Exploring the technology readiness of nursing and medical students at a Canadian University

Technology readiness is a well-established construct that refers to individuals' ability to embrace and adopt new technology. Given the increasing use of advanced technologies in the delivery of health care, this study uses the Technology Readiness Index (Parasuraman, 2000) to explore the technology readiness of nursing and medical students from the fall 2006 cohort at Memorial University of Newfoundland. The three major findings from this study are that (i) rural nursing students are more insecure with technology than their urban counterparts, (ii) male medical students score higher on innovation than their female counterparts and have a higher overall technology readiness attitude than female medical students, and (iii) medical students who are older than 25 have a negative technology readiness score whereas those under 25 had a positive score. These findings suggest health care professional schools would be well served to implement curricular changes designed to support the needs of rural students, women, and those entering school at a non-traditional age. In addition, patterns such as those observed in this study highlight areas of emphasis for current practitioners as health care organizations develop continuing education offerings for staff.     

Nursing students’ knowledge,attitude and readiness to work for clients with sexual health concerns

Aims. To investigate nursing students’ knowledge, attitude and readiness to work for clients with sexual health concerns and to identify strategies to help students develop as they take up their role in sexual health‐related care. Background. There is an increasing global demand for improving sexual health. A better understanding of nursing students’ attitude and readiness to work for clients with sexual health concerns is the beginning of this endeavour. The need to explore strategies for developing competent health care practitioners is timely. Design. A cross‐sectional survey. Methods. Nursing students (n = 377) studying in pre‐ and postregistration programmes were surveyed at a university in Hong Kong using a questionnaire with open‐ and closed‐ended questions about their knowledge, attitude and self‐perception on readiness to work for clients with sexual health concerns. Results. Students’ knowledge of sexual health was satisfactory. They were positive in acknowledging the nursing role in sexual health care, but hesitant in taking up an active role in practice. Students’ readiness to participate in related activities was below satisfactory. Their perception of inadequate knowledge, feelings of anxiety, worries about colleagues’ and clients’ possible adverse responses and inadequate exemplars were major factors affecting their readiness. This paper also highlighted some important learning areas and strategies that could help in enhancing students’ knowledge and confidence in sexual health care practices. Conclusion. Improving the educational programme and clinical practice for nursing students is necessary but may not be adequate. Valuing the affective aspect of education, formal recognition of this extended role and advancing related education to a postexperience level would also benefit the development of sexual health care. Relevance to clinical practice. Preparing more mentors as exemplars, inviting clinicians and managers as partners in sexual health‐related care would help nursing students to work efficiently for clients with sexual health concerns.     

医学院护理系男生心理健康状况分析

目的了解高校男护生心理健康状况及其影响因素。方法应用症状自评量表(SCL-90)和自制调查问卷,对护理系26名男生和33名女生进行心理健康状况调查。结果护理系学生与常模比较,强迫状态、焦虑、恐怖、精神病性因子分显著高于常模(P<0.05或<0.01)。男、女生分别与常模比较,男生强迫状态、精神病性因子分显著高于常模(P<0.05或<0.01);女生强迫状态、恐怖、精神病性因子分显著高于常模(P<0.05或<0.01)。男生与女生比较,男生恐怖因子分显著低于女生(P<0.05)。结论对医学院校学生,应加强心理辅导,促进其心理健康发展。男护生相对于女护生,对从事护理工作,有其优越性。     

