Science In Nursing Degree Research Articles

Barriers and motivating factors for licensed practical nurses to pursue a bachelor's degree in nursing

BackgroundConnecticut License Practical Nurses (LPNs) face unique challenges in pursuing higher education. Understanding these challenges is essential for addressing the current nursing shortage and enhancing the nursing workforce's educational level. PurposeThis project aimed to identify the barriers preventing Connecticut LPNs from pursuing higher education and the factors motivating them to obtain a Bachelor of Science degree in Nursing (BSN) and Registered Nurse (RN) licensure. MethodA survey was administered to 13,684 LPNs in Connecticut after Institutional Review Board (IRB) approval. Of these, 1791 LPNs consented to participate, with 1424 completing at least one survey question. The survey was designed to identify the top three motivators and barriers influencing LPNs' decisions to pursue further education. ResultsThe primary motivators identified were the desire for college credits for completed LPN coursework (96.7 %), a simplified BSN enrollment procedure (93.8 %), and potential salary increases (93.7 %). Conversely, the top barriers were current financial position (76.4 %), personal responsibilities (71.1 %), and the requirement to repeat previously taken courses (65.9 %). An unexpected finding was that 63 participants expressed readiness to immediately pursue a BSN degree, indicating a strong latent demand for advanced nursing education. ConclusionThe study highlights the eagerness of LPNs to advance their education, contingent on receiving credit for previous coursework, financial aid, tuition reimbursement, and flexible schooling options. These findings suggest the need for tailored educational programs and support systems to facilitate LPNs' transition to higher educational levels, addressing both the motivators and barriers identified.

Graduate entry nursing students’ well-being and transformation in becoming registered nurses: Phase three of a longitudinal case study

BackgroundGraduate entry nursing (GEN) programmes offer an accelerated entry to practice pathway for people with a non-nursing degree. Characteristics and motivations of students enrolling in these programmes differ from those in nursing undergraduate programmes. AimTo explore the experiences of students on completion of a graduate entry Master of Nursing Science degree. MethodsWe report the findings of phase three of a longitudinal study conducted at the completion of a GEN program. Semi-structured interview recordings were transcribed and analysed using reflexive thematic analysis. Reporting of the study followed the Consolidated Criteria for Reporting Qualitative Studies. FindingsWe constructed three themes, sustaining well-being, perceptions and misconceptions, and transformation. Sustaining well-being encompassed students navigating challenges in maintaining work/study/life balance, physical health, and psychological well-being. Perceptions and misconceptions included students developing an awareness of the reality of nursing, programme intensity, and negative perceptions of nursing as a career. Transformation transpired through the students learning and recognising what it takes to succeed and develop their professional identity. DiscussionParticipants balanced supporting well-being with the sacrifices that were required to complete a demanding accelerated programme. Their life and previous study experience supported development of their growing self-identity as nurses. Understanding the experiences of GEN students during the later stages of their entry to practice education provides an opportunity to understand their transition to the profession and inform both programme development and graduate nursing programmes. ConclusionEnsuring GEN students are supported to transition to practice will contribute to addressing the global nursing workforce shortage.

Preceptorship as a Clinical Teaching Strategy: Nursing Students’ Experiences at Selected Clinical Settings in the North-East of Namibia

Preceptors with relevant experience are employed to facilitate learning in clinical areas in order to transfer knowledge to undergraduates to help them build their clinical competence. Institutions of higher education should continuously explore the experiences of nursing students regarding preceptorship. However, the experiences of student nurses on the use of preceptorship as a teaching strategy in clinical areas in Namibia have not been extensively researched. The purpose of this study was to explore and describe student nurses’ experiences in this regard during placement in clinical settings in the north-east of Namibia. A qualitative approach was employed comprising an explorative, descriptive and contextual design. The research population for this particular study consisted of nursing students studying for a Bachelor of Nursing Science degree at the University of Namibia, Rundu campus, who were registered for the 2020 academic year. The sample was drawn from this population using convenient sampling. Data were collected on 15 student nurses from years 1 to 4 undertaking a Bachelor of Nursing programme, using semi-structured interviews and analysed by means of thematic analysis. Four main themes subsequently emerged: preceptorship as a teaching strategy; facilitators for preceptorship; hindrances to preceptorship; and improvements to regain preceptorship. The study recommends that the University of Namibia consider recruiting more preceptors on all levels for major subjects. The findings of this study consequently call for well-articulated plans and actions on the part of the Faculty of Health Sciences and School of Nursing management teams to address the challenges identified in the study.

