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Mingo S. Cultivating Student Success After Repeated Failure. J Christ Nurs 2023; 40:178-183. [PMID: 37271911 DOI: 10.1097/cnj.0000000000001075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/06/2023] Open
Abstract
ABSTRACT Everyone experiences failure. This reality contrasts with human desire and societal culture to succeed. Students experiencing academic failure can struggle to learn from failure, find hope, build resilience, and create self-efficacy. Insights and strategies of learning and applying Scripture and practicing positive affirmations in a mentoring atmosphere with Christian faculty can lead students to understand and accept God's orchestration of failure for good.
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Affiliation(s)
- Sharon Mingo
- Sharon Mingo, MSN, RN , is the coordinator, instructor, and remediation specialist in the School of Nursing and Health Sciences at LaSalle University in Philadelphia, PA. She has been an educator and clinical faculty member for 18 years
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Valdez A, Fontenot J, Millan A, McMurray P. Do we care? Nursing faculty experiences with ethnocultural empathy. TEACHING AND LEARNING IN NURSING 2023. [DOI: 10.1016/j.teln.2023.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/08/2023]
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Salvucci C, Foley JA. The voices of online RN-BS students during the COVID-19 pandemic. TEACHING AND LEARNING IN NURSING : OFFICIAL JOURNAL OF THE NATIONAL ORGANIZATION FOR ASSCIATE DEGREE NURSING 2023; 18:78-83. [PMID: 36188634 PMCID: PMC9515343 DOI: 10.1016/j.teln.2022.09.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 09/25/2022] [Indexed: 11/17/2022]
Abstract
The need for associate degree nurses to advance their education to replace the nursing workforce will be critical in the next decade. This qualitative descriptive study explored the experiences and challenges of nurses completing their educational journey in a RN-BS program during the COVID-19 pandemic. Four focus group interviews were conducted with a total of 20 RN-BS students. Data analysis revealed four themes; pulled in many directions, faculty understanding, resilience and opening doors. The COVID-19 pandemic and the current nursing shortage presented increased challenges not experienced before for these nurses pursuing a bachelor's degree. The importance of faculty support and a caring presence during this time was a significant factor for student success.
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Affiliation(s)
- Christine Salvucci
- Manning College of Nursing & Health Sciences, University of Massachusetts, Boston, MA, USA,Correspondence author at: Clinical Associate Professor, Program Director, University of Massachusetts Boston, Manning College of Nursing & Health Science, 100 Morrisey Blvd, Boston MA 02125, USA. Tel.: 617 287 7547
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Instructors’ caring behaviors, burnout, satisfaction, and academic performance of nursing students in online education and the pandemic era. FRONTIERS OF NURSING 2022. [DOI: 10.2478/fon-2022-0054] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023] Open
Abstract
Abstract
Objective: This study aimed to determine the predictive ability of instructors’ online caring behaviors, online learning burnout, and satisfaction with online learning on nursing students’ academic performance.
Methods: This was a cross-sectional study employing the administration of online self-report measures among 606 undergraduate students in one large nursing school in the Philippines. Statistical analysis involved the use of descriptive statistics, Pearson’s r, and linear regression.
Results: The mean scores in the instructors’ online caring behaviors scale, online learning burnout scale, online learning satisfaction scale, and self-reported academic performance were 3.88 ± 0.70, 4.00 ± 0.84, 2.51 ± 0.96, and 3.25 ± 0.79 respectively. Satisfaction (β = 0.216, P = 0.000), burnout (β = 0.-098, P = 0.019), and instructors’ caring behaviors (β = 0.096, P = 0.030) explained 11.7% of the variability in the students’ academic performance.
Conclusions: Instructors’ caring behavior and levels of burnout and satisfaction are linked to students’ academic success in the virtual learning environment. This study calls for nursing instructors to be mindful of signs of burnout, employ proactive measures that promote satisfactory learning, and foster more caring behaviors in this time of global health crisis.
