Israeli nursing students' acceptance of information and communication technologies in clinical placements

BackgroundNursing students are required to be adequately prepared to use Information and Communication Technologies (ICT) in clinical practice. Yet, studies conducted worldwide indicate personal, organizational, and social barriers reported by students and a discrepancy between clinical resources and students' needs.PurposeTo explore nursing students' usage of ICT during clinical placement and the associations between students' ICT acceptance, human and organizational resources, and ICT usage.MethodData were collected from 303 second and third year Israeli nursing students, through a self-administered structured questionnaire.ResultsThe use of Medical Health Records during clinical placements was rated highest (M = 4.62, SD = 0.74, range 1‐5), whereas the use of e-Books was rated lowest (M = 2.26, SD = 1.37, range 1‐5). Positive correlations were found between ICT use and human resources, social influence, organizational resources, and performance expectancy. Significant differences were found according to study years and proficiency in computer skills between students. Perceived human resources, cultural group, Hebrew proficiency, and social influence explained 28% of students' variance in ICT usage.ConclusionsNurse administrators and educators should promote the preparation of clinical settings in accordance with students' needs and proficiencies. Moreover, the development of curricula and clinical practicums must also take into account the role of organizational, social, and computer proficiency in students' ICT adoption.     

The Self-Compassion Scale Arabic version for baccalaureate nursing students: A validation study

BackgroundThe Self-Compassion Scale is an extensively used tool to measure self-compassion among different groups of population, including nurses. The tool has been translated and tested for its psychometric properties in previous studies. Assessing self-compassion among Saudi nursing students is critical as self-compassion is suggested to create a positive effect on one's wellbeing, coping, emotions, and other personal outcomes.ObjectivesThis study determined the validity and reliability of the Self-Compassion Scale Arabic version (SCS-A) for nursing students. It also identified the demographic factors associated with the students' self-compassion.DesignA quantitative, cross-sectional design.SettingsThe investigation was carried-out in two government universities in Saudi Arabia.ParticipantsA sample of 322 Saudi nursing students in the 2nd to 4th year, as well as nurse interns was surveyed (mean age = 21.27, range = 18–27).MethodsThe Self-Compassion Scale was culturally adapted to come up with the SCS-A. Content validity was established. Exploratory Factor Analysis (EFA) was used to establish the construct validity; whereas for reliability, internal consistency and test-retest reliability were established. Pearson's product correlation, t-test, and One-way Analysis of Variance were used to examine the demographic factors associated with self-compassion, accordingly.ResultsA panel of experts rated content validity as excellent. The EFA revealed six dimensions namely “self-judgment,” “self-kindness,” “common humanity,” “mindfulness,” “isolation,” and “over-identification”, with total variance of 64.1%. Cronbach's alpha values for the six factors were from 0.76 to 0.85, with an overall α of the whole scale at 0.86. Computation revealed ICC values ranging from 0.84 to 0.92, whereas the ICC for the entire SCS-A was 0.81.ConclusionSCS-A shown satisfactory validity as well as good reliability. SCS-A can be used to collect baseline data on self-compassion, which could be used in developing policies in the universities and training hospitals to ensure that nurse interns and nursing students have compassion toward self. The study also opens opportunities for multi-country and cross-cultural studies on self-compassion among nursing students.     

Impact of prebriefing on competency performance,clinical judgment and experience in simulation: An experimental study