Undergraduate nursing students' self-reported professional behaviour at the University of Namibia.

BackgroundDevelopment of professional behaviour in nursing students is an important part of a nurse’s overall competence. Self-evaluation is one way of measuring professional behaviour amongst nursing students. However, studies on self-reported professional behaviour of nursing students are limited in Namibia.AimThis study aimed to investigate nursing students’ self-reported professional behaviour at the University of Namibia.SettingThe setting was a university campus offering a Bachelor of Nursing Science degree in Namibia.MethodsA quantitative descriptive contextual design was used with 100 nursing students. Data were analysed descriptively using a non-parametric Kruskal–Wallis and ANOVA tests of variance and statistical significance.ResultsHigh mean scores were found in the areas of utilising evidence-based solutions (4.78 ± 0.58), promoting clinical teaching (4.46 ± 0.94), willingness to implement quality improvement initiatives (4.34 ± 0.518), and protecting health, safety and patient’s rights (4.28 ± 0.55). The lowest mean scores were recorded in projecting professional image (2.22 ± 1.27), rendering evidence-based care (4.08 ± 0.44). The study found statistical significance difference between self-reported professional competency (p = 0.01) and quality care improvements (p = 0.02).ConclusionIn this study, nursing students’ self-reported professional behaviour was rated high (mean scores > 4.0 out of 5). Despite this high rating, it cannot be concluded that the students were professionally competent. We recommend that professional behaviour be measured from both students’ and nurse educators’ or patients’ perspectives.ContributionThe findings from this study provide supplementary evidence on self-reported professional behaviour with implications on nursing education and practice.

The Effect of Education Based on Human Care Theory on Caring Behaviors and Job Involvement of Nurses in Intensive Care Units.

Background:Caring is the essence of nursing, and nurses who are dissatisfied with their job are not able to perform optimal patient care. This study was conducted with the aim to determine the effect of education based on human care theory on nurses' caring behaviors and job involvement.Materials and Methods:In this clinical trial, a total of 110 intensive care unit nurses from Nemazee Hospital, Shiraz, Iran, were randomly allocated to control and intervention groups. The intervention group received a 6-h workshop based on Watson's human care theory using a collaborative and role-playing approach and 1-month follow-up period through presenting weekly preplanned care and caregiving scenarios. The control group received routine hospital trainings. The data collection tools used were included in a demographic information form, and the Larson Caring Assessment Questionnaire, and Kanungo Job Involvement Questionnaire. Data were analyzed using Chi-square test, and independent and paired t-test in SPSS software.Results:Majority of the participants were married women and had Bachelor of Science degree in Nursing. The participants' age ranged from 21 to 52 years. After the education, caring behaviors and job involvement scores significantly increased in the intervention group compared to the control group (p < 0.001).Conclusions:The findings suggest that a care workshop can be effective in improving care behaviors and job involvement. Therefore, we recommend more extensive research to determine the effectiveness of long-term intervention on nursing care behaviors.

Nursing Students' Knowledge of Patient Safety and Development of Competences Over their Academic Years: Findings from a Longitudinal Study.

IntroductionFuture nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation.MethodsA longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data.ResultsAt the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11–4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06–4.26) and 3rd years (4.26; CI 95%, 4.16–4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20–4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07–4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27–4.47; p<0.01).ConclusionsNursing students’ competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.

