Undergraduate Nursing Students Research Articles

Experience of undergraduate nursing students participating in artificial intelligence + project task driven learning at different stages: a qualitative study

BackgroundArtificial intelligence is a growing phenomenon that will soon facilitate wide-scale changes in many professions, and is expected to play an important role in the field of medical education. This study explored the realistic feelings and experiences of nursing undergraduates participating in different stages of artificial intelligence + project task driven learning, and provide a basis for artificial intelligence participation in nursing teaching.MethodsWe conducted face-to-face semi-structured interviews with nursing undergraduates participating in Nursing Research Course which adopts artificial intelligence + project task driven learning from a medical university in Ningxia from September to November 2023, to understand their experience of using artificial intelligence for learning and the emotional changes at different stages. The interview guide included items about their personal experience and feelings of completing project tasks through dialogue with artificial intelligence, and suggestions for course content. Thematic analysis was used to analyze interview data. This study followed the COREQ checklist.ResultsAccording to the interview data, three themes were summarized. Undergraduate nursing students have different experiences in participating in artificial intelligence + project task driven learning at different stages, mainly manifested as diverse emotional experiences under initial knowledge deficiency, the individual growth supported by external forces during the adaptation period, and the expectations and suggestions after the birth of the results in the end period.ConclusionsNursing undergraduates can actively adapt to the integration of artificial intelligence into nursing teaching, dynamically observe students’ learning experience, strengthen positive guidance, and provide support for personalized teaching models, better leveraging the advantages of artificial intelligence participation in teaching.

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.

Is better readiness the key to deeper learning in distance education? A cross-sectional online study

BackgroundThe COVID-19 pandemic has required teachers and students to suddenly transition from face-to-face formats to distance education (DE). The uniqueness of nursing discipline is that it requires both theoretical and skills-based learning. Therefore, it is necessary to explore the influencing factors and effectiveness of DE in nursing education. This exploration can guide teaching practice and provide a basis for the future application of DE in nursing education. AimsTo describe the current distance education readiness and depth of learning among undergraduate nursing students and explore possible influencing factors. To determine the relationship between students’ distance education readiness and the depth of learning. DesignThis is a descriptive and cross-sectional online study. SettingsSchool of Nursing in a traditional Chinese medicine university, Beijing, China. ParticipantsA total of 222 undergraduate nursing students from a traditional Chinese medicine university were recruited. MethodsA questionnaire, which is composed of information form, the Online Learning Readiness Scale, and the Scale of Students Making Deep Learning, was used for data collection. Frequency, percentage, arithmetic mean, standard deviation, t-test, one-way ANOVA, and Pearson correlations were used in the analysis of the data. ResultUndergraduate nursing students have lower averages in distance education readiness and higher averages in the depth of learning. Significant differences in distance education readiness and depth of learning between different grade groups. A positive correlation was found between distance education readiness and depth of learning (r = 0.894, p < 0.001). ConclusionDistance education is a feasible approach to learning today. Undergraduate nursing students have exhibited poor readiness for distance education but demonstrated deeper learning conditions. Upper grades may lead to better learning outcomes. Better distance education readiness can lead to deeper learning. These conclusions prompt teachers and students to be prepared before participating in distance education to obtain better academic performance.

Exploring clinical facilitation and student learning on undergraduate nursing placements through a community of practice lens: A qualitative study

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators’ perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators.

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.

Preceptor's experience in supervising undergraduate nursing students in mental health: A qualitative study.

Preceptorship is considered an essential component in undergraduate nursing student's clinical placement, especially those in speciality units such as mental health. During the preceptorship relationship students are granted the opportunity to work alongside experienced nurses in the ward observing their interactions with patients and other professionals. In addition, students are able to build clinical confidence and competence. There is currently a gap in the literature around the preceptorship experience in the mental health clinical environment which warrants further exploration. The aim of this study was to explore the experiences of Registered Nurses precepting undergraduate nursing students during mental health clinical placements. A qualitative, exploratory approach was performed. A total of eight registered nurses working in an acute in-patient mental health unit in a large regional hospital, were recruited and interviewed using a semi-structured interview technique. Thematic analysis was utilised to analyse the data resulting in the development of four overarching themes; (1) Time consuming and additional workload, (2) creating a safe environment, (3) providing and receiving feedback and (4) precepting is not a choice, it is an expectation. The results highlighted that preceptoring students was considered to be an extra workload that required significant time and effort. Preceptors also expressed concerns about student safety, emphasised the importance of feedback and acknowledged preceptorship as an expectation of registered nurses working in mental health. These findings underscore the necessity for further research to delve deeper into the experience of preceptors in mental health settings.

