Undergraduate Nursing Program Research Articles

Sexual and reproductive health content in Australian pre-registration nursing and midwifery programs: A review of curricula.

To identify and examine sexual and reproductive health (SRH) content in Australia's pre-registration undergraduate and postgraduate Nursing and Midwifery program curricula. Sexual and reproductive healthcare, integral to women's well-being, relies on Nursing and Midwifery workforce. However, it is unknown how pre-registration curricula prepares nurses and midwives to provide this care, despite international imperatives to enhance access. Cross-sectional study METHODS: Between November 2022 and March 2023, we examined pre-registration Nursing and Midwifery programs across all Australian universities. Data were collected from publicly accessible online program information (unit handbooks, with unit coordinators were contacted for additional details when needed. Counts and percentages were used to summarize data using a term matrix designed for retrieval and coding into 'explicit', 'implicit' or 'no mention' categories. From 37 universities, 92 units from 86 pre-registration programs were included and reviewed. A total of 44 (47.8 %) of the unit outlines and 6 (6.5 %) of the unit names contained explicit terms. The most common explicit term was 'reproductive health' (102, 57.9 %), following by violence (42, 22.6 %) and all were covered in undergraduate-level programs. However, abortion care was not found in any of the reviewed curricula. There is limited content on SRH in the online handbooks of Australian pre-registration Nursing and Midwifery programs. This study recommends a more comprehensive inclusion of SRH content, particularly abortion care, in pre-registration courses to ensure that nurses and midwives receive comprehensive knowledge in this area.

Effectiveness of an embedded oral health educational intervention in an undergraduate nursing program: A mixed methods study.

This study aims to evaluate the effectiveness of an oral health educational intervention designed for undergraduate nursing students. The role of oral health promotion and screening has been extended to non-dental health professionals, for example, nurses. To prepare the future workforce for these responsibilities, an educational intervention underpinned by Mezirow's Transformative Learning Theory was codesigned and implemented in an Australian undergraduate nursing program. A concurrent mixed methods design was used to evaluate the educational intervention Semi-structured interviews with second-year nursing students and faculty staff along with pre-post-test surveys (validated tool) were used to assess changes in attitude and confidence among nursing students regarding oral healthcare. Directed Content Analysis and univariate and bivariate analyses were used to analyse the data. Nursing students experienced a positive change in attitude following the educational intervention, which was also observed by faculty staff. This was corroborated by statistically significant improvements in attitude (5.89 versus 6.22, p=0.002) with the main area of improvement being a positive recognition of the role that nurses have in oral health assessment (21% increase). Students demonstrated a positive shift in confidence, which was supported by the quantitative data which showed an increase in mean scores post intervention (4.73 versus 5.26, p<0.001). Marked improvement in confidence was observed around the recognition of periodontitis (24-25% increase) which was the key focus of the educational intervention. This is the first time an oral health educational intervention has been implemented and found to be effective in improving the attitude and confidence of nursing students when undertaking oral healthcare activities in Australia. Adopting a transformative approach to teaching oral health is recommended for undergraduate nursing education providers as this learning approach can positively influence practice and behaviour changes.

Making Curriculum Development Fun for Nurse Educator Graduate Students Through the Use of Play Pedagogy.

Curriculum development is an important topic for nurse educator students to understand. The process of curriculum development requires knowledge of state laws, accrediting bodies, and various curriculum models. Students learn about curriculum development through assignments such as a scaffolded group project where they create a hypothetical undergraduate nursing program. Nurse educator students and nurse faculty view curriculum development as complicated and dull. This article describes the transformation of a curriculum development assignment using sociocultural learning theory and play. Nurse educator students appreciated the assignment and stated it helped them understand the curriculum development process.

Establishing an undergraduate nursing program: Four pillars for success

Establishing an undergraduate nursing program: Four pillars for success

The utility and feasibility of incorporating death cafes in undergraduate education: A qualitative exploration of medical and nursing students' perspectives

