Navigating nursing curriculum change during COVID-19 pandemic: A systematic review and meta-synthesis

AimTo consolidate the evidence around the experiences of nursing undergraduates and faculty members navigating through remote and online education during the COVID-19 pandemic.BackgroundThe Coronavirus disease 2019 caused by the SARS-CoV-2 Virus (COVID-19) has placed massive pressure on healthcare, economic and education systems globally. Restrictive social distancing policies and public health measures necessitated educational institutions to switch from face-to-face to remote and online education to sustain the learning process. These changes have created an uncertain path and undue stress for healthcare learners and faculty, especially for professional roles that traditionally require more hands-on and access to clinical practice particularly pre-licensure nursing students. As such, there is an urgent need to consolidate evidence on the experiences of nursing undergraduates and faculty members as they navigate the rapid transition from face-to-face to remote and online education to ensure continuity of learning in achieving optimal learning outcomes and to support them during current and future public health crises.DesignA systematic review and meta-synthesis of the qualitative literature was undertaken using Sandelowski and Barroso’s approach.MethodsSix electronic databases, CINAHL, Embase, ERIC, PsycINFO, PubMed and Scopus, were searched systematically using the eligibility criteria from December 2019 to September 2022. The Critical Appraisal Skills Program checklist for qualitative studies was used to conduct the critical appraisal of the selected articles.ResultsForty-seven studies were included in this review, which encapsulates the experiences of 3052 undergraduates and 241 faculty members. An overarching meta-theme ‘Remote and online education: a rollercoaster ride’, emerged along with three main meta-themes: (1) Transition to remote and online education: A turbulent road, (2) Acceptance of the untravelled road, (3) Hopes and recommendations for the road ahead.ConclusionTo improve nursing undergraduates’ and faculty member’s navigation of remote and online education, more institutions should move towards establishing hybrid education as the new ‘normal’ and exercise prudence in the organisation and delivery of curriculum, teaching, well-being and clinical attachment contingencies of their healthcare courses.     

南京市儿童医院高校志愿服务现状调查与对策研究

目的:对南京市儿童医院高校志愿服务现状进行调查与分析,为完善志愿服务管理体系和服务模式提供对策建议。方法:设计调查问卷,对江苏省内8所大学院校参与我院志愿服务的高校志愿者进行调查,了解医院志愿服务现状。结果:高校志愿者参与医院志愿服务较多的是门诊导医和活动室活动,个人志愿服务时间的累计和记录、服务对象的感谢、社会大众的尊重和认可是高校志愿者参与志愿服务的主要动力,时间因素和距离因素是阻力因素。缺少相关知识培训、缺少宣传拓展渠道、缺少有效激励机制、服务时间不稳定、患者/家属不理解、缺乏吸引力、缺少法律制度保障是目前医院志愿服务不足之处。结论:需从丰富高校学生志愿服务的形式和内容、建立有效的激励机制、完善高校志愿者培训机制以及健全志愿者管理体系四个方面提升高校学生志愿服务的实效性。     

The prevalence and severity of insomnia in university students and their associations with migraine,tension-type headache,anxiety and depression disorders: a cross-sectional study

BackgroundThere is possibly an association between migraine, tension-type headache, anxiety, depression and insomnia. These conditions are prevalent among university students. Our primary objective was to verify whether students with primary headaches (migraine and tension-type headache) have a higher prevalence of insomnia. Our secondary objective was to assess whether the impact of headaches was associated with greater severity of insomnia.MethodsCross-sectional study. 440 students out of 3030 were randomly selected. A semi-structured questionnaire containing information about the characteristics of the headaches, including their frequencies in the last 3 months; the Headache Impact Test (HIT-6); the Hospital Anxiety Depression Scale; and the Insomnia Severity Index were used.Results420 students (95.5%) agreed to participate; 51.4% men; median age of 21 (19, 23); 95 (22.6%) had insomnia; 265 (63.1%), migraine; 152 (36.2%), tension-type headache; 201 (47.9%) suffered from anxiety and 108 (25.7%), from depression. The severe impact of headache (HIT-6>55 points; OR = 3.9; p = 0.003) and anxiety (OR = 3.6; p = 0.003) were associated with insomnia (logistic regression). The severity of insomnia was positively and significantly correlated with the impact (HIT-6 score), with frequency of headache, and with having anxiety (multiple linear regression).ConclusionsThe diagnoses of migraine and tension-type headache are not associated with the presence of insomnia. The severity of insomnia is associated with the impact and the frequency of the headaches.     