Coping strategies used by undergraduate first-year nursing students during transition from basic to higher education: a qualitative study

BackgroundThe undergraduate first year of a nursing program is regarded as a difficult and challenging part of the nursing course, due to the variation experienced in the transition from basic to higher education compared to other first-year courses. This causes stress, which could contribute to students’ lack of coping with the transition to the university. These challenges call for coping strategies to ensure resilience among this cohort of undergraduate nursing students.MethodsAn exploratory descriptive qualitative research design was adopted to assess the coping mechanisms used by first-year nursing students during transition from basic to higher education. Data was gathered through four online focus group discussions which were conducted using the Microsoft Teams app, with participants purposefully selected from the two campuses where the study was conducted. The focus group discussions were recorded and transcribed verbatim for analysis. Data was analysed by the researcher and the co-coder using qualitative content data analysis.FindingsThree categories emerged from the data: experiences of transition from basic to higher education, coping with transition from basic to higher education, and recommendations for coping with transition from basic to higher education. Participants expressed that they use the following six coping strategies during the transition from basic to higher education: adaptive coping, appraisal-focused coping, emotion-focused coping, problem-focused coping, social coping, and seeking help from mentors.ConclusionsTransition from basic to higher education is challenging for undergraduate first-year nursing students. The study suggests that there is a need to standardize and contextualize the support measures for undergraduate first-year nursing students during their transition from basic to higher education in order to enhance their ability to cope.

Analysis of the mediating effect between ehealth literacy and health self-management of undergraduate nursing students’ mental health literacy

BackgroundGood health self-management positively affects the health of healthcare providers and their ability to manage their patients’ health. This study explored the relationship between ehealth literacy, health self-management skills, and mental health literacy among undergraduate nursing students. Some studies have confirmed the correlation between e-health literacy and health self-management skills, while mental health literacy may be correlated with both, and this study aims to explore the relationship between the three.MethodsA descriptive cross-sectional survey was conducted at a medical university in northwestern China among 385 Chinese undergraduate nursing students. Participants completed the General Information Questionnaire, the Adult Health Self-Management Skills Rating Scale, the Mental Health Literacy Rating Scale, and the eHealth Literacy Scale, and provided valid responses. The IBM SPSS 27.0 statistical software was used for data entry and descriptive analysis, t-test, ANOVA, and Pearson correlation analysis. The IBM Amos 26.0 was used to construct the mediation effect model, and the Bootstrap method was employed to test mediating effects.ResultsMental health literacy, ehealth literacy, and health self-management skills of undergraduate nursing students were at a moderate to high level. Mental health literacy, ehealth literacy, and health self-management were positively correlated. Mental health literacy, particularly, played a partial mediating role of 31.1% ( 95% CI [0.307–1.418] ) between ehealth literacy and health self-management.ConclusionsUndergraduate nursing students’ mental health literacy partially mediates the link between eHealth literacy and health self-management skills. Schools should emphasize the development of nursing students’ e-health literacy and mental health literacy in order to improve their health self-management skills, which will not only bring about a better health outcome for the students, but will also benefit the health of the social population.

The power of laughter: a study on humor and creativity in undergraduate nursing education in Egypt

BackgroundCreativity in nursing education is crucial for developing practical problem-solving skills, and humor is a valuable tool for stress management and fostering a positive learning environment. This study explored the relationship between creativity and humor among nursing students.MethodsA cross-sectional survey was conducted with 265 convenient undergraduate nursing students aged 20 to 25. The Short Scale of Creative Self (SSCS) and the Multidimensional Sense of Humor Scale (MSHS) were used to measure creativity and various aspects of humor.ResultsShowed a significant positive correlation between humor and creativity (r = 0.238, p < 0.001). Positive correlations were found between Humor Production, Coping or Adaptive Humor, and Appreciation of Humor with creativity (r = 0.254, 0.230, and 0.461, p < 0.001, respectively). In contrast, Attitudes Toward Humor and Humorous People were negatively correlated with creativity (r=-0.343, p < 0.05). Humor accounted for 16.2% of the variance in creativity.ConclusionThe study concluded a strong link between humor and creativity, with positive correlations observed between creative self-efficacy and creative personal identity with different aspects of humor. The study recommends the incorporation of humor into nursing education and healthcare settings to encourage creative problem-solving and reduce burnout among students and staff.