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Turan Kavradım S, Akgün M, Özer Z, Boz İ. "Compassion is the mainstay of nursing care": A qualitative study on the perception of care and compassion in senior nursing students. Perspect Psychiatr Care 2022; 58:2353-2362. [PMID: 35315079 DOI: 10.1111/ppc.13067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 12/01/2021] [Accepted: 03/10/2022] [Indexed: 11/30/2022] Open
Abstract
PURPOSE To describe nursing students' perceptions of care and compassion in the context of the clinical environment. DESIGN AND METHODS This phenomenological study data were collected by focus groups and Giorgi et al. stages used in the data analysis. FINDINGS Sixteen students participated in this study. Four themes and 12 subthemes were determined. The themes were "Discovering the existence of care and facing up to care", "advancing on the road to becoming a nurse: from theory to practice," "compassionate care, beyond medical care," and "the effect of nursing education on professional compassion." PRACTICE IMPLICATIONS This study showed that nursing students grew by giving care and knowledge. In addition, compassionate care is gained by real-life stories and a supportive environment.
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Affiliation(s)
| | - Mehtap Akgün
- Department of Obstetrics and Gynecology Nursing, Akdeniz University, Antalya, Turkey
| | - Zeynep Özer
- Department of Internal Medicine Nursing, Akdeniz University, Antalya, Turkey
| | - İlkay Boz
- Department of Obstetrics and Gynecology Nursing, Akdeniz University, Antalya, Turkey
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Adib-Hajbaghery M, Bolandian-Bafghi S, Zandi M. Nurses' Perceptions of the Factors Contributing to the Development of the Love of the Profession: A Qualitative Content Analysis. NURSING REPORTS 2021; 11:702-713. [PMID: 34968344 PMCID: PMC8608116 DOI: 10.3390/nursrep11030066] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/25/2021] [Revised: 09/01/2021] [Accepted: 09/02/2021] [Indexed: 01/25/2023] Open
Abstract
As a professional value, the love of the profession can significantly affect nurses’ professional practice, behaviors and commitment. Many different factors can affect the love of the profession. The exploration of nurses’ experiences of these factors can provide valuable data for development of the love of the profession. The aim of this study was to explore nurses’ perceptions of the factors contributing to the development of the love of the profession. This qualitative study was conducted in 2020–2021 using the conventional content analysis approach. The participants were thirteen nurses with different organizational positions purposively recruited from different settings in Iran. The data were collected via semi-structured interviews, and were analyzed via the conventional content analysis approach proposed by Graneheim and Lundman. The factors contributing to the development of the love of the profession were categorized into four main categories, namely the public perception of the profession (with three subcategories), educational variables (with two subcategories), the characteristics of the profession (with four subcategories), and nurses’ self-evaluation (with three subcategories). The love of the profession is affected by a wide range of personal, educational, professional and social factors. The manipulation of these factors would help to develop nurses’ and nursing students’ love of the profession, and encourage people to choose nursing as a career.
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Affiliation(s)
- Mohsen Adib-Hajbaghery
- Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan 8715981151, Iran;
- Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan 8715981151, Iran
| | - Shahnaz Bolandian-Bafghi
- Faculty of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan 8715981151, Iran
- Correspondence: ; Tel.: +98-9133584608
| | - Mitra Zandi
- Medical Surgical Nursing Department, School of Nursing and Midwifery, Shahid Beheshti University of Medical Sciences, Tehran 1985717443, Iran;
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Wei H, Dorn A, Hutto H, Webb Corbett R, Haberstroh A, Larson K. Impacts of Nursing Student Burnout on Psychological Well-Being and Academic Achievement. J Nurs Educ 2021; 60:369-376. [PMID: 34232812 DOI: 10.3928/01484834-20210616-02] [Citation(s) in RCA: 22] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Burnout, depression, and suicide among health care professionals and learners have reached a rampant level. This systematic review aimed to synthesize literature findings of nursing student burnout and its impact on psychological well-being and academic performance. METHOD This systematic review followed PRISMA guidelines and included data-based studies on nursing student burnout published in peer-reviewed journals between January 2015 and January 2020. RESULTS This review included 17 articles. Four major themes were identified: 1) a negative relationship between burnout and student self-concept, 2) a negative association between burnout and student engagement, 3) risk factors contributing to student burnout, and 4) interventions to mitigate student burnout. Promoting positive self-concept, engagement, and resilience may alleviate student academic burnout. CONCLUSION Student burnout has negative influences on health and academics, and interventions to mitigate burnout should be considered early in nursing programs. Nurse educators can create an engaging learning environment to build resilience and reduce burnout. [J Nurs Educ. 2021;60(7):369-376.].
