Undergraduate Nursing Research Articles

Benefits and Barriers of Using Virtual Reality in Teaching Undergraduate Nursing Students: A Scoping Review.

Although studies have been conducted using virtual reality (VR) in nursing education, evidence distinguishing the benefits and barriers of adopting VR pedagogical methods to teach undergraduate nursing students is not well-defined in nursing literature. To identify current evidence on the benefits and barriers of adopting VR as a pedagogical method in nursing education. A scoping review of 6 databases using PRISMA-ScR reporting guidelines. Data were managed using Covidence® software. Table of Evidence illustrates the themes. Seventeen articles identified 5 thematic benefits of VR (knowledge acquisition, student engagement, improved self-confidence, teaching strategy, and cost factors) and 4 barriers (physical discomfort, learning outcome challenges, challenges to integrating into curricula, and technology challenges). VR is an effective teaching-learning strategy to reinforce nursing concepts and build competencies. It is not a substitute for clinical education.

Progress in the Application of Reflective Education on Undergraduate Nursing Interns

Objective: To explore the implementation methods and effects of reflective education, and to provide references for the development of reflective education in Chinese nursing schools. Methods: Relevant literature was searched from China National Knowledge Infrastructure, Wanfang Database, Wipro Chinese Science and Technology Journal Database, and PubMed Database, and the included studies were analyzed descriptively. Results: The implementation of reflective education included work-site education, group discussion, video teaching, self-reflection, and expert lectures; the interventions mainly included study groups, role-playing, individual instruction, peer cooperation, demonstration and observation, field simulation, and video presentations. The implementation of reflective education can improve the sense of professional identity and professional competence of nursing interns, and reduce nursing errors and adverse events. Conclusion: Currently, nurses in China lack self-awareness and critical thinking skills, it is recommended that reflective education be incorporated into the teaching content of undergraduate nursing students during their internship in order to promote the development of professionalism and humanistic caring skills of nursing students.

Music in Academia for Undergraduate Nursing Students: A Randomized Controlled Study.

Over time, unmanaged stress and anxiety can potentially impact nursing students' health and academic performance. A randomized controlled approach explored the effects music has on stress and anxiety levels in undergraduate nursing students. Students ( n = 89) were randomized into two recording groups, and variables such as demographics, heart rate, blood pressure, and State-Trait Anxiety (STAI) scores were measured and compared. There were significant differences in mean STAI scores ( p < .001), in heart rate means ( p < .000), and in mean blood pressures ( p < .001). Music can have an influence on students' physiological and/or psychological responses while also promoting them to engage in self-care.

Evaluating the Effectiveness of Empathy-Based Education in Undergraduate Nursing: A Scoping Review.

Empathy is an essential trait in nursing practice that improves the quality of patient care. Nursing curricula that incorporate empathy-based experiential learning (i.e., hands-on educational experiences and reflections designed to foster and develop emotional intelligence) promote students' self-awareness and confidence when providing care to patients. This scoping review examined studies that explored the effects of educational interventions on the development of empathy in undergraduate nursing students. Searches were conducted in MEDLINE using keywords related to nursing education and translated into CINAHL, EMBASE, and ERIC databases. A total of 6,238 studies were identified. After duplicate and unrelated articles were excluded, 18 publications were considered for this review. Sixteen studies concluded empathy interventions were effective, five indicated the need for further research, and two implicated a need for standardization in empathy-evaluation tools. This review endorses the effectiveness of educational interventions and supports their implementation to promote empathy in undergraduate nursing students. [J Nurs Educ. 2024;63(6):367-371.].