BackgroundThe current medical and nursing curricula place little emphasis on palliative and end-of-life care. Consequently, students are less comfortable in communicating about topics related to death and dying when providing palliative and end-of-life care. Death cafés utilizes a facilitator-led small group to encourage conversations about death and dying to take place alongside food and beverages in a safe environment. In light of the presence of death taboos, there is a need to understand how medical and nursing students perceive the incorporation of a death café within the undergraduate program. ObjectivesThis study aimed to explore the perceptions of medical and nursing students regarding the utility and feasibility of incorporating death cafés into their undergraduate education. DesignA qualitative study was conducted. MethodsThis study was conducted in one medical school in a university in Singapore. Participants above the ages of 18 years, pursuing a full time undergraduate medical or nursing program were invited. A purposive sampling approach using the maximum variation sampling technique to enhance representativeness was used to select the participants based on their sociodemographic and academic variables. A total of 32 medical and nursing students were included in the study. Online individual interviews were conducted. The interviews were then transcribed and analyzed using qualitative content analysis. ResultsThree main categories were developed from the content analysis: (1) Perceptions of death cafés, (2) Features of a death café, and (3) Contents of a death café conversation. Participants viewed the death café as a platform for conversations surrounding death and dying. Several features such as the presence of a facilitator and discussions to be held in small groups were surfaced. The proposed topics to be discussed ranged from communication skills, coping with death encounters, and understanding more about the concepts of palliative care. ConclusionMedical and nursing students view death cafes as a feasible and potential approach in learning pallative and end-of-life care. The use of a faciliator-guided small group discussion on topics such as coping with death, communication techniques and concepts of palliative care are proposed. Further work is needed to examine how the death café method can potentially impact students' confidence and skills in managing palliative and end-of-life care.

Grit, academic resilience, and mindset of nursing students: A cross-sectional study

BackgroundNursing students engage with the complex health system for competence development. These students are exposed to nerve-wrecking experience in addition to their everyday personal and social challenges. Non-cognitive attributes, namely grit, resilience and mindset can influence students’ ability to overcome complexities as they become nurses resulting in academic success and well-being. Insights into the state of non-cognitive attributes among undergraduate nursing students are essential in developing tailor-made educational programmes to enhance their grit, resilience, and mindset. ObjectivesTo describe the undergraduate nursing students’ grit, academic resilience, and mindset at a university in South Africa DesignA quantitative descriptive cross-sectional design. SettingA School of Nursing at a public multi-campus university in South Africa. ParticipantsAll students (N = 315) registered for the undergraduate nursing programme were invited to participate, and 70 % (N = 221) chose to participate. MethodsData were collected using self-administered questionnaires that included a 7-item demographic survey, the 30-item Academic Resilience Scale (ARS-30) that measures affective, cognitive, and behavioural responses in an educational context, the 16-item Dweck Mindset Scale (DMI) that measures a personal belief about whether intelligence and talent are fixed or amenable to change, and the 8-item Grit-S scale measuring passion for long term goals and perseverance. The collected quantitative data were analysed statistically through the Statistical Analysis Software Version 9.4 computer programme. FindingsThe findings revealed that the participants have normal grit and a growth mindset, but low academic resilience. ConclusionsTailor-made educational programmes that target non-cognitive attributes must integrate interventions that are focused on enhancing academic resilience for undergraduate nursing students.

Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections

Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.

Communication in an undergraduate psychiatric nursing peer mentorship program: considerations and strategies for facilitators

ABSTRACT Peer mentorship programs are an effective tool to help individuals navigate the academic challenges and stressors in an undergraduate program. A qualitative study, focusing on peer mentors and mentees in a psychiatric nursing program was conducted. Nine participants from an undergraduate psychiatric nursing program took part in an interview using a semi-structured interview guide. The experiences of the mentor and mentee was analyzed and a common theme surrounding the importance of communication between the mentor and mentee was found throughout. The experiences of communication between the mentor and mentee are explored and strategies to assist peer mentorship program facilitators are provided.

Knowledge toward quality improvement among Jordanian nursing students: A cross-sectional study.

Nurses have a critical role in quality improvement (QI) and patient safety. This necessitates gaining knowledge and mastering QI abilities to lead and participate in QI programs in clinical practice. To assess undergraduate nursing students' knowledge about QI, and experience of patient safety situation; and examine the relationship between obtaining information on healthcare quality and knowledge about QI in Jordan. A descriptive cross-sectional correlational design was used. The study engaged undergraduate nursing students from two Jordanian universities (Public and private universities). A convenient sample of 147 nursing undergraduate students from universities. Data were collected using paper-based self-reported questionnaires. The Quality Improvement Knowledge, Skills, and Attitudes (QulSKA) survey and the Healthcare Professional Patient Safety Assessment Curriculum Survey (HPPSACS) were used to assess knowledge about QI and patient safety. Out of 152 students, 147 completed the study. Overall, QI knowledge was moderate (mean score 57.7). Students from the private university scored significantly higher than public university students. Regarding patient safety, 74.8% of students observed medical errors in clinical areas. However, only 57.1% of the students disclosed a medical error to a faculty member. Also, the results showed a significant positive correlation between knowledge level about QI and obtaining information about QI, quality in healthcare, and patient safety from sources other than the undergraduate nursing program at universities (p≤.001). This study suggests a potential gap in QI education. Integrating QI concepts into nursing curricula may be necessary to prepare future nurses for healthcare quality improvement.

