Home About us Contact
|
Home About us Contact | ||
|
|
||
Undergraduate Nursing Students (undergraduate + nursing_student)
Selected AbstractsTesting of a measurement model for baccalaureate nursing students' self-evaluation of core competenciesJOURNAL OF ADVANCED NURSING, Issue 11 2009Li-Ling Hsu Abstract Title.,Testing of a measurement model for baccalaureate nursing students' self-evaluation of core competencies. Aim. This paper is a report of a study to test the psychometric properties of the Self-Evaluated Core Competencies Scale for baccalaureate nursing students. Background. Baccalaureate nursing students receive basic nursing education and continue to build competency in practice settings after graduation. Nursing students today face great challenges. Society demands analytic, critical, reflective and transformative attitudes from graduates. It also demands that institutions of higher education take the responsibility to encourage students, through academic work, to acquire knowledge and skills that meet the needs of the modern workplace, which favours highly skilled and qualified workers. Methods. A survey of 802 senior nursing students in their last semester at college or university was conducted in Taiwan in 2007 using the Self-Evaluated Core Competencies Scale. Half of the participants were randomly assigned either to principal components analysis with varimax rotation or confirmatory factor analysis. Results. Principal components analysis revealed two components of core competencies that were named as humanity/responsibility and cognitive/performance. The initial model of confirmatory factor analysis was then converged to an acceptable solution but did not show a good fit; however, the final model of confirmatory factor analysis was converged to an acceptable solution with acceptable fit. The final model has two components, namely humanity/responsibility and cognitive/performance. Both components have four indicators. In addition, six indicators have their correlated measurement errors. Conclusion. Self-Evaluated Core Competencies Scale could be used to assess the core competencies of undergraduate nursing students. In addition, it should be used as a teaching guide to increase students' competencies to ensure quality patient care in hospitals. [source] Stages of Change , Continuous Measure (URICA-E2): psychometrics of a Norwegian versionJOURNAL OF ADVANCED NURSING, Issue 1 2009Anners Lerdal Abstract Title.,Stages of Change , Continuous Measure (URICA-E2): psychometrics of a Norwegian version. Aim., This paper is a report of research to translate the English version of the Stages of Change continuous measure questionnaire (URICA-E2) into Norwegian and to test the validity of the questionnaire and its usefulness in predicting behavioural change. Background., While the psychometric properties of the Stages of Change categorical measure have been tested extensively, evaluation of the psychometric properties of the continuous questionnaire has not been described elsewhere in the literature. Method., Cross-sectional data were collected with a convenience sample of 198 undergraduate nursing students in 2005 and 2006. The English version of URICA-E2 was translated into Norwegian according to standardized procedures. Findings., Principal components analysis clearly confirmed five of the dimensions of readiness to change (Precontemplation Non-Believers, Precontemplation Believers, Contemplation, Preparation and Maintenance), while the sixth dimension, Action, showed the lowest Eigenvalue (0·93). Findings from the cluster analysis indicate distinct profiles among the respondents in terms of readiness to change their exercise behaviour. Conclusion., The URICA-E2 was for the most part replicated from Reed's original work. The result of the cluster analysis of the items associated with the factor ,Action' suggests that these do not adequately measure the factor. [source] Programme-related stressors among part-time undergraduate nursing studentsJOURNAL OF ADVANCED NURSING, Issue 1 2005Honor Nicholl BSc MEd RN RSCN RM RCT RNT PGDipG&C AdDip Teaching Studies Aim., The aim of this paper is to report a study exploring the perceived stressors identified by a group of 70 students who undertook a part-time degree at one Irish university. Background., In the literature on stress, part-time nursing students who are undertaking continuing education programmes appear to have received little attention. Stress amongst nurses is evident within the nursing literature but little information is available on the specific stressors that affect Registered Nurses who undertake further academic study. Anecdotally, students attending part-time programmes while working full-time report high levels of stress. Method., Quantitative methods were used. While many instruments exist to measure overall stress, this study aimed to explore student's perceptions of specific stressors associated with academic study. We used a questionnaire developed from the literature on the topic. Results., Factors