Nursing students who identify as men; efficacy and persistence

AimTo evaluate the efficacy of nursing students who identify as men and its correlation with intent to complete their nursing program. BackgroundMen are an underrepresented population in nursing, despite mandates to improve the diversity of the nursing profession. There also exists a nursing shortage, that is worsening as nurses retire or change professions. Improving the recruitment and retention of men in nursing could have a positive impact on both of these problems. DesignQuantitative correlational research MethodsThe Belongingness Scale-Clinical Placement Experience instrument was used to measure efficacy and one item from the Undergraduate Nursing Intention Survey was used to measure the student’s intent to complete their nursing program. A SurveyMonkey link was sent by the National Student Nursing Association to those students who identified in their database as men and were enrolled in a Bachelor of Science in Nursing program. The inclusion criteria required that the participants identified as a man, were a student in a Bachelor of Science in Nursing program and they had one or more years of clinical experience in their nursing program. Students who have completed one or more years of clinical experience, have completed all nursing pre-requisites and a portion of their nursing courses. At this point in a nursing program, the students’ age would be 18 years of age or older. Inclusion criteria or 18 years of age or older would also make the consent process easier, as the study would not include a vulnerable population. ResultsThere were 290 responses, 252 of which met inclusion criteria and completed the survey in its entirety. The dependent variable, student intent to complete their nursing program, was not normally distributed. For this reason, Spearman’s correlation and eta squared were used for statistical evaluation. Spearman’s correlation was significant at 0.05 and eta squared demonstrated effect size at 0.01, 0.06 and 0.14 for small, medium and large effect sizes, respectively. Spearman’s rho, p=0.147, demonstrated a correlation between efficacy and student intent to complete their nursing program. The eta squared effect size was 0.96 which represented a large effect. ConclusionsNursing students who identify as men could demonstrate improved persistence in their nursing programs if effective interventions targeting efficacy were undertaken.

Effectiveness of an Evidence-Based Practice Education Program for Undergraduate Nursing Students: A Systematic Review and Meta-Analysis.

The search, conducted through PubMed, Cochrane Library, EMBASE, CINAHL, and Web of Science up to December 2023, included studies published in English and Korean and adhered to PRISMA guidelines. Qualitative appraisal of the studies was conducted using the revised ROB II for randomized trials and the ROBINS-I for non-randomized trials. For the meta-analysis, the effect size of the intervention was calculated as a standardized mean difference. In our study, 11 studies met our inclusion criteria, and 8 studies of those were included in the meta-analysis. The effect sizes for EBP competency, critical thinking, and problem-solving ability were 1.55, 1.29, and 0.65, respectively. The meta-regression analysis indicated that tailored education programs of 4-7 weeks and being in the 4th grade significantly enhanced EBP competency. These findings support the development of a customizable and applied EBP education actively for students, preparing nursing students to effectively implement EBP in clinical settings after graduation. Despite the significant effect size of the outcome variables, the high heterogeneity suggests the need for further investigation to validate the EBP educational outcomes for nursing students.

Stress and Trauma Among Nurses in Development (STAND): A Descriptive Study

Background Mental health conditions related to traumatic stress exposure are common in practicing nurses. Less is known about the impact of trauma on nursing students and how it affects their transition to practice. Objectives The purpose of this study is to understand the experience of trauma exposure and resulting symptoms in undergraduate nursing students. Design This is an analysis of baseline data from a longitudinal study. Students in an undergraduate nursing program completed a survey with validated instruments to measure trauma exposure, risk and protective factors, and trauma symptoms. Settings The study took place in an undergraduate nursing program in the United States. Participants A total of 248 nursing students participated in the study. Results The nursing students reported a higher number of adverse childhood experiences and post-traumatic stress disorder (PTSD) symptoms than the general population. Additionally, mental health symptoms and burnout symptoms increased over time. Conclusions Nursing students are at high risk for PTSD and other mental health conditions due to cumulative trauma. Interventions are needed to address trauma in developing nurses.

An Intervention to Improve Mental and Physical Health of Undergraduate Nursing Students.

Nursing students experience poorer mental and physical health relative to students in other health-related disciplines and young adults of similar age outside post-secondary school. Compromised mental and physical health has numerous negative impacts on nursing students and can result in burnout and development of chronic diseases. To determine whether an asynchronous online yoga intervention would improve mental and physical health of students. An asynchronous online 6-week yoga intervention was carried out between January and December 2021, using a pre/post design. Participants' symptoms of depression, anxiety, stress, and self-compassion were assessed using the Depression, Anxiety, and Stress Scale and Self-Compassion Scale and core endurance was assessed using the Mackenzie Core Endurance Test prior to commencement and at the conclusion of the program. Of 114 participants, 68 completed the online program and pre and post measures showed that the mean depression, anxiety, stress, self-compassion and core endurance scores improved significantly (p<0.001) between baseline and study completion. A six-week virtual yoga program significantly improved mental and physical health of undergraduate nursing students. Targeted modifications to the yoga program might enhance participant retention.