BackgroundPrebriefing is the introductory phase of the simulation process, however, little nursing education research is available on this aspect of simulation. Reflection theory and concept mapping informed a model-based structured prebriefing activity to prepare students for meaningful simulation learning.ObjectivesThe aim of this study was to examine the intervention of structured prebriefing for its effect on nursing students' competency performance, clinical judgment and their perceived prebriefing experience.DesignAn experimental group-randomized design was used in this study; the intervention group who received structured prebriefing was compared to the control group.SettingThe study was conducted at a university school of nursing in Canada.ParticipantsBaccalaureate nursing students (N = 76) enrolled in a fourth-year medical-surgical course participated in this study.MethodCompetency performance, clinical judgment, and the perception of the prebriefing experience of those participants receiving structured prebriefing and those receiving traditional prebriefing activities, were compared. The relationship between simulation performance and students' self-rated prebriefing experience was also examined. Scores from the Creighton Competency Evaluation Instrument and the Prebriefing Experience Scale were analyzed using parametric and non-parametric statistics.ResultsA statistically significant difference was demonstrated between groups for competency performance (p < 0.001), clinical judgment (p < 0.001) and prebriefing experience (p < 0.001). No relationship was found between perception of prebriefing experience and students' simulation performance.ConclusionTheory-based, structured prebriefing can impact nursing student competency performance, clinical judgment and perceptions of prebriefing, and may enhance meaningful simulation learning.     

Bringing simulation to the classroom using an unfolding video patient scenario: A quasi-experimental study to examine student satisfaction,self-confidence,and perceptions of simulation design

BackgroundTeaching strategies to promote experiential learning in the classroom are important to facilitate students' clinical reasoning abilities. Using video to simulate unfolding patient scenarios in the classroom has the potential to engage students through active learning and to enhance their ability to connect theory to practice.ObjectivesStudy objectives were to: (1) Evaluate nursing students' satisfaction and self-confidence in learning and perceptions of the design of a simulated patient scenario delivered via video in the classroom and (2) Compare findings to students' satisfaction, self-confidence, and perceptions of the design of prior high-fidelity simulation experiences in the laboratory.DesignA quasi-experimental approach was used.SettingThe study setting was a nursing classroom at a University in the southeast United States.ParticipantsConvenience sampling was utilized and 54 students in their final semester of a pre-licensure baccalaureate nursing program participated.MethodsThe intervention was an unfolding video patient scenario delivered in the classroom. Prior to the intervention, participants completed two measurement tools to collect information about their satisfaction, self-confidence, and perceptions of the design of prior high-fidelity simulations. After the intervention, these tools were administered again to collect data about the video simulation experience in the classroom.ResultsParticipants had a higher level of satisfaction (p = 0.002) and self-confidence (p < 0.001) following the classroom intervention than for prior high-fidelity simulations in the laboratory. Student perceptions of the simulation design were more favorable for the classroom intervention than for prior laboratory simulations (p < 0.001).ConclusionsUse of unfolding video patient scenarios in the classroom can promote student engagement in learning. Nurse educators should consider this teaching strategy that provides students with opportunities to connect and apply classroom content to patient care.     

Exploring undergraduate nursing students' perceptions of working in aged care settings: A review of the literature

ObjectivesTo explore undergraduate nursing students' perceptions of working in the aged care setting through a review of the literature.DesignA review of available literature relating to undergraduate nursing students' attitudes, perceptions and experiences in the aged care setting, or in the care of older adults.Data sourcesCINAHL Plus with Full Text was the primary database used. Other databases include PsycINFO and Health Source: Nursing/Academic Edition.Review methodsStudies focused on undergraduate nursing students and their experiences in the aged care setting and on the perceptions and attitudes of nursing students toward older adults, were included. Studies that did not present an original study or those that did not meet the aim of the study were excluded from the review.ResultsFollowing removal of duplicates and exclusion of articles not meeting the aim of this paper, 24 articles remained. Three main themes emerged from the review of the literature: perceptions of aged care placement, attitudes to working in aged care, and experiences in aged care.ConclusionThe experiences of nursing students employed as undergraduate AINs in the aged care setting can provide an immersive clinical learning experience in preparation for their new graduate (NG) year. Furthermore, it is an opportunity to challenge ageist attitudes and instil core nursing values in novice nurses such as promoting compassionate care.     