Using a Board Game to Learn a Physical Assessment Course in Nursing Education: A Randomized Controlled Study

Objective: Nursing students are expected to acquire the skills necessary to provide competent patient care in complex healthcare settings. This study aimed to explore the effect of a physical assessment board game on nursing students’ knowledge level and determine their opinions about the game. Methods: A randomized controlled study design was used. The study was conducted from December 2019 to January 2020 among 56 nursing students (game group= 28, control group= 28) enrolled in an undergraduate nursing program in Türkiye. The data were collected using the Kolb’s Learning Styles Inventory to determine students’ learning styles, the Knowledge Evaluation Form for physical assessment, and the Student Opinion Form for students’ opinions about the game. Mean scores for the pre-test and post-tests were compared using independent and paired sample t-tests. Results: A significant difference was found between the pre-test and post-test knowledge scores of the game group (P&amp;lt;.05). The mean post-test knowledge score of the students in the game group was higher than that of the students in the control group, and the difference between the groups was statistically significant (P&amp;lt;.05). Conclusion: The game was beneficial for teaching physical assessment course. Future studies should incorporate different game samples, such as the development of a web-based game, as this study focused on a board game that supported physical assessment skills.

Educating a new generation of nurses about workplace violence using an innovative virtual simulation module

Workplace violence (WPV) continues to be a pervasive and burdensome issue. Nurses spend more time with patients and families increasing their WPV risk. Unfortunately, nursing programs do not routinely provide education or training on de-escalation or management of WPV. Future and current nurses should acknowledge and receive education for the prevention and mitigation of WPV as well as frequent reviews and updates on current trends and strategies. The purpose of this study was to evaluate the impact of education on knowledge of WPV among pre-nursing students at a Midwestern university. This study used a pre-and post-tests, quasi-experimental design with 99 students. A brief knowledge test was completed by participants both before and after the intervention. Pre- and post-test scores were collected across sections. Analysis of paired sample t-tests demonstrated a 20% average increase in post-test scores with a statistically significant increase from pre-test scores (t=-11.357, p&lt;0.001). Results indicated that the innovative, virtual simulation module increased participants’ knowledge of workplace violence in healthcare. Increased knowledge of and preparation for the WPV workplace would strengthen students’ safety readiness for practice with the persistence of WPV against nurses. Prevention and response of WPV education must be an essential component of every undergraduate nursing program following licensure.

Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review.

Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].

Relationship of Stressors on Academic Stress in Nursing Profession Students of dr. Soebandi University

Introduction: Nursing professional practice carried out by nursing professional students at dr. Soebandi University after completing the educational stage of the undergraduate nursing program. This professional practice must be completed to obtain competency as a professional nurse. Several stressor factors identified include supervisor, study load, study time and study assignments. The aim of this research is to analyze the influence of stressors on academic stress in nursing profession students. Methods: The research design used was a non-experimental design with a descriptive type, where the approach was cross-sectional and carried out at dr. Soebandi University. The sample type in this research is Non-Probability Sample, with a Purposive Sampling method of 30 respondents. Data analysis used the Spearman Rank Correlation test. Results: The hypothesis testing show that study assignments influences the emergence of academic stress. Meanwhile, supervisory factors, study load and study time have no effect on academic stress. Conclusions: Several suggestions can be put forward: providing adequate training to students before carrying out professional practice. Lecturers and supervisors can be more flexible and professional in providing assignments and guidance to students in the nursing profession.

Evaluation of a psychological readiness program and final clinical practicum among final year nursing students: A mixed methods study

