by creating simulations based on firsthand experiences. Thirty second-year prelicensure nursing students cocreated simulations and associated lesson plans for a simulated practice placement. They followed a 4-step process described in the article. Cocreation combines lecturers' and students' unique skills and knowledge, creating programs based on the unique firsthand experiences of stakeholders. As the students take control of their own workloads, facilitators need to be adaptable in the support they provide, depending on the needs of the students. The staged process provided a structure for the students to produce their simulations and lesson plans. The cocreation of the simulated practice placement provided an innovative educational model that supported student development and produced lessons and simulations based on stakeholder need.

Teaching Prelicensure Nursing Students Reasoning in Clinical Experiences: A Pilot Study.

Clinical experiences are foundational learning components for prelicensure nursing students. Given the complexities of modern nursing practice in an aging America, clinical educators must teach nursing students to reason when engaging in patient care. Contemporary pedagogy to enhance reasoning relies on case studies and simulation. Specific and standardized methods for clinical education are largely absent in the literature. This pilot study measured the clinical reasoning ability of nursing students using the Health Sciences Reasoning Test (HSRT). Participants completed the test before their first clinical day and again after their last clinical day. Pre- and posttest HSRT scores were analyzed by control and intervention groups as well as student levels. Posttest HSRT scores improved significantly in the intervention group at the end of the semester. The PREP framework is a novel approach to clinical education and improved the clinical reasoning of prelicensure nursing students. [J Nurs Educ. 2023;62(8):467-470.].

"It's So Easy" for Prelicensure Nursing Students to Enter a Patient's Room.

"It's So Easy" for Prelicensure Nursing Students to Enter a Patient's Room.

Stress, Grit, Satisfaction With Life, and Remediation of Prelicensure Nursing Students.

Stress and poor academic performance often lead to high levels of nursing school attrition. To explore nursing students' perceived stress, grit, and satisfaction with life, and assess the effectiveness of a remediation program for students at risk for poor academic performance. Perceived stress, grit, and satisfaction with life were measured, and the effect of remediation given to at-risk students was studied. Examination and psychometric scores were compared between remediation and nonremediation groups. The remediation group had higher levels of perceived stress and a lower satisfaction with life compared with the rest of the cohort. Remediation significantly improved examination scores of at-risk students although scores remained lower than those among nonremediation students. Perceived stress and grit scores were high in nursing students, and satisfaction varied among age groups. Remediation based on metacognitive theory significantly improved at-risk students' examination scores.

Effectiveness of Debriefing for Meaningful Learning (DML) Combined with Empathy Map on Prelicensure Nursing Students’ Competency: A Quasi-Experimental Study

BackgroundDebriefing for Meaningful Learning (DML) is a systematic debriefing process. DML combines with empathy map has yet to be empirically tested. MethodThis is a quasi- experimental study to evaluate effectiveness of DML combined with empathy map on prelicensure nursing students. Participants were recruited from the final semester of baccalaureate nursing program. Cluster were randomly assigned to the control group or interventional group using a computer- generated block randomization table. Data were collected through a self-administered structured questionnaire from March 2021 to June 2021. ResultsThe DML combined with empathy map showed significantly better improvements in four aspects of clinical reasoning: awareness of clinical signals, confirmation of clinical problems, decision and implementation of the action, and assessment and reflection (p < .05). The total and subscale empathy scores of the interventional group also showed significantly different at post-test than the control group (p < .05). ConclusionsDML combined with empathy map in debriefing enhanced nursing students’ ability to analyze a patient's information from patients' perspectives, integrate theoretical knowledge and care activities.

Reducing Medication Math Anxiety of Prelicensure Nursing Students Using Social Media Tutorials: A Feasibility Study.

First-semester prelicensure nursing students commonly report experiencing math anxiety that negatively affects academic performance and triggers fear of causing patient harm. Students often turn to social media platforms to supplement their learning experience. To explore the feasibility of using Instagram tutorials to reduce math anxiety of first-semester prelicensure nursing students. A quasi-experimental descriptive survey design was used to evaluate the utility of posting supplemental math tutorials on Instagram and examined the effect of tutorials on math anxiety levels. A convenience sample of 20 students used the tutorials. Math anxiety levels were evaluated using the Single-Item Math Anxiety Scale. A statistically significant inverse relationship was observed between math anxiety levels and tutorial use. The Instagram platform was familiar to students and simple to access. Brief tutorials appealed to audio-visual learners. Using Instagram-based tutorials is feasible and appears effective in reducing medication math anxiety.