Accuracy among nurses in using COVID-19 visual triage in the Emergency Medicine Department of a Tertiary Hospital in the Kingdom of Bahrain

Background: The novel coronavirus 2019 (COVID-19) emerged in December 2019 in Wuhan, China, and rapidly spread worldwide. The Bahrain National COVID Team has released a screening tool called Visual Triage to alert healthcare workers in the Kingdom of Bahrain about the possibility of occurrence of COVID-19 infections among patients presenting to healthcare facilities. The aim of this research is to identify the accuracy rate of nurses in using Visual Triage and to evaluate points of improvement among nurses using the Visual Triage system. Methods: A cross-sectional study was conducted using a scenario-based questionnaire in the Emergency Department (ED) of Bahrain Defense Force Hospital in the Kingdom of Bahrain. The participants were all Visual Triage nurses and ED triage nurses. The data collected through the self-administered questionnaires were analyzed using Excel and SPSS version 26 programs. Results: The number of nurses who participated was 57. Nurses rated 66.89% of the cases correctly. There was no difference in the rate of accuracy between emergency triage nurses and Visual Triage nurses. Years of experience did not affect the accuracy rate of using Visual Triage. A comparison was made between nurses with different levels of education, and the highest accuracy was obtained by those who held a Bachelor of Science degree in nursing. Nurses who had received education about Visual Triage had a higher rate of accuracy than those who had not. In choosing the appropriate destination, nurses rated 64.02% of the cases correctly. Conclusion: The accuracy of nurses in using Visual Triage can be improved if factors leading to inaccuracy can be adjusted. The findings of this study could be used as a guide for improvement.

Health habits of nursing students: A longitudinal study of health perceptions and health habits.

To examine nursing students' health habits. More specifically, the objectives were to determine whether there were any changes in their health habits during their course of study, and to understand whether the students' perceptions about good health conditions cohered with their health-related behaviour. The transition from high school to university has an undesirable effect on students' health habits, and nursing students' unhealthy behaviours may prevent them from helping patients improve their poor health habits. A longitudinal design was used. The study followed the recommendations of STROBE (Strengthening the Reporting of Observational studies in Epidemiology). All students were recruited from a nursing science degree course in an Italian university. The sample consisted of 351 nursing students. Data were collected at the baseline during their entrance into the university (T0) and at the end of their third year of coursework (T3). We developed the Nursing Student Health Habits Scale, which was administered by a trained researcher. The McNemar test and the Wilcoxon signed-rank test to evaluate the differences in health habits between T0 and T3, and a logistics model to assess the factors influencing students' good health perceptions were used. From T0 to T3, there were decreases in the number of students who requested physician consultations (p=.01) and increases in those who exercised daily (p=.003). There was also a change in the nutrition model (p=.018). In the multivariate model, physician consultations for medical problems and performing physical exercise were factors influencing good health perceptions. Future research is needed to illuminate other aspects of students' health habits. Universities are advised to address these problems by reflecting on undergraduate and postgraduate curriculum content concerning health management and disease prevention.

Night shifts as a learning experience among nursing students across Europe: Findings from a cross-sectional survey

BackgroundOrganising clinical placements during nights has been reported as an additional opportunity to introduce students to the whole picture of their future responsibilities. However, studies in this field are still lacking. ObjectivesTo describe and compare (a) the night shift experience of nursing students across Europe, (b) the patient-related problems that they face during night shifts, (c) the night care activities nursing students are called to perform, and (d) the perceived effects of night shift work on learning outcomes. DesignA cross-sectional study, 2016. SettingsFive European countries: Czech Republic, Italy, Poland, Portugal, and Slovakia. ParticipantsNursing students from nine Bachelor of Nursing Science degree programmes attending night shifts during their study period and who were willing to participate were included. A total of 907 out of 1347 (67.3%) eligible students participated. MethodsQuestionnaire based on the available literature, translated into five languages. ResultsThe duration of the night shift was from an average of 9.8 (CI 95% 9.6–10.0) in Italy to 11.9 (CI 95% 11.7–12.0) in the Czech Republic. Students faced mainly patients' pain without statistical differences across countries (at the overall level, 717 out of 907; 79%; p = .318). However, significant differences in the tasks performed during nights emerged: Polish students reported being more involved in performing basic nursing care (72; 93.5%) as compared to other countries (e.g., Portuguese students 337; 84.9%), (p = .02). Overall, an average of 28.9% of the night shift time was reported to be free of commitments, with higher values among Polish (38%, CI 95% 33.6–42.3) and Slovakian students (33.4%, CI 95% 30.6–36.3) and lower values among Czech Republic students (20.4%, CI 95% 17.6–23.2) (p .001). Boredom and satisfaction were reported as the main feelings during night shifts, with significant differences (p .001) across countries. Students reported significant different effects (p .001) of night shifts on their understanding of a nurse's role (from 5.2 out of 10 in Poland to 6.5 in the Czech Republic), on the understanding of the continuity of nursing care (from 5.2 in Poland to 6.7 in Italy), and on having a relationship with the clinical mentors (from 2.7 and 4.2 in Poland and the Czech Republic, respectively, to 6.9 in Italy). ConclusionsNight shifts can be both a valuable and a non-valuable learning experience, suggesting the need to carefully plan and assess their effectiveness at the unit level.

