Nursing faculty members' perceptions, knowledge, and concerns about students with disabilities

This study surveyed nursing program faculty about their perceptions, knowledge, and concerns regarding nursing students with disabilities. Surveys were completed by 88 faculty members in eight programs. Faculty members rated the extent to which they perceived that individuals with different types of disabilities had the ability to be nursing students and professionals; their level of knowledge about how to teach and accommodate students with disabilities; and their level of concern regarding nursing students with disabilities. On a scale from 1 (strong agreement) to 6 (strong disagreement), faculty members' mean ratings of the ability of individuals with disabilities to be successful nursing students and professionals, were 3.2 and 3.4, respectively. On a scale from 1 (low) to 6 (high), faculty members' mean ratings of their knowledge and concerns related to students with disabilities were 2.7 and 4.0, respectively. These results suggest nursing faculty need training regarding nursing students with disabilities.     

Perceptions of sex-role stereotypes, self-concept, and nursing role ideal in Chinese nursing students

AIM: This study examined the relationship between sex-role stereotypes, self-concept and the requisite personality characteristics of an ideal nurse in a cohort of Hong Kong nursing students. METHODS: To rate these concepts a measure of eight comprehensive dimensions of personality perception was administered to 177 nursing students, studying on preregistration and postregistration programs at a Hong Kong tertiary institution. Both male and female nursing students perceived an ideal nurse to possess a profile of traits including being high on the dimensions of emotional stability, application, intellect, helpfulness and restraint. RESULTS: No significant difference between the self-ratings of the male and female students was found, indicating that male students had undergone a highly self-selective process when choosing nursing education under the influence of Chinese cultural stereotypical attitudes towards nursing. A typical Chinese nurse was rated as similar to the typical female in Chinese society by both male and female nursing students. A typical Chinese nurse was rated relatively low on the masculine dimensions of openness, extroversion and assertiveness. The self-ratings of male nursing students more closely approximated the ideal nurse than did the self-ratings of female nursing students. CONCLUSION: The conclusions highlight implications for the recruitment and education of both male and female nursing students in Hong Kong society.     

Nursing, nursing education, and anxiety

One hundred seventy-one graduating students in associate degree, diploma, and baccalaureate nursing programs completed a questionnaire concerning various state and trait measures of emotions (including general anxiety, apprehension about communication, and anxiety about one's future nursing career). Differences among the three groups of nursing students on the various dimensions of emotions, anxiety, and communication apprehension were assessed from the perspective of Mehrabian's theory of emotion. Predictors of anxiety about one's nursing career were investigated for the overall sample and for the three groups separately. Findings indicate that baccalaureate students are least apprehensive about communicating and feel most dominant in their setting. In addition, associate degree students were most anxious about nursing if they did not feel dominant, diploma students were most anxious if they did not feel dominant or were apprehensive about communication, and baccalaureate students were most anxious if they were generally unhappy. The results are discussed in terms of Mehrabian's emotion theory, the current crisis in and future direction of nursing education, and the use of theory in designing a strategy for nursing as a profession.     

Psychological distress, personality, and adjustment among nursing students

Psychological distress and poor adjustment among a significant number of nursing students is an important issue facing nursing education. The concerns need to be studied in detail and solutions need to be built into the nursing course in order to help students with such difficulty. This study used a cross-sectional survey design to study psychological distress, personality and adjustment among nursing students attending the College of Nursing, Christian Medical College, Vellore, India. One hundred and forty five nursing students were assessed using the General Health Questionnaire 12, the Eysenck Personality Questionnaire, and the Bell's Adjustment Inventory to investigate psychological distress, personality profile and adjustment, respectively. Thirty participants (20.7%) of the 145 students assessed reported high scores on the General Health Questionnaire. Psychological distress was significantly associated with having neurotic personality and adjustment difficulties in different areas of functioning.     