Willingness to work with older adults and related factors in nursing students: a cross-sectional study

ABSTRACT Given the increased demand for health professionals to work with older adults, research on the factors that influence students’ career choices is critical in order to increase the popularity of gerontology. The purpose of this study was to investigate willingness and related factors of undergraduate nursing students to work with older adults. A descriptive and cross-sectional study was conducted with 579 undergraduate nursing students in Turkiye. The data were collected using the descriptive characteristics form, the 12-item expectations regarding aging scale (ERA-12), Kogan’s attitudes toward old people scale (KAOP), and willingness to work with elderly people scale (WEPS). Descriptive statistics and multiple regression were used for data analysis. The WEPS, ERA-12, and KAOP mean score of the students were 68.57 ± 11.54 (range: 20–120), 59.83 ± 15.09 (range: 0–100), and 142.98 ± 18.63 (range: 34–238), respectively. Expectations regarding aging, attitudes toward older adults, prior experience caring for older adults, and completing an elective geriatric nursing course positively predicted the total score of WEPS. These variables accounted for 14% of total variance of WEPS (R2: 0.137, F: 12.995, p < .001). Age, sex, and academic year also positively predicted the total score of WEPS, but it was not statistically significant. The willingness of nursing students to work with older adults was moderate. To enhance nursing students’ willingness to work with older adults, nursing programs should foster a positive attitude toward older adults and expectations regarding aging. Greater willingness of nursing students to care for older adults will eventually improve the quality of care for the geriatric population.

The experiences of nursing students participating in a student death doula service-learning program in palliative care settings: A qualitative study

Nursing students desire more training and experience in palliative care due to a need for more skills and knowledge. This descriptive qualitative study explored nursing students’ experiences in participating in a student death doula service-learning program in palliative care settings. Fourteen final-year undergraduate nursing students participated in semi-structured focus group discussions via Zoom. Four focus group discussions were conducted. Six themes with 19 subthemes were developed: (1) initial feelings of fear and uncertainty, (2) death doula training and orientation, (3) palliative wards being a happier place than expected, (4) experience of watching their patients deteriorate over time, (5) benefits of participating in service-learning in palliative care settings, and (6) improving the service-learning experience. The program was well received by the nursing students, who recommended incorporating it into the nursing curriculum to enhance palliative nursing education. Additional refinements were proposed to better support nursing students during service-learning.

Geriatric Nursing: Relationship Among Death Attitude, Meaning in Life, and Career Choice Motivation.

Aging populations require higher quality care. However, few undergraduate nursing students choose careers in aged care. Negative death attitudes and loss of meaning in life may reduce motivation to choose geriatric nursing (GN) as a career. The relationships among these variables have yet to be clarified in the literature. The purpose of this study was to investigate the relationships among death attitude, meaning in life, and motivation to choose a career in GN among undergraduate nursing students in China. This cross-sectional study was conducted using an online survey. Five hundred ninety-five final-year undergraduate nursing students in four nursing schools completed the Career Choice Motivation Questionnaire for Geriatric Nursing, Death Attitude Profile-Revised, and Meaning in Life Questionnaire. A t test, analysis of variance, Pearson's correlation, and multiple linear regression model were used to analyze the data using SPSS Version 22.0. The mean Career Choice Motivation Questionnaire for Geriatric Nursing item score was 3.15 ( SD = 0.49; 1-5 points), indicating the participants were moderately motivated to choose GN as a career. The multiple linear regression revealed statistically significant associations among death attitude, meaning in life, and motivation to care for older adults, explaining 14.5% of the total variance ( R2 = .15, F = 9.01, p < .001). Perceiving meaning in life, having escape acceptance, and having approach acceptance were each shown to be positively associated with choosing a career in GN. Conversely, fear of death and death avoidance were found to be negatively associated with choosing this career path. Death attitude and perceptions regarding the meaning of life are associated with the motivation of nursing students to care for older adults.

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.

Trajectory of change in perceived stress, coping strategies and clinical competence among undergraduate nursing students during clinical practicum: a longitudinal cohort study

BackgroundClinical practicum is crucial for strengthening nursing students' clinical competence. However, nursing students often experience considerable stress during clinical practicum, and so they employ coping strategies to alleviate it. There is almost no empirical evidence on the change trajectory of perceived stress, coping strategies, and clinical competence among nursing students during a one-year clinical practicum. This study aimed to investigate the trajectory of change in perceived stress, coping strategies, and clinical competence among undergraduate nursing students during a one-year clinical practicum.MethodsThis study used a longitudinal cohort design. Undergraduate nursing students were recruited from a science and technology university in Taiwan to participate from February 2021 to January 2022. Perceived stress, coping strategies, and clinical competence among students in basic training practicum (T1), advanced training practicum (T2), and comprehensive clinical nursing practicum (T3) were surveyed by using the Perceived Stress Scale (PSS), Coping Behaviour Inventory (CBI), and Clinical Competence Scale (CCS). PSS, CBI, and CCS in T1, T2, and T3 were compared using a generalized estimating equation (GEE) to deal with correlated data. The level of statistical significance was set at α = 0.05.ResultsA total of 315 undergraduate nursing students completed the questionnaire. The study results show that the overall perceived stress of the students is the highest in T2 and the lowest in T3. The main source of stress of the students is 'taking care of patients' at T1 and 'lack of professional knowledge and skills' at T2 and T3. Students' perceived stress in 'taking care of patients' gradually decreases over time. The four coping strategies of CBI, which are 'stay optimistic', 'problem-solving', 'transference' and 'avoidance' in this order, remain the same ranking in three surveys.The main stress coping strategy used by students is 'stay optimistic', while the coping strategy 'avoidance' is used more frequently in T2 than in T1 and T3. Students' mean scores of the overall clinical competence and in the 'general nursing' and 'management' subscales in T3 are higher than those in T1 and T2. However, their mean scores in 'self-growth' and 'positivity' subscales are the highest in T1 and the lowest in T2.ConclusionsThe results show that through experiential learning in clinical practicum at different stages time after time, students' overall perceived stress is the lowest and their overall clinical competence is the highest in T3. The main coping strategy used when students managed stress is 'stay optimistic'. According to the results, we suggest that clinical educators provide students with appropriate guidance strategies at different stages of stress and continue to follow up the clinical competence and retention rates of these nursing students in the workplace in the future.

