Undergraduate Nursing Research Articles

Hospice and Palliative Care for Undergraduate Nursing Education: Results from a Delphi Study.

There is an urgent need to strengthen the nursing workforce through hospice and palliative care education to support patients living with serious illness. The aim of this study was to identify skills/topics in hospice and palliative care for undergraduate nursing education. We conducted a two-round online Delphi Survey of hospice and palliative care leaders and clinicians in New York State between June and August 2022. Participants were asked to list and rate the importance of clinical skills and topics in hospice and palliative care for undergraduate nursing education. Twenty-eight participants completed Round One and 21 participants completed Round Two. Topics ranked as extremely important were goals of care, patient/family education, communication skills, advance directives, medication management, pain management, and symptom management. Our findings highlight the importance of including the perspective of healthcare systems leaders and clinicians in discussions about training of future nurses to meet the needs of patients with serious illness and their families.

Assessment of Disaster Familiarity and its Associated Factors among Undergraduate Nurses

A disaster is a condition that disrupts daily life, destroys infrastructure, electricity, and roads, and results in the death of people. Hence, familiarity with disasters allows nurses to help catastrophe victims. Objective: To assess disaster familiarity and its associated factors among undergraduate nurses. Methods: A cross-section study was conducted among students of two universities. It was undertaken between July 2021 to November 2022. The subjects consisted of 175 registered nurses enrolled for graduation Post RN-BS nursing program at nursing institutes of both universities. A consecutive sampling technique was used to approach the participants. The data were collected using a validated tool and analyzed on SPSS 21. Results: Of the 175 respondents, 58.29% were female, and the majority (63.42%)of participants were between 21-30 years old. Overall familiarity in the case of a large-scale emergency event, it was found that 48(27.4%) of the study participants were moderately familiar, 42(24.0%) were very familiar, and 41(23.4%) were average familiar. Conclusions: The overall familiarity of respondents with disaster preparedness was at a moderate level. While, gender, clinical experience, and age of the study participants were the most important factors impacting nurses working in emergencies. This topic needs more attention to be added to the curriculum of healthcare workers, and the government should organize periodic training sessions to enhance their level of knowledge.

RN-to-BSN student reports of work experiences, academic performance, and program progression during the COVID-19 pandemic

BackgroundIndividuals who were RN to BSN students during the COVID-19 pandemic had the unique experience of being both undergraduate students and nurses during a time of exceptional stress for the healthcare system. PurposeThe aim of this study was to explore student perceptions of their work experiences during the COVID-19 pandemic and how working as a nurse during this time affected their academic performance and progression through their RN to BSN program. MethodsThis qualitative study was conducted using Braun and Clark’s six-step thematic analysis process. ConclusionStudents reported experiencing both challenges and adaptability in their RN to BSN program performance and progression during the pandemic. DiscussionNurse educators and nurse managers can help RN to BSN nursing students during times marked by heavy workloads and increased stress by ascertaining their needs, being flexible, and providing self-care support.

The Effects of Cardiopulmonary Resuscitation Education for Undergraduate Nursing Students: Utilization of Jigsaw Cooperative Learning Strategy

The Effects of Cardiopulmonary Resuscitation Education for Undergraduate Nursing Students: Utilization of Jigsaw Cooperative Learning Strategy

Aesthetic Expressions of Caring in Nursing Among Thai Undergraduate Nursing Students

Caring is a core value of nursing and is often incorporated in nursing curricula. A qualitative research study was conducted based on Gadamer’s philosophical viewpoints to collect, analyze, and interpret aesthetic expressions of caring in nursing by Thai undergraduate students of nursing. Participants were 41 second-year baccalaureate degree nursing students from a university in Thailand. Data generated were graphic illustrations and short descriptions and narrative statements, which were analyzed and interpreted using thematic analysis. Trustworthiness was established following Lincoln and Guba’s criteria. Meanings of caring in nursing revealed five thematic categories: (a) nurturing wholeness of persons, (b) practicing aesthetic caring in nursing, (c) sharing self with honesty and trust, (d) helping persons using multiple processes, and (e) enhancing personhood. This study described caring in nursing as focused on persons, human relationships, and nursing processes of caring that enhance personhood. These findings inform professional nursing education toward a transformative caring process for students of nursing who are imbued with caring attributes.