Of Lillian Wald, Community Health Nursing Education, and Health Care Reform

Abstract A pilot project is described that was initiated to provide a comprehensive clinical experience for community health nursing (CHN) students despite local cutbacks in field nursing services. The project, entitled the Nursing Elementary Education Outreach Project (NEEOP), is used as a basis for discussion on the CHN role in community-focused health care reform. One-third of the CHN students in one school of nursing during one academic year ( n = 16) participated in the NEEOP. One salaried CHN faculty member assumed primary responsibility, and equipment funding was granted by a local corporation. Collaboration was established with the county's proactive school nurses' association. CHN students developed and conducted health education presentations in elementary schools, worked with school nurses, and participated in other community health activities. Three levels of evaluation were utilized: elementary students to nursing students, nursing students to nursing faculty, and school nurses to nursing faculty. The NEEOP was a success by all evaluation criteria, and plans are currently in progress to expand its focus. Innovative clinical placements such as the one described can promote student understanding of CHN practice with its broad-based emphasis on the promotion of healthier communities.     

Cognitive Development, Clinical Knowledge, and Clinical Experience Related to Diagnostic Ability

PURPOSE. To examine the relationship among cognitive development, clinical knowledge, and clinical experience in nursing students.
METHODS. A survey of junior and senior baccalaureate nursing students from three Midwestern colleges (N = 55).
FINDINGS. Students' diagnostic ability increased as they gained clinical experience and clinical knowledge. However, students failed to identify many nursing diagnoses and demonstrated only moderate levels of cognitive development.
CONCLUSIONS. Nurse educators and nursing students need to change their approaches to teaching and learning to enhance students' diagnostic ability and cognitive development.     

Baccalaureate nursing education: students' perceptions of roles, effort, and performance

This study analyzed differences in the perceptions of three groups of nursing students regarding their total role investment, quality of effort, and nursing performance. One hundred ninety-four senior baccalaureate nursing students enrolled in generic or RN completion programs responded to a questionnaire containing three measurements: The Total Role Investment Scale, Pace's College Questionnaire, and Lubno's modified version of Schwirian's Six-Dimension Scale of Nursing Performance. Significant differences were found among the three groups of students in biographical data, total role involvement, quality of effort, and nursing performance. Quality of effort and total role investment were the best predictors of nursing performance. The type of baccalaureate nursing program was not a significant predictor of nursing performance.     

Exercise, physical fitness, and dietary habits of first-year female nursing students

The objective of the present study was to evaluate the practice of regular physical exercise, the anthropometrical and physiological characteristics, and the dietary habits of a group of female nursing students (n=46) and of a control group of female students from other disciplines (n=58) attending the University of the Basque Country. To this end, diets and leisure-time physical exercise were analyzed and the following variables were measured: body mass index, body composition, blood pressure, maximal oxygen consumption (VO2 max), and explosive muscle strength. Results show that the percentage of sedentary students was higher among first-year nursing students (50%) than among other matched students (43.6%). Regular physical exercise in nursing students was found to be positively correlated with higher absolute (p < .01) and relative VO2 max (p < 0.05) and with lower diastolic blood pressure (p < 0.05). Analysis of the diets of the nursing students showed that their energetic intake was deficient and was very low in carbohydrates and very high in fat and protein. Statistically significant differences between the two groups in anthropometric indices were not observed. The competence to provide adequate nutritional and preventive physical exercise recommendations was higher among active final-year nursing students than among sedentary final-year nursing students. Overall, the results of the present study highlight the need for a greater emphasis on the benefits of regular physical exercise and an adequate nutritional education early in the nursing educational program to encourage students to adopt healthier behaviors and to provide more effective preventive physical exercise and nutritional counseling for their future patients.     

Microaggressions,school satisfaction and depression: A national survey of nursing students

BackgroundMicroaggressions are thought to negatively impact learning and mental health in underrepresented (UR) nursing students.PurposeThe purpose of this study was to investigate three hypotheses in a sample of nursing students: (a) whether, compared to White nursing students, UR nursing students experienced higher frequency of microaggressions, (b) whether microaggressions predict lesser satisfaction with nursing training and (c) whether microaggressions are associated with higher depression screening scores.MethodsA survey during Summer 2020 assessed 862 nursing students (71.8% female, Mean age = 28.8, SD = 9.27, 61.4% White, 20.0% UR) on microaggressions, satisfaction with their nursing program, and depression symptoms.DiscussionWe found that compared to White nursing students, UR nursing students reported significantly greater microaggression frequency (with Black students reporting the highest frequency), lesser nursing training satisfaction, and equivalent potential depression rates.ConclusionMicroaggressions deteriorate indicators of wellbeing, especially in UR nursing students. Strategic action to mitigate microaggressions and promote inclusion is needed.     