Simulation Strategies to Develop Undergraduate Nurses' Skills to Identify Patient Deterioration: A Quasi-Experimental Study

BackgroundGraduate nurses are unprepared to recognize and respond to patient deterioration. Simulation involving micro-debriefing with feedback and opportunities for repeated performance can improve simulated clinical practice. MethodsA prospective quasi-experimental design evaluating two simulation approaches (Standard simulation versus Rapid Cycle Intentional Simulation) recruited 138 second year undergraduate nursing students. ResultsDuring simulations the intervention groups demonstrated behaviors associated with situational awareness, in context of a deteriorating patient. Conversely control groups initiated incorrect clinical actions throughout the scenario, potentially harming the simulated patient. ConclusionsSimulation that involves interruptions and micro-debriefings has been shown to improve student performance in deteriorating patient simulations.

Depression, Anxiety and Stress among Nursing Students in Selected Colleges of Eastern India: A Descriptive Study

Background: Nursing students after enrolling themselves into nursing profession experiences high level of stress and anxiety which later shows signs and symptoms of depression at early age. The present study is undertaken to study the level of stress, anxiety and depression among undergraduate nurses. The objective of the study was to assess the level of stress, anxiety and depression among nursing undergraduates.Methods: A total of 201 sample were selected using non probability sampling technique. The three domains of mental status was assessed using depression, anxiety and stress scale-21 (DASS-21).Findings &amp; Conclusion: Majority of the nursing students showed 60.2% of mild anxiety followed by milddepression (57.7%) and mild stress (55.2%). The present study revealed significant presence of anxiety, stress and depression among the nursing undergraduates. These findings are alarming in nature as it may have negative impacts on the mental health of the students. Stress, anxiety and depression among nursing students will adversly affect the academic performance and the quality of care they give to their patients. Students must be made aware to employ different coping strategies, different communication skills, campus connectdness, to deal with the stress,anxiety and depression during their clinical training. Mental health screening is another important preventive strategies to avoid mental disorders.

Exploration of Clinical Learning Challenges among Moroccan Undergraduate Nursing Students

Background Clinical learning is an essential component of nursing education. It strongly contributes to the acquisition of students’ clinical skills and enables them to link theory to practice. However, clinical learning is considered a challenging experience for undergraduate nursing students. Objective The study aimed to provide an in-depth understanding of the challenges experienced by undergraduate nursing students during their training in different clinical settings. Methods This study utilized a phenomenological qualitative design with data collected through semi-structured interviews. Thirty-four nursing students from the second and third years were interviewed between March and July 2023. The qualitative data were analyzed using thematic analysis following Braun and Clarke's six-step model. Results and Discussion The findings of the study revealed that all participants had experienced several challenges during their clinical learning, which had a negative impact on their skill development. As a result, four main themes emerged regarding the challenges associated with clinical learning, including the theory-practice gap, the unsupportive clinical environment, the lack of supervision and support, and the inappropriate scheduling of internships. Ultimately, all participants recognized the need for changes to be made to enhance learning in clinical settings. Conclusion The present study has concluded that Moroccan nursing students face numerous challenges when learning in clinical settings. This study contributes to the existing literature by providing guidelines for Moroccan nursing educators to effectively guide and support their students in clinical areas. Therefore, based on the findings of this study, further discussions regarding potential changes and future research can be conducted.

Core Palliative Care Competencies for Undergraduate Nursing Education: International Multisite Research Using Online Nominal Group Technique.

Background: Nurses should have appropriate education and required competencies to provide high-quality palliative care. The aim of this international multisite study was to list and evaluate core palliative care competencies that European nurses need to achieve in their education to provide palliative care. Methods: The Nominal Group Technique (NGT) was used as a data collection method. NGT meetings were organized in four European countries. Targeted groups of palliative care professionals with diverse contextual and professional backgrounds participated in the NGTs. The research question was: "What are the core competencies in palliative care that need to be achieved during undergraduate nursing education?" Data analysis was done in two stages: grouping the top 10 answers based on similarities and thematic synthesis based on all the ideas produced during the NGTs. Results: Palliative care core competencies based on the research were (1) competence in the characteristics of palliative care; (2) competence in decision-making and enabling palliative care; (3) symptom management competence in palliative care; (4) competence in holistic support in palliative care; (5) active person- and family-centered communication competence in palliative care; (6) competence in empathy in palliative care; (7) spiritual competence in palliative care; (8) competence in ethical and legal issues in palliative care; (9) teamwork competence in palliative care; and (10) self-awareness and self-reflection competence in palliative care. Conclusions: It was possible to find differences and similarities in the top 10 palliative care core competencies from different countries. Thematic synthesis of all the data showed that there were various competencies needed for nursing students to provide quality palliative care.