related to writing assignments at degree level, fulfilling personal needs and academic demands, were perceived as major stressors by these students. Factors of little concern were financial issues and attendance on the programme. Individual items receiving highest mean scores were: trying to balance work commitments and the required study (mean 3·89, sd = 1) and the prospect of the final examination (mean 3·86, sd = 1). This study was limited by the use of convenience sampling and self-report methods. Larger studies are required to support the findings. In addition, student stress was not observed or measured. Conclusion., Those involved in the delivery of nurse education programmes to part-time students need to consider the impact of the workload on student welfare, and to prepare students for demands of the programme. [source] Supervising medication administration by undergraduate nursing students: influencing factorsJOURNAL OF CLINICAL NURSING, Issue 5-6 2010Kerry Reid-Searl Background., The administration of medication is an important skill nursing students need to learn in the clinical setting to develop safe practices. Legally within Queensland, registered nurses are required to provide personal supervision for this process. Research undertaken by the authors suggests the supervision students receive frequently falls short of what is legally required. Aims and objectives., The aim of the study was to examine the factors that influence the experiences of final-year undergraduate nursing students when administering medications in the clinical setting. Design., A grounded theory approach was used with constant comparative analysis to identify categories from the data. Methods., The experiences of final-year nursing students were explored using a grounded theory approach. In-depth, semi-structured interviews were conducted with 28 final-year undergraduate nursing students in Queensland, Australia. Results., Supervision was found to be the central issue influencing medication administration for students. Three main factors were identified as influencing the supervision provided by registered nurses: attitudes of the registered nurse, communication from the university, and busyness and having time. Conclusions., The extent to which registered nurses provide direct supervision to nursing students when administering medication is influenced by factors inherent within the clinical environment. Relevance to clinical practice., The factors influencing the supervision provided by registered nurses needs further exploration that effective strategies can be implemented to ensure safe practices in relation to medication administration can be implemented. [source] Clinical teachers' approaches to nursingJOURNAL OF CLINICAL NURSING, Issue 5-6 2010Helen Forbes Aims and objectives., The aim of the study was to investigate clinical teachers' experiences of nursing and clinical teaching of undergraduate university students. This article reports on clinical teachers' approaches to nursing, which is one part of that study. Background., A lack of knowledge and understanding exists about how clinical teachers approach nursing. There is a likely relationship between approaches to nursing and what is focused on when teaching undergraduate nursing students in the clinical setting. It is therefore important to understand the variation in how clinical teachers approach nursing. Design., Phenomenography. Method., Semi-structured interviews of 20 practicing nurses currently employed as clinical teachers from a range of Australian universities were conducted. Data were analysed using a phenomenographic approach. Results., Key aspects of variation in clinical teacher approaches to nursing were identified. The results suggest that clinical teachers approach nursing in one of two ways, either a patient-focused approach or a nurse-focused approach. The research findings extend knowledge that will assist with preparation and support of clinical teachers. Conclusion., Knowledge of the different approaches to nursing provides a structure for helping clinical teachers increase their awareness of both their approach to nursing and the implications for their nursing and teaching. Relevance to clinical practice., Awareness of complex approaches to nursing may be required for multidisciplinary care. [source] Creating supportive clinical learning environments: an intervention studyJOURNAL OF CLINICAL NURSING, Issue 1-2 2010Amanda Henderson Aim., To assess the impact of an intervention aimed to build capacity of registered nurses to enhance the clinical learning environment for undergraduate nursing students. Workplace learning is vital for the development of skills, attributes and knowledge of student nurses. Registered nurses need to be appropriately prepared to maximise student learning during clinical placement. Background., The quality of student learning during clinical practicum is largely dependent on interactions with ward staff. Design., A quasi-experimental design. Method., Measurement of