儿童期创伤应对方式自动思维与大学生抑郁特质间的关系

目的探讨儿童期创伤与抑郁特质之间的中介和调节机制,为开展相关研究和干预提供参考。方法2017-2018年采用整群抽样的方法,抽取湖南某高校大一年级2 786名学生完成儿童期创伤问卷、状态特质抑郁问卷、自动思维问卷和特质应对方式问卷的调查。结果儿童期创伤、自动思维和消极应对对抑郁特质起正向的预测作用,积极应对对抑郁特质起负向的预测作用(β值分别为0.12,0.43,0.14,-0.33,P值均<0.05)。自动思维中介儿童期创伤与抑郁特质之间的关系(Bootstrapping法的95%CI为0.03~0.06)。消极应对分别调节了儿童期创伤与自动思维和儿童期创伤与抑郁特质之间的关系(P值均<0.05)。结论儿童期创伤影响抑郁特质,其关系受到应对方式和自动思维的影响。     

中学生专业心理帮助有效性、归因方式与心理污名关系

目的:了解中学生的心理健康素养状况,并研究心理健康素养各构成间的关系。方法:采用分层抽样抽取382名初高中生,采用一般资料调查表、知识测量、污名化量表、心理疾病病因观问卷和专业心理健康服务有效性问卷为工具。结果:1对短文主人公主要问题的识别在人口学上差异没有统计学意义;2污名化与归因(r=0.353,P0.01)和有效性(r=-0.140,P0.01)上也存在显著相关;3回归分析显示内因(U=0.051,P0.01)、外因(U=0.048,P0.01)和有效性(U=0.050,P0.01)对污名化有预测作用。结论:中学生的心理健康素养水平有待提高;各构成之间不是孤立的存在,尤其是污名化会导致中学生对专业心理帮助的有效性产生怀疑。     

Does restructuring theory and clinical courses better prepare nursing students to manage residents with challenging behaviors in long-term care settings?

ABSTRACT

Bachelor of Nursing students (BN) placed in long-term care encounter residents who exhibit challenging behaviors. Students are often inadequately prepared to manage these behaviors, and this is a source of distress for students. This study explored whether enhancing and restructuring theoretical and clinical courses resulted in student nurses feeling better prepared to manage residents’ challenging behaviors and improve their levels of distress. This study was conducted in two phases with 116 BN students (first phase) and 99 students (second phase) where the course on older adults was restructured. The findings of this study indicated that students who felt less prepared experienced greater distress by residents’ behaviors than those who felt better prepared. Scheduling a theoretical course on the care of older adults prior to the clinical course placement, as well as offering an online learning module focused on responsive behaviors, significantly increased students’ feelings of preparedness to manage residents’ complex behaviors.     

Using health belief model to predict oral health behaviors in girl students: A structural equation modeling

IntroductionDental caries and gum diseases are among the most common oral diseases in children around the world especially in less developed countries. Evidences suggest that identifying the reasons for not following the oral health behaviors, can improve the oral health status through evidence based interventions. The aim of this study was developing a model to explain the predictors of oral health behaviors in primary school girl students Based on the health belief model.MethodsIn this cross-sectional analytical study conducted in 2018, a total of 381 questionnaires were distributed among all fifth and sixth grade girl students of public schools in Lamerd, Iran. The data were collected through a researcher-made questionnaire included demographic information, and health belief model constructs (Cronbach's alpha between 0.54 and 0.77). Data were analyzed by SPSS23 and AMOS 23 for structural equation modeling.ResultsA total of 179 fifth-grade and 180 sixth-grade girl students participated in the study (94.2% response rate). More than 35% and 67% of students in the study did not brush and floss daily respectively. Perceived barriers (r = -0.27, P < 0.01), self-efficacy (r = 0.32, P < 0.01) and cues to action (r = 0.26, P < 0.01) showed significant correlation with behaviors. In final model by SEM, self-efficacy, perceived barriers, and cues to action have the highest relationship with oral health too. Other model constructs showed no significant relationship with behavior.ConclusionThe results suggest the necessity to emphasize the perceived benefits, self-efficacy and cues to action to promote students' oral health behaviors.