BackgroundFinal year nursing students may experience higher levels of stress owing to the increasing complexity and expectations from their clinical practicums. Enhancing psychological readiness may be a potential strategy to enhance nursing students' transition to the clinical area. ObjectiveTo evaluate the effects of a psychological readiness enhancement for transition to professional practice program and a 10-week clinical practicum on students' psychological wellbeing, resilience, practice readiness and confidence. DesignA sequential mixed-methods approach comprising of a single-group evaluation and descriptive qualitative study. SettingFinal year nursing students enrolled in an undergraduate nursing program from one autonomous university in Singapore was recruited. Participants148 final year nursing students participated in the single-group evaluation study. A total of 24 participants who completed the psychological readiness program were recruited in the qualitative study. MethodsThis study included two phases. Phase I comprised of an evaluation of a blended psychological readiness program and clinical practicum. Data was collected across three waves to assess nursing students' psychological wellbeing, resilience, practice readiness and confidence. In Phase II, a qualitative study using individual semi-structured online interviews was conducted to examine students' experiences of the psychological readiness program and clinical practicum. ResultsThe psychological readiness program led to significant changes in students' anxiety and patient centeredness scores. The accumulated effects of the psychological readiness and clinical practicum showed significant improvements in students' practice readiness and confidence. Although there were no significant improvements in depression, stress and resilience scores, there were improvements in the trend across three waves. Students attributed these improvements to the psychological readiness program and sharing by the alumni. ConclusionsThe findings of this study laid the foundation for the development of psychological readiness programs. However, larger scale studies using randomized controlled trial designs should be used to confirm the effects of these interventions.

Raising nurse educators’ awareness regarding caring pedagogical relationships’ barriers to foster inclusive simulation settings: Insights from a phenomenological study

AimThe purpose of this paper was to shed light on the main barriers to caring pedagogical relationships within simulation centers from the perspective of nursing students and offer targeted strategies to reduce these barriers. BackgroundA caring pedagogical relationship is a powerful strategy to foster students’ learning within simulation settings. However, the development of this relationship could be hindered if nurse educators are not aware of its barriers. Hence, this could affect students’ learning and well-being within this academic context. According to our knowledge, no previous research has addressed the question of the barriers to caring pedagogical relationships within the context of simulation. DesignThis study employed a descriptive phenomenological method, entitled Relational Caring Inquiry, to collect and analyze data gathered from 19 students enrolled in an undergraduate nursing program. ResultsThis paper focuses on one eidos-theme that emerged from our data analysis and interpretation entitled “Educator’s conscientization regarding barriers to the development of a caring pedagogical relationship”. According to data analysis and interpretation, this eidos-theme was the most emphasized by research participants. It emerged from the following themes: (a) educators’ dehumanizing practices, (b) disruptive and stressful academic context, (c) lack of educators’ experiences and (d) educators’ disinterest in students’ learning. ConclusionsLeaving caring pedagogical relationships’ barriers unaddressed has shown adverse impacts on students’ learning process and their mental and physical well-being. This paper brings to light the main barriers to caring pedagogical relationships and invites educators, managers and nurse leaders to be aware of these obstacles and collectively engage in humanizing nursing education. In other words, we emphasize the impact of these barriers on students’ apprenticeship and suggest political actions to build caring and inclusive simulation environments. Study Registration NumberCERSES-19–050-D.

Education of postpartum hemorrhage management clinical skills among midwifery students in Malawi: A qualitative study

BackgroundUnskilled health professionals in healthcare systems are contributing to the high numbers of maternal mortality in Malawi. It is therefore essential that midwifery students acquire postpartum hemorrhage management clinical skills, especially in view of high maternal mortality, with postpartum hemorrhage being the leading cause. However, there is limited evidence on how the teaching is conducted with regard to students’ learning of postpartum hemorrhage management clinical skills. PurposeThis study aimed to describe the current teaching of postpartum hemorrhage management clinical skills in undergraduate nursing and midwifery program in Malawi. MethodsThe study applied a qualitative exploratory descriptive design. Data were collected through ten individual interviews with lecturers and three focus group discussions with twenty-four students in a midwifery education program in Malawi. The data were analyzed using thematic analysis. ResultsTwo themes emerged from the data analysis: (1) there are various teaching and learning approaches for postpartum hemorrhage management in use and (2) unpreparedness of midwifery students in postpartum hemorrhage management for patient care. ConclusionThe present study demonstrated that teaching of postpartum hemorrhage management clinical skills in an undergraduate nursing and midwifery programme in Malawi focuses on theoretical knowledge rather than practical skills, leaving midwifery students unprepared for postpartum hemorrhage management during clinical practice. The findings from the present study may provide knowledge guiding revision of the curriculum for the undergraduate nursing and midwifery programme in Malawi to consider global standards of midwifery education; enhance the lecturer to student ratio to provide the students with appropriate supervision; and to employ innovative teaching and learning strategies that promote peer education and skills practice among midwifery students. In addition, to conduct more research related to various teaching approaches in nursing and midwifery educational programs and among qualified midwives in Malawi. Statement of significancePostpartum hemorrhage management education in undergraduate nursing and midwifery programme in Malawi focuses more on theory than clinical skills. Improving midwifery students' acquisition of postpartum hemorrhage management clinical skills is needed to ultimately help lower Malawi's maternal mortality ratio.

