Perceptions Of Nursing Students Research Articles

Undergraduate Nursing Student Perceptions of Clinical Training Approaches: A Quasi-Experimental Study

Undergraduate Nursing Student Perceptions of Clinical Training Approaches: A Quasi-Experimental Study

Predicting Clinical Dishonesty Among Nursing Students: The Impact of Personal and Contextual Factors.

Numerous studies have examined nursing students' academic dishonesty; however, there is still a gap in understanding the predictors of such behavior. This study aimed to identify personal (intrapersonal and interpersonal) and contextual factors predicting nursing students' dishonesty during clinical training. A two-phase, prospective, predictive study was conducted at a nursing faculty in Croatia. The validated "Mentor Support Evaluation Questionnaire" was used in the first phase to assess students' evaluations of the quality of mentor support during clinical training. The validated instruments "Optimism/Pessimism Scale" and "Nursing Student Perceptions of Dishonesty Scale" were used in the second phase to examine self-reported dishonesty and its contributing factors. The second phase also investigated the students' knowledge of the university's ethical and disciplinary regulations. Of 398 participants, 195 (48.9%) reported engaging in clinical dishonesty. Hierarchical regression analysis identified critical predictors of frequent clinical dishonesty: lack of fear of consequences (β = -0.072), positive attitudes toward dishonesty (β= -0.081), higher incidence of academic dishonesty in the classroom (β = 0.221), lack of knowledge of the university's regulations (β = -0.349), and low quality of mentor support (β = -0.430). The final model explained 60.7% of the variance in participants' clinical dishonesty (p < 0.001). The identified predictors indicate that interpersonal factors, i.e., the quality of mentor support, influence students' clinical dishonesty more than intrapersonal factors (e.g., attitudes or knowledge). Contextual factors (healthcare employment and study overload) were unrelated to clinical dishonesty. This finding can help develop strategies to reduce nursing students' dishonesty and improve patient safety.

Undergraduate student nurses’ experience of using standardized patient simulation in mental health course: A qualitative study

ObjectivesThe aim of this research was to explore the perceptions of Lebanese student nurses on use of standardized patient simulations in the undergraduate mental health course.DesignA qualitative descriptive research design informed by descriptive phenomenology was employed.MethodSemi-structed interviews were carried out among 19 student nurses at one major private university in Beirut. Inductive thematic analysis was conducted over the period of 2 months.ResultsThe inductive thematic analysis generated five themes, namely, “Practicing therapeutic communication and mental state examination”, “Readiness for clinical placement”, “Realistic and safe environment to practice”, “Obtaining real-time feedback”, and “Enhancing confidence and reducing anxiety”.ConclusionThe findings of this study emphasizes the significance of incorporating standardized patient simulations in mental health courses to enhance student learning outcomes. Standardized patient simulations can provide nursing students with a supportive learning environment that reduces their challenges in transitioning to practice by equipping them with both needed technical and soft skills.

Male Nursing Students’ Perceptions of Their Clinical Practice in Maternity Hospital at Sulaymaniyah Polytechnic University and University of Sulaymaniyah Colleges of Nursing

Background: The field of nursing remains dominated by women in many countries. Males joining the nursing and midwifery fields are becoming more numerous, and with that comes more problems during training. It is crucial to comprehend the experiences and difficulties faced by male nursing students during their nursing education, as these obstacles differ depending on the culture. Aims: The objectives of the study are to explore the perceptions of male nursing students at Sulaimani Polytechnic University and University of Sulaimani Colleges of Nursing about their clinical maternity hospital. Materials and Methods: A quantitative-descriptive design has been carried out in Sulaimani city. A non-probability, convenience sample size of (100) students was included in this study over a period of 1 month. Through an extensive review of relevant literature, a questionnaire was designed for data collection. Results: The results confirmed that male nursing students generally feel more comfortable performing procedures that do not involve exposure to private parts compared to those that do involve such exposure. The association between age groups, marital status, Residency College, and comfort level is not significant (P &gt; 0.05). While, the P = 0.045, indicating that the association between class and comfort level is significant (P &lt; 0.05). Conclusion: The study indicated that while the participants regarded the maternity clinical practice to be difficult, they did not show any interest in doing the maternity course. It was believed that male nursing students’ experiences with maternity clinical practice would be enhanced by acceptance and more specialized training in the clinical setting.

Determining awareness of and readiness for standardized nursing languages in a mid-level midwestern hospital and associated school of nursing.

