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Schimmels J, Schneider J. Trauma Informed Care for Nursing Action Bachelor of Science in Nursing Course. J Nurs Educ 2024; 63:233-240. [PMID: 38581710 DOI: 10.3928/01484834-20240207-06] [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: 04/08/2024]
Abstract
BACKGROUND Nurses commonly experience psychological trauma with high risk for a host of mental health concerns such as suicide, depression, anxiety, and substance use disorders, as well as high rates of burnout and moral injury. Despite rigorous academic preparation, baccalaureate nursing education curricula lack content on the widespread effects of trauma. METHOD Using a trauma informed care (TIC) model, an innovative course called Trauma Informed Care for Nursing Action (TIC4NA) was created. RESULTS This course allows students to safely explore the profession of nursing to transform their learning about trauma related to patient care, the nursing community, and society. CONCLUSION TIC curriculum delivery offers supportive strategies to mitigate negative outcomes during nursing school. This content could have positive effects on nurse and nursing student retention as well as mitigating a barrage of negative outcomes for individual nurses and the nursing profession. [J Nurs Educ. 2024;63(4):233-240.].
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Baysal E, Pakiş Çetin S, Demirkol H, Erol A. Determining Self-Efficacy of Nurses Who Graduated From Distance Education Because of the COVID-19 Pandemic: A Multicenter Cross-Sectional Study. J Contin Educ Nurs 2023; 54:480-488. [PMID: 37668431 DOI: 10.3928/00220124-20230829-02] [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: 09/06/2023]
Abstract
BACKGROUND The current literature states that distance education has caused a lack of professional skills, regression of existing professional skills (Kaya & Akin Isik, 2021; Kürtüncü & Kurt, 2020), a lack of self-confidence, and feelings of inadequacy among nursing students (George et al., 2020). The current study examined the professional self-efficacy of nurses who graduated from distance education because of the coronavirus disease 2019 pandemic. METHOD This multicenter cross-sectional study was conducted between November 2020 and June 2022 with 164 nurses who graduated from distance education in 2020-2021 from three faculties of health sciences. RESULTS Professional self-efficacy of the nurses was found to be above average. Male nurses and nurses who believed distance education had a negative impact on their professional skills had significantly higher professional self-efficacy. Some nurses reported that their professional theoretical knowledge was insufficient and defined the effect of distance education on their professional skills as relatively negative. CONCLUSION Most of the nurses expressed that distance education had a negative effect on their professional self-efficacy and working life. [J Contin Educ Nurs. 2023;54(10):480-488.].
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Sawyer AT, Tao H, Bailey AK. The Impact of a Psychoeducational Group Program on the Mental Well-Being of Unit-Based Nurse Leaders: A Randomized Controlled Trial. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:6035. [PMID: 37297639 PMCID: PMC10252280 DOI: 10.3390/ijerph20116035] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/07/2023] [Revised: 05/22/2023] [Accepted: 05/31/2023] [Indexed: 06/12/2023]
Abstract
This randomized controlled trial examined the impact of a psychoeducational group program on the mental well-being of unit-based nurse leaders, specifically nurse managers and assistant nurse managers. The program was developed around the themes of resilience, insight, self-compassion, and empowerment to fight burnout and enhance purposeful adaptive coping to reduce distress and improve mental wellbeing. The sample included 77 unit-based nurse leaders. Outcomes included post-traumatic growth, resilience, insight, self-compassion, empowerment, perceived stress, burnout, and job satisfaction. Paired samples t-tests and repeated measures ANOVA tests were conducted to compare outcomes at baseline to the follow-up timepoints of endpoint, one-month follow-up, three-month follow-up, and six-month follow-up. The intervention group participants showed significant improvement in post-traumatic growth between baseline and all follow-up timepoints compared to the waitlist control group. Among intervention group participants, there were also significant improvements in self-reflection and insight, self-compassion, psychological empowerment, and compassion satisfaction, as well as significant reductions in perceived stress, burnout, and secondary traumatic stress. This study extends existing evidence that this psychoeducational group program can be an effective intervention for improving and protecting mental wellbeing. Among nurse leaders, it can reduce stress and burnout and improve post-traumatic growth, self-reflection and insight, self-compassion, psychological empowerment, and compassion satisfaction.
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Affiliation(s)
- Amanda T. Sawyer
- AdventHealth Research Institute, Orlando, FL 32803, USA; (H.T.); (A.K.B.)