An innovative approach to educating nurses to clinical competence: A randomized controlled trial.

This study examined the effect of mastery learning on new graduate nurses' skill and self-regulation practices for indwelling urinary catheter insertion in a simulated learning environment. Clinical competence is a patient safety imperative, it is therefore important to use the most effective approaches to prepare competent nurses resulting in improved patient care and clinical outcomes. Catheter associated Urinary Tract Infections (CaUTI) are a nursing quality indicator, and account for 30% of all Hospital-Acquired Conditions (HAC) annually in the US. A longitudinal randomized control trial to compare two learning groups. Large acute care health system. 40 Nurses with a Bachelor of Science Degree in Nursing (BSN) and who were new graduate nurses. Participants were randomized into the experimental group (mastery learning) or the control group (traditional learning). Both groups were asked to complete a self-paced computerized instructional module that reviewed the procedural steps for the insertion of an indwelling urinary catheter in a female prior to the initial assessment. This study examined performance of insertion of a urinary catheter initially and at one-month post intervention and the self-regulation practices of all participants. The mean Survey of Academic Self-Regulation (SASR) scores between groups was significant, p = .035. The mean change in the Performance Assessment Tool (PAT) 17-critical steps scores between groups was also significant, p = .013. Retention of the critical steps is valuable because if performed incorrectly, these steps may cause harm to the patient. Self-regulation practices promote confidence and an intrinsic motivation to ask for help when clinical practice questions arise.

Quality of Life of Nurses and Related Factors

Background and aims: A high number of healthcare team members are nurses. Nurses’ quality of lifelevel is an important issue because it affects their level of care delivered to their patients. Knowledgeabout nurses’ level of quality of life is useful for planning. The present study was conducted to examinethe quality of life of nurses and related factors.Methods: This cross-sectional descriptive study was performed during 2015-2016. Samples wererecruited from single nurses who worked in teaching hospitals in Tehran. To this end, 200 nurses wereselected by using simple random sampling method. Data collection was performed by researchersusing a researcher’s self-designed checklist for demographic characteristics and a 36-Item Short FormSurvey (SF-36). After data collection, data analysis was performed using SPSS 19.0 software.Results: Of 200 nurses, 118 (59%) were female, and 82 (41%) were male. Of 200 nurses, 192 (96%)were registered nurses and the rest had Master of Science degree in nursing. The mean score of qualityof life was 71.44 ± 10.12. Among subscales of quality of life, higher and lower scores were relatedto the subscale ‘social role functioning’ and ‘physical functioning’, respectively. Nurses’ sex was asignificant factor that affected their quality of life (P < 0.05).Conclusion: According to the findings of the present study, nurses’ quality of life was at moderatelevel totally; however in some subscales they had some problems. Nurses’ quality of life needs moreattention. Further study in this regard is recommended.

Experiences of South African student midwives in following up on the care of a pregnant woman from pregnancy until 6 weeks after delivery

Background. In the department of nursing at the University of the Witwatersrand, South Africa, one of the requirements for students to complete their Bachelor of Nursing Science degree is to choose a pregnant woman and follow up on her care, through pregnancy, during birth and up to 6 weeks after delivery. Objective . To explore and describe student midwives’ experiences in the follow-up of a woman through pregnancy, birth, postpartum and until 6 weeks after delivery. Methods. The research design was qualitative, descriptive, exploratory and contextual. Purposive sampling was used, and 21 student midwives consented to be part of the study. Semi-structured face-to-face interviews were conducted with the student midwives after they completed the follow-up project. These interviews were tape-recorded and transcribed verbatim by an independent transcribing service. Results. The findings in relation to the research question were synthesised under three themes: building relationships with the women; challenges associated with the follow-up experience; and positive aspects of this experience. Conclusion. The follow-up experience provided midwifery students with unique and important learning opportunities that they would not have experienced in standard or hospital-based clinical placements alone.