The purpose of this study was to examine knowledge, attitude, and barriers toward care planning documentation practices with standardized nursing languages (SNLs) of nurses and nursing students at a midwestern healthcare system, comparing student and nurse responses. Cross-sectional surveys were given over a 2-month period with nurses and nursing students at different sites in a midwestern healthcare system, using convenience sampling. The Knowledge, Attitude, and Barriers to Using Standardized Nursing Languages and Current Practices Survey was adapted for use and re-tested for validity/reliability (Content Validity Index 0.81-1.00; Cronbach alpha=0.82-0.99) with 28 Likert scale items measuring knowledge, attitude, and barriers. Descriptive statistics, composite scores, correlations, t-tests, and multiple regression were used to analyze the concepts of the tool. 134/400 RNs responded (34%); 109/116 students responded (93.9%). Data analyses indicate adequate to superior levels of knowledge related to SNLs and NANDA International, Nursing Interventions Classification (NIC), and Nursing Outcomes Classification (NOC), collectively referred to as NNN (NANDA, NIC, & NOC), positive attitudes toward SNLs/NNN and for adopting SNLs/NNN into documentation practices, but moderate to great barriers for implementation in practice. Barriers included lack of financial resources for change, lack of mentors, and lack of mandates to use SNLs. Students scored significantly higher than nurses in attitude only. Perceptions of nurses and student nurses for current documentation indicate awareness of inadequacy in existing systems and willingness to change existing systems for standardized languages, with perceived barriers to change/implementation of SNLs. Students were more positive about SNLs than nurses. Major implications for nursing are to reevaluate electronic documentation systems and determine how to insert and easily apply SNLs in these systems, such that nursing care documentation is standardized, interoperable, effective, time-saving, and attainable.

Nursing and midwifery students' perceptions of the elderly in nursing homes: a metaphor analysis.

Nursing and midwifery students' perceptions and attitudes toward older adults affect their behaviours, career choices and/or the quality of care provided to older adults after graduation. This study aimed to evaluate the perceptions of second year nursing and midwifery students toward elderly people staying in nursing homes through metaphor analysis. This qualitative study has used the phenomenological approach. The sample of the study consisted of 128 nursing and midwifery students by purposive sampling method. Students were prompted to complete a sentence to express their perceptions about the elderly living in nursing homes: 'The elderly in the nursing home is similar to … because …' Participants were required to fill in their responses in two stages, providing metaphors in the first blank and reasons for their metaphors in the second blank. The results indicated that five main themes and 12 sub-themes were obtained from student metaphors: (i) needing help in meeting their needs (need for care and need for love); (ii) the emotional burden of a life away from loved ones (loneliness, abandonment, and helplessness); (iii) exhaustion at the end of the road (end, loss, and unproductive); (iv) holding on to life again (friendship and beginning); and (v) post-traumatic growth (strong and experienced). Students should question how to create opportunities and increase interaction for the elderly in the age of changing and developing technology before graduation and should be trained as professional individuals who are willing for this purpose.

Exploring Nursing Students' Expectations on Preceptoring and Preceptorship Program: A Mixed Method Study.

This study addresses the imperative in contemporary nursing education to prepare students for diverse healthcare settings by exploring nursing students' expectations and perceptions of preceptorship programs, emphasizing the role of evidence-based educational strategies. The research aims to bridge the existing literature gap and contribute valuable insights into strategically designing preceptorship programs aligned with nursing students' needs, preferences, and aspirations, ultimately enhancing precepting practices and relationships within nursing education. Employing a sequential explanatory mixed method, 140 nursing students, from various colleges in the United Arab Emirates (UAE) participated in the study. A structured questionnaire, encompassing demographic information, a need assessment survey, and a survey on expectations on preceptors was administered. A focus group discussion was conducted to identify perceived barriers to the utilization of preceptorship practices in nursing colleges. Data analysis involved descriptive statistics, the chi-square test, exploratory factor analysis, and content analysis of the focus group discussion. The majority of participants expressed a high need for a preceptorship program, providing empirical evidence to support the development of a nurse educator preceptorship program in colleges and institutes. Preceptorship was identified as a significant contributor to career growth and achievement for nursing students, serving as a valuable tool to establish professional competency throughout their careers. There is a complex demand and high expectations for the core role of nurse educators as preceptors in the field of nursing education. This pioneering study sheds light on the need and perception of nursing students for a preceptorship program in the nursing curriculum.