Perceptions of and Experiences in a Clinical Externship Program During the COVID-19 Pandemic.

The clinical externship program for nursing students was developed and implemented during the COVID-19 pandemic at a multi-site healthcare organization. The program aimed to address the critical shortage of health human resources by hiring qualifying undergraduate nursing and diploma program practical nursing students as unregulated care providers to meet staffing needs. The program incorporated a structured orientation, providing a mix of e-learning modules, in-person learning and shifts with an assigned preceptor. The program also included guidelines to define roles and responsibilities, ensuring safe integration of externs into the healthcare setting. A qualitative study design was employed using semi-structured interviews to explore the perceptions and experiences of the clinical externs (CEs), the extern mentor coordinators and the unit managers involved in the program. Five major themes emerged from the study, including the importance of orientation and the need for increased role clarity. The findings underscore the value of this opportunity both for nursing students as CEs and the broader healthcare system. This study provides valuable insights for nurse leaders aiming to develop or expand clinical externship programs, highlighting their potential to address health human resource challenges and enhance the preparedness and integration of nursing students into the healthcare workforce.

Awareness of Shaken Baby Syndrome among Saudi Nursing Students: A Cross-Sectional Study.

Child abuse is a global problem. Shaken baby syndrome (SBS) is a result of child abuse, with shaking being the most common form of maltreatment, causing mortality or severe brain damage in infants. A lack of awareness of SBS among current and future healthcare professionals can have serious consequences. To date, no studies have been conducted in Saudi Arabia to examine student nurses' awareness of SBS, so we sought to assess this issue in an academic institution in Riyadh, Saudi Arabia. For this questionnaire-based study, we employed a cross-sectional, descriptive design. The target population was nursing students from every year of study in the institution's five-year undergraduate nursing programme, who received an online questionnaire during the 2022-2023 academic year. The data were analysed using descriptive and inferential statistical analysis. Of the 293 respondents, 100.0% confirmed that they were not aware of SBS through their nursing curricula, and 62.1% reported not being made aware of SBS at all during their academic journey. The majority of participants were unaware of the negative consequences of shaking a baby. Most were not aware that shaking a baby vigorously can cause permanent blindness (73.4%), postural impairments (56.7%), sleep disorders (61.1%), or convulsions (60.1%). The results of our study revealed a statistically significant relationship between nursing students' awareness of SBS and both their year of study and marital status. Those at higher academic levels and those who were married were more aware of SBS. To improve nursing students' knowledge of SBS and help them to better inform the public of this syndrome, particularly parents, child maltreatment topics should be added to nursing curricula in Saudi Arabia, and their importance should be emphasised. This will help reduce the prevalence and burden of SBS nationally.

A Reflection on the Mentorship Journey

In 2023, for the first time, CANO-ACIO awarded three nursing students the Nursing Research Student Award for their successful abstracts. The award gave them an opportunity to present their research work during the annual CANO/ACIO conference that took place in Niagara Falls, Ontario. This innovative award approach was of particular importance for these three nursing students, one of whom was in an undergraduate nursing program, one in a Master’s program, and one in a doctoral program. As is evident in the descriptions below, the award was important to them because it gave them an opportunity to share their work with a national audience, as well as begin to see the larger world of oncology nursing research and its potential to change practice. Each of the individual presentations was amazing and greatly appreciated by all attendees of the Board-sponsored research workshop. Based on the feedback and the desire to profile the opportunity for other students in the future, each nursing student was invited to contribute to this Research Reflections Column. They were asked to discuss their personal experience and its impact on them. The following paragraphs are a summary of the synopsis they provided about their experiences.

Gameful Experience Scale: Reliability and Validity in Nursing Students.

Objective: Nursing students are among the groups where gamification applications are used effectively and frequently in educational technologies. This study aimed to adapt the Gameful Experience Scale (GAMEX) to the Turkish language and test its validity and reliability. Materials and Methods: The study was conducted with 620 nursing students studying an undergraduate nursing program between March and May, 2023. Data were collected using a personal information form and GAMEX-Turkish Form. Results: The validity and reliability of the five-factor structure scale with 27 items were confirmed. In confirmatory factor analysis, all factor loads were found to be >0.56. The fit indexes of the scale were χ2/df = 2.8, goodnessof-fit index = 0.90, comparative fit index = 0.94, and root mean square error of approximation = 0.55. Cronbach's alpha coefficient of the overall scale was 0.89. Conclusion: As a result of this study, the Turkish version of GAMEX was found to be a valid and reliable tool that can be used to evaluate the game experience in nursing students' training.