医科大学护理专业男生的自尊状况及心理特点

目的了解医科大学护理专业男生（简称男护生）的自尊状况及其与人格、应对方式、心理健康等的关系。方法采用自尊量表、艾森克人格问卷、简易应对方式量表、症状自评量表等对广州某医科大学2005级至2008级护理专业的218名护生进行测评,其中男护生105名、女护生113名;同期调查该校同年级五年制医疗本科男生193名。结果（1）男、女护生自尊总分分别为（29．20±4．59）和（29．33±4．43）分,差异无统计学意义;男护生自尊总分低于该校医疗本科男生得分（P〈0．01）。本科男、女护生及大专男、女护生的自尊总分分别为（29．73±4．79）、（29．48±4．36）分和（28．96±4．37）、（29．14土4．56）分,差异无统计学意义。（2）不同自尊等级男护生人格特征的内外向及神经质维度、应对方式中的消极应对、SCL-90均分及各因子得分比较,差异均有统计学意义（P〈0．01）。（3）男护生自尊得分与人格特征的内外向维度及积极应对呈显著正相关（P〈0．05）,与神经质维度、消极应对、SCL-90均分及各因子分呈显著负相关（P〈0．05）。（4）路径分析表明,自尊可以通过影响神经质及消极应对方式间接影响心理健康;此外,自尊可以直接影响或通过积极应对间接影响内外向维度。结论男护生自尊水平低于医疗本科男生,不同性别和专业层次的护生自尊水平差异无统计学意义。护理教育者及管理者应注重提高男护生的应对能力,培养其乐观向上的人格与职业心态,维护和提高其自尊水平,从而提高男护生的职业心理素质。     

68名实习护生综合能力的分析

目的 对实习护生的综合能力进行评价及分析.方法 由带教老师根据教学目标,评价者自制评分卷,对68例实习护生在心血管科实习后综合能力进行评分.结果 评分优秀率低的主要有:护理程序运用优秀率为76.5%、护理病历书写优秀率为70.5%、交流效果优秀率为70.5%、医疗技术优秀率为64.7%;评分优秀率高的有:理论88.2%、操作94.1%.结论 护生以病人为中心的观念未完全转变是导致影响其综合评分的主要因素.     

军校不同年级大专护生心理健康状况与应对方式的分析

目的　探讨军校不同年级大专护生的心理健康状况及其与应对方式的相互关系。方法　采用症状自评量表 (SCL - 90 )、简易应对方式问卷对我校护理大专一～三年级学生 4 36人整群测查 ,所得资料用t检验和Pearson相关分析进行统计学处理。结果　一、二年级护生SCL - 90评分比三年级偏高 ,除人际关系敏感、恐怖外 ,一、二年级其余因子分均高于全国青年组常模 ;SCL - 90与消极应对呈显著正相关 (P <0 .0 5 ) ,与积极应对有一定的负相关关系。结论　军校大专护生有较多的心理问题 ,强迫、人际关系敏感、抑郁三个症状是困扰他们的主要精神问题 ;在护生的心理素质教育中 ,应重视护生积极应对能力与策略的培养。     

护理本科实习生自主学习准备度与临床实践能力的相关性研究

目的调查护理本科实习生自主学习准备度与临床实践能力现状并研究两者之间的相关性。方法采用中文版自主学习准备度量表对85名本科护生进行调查,用自制临床实践能力评价指标体系由相应16个科室的护理教学组长对护生进行临床实践能力评价。结果护生的自主学习准备度得分为(134.40±19.52)分,临床实践能力得分(90.20±3.90)分,护生临床实践能力评分与其自主学习准备度评分呈正相关。结论自主学习准备度正向影响临床实践能力,临床带教老师有针对性地采取措施,提高护生的临床实习效果。     

对朝鲜族和汉族护生临床实习前后心理健康状况的研究

[目的]探讨朝鲜族与汉族护生临床实习前后心理健康状况。[方法]应用艾森克个性问卷及症状自评量表(SCL-90),对延边地区朝鲜族、汉族护生实习前后的心理健康状况进行评定。[结果]朝鲜族、汉族护生间的个性差异无统计学意义(P>0.05)。实习前护生SCL-90总均分、阳性项目数和各因子分均高于国内女性常模,差异有统计学意义(P<0.01或P<0.05);朝鲜族与汉族护生心理健康状况差异无统计学意义(P>0.05)。实习后护生躯体化、强迫症状、焦虑、精神病性、阳性项目数与国内女性常模比较差异有统计学意义(P<0.01或P<0.05),实习前后朝鲜族护生强迫症状、人际关系、焦虑、恐怖、偏执、精神病性、总均分、阳性项目数差异有统计学意义(P<0.01或P<0.05),而汉族护生实习前后各项差异均无统计学意义(P>0.05)。[结论]朝鲜族与汉族护生实习前后心理健康状况均较差,学校、实习医院护理管理者应给予重视。     