The Corporate Mechanism Relationship with Stress Levels in Final State Students of Nursing

Purpose: The most difficult tasks for final year students is thesis. this study aims to determine the relationships between coping mechanisms and stressed levels in Nursing STIKes Muhammadiyah Ciamis undergraduate students. Methods: The design in this study was cross sectional. Sampling was done by using total sampling. The sample in this study amounted to 83 people. Results: The results of statistical tests showed that there was a relationship between stressed levels and coping mechanisms in final year undergraduate students of Nursing STIKes Muhammadiyah Ciamis 2-8 July 2023 (p=0.022). This study provides an overview for undergraduate nursing students to b able to understand and improve emotional intelligence , so that they are able to motivated themselves and can withstand stress.

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.

Evaluation of the Effect of Assessment Method Reform in “Nursing Research” Course

Objective: This paper aims to evaluate the implementation effect of the diversified course assessment method reform. Methods: A diversified assessment method was implemented for 196 undergraduate nursing students. Students’ mastery of key knowledge in “Nursing Research” was assessed through group reports on topic selection and literature retrieval, as well as the proposition level of the final examination. Results: 81.6% of the students agreed with the course assessment method, and 97.9% believed studying “Nursing Research” would be helpful for future scientific research applications. Conclusion: Diversified assessment methods can help improve undergraduate nursing students’ scientific research skills and comprehensive quality.

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.

A study of factors affecting pass rates of level 5 written assessments for undergraduate adult nursing students.

A retrospective cohort study was conducted, on second-year adult nursing students who submitted written assignments, to analyse recurring patterns that could explain the failure rate. Data were analysed from 265 university students to identify patterns of association in demographics, module results and student engagement indicators. A positive correlation was found between age and assignment results, with older students achieving higher grades. Clustering identified three patterns of student engagement. Students demonstrating engagement with all aspects of the course (30.2%) performed significantly better than those in other clusters (P<0.001). Students with disabled student support recommendations performed notably worse than those without. All sizeable differences were resolved following the return to campus and the implementation of additional writing support. Age, cross-medium engagement and preparation were all shown to have an impact on marks. These findings can influence how higher education institutions drive and monitor engagement, as this study suggests that all parts of a blended learning approach are equally important.

Relationship FoMO and Nomophobia with Social Anxiety Symptoms in the Use of Social Media at UMP

Background:Along with the increase in social media users, people are also starting to experience what is called social anxiety. This social anxiety is caused by feelilngs of worry or fear of the judgment of others. This causes individuals who experience social anxiety to try to avoid social situations so that they can avoid the negative judgments of other. Anxiety about the judgment of others in one of the main symptoms of social anxiety. In addition, people who frequently use social media tend to like to compare themselves with others. Method: This research is a quantitative study with a cross-sectional approach. The sample used in this study was undergraduate nursing students at Muhammadiyah University in Purwokerto with a total of 99 respondents. There were 3 instruments used in this study, namely the SAS-SMU questionnaire, the FoMO’s questionnaire, and the NMP-Q questionnaire. Results: The results of the analysis of the relationship using the chi-square statistical test found p=0.000(p&lt;0.05),meaning that there is asignificant relationship between FoMO and symptoms of social anxiety in the use of socialmedia. The results of the relationship analysis using the chi-square statistical testfound p=0.001 (p&lt;0.05), meaning that there is a significant relationship between Nomophobia and symptoms of social anxiety in the use of social media. Conclusion:There is a significant relationship between FoMO and symptoms ofsocial anxiety in using social media and there is also a significant relationship between Nomophobia and symptoms of social anxiety in using social media.