Grading practice as a strategy to improve proficiencies in undergraduate nurse education: Modelling key areas of competence

BackgroundIn undergraduate nursing grading practice is generally avoided as it is considered educationally flawed. ObjectivesTo test an innovative online grading practice tool (GPT) in undergraduate nurse education. To model the determinants of the final practice grade in four areas of clinical competence and in one cohort analysis the relationship between final practice grade and each area of clinical competence and an OSCE grade. DesignA cross-sectional study. ParticipantsA convenience sample of 782 nursing students from one Higher Education Institution in the North-East of England were included. The sample involved two sequential cohorts of final-year students with 391 students in each cohort. MethodsA specifically designed online grading practice tool (GPT) composed of thirty-six objectives equally divided across four areas of clinical competence. The GPT was applied to two consecutive student cohorts on completion of their final practice learning placement. ResultsThere was a statistically significant difference in the mean final practice grade between the two cohorts. In the overall sample, regression modelling showed that all four areas of student assessment contributed equally to the final grade. Analysis by cohort showed that in Cohort 1 clinical thinking and professionalism had the most influence on the final grade with person-centered care and patient safety most strongly impacting on the final grades of Cohort 2. In Cohort 2 there is no statistically significant correlation between final practice grade, each area of clinical competence and an OSCE grade. ConclusionsPractice learning is fundamental to how students develop professional awareness and learn to nurse. Findings from a novel grading practice tool applied in undergraduate nursing reveal how effectively the tool works. Nurse educators must be responsive to the realities of learning in practice and explore new ways of assessing clinical competence.

Students' self-perception of empathy in caring.

The attribute of empathy leads to more desired patient outcomes. A patient who experiences empathy from student nurses will feel important and cared for. It is vital to know how student nurses perceive themselves in terms of empathy in caring. Thus, self-reflection is a requirement on the part of student nurses in a caring relationship. This study aimed to determine student nurses' self-perceptions of empathy in caring and compare the third- and fourth-year student nurses' self-perceptions of empathy in caring. A quantitative, descriptive and comparative approach was employed in the study. The population was undergraduate student nurses in their third- and fourth-year level of study (n = 77), while 56 respondents participated in the study. Ethical approval was obtained prior to commencing with the study. Data were collected by way of the Consultation and Relational Empathy measure questionnaire that consisted of 10 items responded to by using the 5-point Likert scale. Data were analysed by means of descriptive statistics, inferential statistics and t-tests. All the student nurses perceived themselves to have empathy in caring. There was no significant difference in perceptions of empathy in caring by the nurses in their third- and fourth-year level of study. The results of the study provide insights for nursing education and training to shape and mould the empathy perceived by the student nurses. Future research could focus on the patients' perspective coupled with the student nurses' perspective to prevent bias.Contribution: This paper contributes by adding self perceptions of empathy by student nurses to support best practice in nursing.

The Turkish version of the students’ perceptions of respectful maternity care scale: An assessment of psychometric properties

AimThe aim of the research was to evaluate the psychometric properties of the Turkish validity and reliability of the Students’ Perceptions of Respectful Maternity Care (SP-RMC) scale. BackgroundRespectful maternity care is an important contributor to intrapartum care quality and maternal birth satisfaction. Determining students' perceptions of respectful maternity care can identify knowledge gaps and inform their future practice. DesignA descriptive, methodological and cross-sectional design was used. MethodsThis study was conducted with 226 undergraduate nursing and midwifery students in the western region of Turkey. Data were collected between May and December 2022 from students who completed their birth courses (theory and clinical practicum). Data included sociodemographic details and the Students' Perceptions of Respectful Maternity Care scale (Turkish version). Factor analysis, Cronbach's alpha and item-total score analyses were conducted. ResultsThe mean age of the students was 21.88 (SD 1.39). The average number of births observed was 2.57 (SD 3.16). The scale comprised 18 items including three subdimensions. In both exploratory and confirmatory factor tests, the overall factor loading was greater than 0.30, and the total explained variance was 64.89%. The Cronbach’s alpha coefficient of the scale was 0.91, with Cronbach’s alpha values ranging between 0.80 and 0.91 for the subscales. Pearson correlation coefficients of all the items ranged between 0.42 and 0.78. ConclusionsThe SP-RMC (Turkish version) is a valid and reliable measure, with 18 items and three dimensions. In this regard, measuring and reporting respectful maternity care perceptions and intrapartum care experiences of students, who are future members of the profession, could contribute to the improvement of the quality of care and the development of educational interventions for behavioral changes

Strategies for Incorporating Plant-Based Nutrition Into Nursing Curricula.