Nursing Student Perception of Different Simulation Methodologies Applied to Help First-Year Students Integrate Knowledge Acquired: A Cross-Sectional Study

BackgroundStandardized patient simulations are an effective method for acquiring skills and knowledge. The purpose of this study was to explore nursing students' perceptions of the learning methods used in clinical simulation. MethodsA cross-sectional study was conducted evaluating two different clinical simulations: 1) basic simulations, where the actor/patient was the teacher, the simulations were performed in pairs, and the rest of the students were present in the same classroom; and 2) simulation-based peer-assisted learning, where the actors/patients were third-year students, the simulations were performed individually, and the rest of the students watched them from another classroom via a video recording system. ResultsIn terms of their perceptions, both types of simulation scored 4.4 out of 5 on the Student Perception of Clinical Simulation tool (SD ±0.7 and ±0.8, respectively). In addition, the results of the characteristics of each simulation are presented. ConclusionsBasic simulations helped students to internalize theoretical knowledge and gain confidence. Peer-assisted learning based on simulations increased their self-confidence and ability to predict clinical changes in patients. As a result, they felt better prepared to care for real patients. The use of both simulation modalities is a flexible method that can be adapted to educational needs.

Is there a relationship between nursing students' perceptions of dishonesty and attitudes towards medical errors?

BackgroundUnderstanding nursing students' perceptions of dishonesty and their attitudes towards medical errors is crucial for nurse educators. ObjectivesThis study aimed to examine the relationship between nursing students' perceptions of dishonesty and their attitudes towards medical errors. DesignThis study is descriptive and correlational research. The sample size consisted of 230 nursing students in a Department of Nursing at Kırşehir Ahi Evran University Faculty of Health Sciences in Turkey during the 2022–2023 academic year. The data was collected between May 15–31, 2023. ResultsA statistically significant correlation was observed between the total score of the Nursing Student Perceptions of Dishonesty Scale, and the Medical Errors Attitude Scale (p < 0.05). There was a positive and weak correlation between the MEAS scale score and the cheating (r = 0.284, p < 0.05), sabotage (r = 0.275, p < 0.05), perjury (r = 0.308, p < 0.05), non-compliance (r = 0.309, p < 0.05), and stealing (r = 0.359, p < 0.05) sub dimension score, and a positive and very weak correlation between the MEAS score and the sub dimension of not my problem score (r = 0.182, p < 0.05). The perceptions of dishonesty explain 15 % of the attitude towards medical errors (F = 4.563, p < 0.001). ConclusionsIn this study, a significant relationship was observed between nursing students' perceptions of dishonesty and their attitudes towards medical errors. Specifically, as the perception of dishonesty increased, there was a positive change in attitudes towards medical errors. These results offer nurse educators valuable insights into the impact of academic dishonesty on the development of medical error attitudes among student nurses throughout their nursing education and beyond.

Enhancing Nursing Student Perception of Rural Healthcare through Innovative Simulation Education

Enhancing Nursing Student Perception of Rural Healthcare through Innovative Simulation Education

Male Students' Perceptions of the Nursing Profession: A Qualitative Study.

This study aims to explore the thought, feelings and perceptions of male nursing students and male nursing professionals in the nursing profession. This present study used a qualitative research design to explore the feelings, thoughts, and opinions of male nursing students (first to fourth years) and male nursing professionals about their perception of the nursing profession. The study recruited 11 male nursing students and 11 male nursing professionals using a purposive sampling method. Data were collected via semi-structured individual interviews using qualitative open-ended inquiries consisting of seven questions. The data were analysed using thematic perspectives. The analysis revealed three themes: (a) perceiving gender varieties, (b) taking apparent advantage of masculine characteristics, and (c) taking an equal perspective. Male students' replies to their professional gender attitudes were that there was no distinct line among the gender-related advantages and disadvantages according to whether they were first to fourth-year students. Male nursing students and professionals believe that nursing is equally appropriate for both men and women, and they could employ masculine characteristics to thrive in their professional development.

Mental Health Nursing Student's Perception of Clinical Simulation about Patients at Risk of Suicide: A Qualitative Study.

qualitative descriptive phenomenological study through focus groups and reflective narratives in a sample of 45 students. A thematic analysis was performed using ATLAS-ti. After the analysis, three themes were obtained: (a) management and handling of emotions, (b) identification of suicide motives, and (c) intervention in suicidal crisis. Clinical simulation in mental health allows students to exercise clinical judgment reasoning, detect warning signs for a better treatment approach, and provide tools for effective intervention and management of patient care. The results of this study indicate that nursing students face challenges in approaching mental health clinical simulation due to a lack of prior exposure.

Knowledge, attitudes, and perceptions of student nurses regarding community activities in primary care: A cross-sectional study.