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Wei H, Henderson D, Peery A, Andrews A. Nursing Students' Perceptions of Faculty Caring as a Predictor of Students' Caring Behaviors. ACTA ACUST UNITED AC 2021. [DOI: 10.20467/humancaring-d-20-00034] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/02/2022]
Abstract
This cross-sectional, descriptive survey study aimed to examine the relationships among nursing students' perceptions of faculty caring, students' caring behaviors, and their confidence, satisfaction, and empathy in an undergraduate nursing program. The instruments included the Caring Behaviors Inventory-16 Student Version, Nursing Students' Perceptions of Instructor Caring, and students' confidence, satisfaction, and empathy. There were significant pair-wise relationships among students' perceptions of faculty caring, students' caring behaviors, satisfaction, confidence, and empathy. Students' perceptions of faculty caring were a significant predictor for students' caring behaviors. These findings are significant in future designing and implementing interventions to enhance students' learning experiences.
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Abstract
AbstractWith the many changes occurring within the health system and nursing education, ongoing shortages in the number of nurses and nursing faculty, increased incidences of incivility, and the charge to transform nursing education while upholding and transmitting the core professional values, a better understanding of the climate within nursing education is warranted. Caring is a core value of the profession of nursing and has received much attention and study, primarily in the practice setting. In nursing education much of this work has centered on the structure and processes of nursing education and the nursing student’s development of caring behaviors. This article proposes a caring model for nursing education that integrates the key concepts of organizational climate, leadership, and caring theories. The intent of the model is to provide a framework that can be used for professional nursing education that incorporates the core value of caring and develops graduates prepared to provide relationship-based, patient-centered care.
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Palese A, Cracina A, Marini E, Caruzzo D, Fabris S, Mansutti I, Mattiussi E, Morandini M, Moreale R, Venturini M, Achil I, Danielis M. Missed nursing education: Findings from a qualitative study. J Adv Nurs 2020; 76:3506-3518. [PMID: 32947646 DOI: 10.1111/jan.14533] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Revised: 06/21/2020] [Accepted: 07/06/2020] [Indexed: 11/30/2022]
Abstract
AIM To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities. DESIGN A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines. METHODS A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face-to-face interviews from 2019-2020. Both focus groups and face-to-face interviews were audio-recorded and transcribed verbatim. The data that emerged were thematically categorized by induction. FINDINGS Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students' overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients. CONCLUSIONS Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences. IMPACT To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of 'educational care' delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short- and in the long- terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.
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Affiliation(s)
- Alvisa Palese
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Arianna Cracina
- General Surgical Department, University Hospital of Udine, Udine, Italy
| | - Eva Marini
- Anesthesia and Intensive Care Department, University Hospital of Udine, Udine, Italy
| | - Davide Caruzzo
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Stefano Fabris
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Irene Mansutti
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Elisa Mattiussi
- Department of Medical Sciences, Udine University, Udine, Italy
| | | | - Renzo Moreale
- Department of Medical Sciences, Udine University, Udine, Italy
| | | | - Illarj Achil
- Department of Medical Sciences, Udine University, Udine, Italy
| | - Matteo Danielis
- Department of Medical Sciences, Udine University, Udine, Italy
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