A whole-food, plant-based (WFPB) eating pattern has shown benefits in preventing and reversing chronic disease, yet nursing curricula rarely include content on nutrition as a primary modality for disease management. We implemented several undergraduate and graduate nursing and interprofessional teaching strategies to increase student knowledge of a WFPB diet and help nurses improve patient outcomes through assimilation. Students requested additional emphasis on WFPB diets and chronic illness in the curriculum.

Registered Nurses' attitudes towards end-of-life care: A sequential explanatory mixed method study.

To examine registered nurses' attitudes about end-of-life care and explore the barriers and facilitators that influence the provision of high-quality end-of-life care. A sequential explanatory mixed methods research design was used. An online cross-sectional survey was distributed to 1293 registered nurses working in five different hospitals in the Kingdom of Saudi Arabia. The Frommelt Attitudes Towards Care of the Dying Scale was used to assess nurses' attitudes towards end-of-life care. Following the survey, a subset of registered nurses were interviewed using individual semi-structured interviews. Four hundred and thirty-one registered nurses completed the online survey, and 16 of them participated in individual interviews. Although nurses reported positive attitudes towards caring for dying patients and their families in most items, they identified negative attitudes towards talking with patients about death, their relationship with patients' families and controlling their emotions. The individual interview data identified the barriers and facilitators that registered nurses experience when providing end-of-life care. Barriers included a lack of communication skills and family and cultural and religious resistance to end-of-life care. The facilitators included gaining support from colleagues and patients' families. This study has identified that while registered nurses hold generally favourable attitudes towards end-of-life care, they have negative attitudes towards talking with patients and families about death and managing their emotional feelings. Education providers and leaders in healthcare settings should consider developing programmes for undergraduate nurses and nurses in clinical practice to raise awareness about the concept of death in a cross-section of cultures. Nurses' attitudes towards dying patients will be enhanced with culture-specific knowledge which will also enhance communication and coping methods. This study used the Mixed Methods Article Reporting Standards (MMARS).

Implementation of Health-Equity Lactation Education in Undergraduate Nursing Programs

Implementation of Health-Equity Lactation Education in Undergraduate Nursing Programs

Blended Teaching Methodology of E-learning and Simulation Training in Obstetrics and Gynecology for Undergraduate Medical and Nursing Trainees.

Context The concept of simulation-based teaching has become a standard practice for health education in the present era. However, there is a paucity of literature on integrating simulation-based teachingin the conventional training of undergraduate medical and nursing students. Aim To explore the effectiveness and benefits of e-learning along with low-fidelity simulation in obstetrics and gynecology among undergraduate medical and nursing students at a tertiary care centerin India. Methodology It was a prospective study conducted on 53 final-year undergraduate medical students and 61 final-year undergraduate nursing students. All students underwent a knowledge-based pre-test followed by exposure to an e-learning module on four selected obstetrics and gynecology skills, namely, conducting normal delivery, episiotomy suturing, pelvic examination, and insertion of intrauterine device. Students practiced these four skills on low-fidelity simulators. After this, they underwent a post-test assessment and gave feedback. A focused group discussion was conducted to explore their experiences. Results There was a statistically significant difference between the pre-test and post-test knowledge scores of all the students (p =< 0.001). Students found this teaching strategy useful and reported an increase in self-assessed confidence. Focused group discussion revealed various themes like improved satisfaction and ability to practice repeatedly without fear of harming patients. Conclusions Based on the results, this teaching methodology should be integrated as an adjunct method of teaching in the undergraduate curriculum from the first year itself, which will motivate students to participate in clinical care and will result in quality improvement of health care.

Academic-Clinical Collaborations to Build Undergraduate Nursing Education in Hospice and Palliative Care.

With the current shortage of hospice/palliative care (HPC) workforce, there is an urgent need to train a generation of nurses with clinical competency in HPC to ensure equitable access and optimal care for patients living with serious illness or at the end of life. The recent demand for HPC teaching in nursing education calls for innovation in establishing clinical placements. Palliative care nursing experts in New York State were surveyed between June and August 2022 about facilitators of academic-clinical partnerships between nursing schools and clinical settings. Inductive content analysis of open-ended responses revealed six major interconnected themes: (a) Increase Awareness of HPC in the Nursing Program, (b) Build a Relationship With Administrators, (c) Look Beyond Acute Care Partnerships, (d) Offer Incentives, (e) Develop Direct Care Experiential Opportunities, and (f) Develop Non-Direct Care Experiential Opportunities. Findings provide rich insights into key considerations for successful collaboration between nursing schools and clinical sites. [Journal of Gerontological Nursing, 49(6), 13-18.].