Professional values in Turkish undergraduate nursing students and its reflection on caring behaviour

AimProfessional values and caring are important for nursing professionals. The purpose of this study was to determine professional values in undergraduate nursing students and its reflection on care behaviours. MethodsA cross-sectional descriptive survey design was used. The study sample consisted of first-year, second-year, third-year and fourth-year undergraduate students (n=351) studying for the Bachelor of Nursing Science Degree at the University of Giresun, Turkey. The data was collected by the researchers using the demographic form for students, ‘Nursing Professional Value Scale’ and ‘Caring Assessment Questionnaire-Care-Q’. ResultsA positive correlation was found to be statistically significant between nursing students’ professional values and care behaviours (r=0.423, p<0.05). Statistical analysis showed that there was a significant difference statistically between classes in terms of nursing students’ care behaviours (p<0.05), while no statistically significant differences were found between classes in terms of nursing students’ professional values (p>0.05). ConclusionThe current study showed that caring behaviours were affected by the professional values of nursing students. Furthermore, it was observed that nursing students who have stronger orientations towards professional values show a higher frequency of caring behaviour.

Experiences of Student Support in the Distance Mode Bachelor of Nursing Science Degree at the University of Namibia

The aim of this study was to understand the way in which students experienced the support services offered by the University of Namibia’s distance education unit – the Centre for External Studies. The study explored students’ experiences and their perceptions of the administrative, social and academic support services provided by the University of Namibia. The research design was qualitative and exploratory with the study using focus groups and interviews for the purposes of data collection. The sample comprised forty Bachelor of Nursing Science students who were enrolled at both campuses of the university between 2005 and 2011, as well as seven staff members who were involved in the student support services. Relevant documents and interviews pertaining to the envisioned support services from the Centre for External Studies served as the basis for the evaluation of the services offered. The data were analysed using thematic content analysis. The findings from the two campuses were then compared. The findings reflected positive experiences of support from both family and lecturers, as well as positive perceptions of institutional offerings such as video conferences. However, the study also found some institutional weaknesses in terms of programme delivery such as the late delivery of study materials, which had an impact on the students’ submission of assignments, and inadequate communication systems which affected the delivery of support workshops.

Graduating nurses' self-efficacy in palliative care practice: An exploratory study

BackgroundEducational institutions and the health care industry agree that graduates from professional programs need to be “work ready” and capable of delivering competent and confident nursing care. One measure of program success is the student's self-efficacy in meeting expected graduate capabilities. In this study student's self-efficacy is related to palliative care graduate capabilities. AimTo explore graduating Bachelor of Nursing Science (BNSc) students' self-efficacy in caring for palliative care patients. DesignA qualitative design using semi-structured face-to-face interviews. SettingA regional Australian university. ParticipantsA purposive sample of 10 students in their final semester of study in a Bachelor of Nursing Science degree program. MethodSemi-structured face-to-face interviews were conducted. Interview questions were informed by published palliative care graduate capabilities. Interview data were transcribed verbatim and coded by capability. The coded data were then analysed to determine evidence of self-efficacy in caring for palliative care patients. ResultsAll participants had experiences in caring for palliative care patients. However, the responses did not consistently reflect high degrees of self-efficacy in four documented palliative care graduate capabilities required to care for persons with a life-limiting illness. ConclusionsThe findings support others that have identified gaps between curriculum and health care industry requirements in terms of students' beliefs about their empowerment to deliver nursing care as graduates. Education interventions and approaches to program evaluation require further development to better support students' growth of self-efficacy in undertaking their graduate roles.