students' perceptions of the psycho social learning environment during and outside of the intervention period was used to evaluate the capacity building intervention. The capacity building intervention consisted of interactive education in clinical areas over a six-week period for registered nurses in two acute surgical wards. Results., First, second and third year students (n = 62) who undertook their clinical practicum in the two surgical wards, before, during and six months after the capacity building intervention assessed the psycho-social learning environment at the time of their clinical practicum. Findings showed that students who undertook their clinical practicum during the intervention period rated the psycho-social clinical learning environment significantly higher than students who undertook their practicum at times outside of the intervention period. Conclusions., An experienced researcher/educator conducting capacity building sessions can effectively assist and support registered nurses to engage with students. Relevance to clinical practice., Capacity building sessions can improve practice, however, structures and processes that ensure continuation of practice change need to be embedded for improvements to be sustained. [source] Preceptors' experiences of clinically educating and assessing undergraduate nursing students: an Irish contextJOURNAL OF NURSING MANAGEMENT, Issue 2 2010BRIDIE MCCARTHY MSc mccarthy b. & murphy s. (2010) Journal of Nursing Management 18, 234,244 Preceptors' experiences of clinically educating and assessing undergraduate nursing students: an Irish context Aim, To explore preceptors' views and experiences of preceptoring undergraduate nursing students. Background, Undertaking a preceptoring role is acknowledged internationally as complex and challenging. With the introduction of the undergraduate degree programme in Ireland (2002), preceptors were assigned a more formal role in the teaching and assessing of students. As this was a new programme for students and an additional responsibility for preceptors, it was important to investigate how preceptors found this new experience. Methods, Data were collected using a mixed methods descriptive approach. Results, Many preceptors wanted to become a preceptor and enjoyed the role. The majority of preceptors found the role stressful and burdensome and did not feel adequately supported by their clinical managers. Preceptors expressed the need for protected time, support, feedback and recognition from management for undertaking this role. Conclusion, Findings validate problems experienced with preceptoring in other English-speaking countries and contribute further to building a case for vital change in this component of nursing education and nursing practice. Implications for nursing management, Managers should focus on the challenges expressed by preceptors in this study and identify appropriate strategies to carefully select, monitor and support preceptors in this complex role. [source] Enabling student placement through strategic partnerships between a health-care organization and tertiary institutionsJOURNAL OF NURSING MANAGEMENT, Issue 1 2007AMANDA HENDERSON RN RM ICU (Cert) BSc GradDipNurs(Ed) MSc Soc PhD Nursing management needs to demonstrate its commitment to clinical education for undergraduate nursing students. The vision for the nursing leadership and management team at Princess Alexandra Hospital is to guide and support the development of hospital clinicians, at all levels in the organization, to effectively facilitate undergraduate students' learning during their clinical practical experiences. This paper examines the evolution of the meaning, commitment and practices that have been intrinsic to the development of strategic partnerships between the health-care organization and tertiary institutions to ensure that hospital staff who consistently facilitate student learning in the clinical context are well supported. The partnerships are based on open channels of communication between the health-care organization and the tertiary institutions whereby each party identifies its needs and priorities. This has resulted in increased hospital staff satisfaction through greater involvement by them in the placements of students, and enhanced understanding of clinicians of the student placement process that has contributed to improved satisfaction and outcomes for the students. [source] Undergraduate nursing students' perceptions of substance use and misuse: a Brazilian positionJOURNAL OF PSYCHIATRIC & MENTAL HEALTH NURSING, Issue 1 2006G. H. RASSOOL frsh msc ba rn rcnt rnt cert ed cert couns cert supervision & consultation iltm Alcohol, cocaine and cannabis are the substances most commonly abused in Brazil. There is limited evidence on the perceptions of undergraduate nursing students towards substance misuse. Negative attitudes, in combination with the lack of appropriate knowledge and skills, may result in minimal care provided to substance misusers. The aims of the study are to examine