Nursing Student's Perception and Performance Using Rapid Cycle Intentional Simulation: A Quasi-Experiential Pilot Study

BackgroundClinical simulation is a popular method of educating undergraduate student nurses, however it is currently unknown, which specific simulation approach is the most effective at optimizing student learning in the context of the deteriorating patient. This study piloted a novel form of simulation called Rapid Cycle Intentional Simulation, to evaluate undergraduate nurses’ perception and performance in recognizing and responding to clinical deterioration, compared to the standard simulation approach. MethodsA two-phased, prospective, nonequivalent control group design study was implemented, recruiting a total of 138 second year undergraduate nursing students. Simulation groups were randomly assigned to the intervention or standard simulation approaches. The simulation evaluation included observations, student satisfaction and self confidence in learning scale and student knowledge test. ResultsThere were no significant differences in knowledge, perceived confidence, or satisfaction between standard and Rapid Cycle Intentional Simulation. Qualitative observer reflections suggest regular interruptions of Rapid Cycle Intentional Simulation, facilitated critical thinking and willingness to engage in feedback. ConclusionFindings suggests this novel simulation approach, where the facilitator intentionally interrupts the simulation scenario to realign students through real time feedback, improved student performance, engagement, challenged learning avoidance behaviors, and increased student confidence to critique their practice.

Nursing Students' Experiences of a Student-Led Collaborative Online International Learning Program.

The aim of the study was to explore undergraduate nursing and midwifery students' perspectives of participating in a student-led collaborative online international learning (COIL) program. Research on COIL programs is limited. This program, developed across three global universities, was implemented to provide an internationalization-at-home experience for students during the COVID-19 pandemic. An exploratory descriptive qualitative design was employed using nursing students' reflections and interviews. Data analysis revealed four key themes: student-led learning experiences, personal gains, influence on professional practice, and becoming a global citizen. Students' experiences offer insights into positive aspects of the program and highlight challenges to overcome. The student-led COIL experience increased nursing students' understanding of the dynamics of culture and nursing practices across different countries. Students' personal growth and professional gains will potentially prepare them to work in multicultural environments and develop global citizenship attributes.

Anxiety and its causes among undergraduate nursing students during Covid 19 Pandemic

The corona virus disease (COVID 19) had upended medical education. This pandemic had risen the uncertainty over the start of normal routine of studies in medical universities. During this pandemic period educators had to find new alternatives for academic delivery. Various online platforms were used for educating various courses for the students. As COVID 19 is a new disease and was having devastation effect globally its emergence and its spared caused anxiety among students. The exams were postponed due to lockdown and students were under going stress and it further led to anxiety. Nursing education was also most affected by this pandemic. Nursing a practice based profession, apart from the theoretical knowledge they need to acquire clinical expertise. Due to the emergence of COVID 19 pandemic the Undergraduate nursing students had an anxiety of future due to lack of clinical practice. More over students are anxious regarding the course completion, exams, financial constraints of their family and hazards in their working place. This study was aimed at assessing the anxiety and its causes among the Undergraduate Nursing students during COVID 19 Pandemic.: Descriptive survey design was used. A total of 200 Nursing students were selected using convenient quota sampling method data was collected using semi structured questionnaire to assess causes of anxiety and rating scale to access the anxiety. Study results revealed that the 50% of students had mild anxiety, 49.5 % had moderate anxiety and 0.5% had severe anxiety. In the area of technical issues 60% had issues related heavy battery consumption of their devices and reduced storage space. Regarding academic issues 64.5% had issues regarding inability of understand the topic in online classes, 63.5% had concerns regarding the extension of course due to delaying of exam results and 50.5% of them had concerns regarding their skill acquisition since they had only completed 80% of practical requirements. It was found that 88.5% of students faced decreased interaction with teachers due to online classes as a communication issue and 59% of students experienced financial issues due to increase in the expense of PPE kits. Twenty nine percentage of students were having concerns regarding migration difficulties that might come across in their future career. Sixty one percentage of students were having fear of getting infection due to disease transmission. The rapid escalation in corona cases across the globe has created panic among people. Nursing students, being in direct contact with the patients in health care facilities, were always at risk to contact the deadly virus. This anxiety and worry poses a great mental turmoil and impacts the psychological health of the students. The study had generated baseline data with respect to the effect of the COVID-19 pandemic on causing the anxiety among nursing students. Students across the nursing institutes reported high levels of anxiety. Nurse educators should address such issues of students and use appropriate measures to allay their anxiety

Nurse educators' suggestions for a digital educational resource suitable for undergraduate student nurses' placement studies: Qualitative empirical research.