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4
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Kells M, Jennings Mathis K. Influence of COVID-19 on the next generation of nurses in the United States. J Clin Nurs 2023; 32:359-367. [PMID: 35043488 DOI: 10.1111/jocn.16202] [Citation(s) in RCA: 7] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2021] [Revised: 11/27/2021] [Accepted: 12/10/2021] [Indexed: 01/17/2023]
Abstract
AIMS/OBJECTIVES Examine the affective state (anxiety, depression), life satisfaction, stress and worry, media consumption and perceptions of pursuing a career in nursing amidst the COVID-19 pandemic. BACKGROUND Nursing students worldwide have reported increased stress, fear and anxiety amidst challenges and risks associated with COVID-19. It remains unclear what impact COVID-19 will have on nursing students in the United States (US) as they prepare to enter the workforce. DESIGN Cross-sectional study of undergraduate nursing students at one university in the Northeastern United States. METHODS Students (N = 161) completed an online survey (July 2020) about health and life satisfaction, affective state (depression, anxiety), stress and interest in pursuing nursing. Descriptive statistical analysis described sample and quantitative data. Linear regression was used to examine whether media consumption, stress, affective states predicted interest in pursuing a nursing career. Qualitative thematic analysis was applied to the open-ended question, 'How has COVID-19 influenced your interest in pursuing a nursing career?'. The Standards for Reporting Qualitative Research (SRQR) checklist was used to evaluate methodological quality. RESULTS Mean stress score was 56.6 (range 0-100), 55.6% of respondents felt unsettled about the future, and 68.2% reported feeling overwhelmed. 18.7% of students reported moderate to severe anxiety, 19.8% reported moderate to severe depression and 54.4% reported that COVID-19 influenced their interest in nursing. Six themes emerged from qualitative analysis: no change, reaffirming/confirmatory, importance of nursing, reality check, positive influence and negative influence. CONCLUSIONS Universities/colleges and nursing faculty should prioritise universal mental health assessment for nursing students and enhance mental health services to support and monitor this population. RELEVANCE TO CLINICAL PRACTICE Mental health services to support nursing students are warranted in the wake of the COVID-19 pandemic. Reduction in nursing workforce may have significant impacts on staffing ratios, patient outcomes, nurse burn-out and other aspects of clinical care.
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Affiliation(s)
- Meredith Kells
- Department of Psychiatry and Behavioral Neuroscience, The University of Chicago Medicine and Biological Sciences, Chicago, Illinois, USA
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Usher AM K, Jackson D, Massey D, Wynaden D, Grant J, West C, McGough S, Hopkins M, Muller A, Mather C, Byfield Z, Smith Z, Ngune I, Wynne R. The mental health impact of COVID-19 on pre-registration nursing students in Australia: Findings from a national cross-sectional study. J Adv Nurs 2023; 79:581-592. [PMID: 36453452 PMCID: PMC9877832 DOI: 10.1111/jan.15478] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Revised: 08/25/2022] [Accepted: 10/06/2022] [Indexed: 12/04/2022]
Abstract
AIM The study aimed to measure and describe the mental health impact of COVID-19 on Australian pre-registration nursing students. BACKGROUND The COVID -19 pandemic has had a swift and significant impact on nursing students across the globe. The pandemic was the catalyst for the closure of schools and universities across many countries. This necessary measure caused additional stressors for many students, including nursing students, leading to uncertainty and anxiety. There is limited evidence available to identify the mental health impact of COVID-19 on Australian pre-registration nursing students currently. DESIGN A cross-sectional study was conducted across 12 Australian universities. METHODS Using an anonymous, online survey students provided demographic data and self-reported their stress, anxiety, resilience, coping strategies, mental health and exposure to COVID-19. Students' stress, anxiety, resilience, coping strategies and mental health were assessed using the Impact of Event Scale-Revised, the Coronavirus Anxiety Scale, the Brief Resilience Scale, the Brief Cope and the DASS-21. Descriptive and regression analyses were conducted to investigate whether stress, anxiety, resilience and coping strategies explained variance in mental health impact. Ethical Approval was obtained from the University of New England Human Research Ethics Committee (No: HE20-188). All participating universities obtained reciprocal approval. RESULTS Of the 516 students who completed the survey over half (n = 300, 58.1%) reported mental health concerns and most students (n = 469, 90.9%) reported being impacted by COVID-19. Close to half of students (n = 255, 49.4%) reported signs of post-traumatic stress disorder. Mental health impact was influenced by students' year level and history of mental health issues, where a history of mental health and a higher year level were both associated with greater mental health impacts. Students experienced considerable disruption to their learning due to COVID-19 restrictions which exacerbated students' distress and anxiety. Students coped with COVID-19 through focusing on their problems and using strategies to regulate their emotions and adapt to stressors. CONCLUSION The COVID-19 pandemic has considerably impacted pre-registration nursing students' mental health. Strategies to support nursing students manage their mental health are vital to assist them through the ongoing pandemic and safeguard the recruitment and retention of the future nursing workforce. IMPACT STATEMENT This study adds an Australian understanding to the international evidence that indicates student nurses experienced a range of negative psychosocial outcomes during COVID-19. In this study, we found that students with a pre-existing mental health issue and final-year students were most affected. The changes to education in Australian universities related to COVID-19 has caused distress for many nursing students. Australian nursing academics/educators and health service staff need to take heed of these results as these students prepare for entry into the nursing workforce. PATIENT OR PUBLIC INVOLVEMENT The study was designed to explore the impact of COVID-19 on the mental health of undergraduate nursing students in Australia. Educators from several universities were involved in the design and conduct of the study. However, the study did not include input from the public or the intended participants.