the knowledge and attitudes of undergraduate nursing students towards substance misusers and consider the implications of these attitudes for nursing education. The Nurse Education in Alcohol and Drug Educational Faculty Survey (NEADA) questionnaire on knowledge and education, nursing interventions, attitudes and values was distributed to undergraduate nurses (n = 227) in the south and south-eastern part of Brazil. The findings showed that there is a lack of adequate education in drug and alcohol use and misuse, including competency skills, but the participants were positive about treatment interventions. A paradigm shift in nurse education curricula and further research studies on attitudes and values towards substance misuse should be on the educational agenda. These are challenges faced by nurses to meet the healthcare needs of substance misusers. [source] Impact of training periods in the emergency department on the motivation of health care students to learnMEDICAL EDUCATION, Issue 5 2009Thierry Pelaccia Objectives, Motivation is one of the most important factors for learning and achievement. The perceived value of the task, perceptions of self-efficacy and beliefs about control of learning are the main determinants of motivation. They are highly influenced by the individual's personal history and especially by significant past experiences. We assessed the impact of training periods in the emergency department on the motivation of health care students to learn in the field of emergency medicine. Methods, A survey was conducted in 2008 with 112 undergraduate medical students and 201 undergraduate nursing students attending an emergency medicine academic programme. At the beginning of the course, the students completed an anonymous 26-item questionnaire to assess their motivational orientations. Results, Perceived task value was higher for students who had previously attended a training period in the emergency department (P = 0.002). Perceived self-efficacy was depressed when the respondent had been confronted with negative outcome events (P < 0.001). Control of learning beliefs was affected negatively in students who had attended a training period in the emergency department (P < 0.001). Conclusions, Motivation is a major contributor to the success of learning. Training periods in the emergency department can have positive and negative impacts on the learning motivation of medical and nursing students in the field of emergency medicine. Ideally, and in terms of increasing motivation, health care students should gain experiential learning in the emergency department before attending a corresponding academic course. During this period, tutors should provide appropriate supervision and feedback in order to support self-efficacy perception and learning control beliefs. [source] Impact of item-writing flaws in multiple-choice questions on student achievement in high-stakes nursing assessmentsMEDICAL EDUCATION, Issue 2 2008Marie Tarrant Context, Multiple-choice questions (MCQs) are frequently used to assess students in health science disciplines. However, few educators have formal instruction in writing MCQs and MCQ items often have item-writing flaws. The purpose of this study was to examine the impact of item-writing flaws on student achievement in high-stakes assessments in a nursing programme in an English-language university in Hong Kong. Methods, From a larger sample, we selected 10 summative test papers that were administered to undergraduate nursing students in 1 nursing department. All test items were reviewed for item-writing flaws by a 4-person consensus panel. Items were classified as ,flawed' if they contained , 1 flaw. Items not containing item-writing violations were classified as ,standard'. For each paper, 2 separate scales were computed: a total scale which reflected the characteristics of the assessment as administered and a standard scale which reflected the characteristics of a hypothetical assessment including only unflawed items. Results, The proportion of flawed items on the 10 test papers ranged from 28,75%; 47.3% of all items were flawed. Fewer examinees passed the standard scale than the total scale (748 [90.6%] versus 779 [94.3%]). Conversely, the proportion of examinees obtaining a score , 80% was higher on the standard scale than the total scale (173 [20.9%] versus 120 [14.5%]). Conclusions, Flawed MCQ items were common in high-stakes nursing assessments but did not disadvantage borderline students, as has been previously demonstrated. Conversely, high-achieving students were more likely than borderline students to be penalised by flawed items. [source] Improvement of nursing students' critical thinking skills through problem-based learning in the People's Republic of China: A quasi-experimental studyNURSING & HEALTH SCIENCES, Issue 1 2008Haobin Yuan rn Abstract A quasi-experimental, two-group pretest,post-test design was conducted to examine the effect of problem-based learning on the critical thinking skills of 46 Year 2 undergraduate