Effect of a Psycho-Educational Program on Mitigating Nomophobia and Social Media Addiction among Undergraduate Nursing Students.

Effect of a Psycho-Educational Program on Mitigating Nomophobia and Social Media Addiction among Undergraduate Nursing Students.

Student nurse perceptions of family nursing practices in South Africa: A descriptive survey.

Family nursing practices (FNPs) are gaining momentum in global literature, but the available research has targeted qualified nursing professionals. There are limited studies exploring this phenomenon in undergraduate student nurses in South Africa. The study aimed at exploring the undergraduate student nurse perceptions of FNPs. The study was conducted at a selected university in KwaZulu-Natal, South Africa. A descriptive survey design was used to purposively select undergraduate nursing students. The Family Nursing Practice Scale (FNPS) was used to collect data online. Descriptive and inferential statistics were used to analyse quantitative data. Open ended questions were analysed using content analysis. Out of 154 participants, 77 responded to the questionnaire, translating to a response rate of 50%. Compared with other studies in literature, student nurses rated their overall FNP as being low (M = 3.43, s.d. = 0.99). A further descriptive analysis revealed better FNPs (2.97) for 3rd year compared to 2nd year (3.90) nursing students with significance differences in the means (p < 0.0001). While family conflict, maintaining confidentiality, ill prepared and absent family were challenges experienced in FNP, advantages included obtaining detailed information, ability to plan individualised care and enhanced student nurse-family relationship. A lower critical practice appraisal and lower perceptions of interaction and reciprocity in the nurse-family relationship were identified. There is need for an inclusive curriculum that promotes and advocates for family nursing within the undergraduate programme. This study highlights the importance of teaching family nursing to undergraduate student nurses.

Adaptation and Validation of the Self-Administered Foot Health Assessment Instrument for Portuguese Undergraduate Nursing Students

Background and Purpose:To translate and adapt the Self-Administered Foot Health Assessment Instrument from English to European Portuguese and explore its reliability and validity among undergraduate nursing students in Portugal.Methods:The study was divided into two phases. First, the translation and cross-cultural adaptation followed Beaton’s guidelines, with a pretesting of the final version with 30 students. The validation process used the content validity index with a minimum of 75% agreement between experts and Cronbach’s alpha for internal consistency. The second step provided the results of the principal component analysis and confirmatory factor analysis, which were performed to study the overall fit of the model and item correlations. The STROBE checklist was used.Results:The Portuguese version,Instrumento de Auto-Avaliação da Saúde do Pé(IAASP), showed an overall acceptable evidence regarding content validity and internal consistency. The factor analysis results suggested removing the “Foot pain” dimension from the original scale.Conclusions:IAASP is suggested to maintain the original 22-item structure, with four domains, “Skin health,” “Nail health,” “Foot structure,” and “Foot pain,” being an initial reliable version with interest to measure the current foot health of nursing students. Future studies should contribute to IAASP’s continuous improvement.

Psychological Safety in Simulation and Psychological Intrinsic Factors Among Korean Undergraduate Nursing Students: A Cross-Sectional Study

BackgroundThere is a gap in the literature exploring individual students' psychological intrinsic factors and how these factors influence psychological safety in simulation among nursing students with diverse cultural backgrounds. The aim of this study was to explore the associations between psychological safety in simulation and students’ individual psychological intrinsic factors, including self-compassion, anxiety sensitivity, and resilience. MethodsThis study was the first part of a multicultural comparison study on satisfaction and psychological safety in simulation, and a comparison of intrinsic characteristics between nursing students in South Korea and the United States, using a descriptive, exploratory, and correlational design. An online survey was used to measure the study variables for 186 Korean students. Data were analyzed using descriptive statistics, Pearson's correlation, and linear mixed models to examine factors associated with psychological safety. ResultsAll the psychological intrinsic factors (self-compassion, anxiety sensitivity, and resilience) were significantly associated with psychological safety, after controlling the demographic characteristics. Higher psychological safety was associated with higher self-compassion (p = .014), lower anxiety sensitivity (p < .001), and higher resilience (p = .018). ConclusionPsychological safety in simulation is influenced by students’ psychological intrinsic factors. Efforts to recognize anxiety sensitivity, students’ self-compassion and resilience would be essential to provide a psychologically safe educational environment for nursing.