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Affiliation(s)
- Kim Usher AM
- School of HealthUniversity of New EnglandArmidaleNew South WalesAustralia
| | - Debra Jackson
- School of NursingUniversity of SydneySydneyNew South WalesAustralia
| | - Debbie Massey
- School of Health & Human SciencesSouthern Cross UniversityGold Coast CampusQueenslandAustralia
| | - Dianne Wynaden
- School of NursingCurtin UniversityPerthWestern AustraliaAustralia
| | - Julian Grant
- Faculty of Science & HealthCharles Sturt UniversityBathurstNew South WalesAustralia
| | - Caryn West
- College of Healthcare ScienceJames Cook UniversityCairnsQueenslandAustralia
| | - Shirley McGough
- School of NursingCurtin UniversityPerthWestern AustraliaAustralia
| | - Martin Hopkins
- Discipline of NursingMurdoch UniversityPerthWestern AustraliaAustralia
| | - Amanda Muller
- College of Nursing & Health SciencesFlinders UniversityAdelaideSouth AustraliaAustralia
| | - Carey Mather
- School of NursingUniversity of TasmaniaLauncestonTasmaniaAustralia
| | - Zac Byfield
- School of HealthUniversity of New EnglandArmidaleNew South WalesAustralia
| | - Zaneta Smith
- School of HealthUniversity of New EnglandArmidaleNew South WalesAustralia
| | - Irene Ngune
- School of Nursing & MidwiferyEdith Cowan UniversityPerthWestern AustraliaAustralia
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Anderson JC, Burton CW, Moret JED, Williams JR. Application of trauma-informed care principles in academic nursing settings during the COVID-19 pandemic. Nurs Forum 2022; 57:1585-1592. [PMID: 35997422 PMCID: PMC9538272 DOI: 10.1111/nuf.12789] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2021] [Revised: 06/14/2022] [Accepted: 08/07/2022] [Indexed: 06/15/2023]
Abstract
The persistence of the COVID-19 pandemic has led to a multitude of changes in the ways nursing education, research, and practice are carried out. In addition to the demands of shifting to remote education as well as finding alternatives to direct patient care learning, nursing faculty and students are directly confronting morbidity and mortality among classmates, colleagues, friends, and family members. These experiences unquestionably meet criteria for traumatic experience, and this must be accounted for in nursing education as they can have detrimental effects on learning, teaching, and well-being. The current generation of nursing students and faculty will necessarily carry the traumatic experiences of this chaotic time into workplace, classroom, and community settings. Understanding how to manage this trauma appropriately not only supports individuals through this experience but provides increased opportunity and capacity for the provision of trauma-informed care (TIC) to patients and colleagues going forward. This paper describes some of the ways COVID-19-related trauma may affect nursing faculty and students; and proposes application of TIC principles to research, education, and practice environments to enhance well-being and overall functioning in the profession.