To explore and describe nurse educators' suggestions regarding a digital educational resource addressing quality in placement studies for first-year student nurses in nursing homes. A qualitative, explorative, and descriptive research design. Focus group interviews with eight nurse educators and individual interviews with six nurse educators. The interviews were audio-recorded and transcribed verbatim; subsequently, data were analysed in lines with content analysis as described by Graneheim and Lundman. The analysis revealed three main categories: 'Suggestions for a digital educational resource to strengthen and support nurse educators' role in follow-up students', 'Suggestions for a digital educational resource to complement and support interaction between stakeholders in placement', and 'Suggestions for a digital educational resource to facilitate student nurses' learning processes'. The categories were captured by the overarching theme, 'A digital educational resource facilitating interaction between stakeholders and students' learning processes. This study revealed nurse educators' suggestions regarding design elements, content, and use of a digital educational resource addressing placement studies for first-year student nurses' in nursing homes. Implications for the profession and/or patient care: Nurse educators should be involved in designing, developing, and implementing digital educational resources aiming to support student learning in nursing education placement studies. This study explored nurse educators' suggestions for a digital educational resource. They suggested a digital educational resource to strengthen and support their role, support interaction between stakeholders, and facilitate student nurses' learning processes. Further, they suggested a digital educational resource to be used as a supplement rather than as a replacement for nurse educators' physical presence in placements. The Consolidated Criteria for Reporting Qualitative Research reporting guidelines were used. No Patient or Public Contribution.

Ethical Considerations of Replacing Clinical Hours With Simulation in Undergraduate Nursing Education: Means to an End, or an End in Itself?

In the current health-care environment, undergraduate nursing programs are expected to provide high-quality clinical experiences for students despite increasing difficulty accessing clinical placements. Expectations for newly graduated nurses have increased in the last few years, with an emphasis on "work-ready" graduates. At the same time, the availability of a variety of clinical practicum placements has decreased in some areas, increasing the difficulty of meeting the increasing numbers of nursing students required for future workforce planning, a situation exacerbated by the ongoing COVID-19 global pandemic. Nursing educators are caught between industry requirements for clinically prepared students and the regulatory requirements of their educational institutions. One solution being espoused internationally is substituting simulation for clinical practicum hours. Simulation offers many advantages, especially for patient safety, providing students with opportunities to link theory to practice in a controlled environment. This article discusses the ethical considerations of substituting simulation for clinical hours in undergraduate nursing education. Is this substitution justified as a means to an end or an end in itself?

COVID-19 and alternative assessments in higher education: implications for academic integrity among nursing and social science students

BackgroundCOVID-19 and its associated restrictions called for innovations in higher education teaching and learning space with many universities resorting to online teaching and alternative assessments. However, little has been done to understand the academic integrity implications in alternative online and non-invigilated assessments.AimThis study explored the perceptions of higher education students regarding academic integrity in alternative assessments.MethodsCross-sectional mixed method design following the parallel convergent approach was utilised in this study. A convenience sample of 380 undergraduate and postgraduate nursing and social science students completed an online survey on academic integrity behaviours associated with alternative assessments.ResultsHigh risk (31.7%) of academic misconduct was perceived among young people (18-24 years old). Collusion was common among nursing students (24.5%) and cheating likely to occur in assessments with longer duration—between 2 and 4 hours (18.8%) and between 1 and 2 weeks (46%). Qualitative data resulted in 274 findings and three themes— (i) impossible to cheat; (ii) easy to cheat and (iii) understanding the consequence of cheating. Suggestions for preserving academic integrity in alternative assessments were also made from the qualitative data.ConclusionLike other forms of traditional assessments, alternative assessments have increased risk of breach of academic integrity; however, with the right strategies, they could serve as effective means of assessing learning outcomes.

Discouraging Quiet Quitting: Potential Strategies for Nurses.

Undergraduate and Graduate Nursing Programs; College of Nursing & Health Professions, Drexel University, Philadelphia, Pennsylvania. Correspondence: Patti Rager Zuzelo, EdD, RN, ACNS-BC, ANP-BC, ANEF, FAAN, Associate Dean for Academic Nursing Programs, College of Nursing & Health Professions, Drexel University, Health Sciences Building; 60 N. 36th Street, Philadelphia, PA 19104 ([email protected]). The author has disclosed that she has no significant relationships with, or financial interest in, any commercial companies pertaining to this article.