Attitudes of health care providers and students towards tattooed people

Attitudes of health care providers and medical and nursing students ( n =513) towards tattooed adults and adolescents were examined. No respondent group had mean scores reflecting a positive attitude towards tattooed persons. Overall, physicians (MDs) and registered nurses (RNs) rated tattooed people less positively than did students. Womens' attitudes were consistently less favourable than those of men, especially towards tattooed professional women. Attitudes towards tattooed adolescents were generally less positive than attitudes towards the adult groups. Research has found that negative attitudes impact patient care. This study suggests that tattooed persons, especially adolescents, may be at risk of being negatively perceived when they seek health care. Increased efforts are needed to assure that those with tattoos receive non-judgemental and sensitive care.     

A qualitative exploration of nursing students’ perceptions of the homeless and their care experiences

The health care needs of the homeless are more complex than those of the population at large. The purpose of this qualitative study was to explore undergraduate nursing students’ perceptions of the homeless. Thematic content analysis of responses from 19 undergraduate nursing students yielded four themes describing student experiences with the homeless, their perceptions of homelessness and the health care of the homeless, and their suggestions for best teaching strategies. Students in this study had varying amounts of experience with and knowledge of the homeless. While our participants strongly believed that homeless people deserved compassionate, equitable nursing care, many of their statements suggested an implicit bias toward the homeless. This suggests that student nurses need more comprehensive education concerning the homeless and the health care needs of this vulnerable population. Few interventions aimed at educating student nurses about homelessness and changing their attitudes to mitigate bias are based on research, particularly research conducted from the perspective of the homeless, and few explore the impact of civil interactions on health outcomes. The findings of this study may assist nurse educators in developing education interventions to improve students’ knowledge of homelessness.     

我院试用期护生压力源现况的调查

目的 调查我院不同科室试用期护生在试用期间的主要工作压力源,并探讨其影响因素.方法 对我院88名试用期护生进行问卷调查.结果 试用期护生压力源主要来自工作量、时间分配、工作环境、资源、病人护理方面的问题;不同科室之间的比较,内科轮转护生各因子得分均高于其他3组,在工作量及时间分配问题、工作环境及资源方面的问题、管理及人际关系之间的比较上差异有统计学意义（P〈0.01）;独生子女在病人护理方面的比较得分高于非独生子女,差异有统计学意义（P〈0.01）.结论 护理管理者应重新审视试用期护生工作压力源,合理排班、适当增加护士数量、改善病区环境、经常与试用期护生交流、谈心,了解病人护理方面存在的问题,减缓试用期护生的身心压力,促进健康发展.     

Smoking among Japanese nursing students: nationwide survey

AIM: This paper reports a study estimating the nationwide prevalence of and attitudes towards smoking among Japanese nursing students. BACKGROUND: The World Health Organization established "World No Tobacco Day" in 1987, and has been promoting antismoking measures worldwide since then, with annual themes. It has emphasized that health care professionals, including nurses, as role models for healthy living, should not smoke, and that as promoters of health education they should not seem to justify or condone their patients' smoking. To promote antismoking measures among nurses, it will be necessary to scrutinize the smoking habits and behavior of nursing students and associated factors, and to conduct effective antismoking education and health education before they acquire the smoking habit. METHODS: A cross-sectional survey was carried out through self-administered, closed-ended, structured questionnaires. Questionnaires were mailed to 4169 nursing students at 27 randomly selected vocational nursing schools nationwide. Smoking status, history, and attitudes towards smoking were examined. RESULTS: Smoking prevalence among female nursing students was 23.5%, which was higher than that among the Japanese general female population aged 20-29 (21.9%). Smoker-students were significantly more positive toward smoking than non-smokers in all opinions about health care professionals' smoking. Multiple logistic regression analysis showed that smoking statuses of the people around the participants, dissatisfaction with being a nursing student, and living alone were associated with participants' smoking behaviour. CONCLUSIONS: The results of the present study suggest an urgent necessity to provide effective antismoking measures for nursing students.     