Interventions, methods and outcome measures used in teaching evidence-based practice to healthcare students: an overview of systematic reviews

BackgroundTo fully implement the internationally acknowledged requirements for teaching in evidence-based practice, and support the student’s development of core competencies in evidence-based practice, educators at professional bachelor degree programs in healthcare need a systematic overview of evidence-based teaching and learning interventions. The purpose of this overview of systematic reviews was to summarize and synthesize the current evidence from systematic reviews on educational interventions being used by educators to teach evidence-based practice to professional bachelor-degree healthcare students and to identify the evidence-based practice-related learning outcomes used.MethodsAn overview of systematic reviews. Four databases (PubMed/Medline, CINAHL, ERIC and the Cochrane library) were searched from May 2013 to January 25th, 2024. Additional sources were checked for unpublished or ongoing systematic reviews. Eligibility criteria included systematic reviews of studies among undergraduate nursing, physiotherapist, occupational therapist, midwife, nutrition and health, and biomedical laboratory science students, evaluating educational interventions aimed at teaching evidence-based practice in classroom or clinical practice setting, or a combination. Two authors independently performed initial eligibility screening of title/abstracts. Four authors independently performed full-text screening and assessed the quality of selected systematic reviews using standardized instruments. Data was extracted and synthesized using a narrative approach.ResultsA total of 524 references were retrieved, and 6 systematic reviews (with a total of 39 primary studies) were included. Overlap between the systematic reviews was minimal. All the systematic reviews were of low methodological quality. Synthesis and analysis revealed a variety of teaching modalities and approaches. The outcomes were to some extent assessed in accordance with the Sicily group`s categories; “skills”, “attitude” and “knowledge”. Whereas “behaviors”, “reaction to educational experience”, “self-efficacy” and “benefits for the patient” were rarely used.ConclusionsTeaching evidence-based practice is widely used in undergraduate healthcare students and a variety of interventions are used and recognized. Not all categories of outcomes suggested by the Sicily group are used to evaluate outcomes of evidence-based practice teaching. There is a need for studies measuring the effect on outcomes in all the Sicily group categories, to enhance sustainability and transition of evidence-based practice competencies to the context of healthcare practice.

Resilience Equine Assisted Learning With Undergraduate Nursing Students: Program Evaluation.

Resilience Equine Assisted Learning With Undergraduate Nursing Students: Program Evaluation.

Global Health Competencies of Undergraduate Nursing Students in Jordan.

This study aimed to assess and compare the global health competencies (GHCs) of nursing students in Jordan. GHCs are crucial to ensure the delivery of culturally sensitive care to diverse populations. A cross-sectional survey using the GHC questionnaire was administered to 256 nursing students. Students ranked their ability in health implications of migration, travel, and displacement as the highest domain and health care as a human right and development resources as the lowest. Assessing nursing students' GHCs is important as they pursue their responsibilities toward global health in the future.

Follow-Up of a Program to Improve Undergraduate and Graduate Nursing Student Diversity.

Underrepresented student recruitment is critical to resolve persistent gaps in workforce diversity in the United States. Prenursing and nursing students participated in a nursing workforce diversity program designed to recruit and graduate underrepresented students, which provided academic and student support, financial support, and mentoring. A follow-up study was conducted to identify the impact of the program. Participants were surveyed about educational and employment information, perceptions about factors that contributed to success, benefits of the program, and educational experience. Descriptive summaries of data and thematic analysis of qualitative comments occurred. Financial support, program quality, mentoring, career guidance, and meeting basic security needs were the strongest factors contributing to success. Program benefit themes included: feeling empowered, encouraging success, building confidence, and easing financial strain. Negative experiences with discrimination and bias were reported. Cocurricular support can help facilitate belonging. Scholarship awards communicate belief in student success, which impacts confidence and achievement.