Nursing students’ knowledge and attitude toward diabetic ulcer care and their contributing factors in Indonesia

ObjectiveThe prevalence of diabetic foot ulcer in Indonesia is far greater than the global prevalence. Nursing students are expected to have good knowledge and positive attitudes regarding diabetic ulcer care in order to deliver high-quality wound care during clinical practice. This study aimed to assess nursing students’ knowledge and attitudes toward diabetic ulcer care and to investigate the factors related to them.MethodsA cross-sectional study was conducted on 396 academic and clinical phases in three nursing schools in Indonesia from September 2021 to February 2022. Participants completed a survey including a questionnaire about knowledge and attitudes regarding diabetic ulcer care. The data were analyzed using a Chi-square test and multivariate logistic regression analysis.ResultsThe results show that 43.2% (171/396) of nursing students had inadequate knowledge of diabetic ulcer care. However, 88.9% (352/396) had a favorable attitude toward the topic. Nursing students lacked knowledge about the characteristics of diabetic ulcers, diabetic neuropathy, wound infection, and adjunctive therapy for diabetic ulcers, and many of them believe that diabetic ulcer care is too time-consuming to carry out. Students in the clinical phase of their studies had significantly better knowledge than those in the academic phase (aOR = 9.99, 95% CI 4.96–20.08, P < 0.001). Male nursing students were significantly less likely to have positive attitude toward the topic than female students (aOR = 0.42, 95% CI 0.19–0.96, P = 0.048), and students accustomed to sharing with peers as a source of knowledge had better attitudes than those who were not (aOR = 2.76, 95% CI 1.40–5.41, P = 0.003).ConclusionFindings show that almost half of the nursing students have insufficient knowledge of diabetic ulcer care. Curriculum developers and educators need to improve the curriculum regarding diabetic wound care and provide strategic programs to improve students’ knowledge and attitudes based on the factors discovered in this study.     

The clinical practice experience in psychiatric clinic of nursing students and career intention in China: A qualitative study

BackgroundNursing students face a lot of complicated situations and problems when they participate in psychiatric clinical practice for the first time. However, the nursing students' internship experience and career intention in psychiatry have not been well described in China.PurposeThis study aims to explore the experience and career intention of Chinese nursing undergraduates during their first psychiatric internship.MethodThis is a qualitative design using phenomenological approach. Data were collected through a case-study, semi-structured, two face-to-face in-depth interviews (N = 13) with third-year nursing students from a university in China on their first clinical internship in a psychiatric department. We followed the consolidated criteria for reporting qualitative research (COREQ) checklist.ResultsFour themes were identified: negative stereotype perceptions about mental illness, professional maturation, personal development, attitude towards psychiatric patients and career choice.ConclusionsThe experience of nursing students in psychiatric clinical practice was constantly changing. This study indicated that nursing students went through a continuous development process of psychiatric care professional maturation and personal development. However, psychiatric nursing was not an ideal career choice of nursing students. This study provides guidance for educators to optimize the internship experience and take comprehensive measures to improve the professional attractiveness and professional identity of psychiatric nursing.     

Impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults: A Quasi-experimental study

BackgroundWith an aging population, it is critical that nurses are educated and prepared to offer quality healthcare to this client group. Incorporating gerontology content into nursing curricula and addressing students' perceptions and career choices in relation to working with older adults are important faculty concerns.ObjectivesTo examine the impact of a stand-alone course in gerontological nursing on undergraduate nursing students' perceptions of working with older adults and career intentions.DesignQuasi-experimental, pre- and post-test design.SettingMedium-sized state university in the Mid Western United StatesParticipantsData were collected from three student cohorts during the spring semesters of 2012 (n = 98), 2013 (n = 80) and 2014 (n = 88) for a total of N = 266 with an average response rate of 85%.MethodsA survey instrument was administered via Qualtrics and completed by students prior to, and following completion of the course.ResultsThere was an overall significant increase (p = 0.000) in positive perceptions of working with older adults among nursing students following completion of the course. The majority of participants (83.5%) reported having previous experience with older adults. Those with previous experience had higher perception scores at pre-test than those without (p = 0.000). Post-test scores showed no significant difference between these two groups, with both groups having increased perception scores (p = 0.120). Student preferences for working with different age groups suggested an overall increase in preference for working with older adults following the course.ConclusionsA course in gerontological nursing, incorporating learning partnerships with community dwelling older adults, promotes positive perceptions of working with older adults, independently of the quality of prior experience. There was some evidence that students changed their preferences of working with different age groups in favor of working with older adults. Further research should be conducted to determine the mechanisms through which this takes place.     