An Instructional Model for Primary Health Care Education

Abstract Primary health care (PHC) offers nurses a framework for community-based practice in a restructured health care system. This study examined a Nursing in Primary Health Care course model. Self-directed learning readiness among baccalaureate nursing students enrolled in the course was examined in relation to evaluation of course content and instructional methods. The majority of students responded positively to the course methods and significant differences in course evaluations were found to be relative to self-directed learning readiness. The results suggest the Nursing in Primary health care course model effectively introduces students to PHC.     

大专护生健康素养水平调查分析

目的调查某校大专护生健康素养水平,为制订相关健康教育策略提供依据。方法自行设计健康素养调查问卷,对某校587名在校大专护生进行问卷调查。结果大专护生健康素养总分为（75．23±8．98）分,80分以上大专护生仅占39．18％。农村大专护生的健康素养总体水平低于城镇（P〈0．05）。网络（手机）是大专护生获取健康素养知识的主要途径和最感兴趣的途径,分别为72．23％和44．12％。结论大专护生整体健康素养水平较低,学校应该注意加强这方面教育,并选择恰当的教学方法。     

Learning strategies of first year nursing and medical students: A comparative study

Background

Interprofessional education (IPE), where two or more professions learn with, from, and about each other to improve collaboration and the quality of care, has been proposed as a curriculum strategy to promote mutual understanding between professions, thus helping to prepare health professionals to work in challenging contemporary health systems. Although there is support for IPE initiatives within health professional education, differences in student motivation and learning strategies are likely to contribute to the success of these initiatives.

Objective

To explore self-regulated learning strategies used by first year medical and nursing students, and to determine if these strategies were different among nursing students who were high achievers.

Design

A comparative survey design.

Setting

Nursing and medical nursing schools in a large university in the western region of Sydney, Australia.

Participants

Six hundred and sixty-five first year nursing (n = 565) and medical (n = 100) students in a large university in the western region of Sydney were surveyed to assess motivational and learning strategies using The Motivated Strategies for Learning Questionnaire (MSLQ). Data relating to sociodemographic characteristics and academic performance were also collected.

Results

Nursing students were significantly older than medical students (mean age: 24.4 years versus 19.4 years; p < 0.001), and there were also more females in the nursing student group (82% versus 56%; p < 0.001). Although nursing students had a higher mean score for extrinsic goal orientation compared to medical students (p < 0.001), medical students had higher mean scores for the other four learning strategies measured: peer learning (p = 0.003), help seeking (p = 0.008), critical thinking (p = 0.058), and time and study environment management (p < 0.001). Similarly, the grade point average (GPA) of medical students at the end of their first year was significantly higher (4.5, S.D. 1.4 versus 3.6, S.D. 1.3; p < 0.001) compared to that of nursing students.

Conclusion

While interprofessional education is seen to have many benefits for students, this study demonstrates differences in motivational and learning strategies between nursing and medical students that may impact on the success of interprofessional programs.     