nursing students in the People's Republic of China. The California Critical Thinking Skills Test Form A, Chinese-Taiwanese version was used as both a pretest and as a post-test for a semester-long nursing course. There was no significant difference in critical thinking skills at pretest, whereas, significant differences in critical thinking skills existed between the problem-based learning and lecture groups at post-test. The problem-based learning students had a significantly greater improvement on the overall California Critical Thinking Skills Test, analysis, and induction subscale scores compared with the lecture students. Problem-based learning fostered nursing students' critical thinking skills. [source] Self-esteem and student nurses: A cross-cultural study of nursing students in Thailand and the UKNURSING & HEALTH SCIENCES, Issue 1-2 2002Siriphan Sasat PhD Abstract Self-esteem is a key feature in a person's perception of their own worth. This report is of a study of the reported self-esteem levels of two groups of student nurses: one in Thailand and one in the UK. Purposive samples of 120 Thai students and 101 UK undergraduate nursing students were given the Culture-Free Self-Esteem Inventory (CFSEI-2). The CFSEI-2 is a self-reported inventory, which measures an individual's perception of self. The findings of the study indicate that the perceptions of own self-esteem in undergraduate student nurses in the UK and in Thailand were comparable to the normal ranges of self-esteem as assessed by the instrument. An independent sample t -test revealed that there were no significant differences in mean overall and subscale self-esteem scores between UK and Thai nursing students. There were no indications of differences in levels of self-esteem for UK and Thai nursing students experiencing different parts of their training. [source] Self-esteem and student nurses: An account of a descriptive studyNURSING & HEALTH SCIENCES, Issue 1 2001Philip Burnard PhD Abstract In this paper the authors describe a study of nursing students' self-reported self-esteem levels using a validated instrument: the Culture-Free Self-Esteem Inventory 2 (CFSEI-2). The research question was: How do student nurses rate their own self-esteem levels? The paper offers a short review of some of the literature, followed by a description of the sample (a convenience sample of 101 undergraduate nursing students), data collection and analysis methods and the findings. The self-esteem components of CFSEI-2 are general, personal and social and these terms are defined in the text of this paper. The findings indicated that the mean scores for this sample of nursing students fell within normal levels for all three components of self-esteem. Younger students were found to have higher scores for the social subscale, which indicates that they had a higher perception of the quality of their relationships with their peers. The findings of this study indicate that these undergraduate student nurses' perceptions of their self-esteem were comparable to the normal ranges of self-esteem as assessed by the instrument. [source] Preliminary study of stress in undergraduate nursing students in SingaporeASIA-PACIFIC PSYCHIATRY, Issue 2 2009Chi Ching Lim BScN Abstract Introduction: Stress experienced by nursing students may adversely affect academic achievement, personal wellbeing and long-term professional capabilities. The current study is the first to report levels and sources of stress among Singaporean students undertaking a pre-registration baccalaureate nursing degree. Methods: An exploratory survey was conducted with students from all three year levels (n=112, 65% response rate) using the Stress in Nursing Students (SINS) scale. Use of this tool also enabled a regional comparison of results with published data from a nursing cohort in Hong Kong. Perceptions of support were measured using the Social Support Rating Scale (SSRS). It was hypothesized that students with higher levels of social support would report less stress. Results: In comparison to other year levels, Year 3 students reported higher levels of overall, clinical, and financial stress. There were statistical differences between Year 3 and Year 1 students in relation to clinical and financial stressors, but not with Year 2, nor were relationships found across year of study and confidence and education subscales. Level of stress was lower compared to Hong Kong nursing students. There were statistically significant differences on stress associated with clinical (P<0.01) and confidence (P<0.001) domains between datasets, but no differences on subscale scores for education and financial stressors. Social support was not statistically associated with stress. Discussion: Student stress increased throughout the program and was not mediated by social support. Awareness of types and progression of stress can inform professional development activities to bolster coping, and minimize adverse psychological, academic and professional consequences. [source] | ||||||||||