Knowledge of,attitudes towards,and willingness to care for sex workers: Differences between general and mental health nursing students

BackgroundIt is not common in most nursing education programmes to teach students how to care for sex workers. Little is known about whether nursing students are prepared to care for sex workers upon graduation.ObjectivesThis study aims to explore and compare students in the general and mental health nursing programmes in Hong Kong in terms of their knowledge of, support for the human rights of sex workers; attitudes towards, and willingness to care for sex workers. This study also aims to explore the factors associated with attitudes towards and willingness to care for sex workers among all nursing students, general nursing students, and mental health nursing students.MethodsA cross-sectional study. Undergraduate nursing students were invited to participate in an online survey in 2019.ResultsA total of 317 students completed the questionnaire. The students had little knowledge of sex workers, and their attitudes were polarized. Their attitudes towards sex workers and their support for the human rights of sex workers were significantly associated with their willingness to care for sex workers. A perceived need for education relating to caring for sex workers was positively associated with attitudes towards sex workers and a willingness to care for them. Final year students had a more positive attitude towards sex workers than first-year students.ConclusionThe study may contribute to the development of a nursing curriculum for the promotion of non-judgmental care for sex workers or disadvantaged client groups.     

临床见习护生工作压力源与应对方式、自尊及人际信任研究

[目的]探讨临床见习护生工作压力源及应对方式、自尊水平与人际信任度,以便采取有效的管理措施,引导护生减少或有效应对各种压力.[方法]采用中国护士工作压力源量表、简易应对方式问卷(CSQ)、自尊量表(SES)与信赖他人量表对临床见习的本科护生87人进行集体测查,并与临床护士压力源进行比较.[结果]见习护生的工作压力源得分显著低于临床护士(P＜0.01或P＜0.05),护生前3位的工作压力源是护理工作的社会地位很低、病区太拥挤、没有时间对病人进行心理护理;护生在护理专业及工作方面、管理及人际关系方面的压力感知与人际信任程度呈显著负相关(P＜0.05或P＜0.01),病人护理、管理及人际关系方面的压力感知与消极应对方式呈显著正相关(P＜0.05).[结论]见习护生对护理工作的压力感受有其自身的特点,需考虑护生的应对方式、人际信任等因素,有针对性地进行健康教育.     

Incorporating Social Justice,Community Partnerships,and Student Engagement in Community Health Nursing Courses

Following the increase in both evidence and awareness of the impact that social determinants and social injustices have on health, it is clear to educators that nursing students must be prepared to address and ameliorate such concerns for patients. This paper describes the approach of one nursing program to community health nursing education. The SON located in a highly diverse city, approaches community health education through the lens of the social determinants of health. Going forward, nursing programs must consider social determinants and health equity when planning community courses and across the curriculum. Approaches to community health education with a focus on health promotion for nursing students, such as the courses described in this article, may help nursing programs meet the learning needs of students and the changing face of healthcare.     

Doing the right thing: nursing students, relational practice, and moral agency

Registered nurses and nurse educators are often unaware of how nursing students experience the nursing profession. In the current practice climate of increased workloads, reduced funding, and higher patient acuity, nurse educators are likely to hear from colleagues how unprepared newly qualified nurses are for the needs of practice. It is difficult for many nursing students to see value in their practice because they become preoccupied with their perceived lack of knowledge and technical skills. Nurses and nurse educators should be aware of how this brands new graduates and informs their sense of developing professional identity. Despite their feelings of deficit in terms of skills and knowledge, it is clear that many nursing students are, in fact, effectively negotiating relational ethics. This article presents a collaborative account of the important relational work being undertaken by one group of nursing students in New Zealand.     