Nursing students' perceptions of caring for dying people,after one year in nursing school

AimTo describe Swedish nursing students' perceptions of caring for dying people after the first year of a three year in a nursing programme at three university nursing schools in Sweden.MethodsInterviews (n = 17) were undertaken with nursing students at the end of their first year. A phenomenographic approach was used to design and structure the analysis of the nursing students' perceptions.ResultsThe analysis resulted in five categories: 1) from abstract to reality, 2) from scary to natural, 3) increased knowledge can give bad conscience, 4) time limits versus fear of end-of-life conversations, and 5) meeting with relatives.ConclusionNursing students need to be prepared both theoretically and within practice to encounter death and dying and to care for dying persons. By combining their theoretical knowledge of dying and death with their own encounters of death and dying people in practice, the students can be supported to develop an understanding of dying and death as a natural part of life rather than something frightening.     

Quality improvement engagement and competence: A comparison between frontline nurses and nurse leaders

BackgroundNurses play a pivotal role in improving patient care. To maximize nurses’ impact on quality, nurses must have quality improvement (QI) competence and engage fully in QI initiatives.PurposeTo describe QI competence (knowledge, skills, and attitudes) among frontline nurses and leaders; and compare variations in competence among nursing roles, experience, and specialty areas.MethodsA total of 681 nurses at one heath system fully completed the Nursing Quality Improvement Practice tool electronically.FindingsHalf of the respondents reported QI engagement (53.6%). Mean knowledge scores were 5.08 (SD 1.16, 7 items). Skill proficiency was low (M = 2.82, SD = 1.03; range 1–6) although QI attitudes were favorable (M = 3.76, SD = 0.63; range 1–5). Significant differences in skills and attitudes were identified by role. QI competence among nurses employed in various specialty areas were similar.DiscussionStrategies for increasing QI competence and engagement of nurses must be created and deployed in order to improve quality and safety.     

Ref: NET_2019_1563: Working while studying: The impact of term-time employment on undergraduate nursing students' engagement in the Republic of Ireland: A cross-sectional study

BackgroundGlobally, there is evidence that tertiary education students are increasingly combining full time study with paid term-time employment. Despite this dual participation, little is known about the impact of working for pay during term on students' engagement with activities, both academic and social, that are associated with learning and development.ObjectivesTo measure undergraduate nursing students' term-time employment commitments and the impact of those commitments on nursing students' engagement.DesignCross-sectional survey design.SettingsFour Higher Education Institutions (HEIs) in the Republic of Ireland - comprising of two Universities and two Institutes of Technology.ParticipantsFirst and final year undergraduate students (n = 634) enrolled in a four-year Bachelor of Science Nursing (honours degree).MethodsThe College Student Report – National Survey of Student Engagement (NSSE) self-report questionnaire was utilised. This collects data on core activities associated with student engagement along with how students spend their time in and out of class. The statistical software package SPSS version 21 was used to analyse data.ResultsOver two-thirds of undergraduate nursing students (n = 423) engaged in term-time employment, working on average 15 h per week, with non-traditional students (i.e. mature-aged, those with children, those who did not enter college based on second level school results) working most hours. Term-time employment had limited impact on student engagement, however, students in employment had increased student faculty interaction compared to students who were not employed but engaged in less time studying (Mean = 7.2, SD 5.9) than those who were employed (Mean = 8.7, SD = 7.6; t(316) = 2.46; p = .014).ConclusionsOverall, engaging in term-time employment was not negatively associated with student engagement, but it did reduce the number of hours students studied. Non-traditional students were more likely to be employed and consequently impacted by combining work and educational demands.     