基础护理教学中本科护生评判性思维能力的培养

目的：了解不同民族本科护生评判性思维现状,探讨如何在基础护理教学中培养本科护生的评判性思维能力,为教学改革提供依据。方法在《基础护理学》课程教学中分别采用传统教学法和案例教学法对少数民族和汉族护理本科生69名进行授课,用评判性思维能力测量表（ CTDI-CV）进行测评并进行分析。结果91．3％以上的本科护生认同培养和提高批判性思维意识和能力的实践意义;实验前、后不同民族本科护生评判性思维总分分别为（251．21±22．94）分和（256．65±31．46）分,均＜280分;各维度得分为正性（＞40分）的是自信心和求知欲;实验前、后本科男护生的评判性思维能力总分分别为（254．28±34．20）,（289．71±54．62）分,分别高于本科女护生（250．87±21．68）,（252．91±25．89）分;男护生实验前、后得分为正性（＞40分）的有：分析能力、评判性思维的自信心、求知欲和系统化能力;女护生实验前、后得分为正性（＞40分）的均为评判性思维的自信心这一维度。结论本科护生对于培养批判性思维意识和能力的认同率均较高;少数民族和汉族本科护生评判性思维总体能力均为中等;男护生的整体评判性思维能力总分高于女护生,实验后男护生具有正性的评判性思维倾向,表明改革后的教学法对提高男护生的评判性思维能力效果显著,但对提高本科护生整体评判性思维能力效果不太明显,需在今后的教学中探讨多种方法的综合运用,将护生评判性思维的培养作为一项长期、系统的工程,努力提高护生的评判性思维能力。     

Holistic care in the critical care setting: application of a concept through Watson's and Orem's theories of nursing

For the critical care nurse, two concerns increase the complexity of competent nursing care. First, the intrusion of technology into the critical care environment is more conducive to the use of the medical model than to a nursing theoretical framework. Technology has quantified body functions that were once elusive to man, enabling practitioners to treat dysfunction and disease. Technology, which has provided health care equipment that can maintain breathing, circulation and other important quantifiers of life, is welcomed by a society that fears finality. Second, the critical care nurse must remain cognizant that technology cannot care for the whole being who is in a health care crisis. Holistic caring, the being-with, the empathy, the interconnected experience of need and response within a nursing theoretical framework is the nurse's art. It is this art of caring that is the qualifier of life. It is the balance of technological competency with the art of nursing that promotes adaptations in health crises. Application of holistic caring through established nursing theories such as Watson's theory of nursing and Orem's theory of nursing enable the critical care nurse to acquire an expert level of nursing care.     

军校护生心理健康状况与心理社会因素的相关和回归分析

目的 了解军校护生心理健康状况及其与心理社会影响因素的关系。方法 采用症状自评量表(SCL-90)、简单应对方式量表、自尊量表、生活事件量表,自我态度量表等对469名军校护生进行测评。结果 军校护生SCL-90各因子得分均高于中国女性得分;除强迫、恐怖因子外,均低于国内普通大学生和军校大学生得分。相关分析显示,军校护生SCL-90均分及各因子得分与生活事件各因子、应对方式中的消极应对呈显著正相关,与应对方式中的积极应对、自尊程度、自我态度呈显著负相关。回归分析显示,对护生心理健康状况影响大小依次为生活事件、自尊程度等。结论 对护生有针对性地开展心理健康教育,通过培养积极的应对方式,减少消极应对,提高自我悦纳的水平,有助于调节生活事件的影响,促进其心理健康。     

Psychiatric-mental health education with integrated role-play and real-world contact can reduce the stigma of nursing students towards people with mental illness

Stigma and negative attitudes towards people with mental illness are frequently found among nursing students. Interventions targeting mental illness stigma are the critical elements in altering the status. The aim of the present study was to examine the effects of the psychiatric-mental health education with role-play and real-world contact on stigma of nursing students towards people with mental illness in China. A single group pretest and posttest study design was adopted and total 373 students were recruited whilst 343 completed the course. We integrated the role-play and contact with patients in the routine psychiatric-mental health education. After the education was completed, the students' stigma towards people with mental illness were positively changed (pretest mean score of stigma: 53.77, posttest mean score of stigma: 49.01, 95% CI: 2.63–6.87) and their willingness to care for the people with mental illness was also significantly increased (pretest mean score of willingness: 5.45, posttest mean score of willingness: 7.38, 95% CI: −2.22–−1.65). The psychiatric-mental health education especially with integrated role-play and real-world contact is an effective way to reduce nursing students’ stigma and negative attitudes towards people with mental illness and increases their willingness to care for people with mental illness.