To ascertain student nurses' degree of knowledge, attitudes, and perceptions regarding the implementation of community activities (CA) in primary care. Questionnaire-based cross-sectional study. The study was conducted with 152 students seeking a nursing degree at the University of Santiago de Compostela (North Spain) in the 2022/2023 academic year. We distributed a self-administered online questionnaire on CA, which are actions undertaken in collaboration with the local community and targeted at groups of people with common needs, in order to improve the health and wellbeing of the population. Only 15.1% of the sample was able to identify CA correctly. However, 93.4% considered these an effective approach for the control of chronic diseases. Special mention should be made of the positive attitude shown by students toward the implementation of these types of activities. Nurses play a key role in preventing chronic diseases, and it is therefore necessary to ensure that they are trained in the implementation of CA aimed at reducing the incidence of such diseases. Future training plans for nurses should emphasize the community perspective in order to improve the skills of future professionals in this field and to increase the success of these interventions.

Undergraduate Nursing Students' Attitude and Perception Toward High-Fidelity Simulation-Based Education in a Middle Eastern Country.

Rapid use of technologically driven simulation environment in teaching-learning has caused mixed feelings among students. High-fidelity simulation-based education is superior in cultivating the knowledge, skills, caring, learning interest, and collaboration among nursing students. However, the nursing students' attitudes and perceptions toward high-fidelity simulation-based education are unexplored. The present study aims to explore the attitude and perception of undergraduate nursing students toward high-fidelity simulation-based education. Cross-sectional survey research design was adopted. We used self-administered Education Practices Questionnaire (student version) and Attitude Scale toward Simulation-Based Education to collect the data. A total of 109 nursing students were recruited. Nursing student's attitude shows (mean = 68.26); perception on educational practices of high-fidelity simulation-based education demonstrates (M = 39.33 ± 7.87) and the importance of high-fidelity simulation-based education shows (M = 37.73 ± 7.45). However, no significant difference observed between the male and female student's attitude (t = -0.286 [0.78]) and perception (t [107] = 0.960 [0.34]). Similarly, no significant difference was observed among the different levels of students p > .005 on perception and attitude toward high-fidelity simulation-based education. The study proposed to have high-fidelity simulation-based education as an integral part of teaching in clinical training of students at all levels of nursing program.

Nursing Student Perceptions of Incivility in Academia.

Compassion is an essential value held by the nursing profession, but many nurses demonstrate incivility that may originate from their experiences in nursing academia. The Incivility in Nursing Education-Revised tool was used at a community college nursing program to gain student perspectives on incivility. Watson's theory of human caring influenced this study. Participants were surveyed about types and frequencies of perceived faculty incivility. At least 77.8 percent of participants observed some degree of incivility in the program. No correlations between incivility and age or health care experience were identified.

Assessing Student Nurses Perceptions of Practical Education at the Nursing Institute in Kenitra Morocco: A Comparative Study

Practical education is one of the main components of nurse training. Assessing student nurses enables us to detect their perceptions of the style of practical education and its impact on practical learning. This diagnosis informs improvements in student nurses' practical learning. Student nurses' perceptions of the practical teaching method are essential as beneficiaries of this training and as partners in the training program. The aim of our study is to describe and analyze the views of student nurses on the parameters of practical education at the Kenitra nursing institute in Morocco. This study was carried out in accordance with the recommendations of Knox and Mogan's (1985) theoretical model of practical nursing education. The results detected reveal that the parameter of teaching ability is ranked first with a high rating (5,74±1.81), secondly, we find the parameter of nursing competence followed by interpersonal relationship and personality, the parameter of evaluation is underestimated by students with a very low rating (5.35±1.88). The Mann-Whitney test showed that there was a difference in perception of the practical teaching parameters between the two groups of students, but this was statistically insignificant, with p-values greater than 0.05. In order to achieve continuous improvement in the education of student nurses, further in-depth studies must be carried out to complete the diagnosis and plan actions for improvement, with the aim of producing qualified and competent nurses able to deal with the realities of the health system.&#x0D; &#x0D; Received: 21 July 2023 / Accepted: 12 December 2023 / Published: 5 January 2024

Nursing Undergraduate Students' Experiences and Perceptions of Blended Learning in Pediatric Nursing: A Mixed Methods Study.