护理本科生自我效能感、专业态度与操作技能的相关性研究

目的探讨护理本科生自我效能感、专业态度与操作技能之间的相关性。方法采用一般自我效能感量表、护理本科生专业态度问卷对99名护理本科生的自我效能感、专业态度进行测量,同时收集其《护理学基础》操作技能考核成绩。结果护理本科生自我效能感、专业态度与操作技能成绩之间的相关系数分别为0．420和0．291,均为P〈0．01。结论护理本科生自我效能感、专业态度与操作技能成绩呈正相关。     

Correlation among academic self-efficacy,professional identity,and professional attitude of higher vocational nursing students

Objective:To analyze the influence of professional identity and academic efficacy on the professional attitude of higher vocational nursing students.Methods:A total of 656 higher vocational nursing students were investigated with general information questionnaire,academic self-efficacy scale,professional identity scale,and professional attitude scale of nursing students.Results:The score of professional attitude of higher vocational nursing students was(106.34±9.86),which is found to be in the upper middle level.The professional attitude of higher vocational nursing students is positively correlated with academic self-efficacy(P<0.05),and with learning ability self-efficacy(P<0.01).Professional cognition,professional will,and professional values have a positive predictive effect on the professional attitude of higher vocational nursing students(P<0.05).Conclusions:Academic self-efficacy and professional identity are important predictors of professional attitude.Learning behavior self-efficacy,professional cognition,professional will,and professional values have a significant impact on the establishment of positive professional attitude.     

Nursing, health, and policy within a community context

This article describes a method of linking curriculum and the nursing role in health policy. Graduate students participated in a project to assess the impact of policy on the health of a community and the implications for nursing. The experience of this project indicates that learning about policy within a community context has merit for helping students understand the impact of policy on nursing.     

中专护生个性、防御方式与心理健康状况的相关性研究

[目的 ]探讨中专护生心理健康状况与个性、防御方式的关系。 [方法 ]采用症状自评量表 (SCL -90 )、防御方式问卷 (DSQ)和艾森克个性问卷 (EPQ ) ,对 2 0 2名中专护生进行调查。 [结果 ]中专护生SCL -90所有因子与个性N维度 (情绪稳定性 )、P维度 (精神质 )及不成熟防御方式呈显著正相关 ,与E维度 (内外向 )呈显著负相关。 [结论 ]个性和防御方式对中专护生心理健康状况有重要影响     

Preparing,maintaining, and evaluating remote preceptorships: Considerations for nurse educators

Clinical learning, a critical element of nursing education, allows students to apply theory to practice and refine nursing skills. Clinical nursing education remains relatively unchanged from past educational approaches even though healthcare, higher education, and students have changed. The global pandemic has further compounded issues confronting clinical nursing education and is forcing educators to re-examine traditional clinical teaching approaches. A potential clinical learning alternative that may transform clinical teaching while meeting learners’ needs involves the innovative use of preceptorships, completed either partially or totally remote. Remote preceptorships (RPs) hold promise in helping students achieve learning outcomes in the current environment; however, educators may not be comfortable implementing this innovative, online clinical teaching model. Thus, this article offers considerations for educators as they implement nursing RPs.     

The influence of a baccalaureate program on traditional,RN-BSN,and accelerated students' critical thinking abilities

Although there are multiple ways of achieving baccalaureate-level nursing education, all graduates must demonstrate critical thinking abilities to practice competently. The purpose of this study was to measure the changes in critical thinking abilities of students pursuing various pathways in the same baccalaureate nursing curriculum. Traditional, registered nurse-bachelor of science (RN-BSN), and accelerated students completed the Watson-Glaser Critical Thinking Appraisal (WGCTA) at the beginning and end of their nursing course sequence. Findings revealed a significant difference between the pre- and post-WGCTA scores of traditional students (t = -2.84, P = .007) and RN-BSN students (t = -2.28, P = .029), but not of accelerated students. Similarities between the curricular pathways that could account for the results were analyzed. Further research is needed to determine the best combination of liberal arts and nursing courses for the development of critical thinking abilities.