Focusing on Prelicensure Nursing Students’ Ability to Prioritize Clinical Problems

Focusing on Prelicensure Nursing Students’ Ability to Prioritize Clinical Problems

A Hostile Environment: An Exploratory Study of Prelicensure Nursing Student Exposure to Patient Aggression.

The literature regarding the increased risk of violence toward registered nurses and health care workers is plentiful; yet, data on prelicensure nursing student exposure to violent patient behaviors are limited and did not exist for the university's nursing program. The purpose of this exploratory study was to examine nursing student exposure to patient aggression or violent behavior in a prelicensure nursing program in the Midwestern United States. The research design was an exploratory study using surveys completed by nursing students in their junior and senior years. Almost 74% of male students and 85% of female students experienced some form of verbal aggression from their patients, with a statistically significant difference between male and female nursing students on their exposure to sexual harassment. Students also experienced extreme emotions and feelings. The survey results reveal nursing students are exposed to patient aggression or violent behavior, do not feel prepared to manage these situations, and desire faculty mentoring.

Experiential Learning for Prelicensure Nursing Students: A Pediatric Special Needs Respite Program.

A respite program at a southeastern university was developed to provide respite services to local families of children with special needs and to integrate a hands-on clinical experience for nursing students. To assess the nursing students' perceptions of participating in the respite program experience, a survey was administered to prelicensure nursing students. Analysis of survey data revealed all participants were satisfied with the respite experience, perceived they will be able to apply knowledge obtained, and acknowledged opportunities to enhance soft skills. Survey results can be used to affirm positive student perceptions associated with a respite clinical learning experience. Valuable data describing experiences of undergraduate nursing students who participated in the respite program was obtained. This innovative learning experience meets a community need for children with special needs while providing experiential learning with diverse populations. [J Nurs Educ. 2023;62(3):180-182.].

The Development and Pilot Testing of Immersive Virtual Reality Simulation Training for Prelicensure Nursing Students: A Quasi-Experimental Study

Nursing schools struggle to increase enrollments due to insufficient faculty and limitations in clinical site placements. New strategies must be employed to optimize learning, engage learners, and provide methods to ensure competency in future nursing graduates. A convenience sample of junior-level prelicensure nursing students (n = 48) were assigned to the immersive virtual reality (VR) group (n = 24) or the hospital-based group (n = 24). This mixed-methods quasi-experimental pilot study examined the effectiveness of an immersive VR simulation training program to replace pediatric clinical practice. The intervention group participated in immersive VR. The control group received the usual inpatient clinical training. Both groups then completed a traditional in-person simulation to compare performance outcomes. Performance scores for the immersive VR training group were significantly higher for total performance compared to the hospital-based training group. These preliminary results offer promise and demonstrate the potential of VR in the future of nursing education.

Mental Health Characteristics of Traditional and Accelerated Baccalaureate Prelicensure Nursing Students

Mental health issues in college students are increasing, and nursing students may experience higher stress and anxiety levels than other college students. Limited data differentiate mental health characteristics of traditional Bachelor of Science in Nursing (BSN) and accelerated Bachelor of Science in Nursing (ABSN) students. This descriptive mixed-methods study compared mental health characteristics between BSN (n = 21) and ABSN (n = 51) students. Mild to moderate distress was identified with the Psychological Distress Profile, and moderate levels of stress were identified on the Perceived Stress Scale. No significant differences in scores were found between groups. More ABSN students reported mental health diagnoses than BSN students. Common reasons for stress included academic obligations, relationship challenges, and financial concerns. Nursing students report experiencing psychological stress, although reasons may vary by cohorts. Further investigation and development of support programs for student mental health is warranted. [J Nurs Educ. 2023;62(2):105-108.].

Evaluating a Low-Cost Disaster Preparedness Simulation for Prelicensure Nursing Students.

This innovation in simulation evaluated the effectiveness of a time sensible, low-cost simulation on prelicensure nursing students' knowledge and confidence in responding to public health emergencies. One hundred eighty-two nursing students, in groups of 5, participated in a 75-min emergency preparedness disaster simulation. A mixed methods design was used to evaluate students' knowledge and confidence in disaster preparedness, and satisfaction with the simulation. Students reported an increase in knowledge and confidence following the disaster simulation and satisfaction with the experience. Prelicensure nursing programs can replicate this low cost, time sensible disaster simulation to effectively educate students in emergency preparedness.