Blended learning is a teaching approach that integrates online self-learning and classroom teaching. It emphasizes students' self-directed learning, actively engaging, as well as communication and collaboration. Blended learning develops the qualities in nursing undergraduate students with problem-solving ability, clinical thinking, and communication skills as nurses have. Currently, learners' experience has become an important factor in determining the success of blended learning. To learn about the experiences and perceptions of undergraduate nursing students regarding blending learning in pediatric nursing. A mixed methods design beginning with a quantitative data collection and analysis phase to inform the subsequent qualitative phase was utilized. This study was conducted among undergraduate nursing students at one university in China. In the quantitative study phase, a convenience sample of 59 students completed the online survey while the qualitative study phase included nine students recruited by purposive sampling. The qualitative data were collected using individual semistructured in-depth interviews. Audio data were transcribed and subjected to thematic analysis. The findings from those two phases were integrated into the final analysis. The majority (89.8%) of students reported satisfaction with blended learning. Among various teaching methods, case-based learning (CBL) was the most preferred (98.3%). Regarding the qualitative data, students reported positive experiences with blended learning including well-organized course structure, resourceful course content, and high teacher quality. They stated that blended learning improved the learning outcomes such as improving problem-solving ability and developing clinical thinking. They also provided suggestions for achieving better learning outcomes, including providing stressful learning activities, optimizing online course design, and improving the quality of group learning. The blended learning model of pediatric nursing based on the Community of Inquiry framework provides a positive learning experience for nursing undergraduate students. However, ongoing assessment and improvement of the blended learning process are also needed.

Knowledge and Perceptions of Final-Year Nursing Students Regarding Antimicrobials, Antimicrobial Resistance, and Antimicrobial Stewardship in South Africa: Findings and Implications to Reduce Resistance.

Antimicrobial resistance (AMR) is being increasingly seen as the next pandemic due to high morbidity and mortality rates, with Sub-Saharan Africa currently having the highest mortality rates driven by high rates of inappropriate prescribing in ambulatory care. In South Africa, nurses typically provide a range of services, including prescribing, in public ambulatory care clinics. However, little is currently known about the perception of final-year nursing students regarding antibiotic use, AMR, and antimicrobial stewardship (AMS). Consequently, we sought to address this important evidence gap. A quantitative descriptive study using a self-administered online questionnaire via Google Forms® was undertaken among six universities in South Africa offering a Baccalaureus of Nursing. Knowledge on the classes of antibiotics, organisms covered, and mechanism of action was lacking. The sample size to achieve a confidence interval of 95% with a 5% error margin was 174, increased to 200 to compensate for possible attrition. Only 15.3% of nurses knew that ceftazidime is not a fourth-generation cephalosporin, and only 16.1% knew that clavulanic acid does not decrease inflammation at the site of infection. In addition, only 58.9% and 67.7% agreed that the prescribing of broad-spectrum antibiotics and poor infection control, respectively, increase AMR. AMS was also not a well-known concept among final-year nurses. The lack of knowledge regarding antibiotics, AMR, and AMS among final-year nurses could have important repercussions in practice once these nurses are qualified. Consequently, this information gap needs to be urgently addressed going forward with updated curricula and post-qualification educational activities to reduce AMR in South Africa.

Prelicensure Undergraduate Nursing Student Perceptions of Professional Identity in Nursing.

This qualitative descriptive study explored the perceptions of 63 prelicensure undergraduate nursing students about their learning experiences and the formation and development of professional identity in nursing (PIN). Students enrolled in a required course that included PIN concepts completed a guided reflective writing assignment. Four themes emerged with data analysis: 1) learning and applying ethics and values, 2) nursing knowledge is specific to nursing practice, 3) all nurses should be leaders, and 4) demonstrating professional comportment. Implications include effective use of reflective writing assignments to facilitate student PIN formation. Future research is warranted.

Perceptions of undergraduate student nurses on e-learning at University of Namibia Main Campus, Windhoek: a lesson learnt from the COVID-19 pandemic

The aim of the study was to explore and describe the perceptions of second year nursing degree student’s academic performance through e-learning during COVID-19 pandemic at University of Namibia Main Campus, Windhoek. A qualitative research design was adopted and a total number of sixteen (16) second-year nursing students were interviewed. An interview guide, an audio recorder and field notes were used as the data collection instruments. Convenience, purposive sampling was employed. Key themes which emerged from the study were: Student nurse’s perceptions regarding their e-learning experience; Student nurse’s perceptions regarding the availability of studying and learning resources such as gadgets and internet, Student nurses’ perceptions of the e-learning environment. The study revealed that student nurses during e-learning were negatively affected by many factors, such as lack of electronic resources (laptops, smart phones), low phone storage to download big files, slow internet connections/poor network coverage for telecom network (TN) in some areas, limited internet data (TN mobile 10 GB) provided by the institution monthly, limited time to complete online assessment, less effort from lecturers (dropping notes on the forum and not teaching compared to face-to-face learning), workload at home doing house chores and not excused for online lessons, living in remote areas with no electricity, cheating of students during online tests and assessments. The study recommends an increased in the amount of internet for telecom network (TN mobile) data provided monthly by the institution, lecturers to give sufficient time to complete online tests and assessments, and to develop a system that detects cheating.