Preoperative Patient Assessment Practices: A Survey of Kenyan Perioperative Nurses

Background: Patients undergoing surgery are at risk of developing complications related to surgery and anesthesia amidst heightened anxiety. The key roles played by perioperative nurses in surgery, mandate them to conduct preoperative patient assessment to identify and mitigate potential complications and to plan and deliver quality perioperative care. However, paucity of literature evidencing the practice is very low. Objective of this survey was to evaluate the assessment practices among Kenyan perioperative nurses. Design: A countrywide cross section descriptive survey. Results: Seventy two Kenyan perioperative nurses among conference attendees consented and participated in the survey. Allthe participants were registered nurses out of who only 13(18.1%) had trained in perioperative nursing specialty at diploma level. Out of the 13 trained, only 3(4.2%) had Bachelor of Science degree in nursing. Although preoperative patient assessment was reported to be practiced 58 (80.5%) it was apparent that the practice varied with individuals and institutions. Regarding the details of the assessment, general condition of patients, physical, physiological and psychological aspects come out strongly but not the emotional, spiritual and cultural aspects of the patients. Verbal and written reports were reported to be the main modalities of disseminating assessment feed backs to other nurses especially during shift handing over reports. Although preoperative assessment was undoubtedly reported to be beneficial in improving patients’ care 42(58.3%) however, only 2 (2.8%) indicated its use in planning patients’ care. Conclusion: In spite the findings, some glaring gaps likely to impact on quality of nursing care do exist in the preoperative assessment practices by perioperative nurses in Kenya.

A Survey on Turkish nursing students' perception of clinical learning environment and its association with academic motivation and clinical decision making

Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. A descriptive survey design was used. This study was conducted in Giresun University in Turkey. Participants were second-, third- and fourth-year undergraduate students (n=222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r=0.182, p<.05). However, there was no correlation between the clinical learning environment and clinical decision making (r=0.082, p>.05). One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved.

The Extent to Which the Practical Skills Component is Fulfilled Through the Conduct of the Bsc Nursing Science Degree by Distance Education : A Case for the Zimbabwe Open University

The Extent to Which the Practical Skills Component is Fulfilled Through the Conduct of the Bsc Nursing Science Degree by Distance Education : A Case for the Zimbabwe Open University

Supporting Australian Torres Strait Islander and Aboriginal nursing students using mentoring circles: an action research study

Attempts to recruit Aboriginal and Torres Strait Islander students into nursing degrees have made minimal impact on the number of registered nurses working in Australia's healthcare sector. Yet increasing the number of Indigenous nurses remains one of the most important objectives in strategies to close the health gap between Indigenous and non-Indigenous people. Poor retention of Aboriginal and Torres Strait Islander students in a Bachelor of Nursing Science degree offered in far north Queensland, Australia, indicates the need for a different approach to support and retain Indigenous students. This action research study used a decolonizing methodology and was conducted at a satellite university campus in a remote Torres Strait Island community. Researchers trialled the use of a mentoring circle to support and retain nursing students and interviewed mentors and mentees about their experiences. Grounded theory methods were used to analyse the data. Findings indicated a growth in participant students’ emotional intelligence as a result of participating in a mentoring circle. Students developed confidence, formed a group identity, better-negotiated the university environment, became more effective communicators and supported one another through difficulties. The mentoring circle model improved students' university experience and its use should be considered by tertiary educators working with Indigenous students.

Community of practice in healthcare: An investigation on nursing students' perceived respect

In the healthcare setting, Community of Practice (CoP) can be defined as the learning environment where nursing students develop their attitudes toward the nursing profession. Although being part of a CoP is important for nursing students, it can sometimes result in a negative experience where students often perceive a lack of respect. The aim of this study was to expand the knowledge of the CoP in the healthcare setting by analyzing students' perception of respect during clinical placements. Important aspects, such as a professional role concept (role ambiguity and role conflict), tutor support, feedback and relationship with tutors and staff were investigated as predictors of student's perceived respect. A total of 188 Nursing Science Degree undergraduate students were recruited during 2012. Data were analyzed by using regression analysis. The findings supported the importance of role stress, feedback from CoP members, tutor support, and relationship with CoP members on nursing students' perceived respect. The results suggest that when studying nursing students in a CoP, the social context can contribute to affect students' perceived respect.