Paediatric nurses’ perceptions and practices of family-centred care in Saudi hospitals: A mixed methods study

BackgroundFamily-centred care is widely accepted as the underlying philosophy of paediatric nursing. Studies of family-centred care have mainly been conducted in western countries and little is known of its practice in other contexts. No studies have been undertaken in the Middle East.AimTo explore family-centred care in the Saudi context from the perspectives of paediatric nurses.DesignA mixed methodology was utilised with an explanatory sequential design. In the quantitative phase a convenience sample of 234 nurses from six hospitals in Jeddah, Saudi Arabia completed the Family Centred Care Questionnaire. The qualitative phase took place in one hospital and involved 140 h of non-participant observation of paediatric nurses’ practice. A convenience sample of 14 nurses was involved. Additionally, 10 face-to-face semi-structured interviews were conducted with key staff members. A purposeful sample of 10 nurses was involved. The findings from both phases were integrated in the final analysis.ResultsThe survey results indicated that participants identified most elements of family-centred care as necessary for its practice. They were less likely to incorporate them into their practice (p < 0.001, paired t-tests, all subscales). These findings were supported by the observation data, which revealed that, while several elements of family-centred care were frequently practised, others were implemented either inconsistently or not at all. Findings from the interview data indicated that participants had limited and superficial understanding of what family-centred care means as a model of care; rather, they worked with the elements as a set of core tasks. In the current study, there were similarities between what has been found in the Saudi context and findings from other studies using the same tool in western contexts. There is general agreement regarding the differences between theory and practice. Nurses do believe and acknowledge the importance of family-centred care; however, they struggle with practising this model in their everyday work. In the current study, many factors contributed to this issue, including language barriers, communication issues, cultural issues and hospital policies.ConclusionWestern concepts of family-centred care appear to be accepted by paediatric nurses in Saudi Arabia. However, full adoption of family-centred care in keeping with western values is likely not to be appropriate or successful in the Saudi context where both nurses and families have a non-western culture. The western model of family-centred care requires cultural modification and further development to fit Saudi and Middle Eastern cultures.     

Nepalese undergraduate nursing students' perceptions of the clinical learning environment,supervision and nurse teachers: A questionnaire survey

BackgroundClinical practice enables nursing students to acquire essential professional skills, but little is known about nursing students' perceptions of the clinical learning environment (CLE) in Nepal.ObjectivesTo examine Nepalese nursing students' perceptions regarding the CLE and supervision.DesignA cross-sectional questionnaire design was used.SettingsGovernment and private hospitals in Nepal where the undergraduate nursing college students undertook their clinical practice.ParticipantsStudents with clinical practice experience were recruited from years 2–4 of the B.Sc. nursing program in Nepal (n = 350). The final sample comprised 263 students.MethodsA self-administered questionnaire including demographic characteristics, latest clinical practice site, and general satisfaction was administered February–March 2014. The previously validated Clinical Learning Environment, Supervision and Nurse Teacher evaluation scale was used in the questionnaire. The analytical approach used exploratory factor analysis, assessments of the scale and sub-dimension reliability, correlations of factors between scale sub-dimensions, and multiple regression analysis.ResultsStudents' practicum satisfaction level at government hospitals was significantly higher than those at private hospitals (p < 0.0001). Five factors explained 85.7% of the variance, with minor factorial structure differences compared with the original scale. Reliability was confirmed (Cronbach's alpha = 0.93 for total scale, 0.76–0.92 for sub-dimensions). Inter-correlations between the five original sub-dimensions were 0.27–0.68 (p < 0.0001). Students undertaking their practicum in private hospitals evaluated their clinical placements significantly more negatively on most sub-dimensions than those in government hospitals. Multiple regression analysis revealed a significant positive relationship between satisfaction and pedagogical atmosphere (p < 0.0001).ConclusionThis is the first study to investigate nursing students' perceptions of the CLE in undergraduate nursing programs in Nepal. Students were satisfied with the CLE overall, but satisfaction varied by practicum hospital sector. The most influential factor explaining satisfaction was pedagogical atmosphere.