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Affiliation(s)
- Jocelyn C. Anderson
- Pennsylvania State University, College of Nursing; 201 Nursing Sciences Building, University Park, PA, 16802, USA
| | - Candace W. Burton
- Sue & Bill Gross School of Nursing, University of California Irvine; 100B Berk Hall, Irvine CA, 92697, USA
| | - Jessica E. Draughon Moret
- The Betty Irene Moore School of Nursing at UC Davis; Betty Irene Moore Hall, 2570 48th Street, Suite 3700, Sacramento, CA, 95817, USA
| | - Jessica R. Williams
- University of North Carolina at Chapel Hill; 5004 Carrington Hall, Campus Box 7460, Chapel Hill, NC 27599, USA
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Sawyer AT, McManus K, Bailey AK. A mixed-methods pilot study of a psychoeducational group programme for nurse managers during the COVID-19 pandemic. J Nurs Manag 2022; 30:4126-4137. [PMID: 36326077 PMCID: PMC9877839 DOI: 10.1111/jonm.13881] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/06/2022] [Revised: 09/28/2022] [Accepted: 10/27/2022] [Indexed: 11/06/2022]
Abstract
AIM This mixed-methods pilot study aimed to measure the feasibility and acceptability of a psychoeducational group programme and determine its impact on mental well-being. BACKGROUND The programme was developed to promote self-care, growth and adaptive coping for nurse managers. The programme themes were resilience, insight, self-compassion and empowerment. METHODS The sample included 19 hospital-based nurse managers. Outcomes included post-traumatic growth, resilience, insight, self-compassion, empowerment, perceived stress, burnout and job satisfaction. Paired samples t tests were conducted to compare outcomes at baseline to follow-up. Qualitative interviews were conducted. Thematic analysis was used to code the qualitative responses by keyword, which were then aggregated into themes. RESULTS Participants reported higher post-traumatic growth and psychological empowerment after the intervention. The following six themes emerged most consistently from the qualitative interviews: feasibility of the programme, benefits of peer support, sources of stress, barriers to self-care, sources of strength and sustainability of effects. CONCLUSIONS The results support the acceptability and feasibility of the psychoeducational group programme. IMPLICATIONS FOR NURSING MANAGEMENT Health care organizations can support and promote the implementation of programmes to alleviate burnout and improve mental well-being amid the complex demands of nursing management (ClinicalTrials.gov: NCT04987697).
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Affiliation(s)
| | - Kim McManus
- AdventHealth Research InstituteOrlandoFloridaUSA
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Reverté-Villarroya S, Gil-Mateu E, Sauras-Colón E, Barceló-Prats J, Albacar-Riobóo N, Ortega L. Stressor Factors for Spanish Nursing Students in a Pandemic Context: An Observational Pilot Survey. NURSING REPORTS 2022; 12:708-716. [PMID: 36278763 PMCID: PMC9589935 DOI: 10.3390/nursrep12040070] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2022] [Revised: 09/22/2022] [Accepted: 09/27/2022] [Indexed: 11/25/2022] Open
Abstract
BACKGROUND The context of the pandemic in Spain meant a high demand for care. The purpose of this pilot work was to determine the stress factors, conducted on final-year nursing students at a Spanish university, who volunteered to carry out healthcare tasks, in pandemic and post-pandemic contexts. METHODS An observational prospective cohort pilot survey was conducted with an intentional sampling of the forty-seven students. We collected sociodemographic and stressor data using the validated KEZKAK questionnaire. The STROBE checklist was used to evaluate the study. RESULTS The median scores obtained from nursing students incorporated as auxiliary health workers are lower than those who were not incorporated, and statistically significant differences were found: lack of skills and abilities (p = 0.016); relationship with tutors and colleagues (p = 0.004); impotence and uncertainty (p = 0.011); inability to manage the relationship with the patient (p = 0.009); emotional involvement (p = 0.032); distress caused by the relationship with patients and item overload (p = 0.039); and overload items (p = 0.011). The post-pandemic only maintained "lack of skill and abilities" (p = 0.048), from nursing students incorporated as auxiliary health workers. CONCLUSION This pilot study showed that nursing students who joined as auxiliary health personnel presented less perceived stress than non-incorporated nursing students. Still, more prospectively designed clinical research is needed.
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Affiliation(s)
- Silvia Reverté-Villarroya
- Department of Nursing, Universitat Rovira I Virgili, 43500 Tarragona, Spain
- Instituto de Investigación Sanitaria Pere Virgili, Hospital Verge de la Cinta de Tortosa, 43500 Tortosa, Spain
| | - Elsa Gil-Mateu
- Department of Nursing, Universitat Rovira I Virgili, 43500 Tarragona, Spain
| | - Esther Sauras-Colón
- Instituto de Investigación Sanitaria Pere Virgili, Hospital Verge de la Cinta de Tortosa, 43500 Tortosa, Spain
| | | | | | - Laura Ortega
- Department of Nursing, Universitat Rovira I Virgili, 43500 Tarragona, Spain
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9
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Diagnostic Concordance between the Visual Analogue Anxiety Scale (VAS-A) and the State-Trait Anxiety Inventory (STAI) in Nursing Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19127053. [PMID: 35742303 PMCID: PMC9222809 DOI: 10.3390/ijerph19127053] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 06/06/2022] [Accepted: 06/06/2022] [Indexed: 01/27/2023]
Abstract
Anxiety is one of the most common problems among nursing students. The State-Trait Anxiety Inventory (STAI) is used to detect anxiety in this population; however, its length hinders speedy detection. For this reason, a faster and more efficient instrument is needed for early detection. This study aimed to determine the relationship between the anxiety measurement scales State-Trait Anxiety Inventory (STAI) and the Visual Analogue Scale for Anxiety (VAS-A) by establishing a discrimination threshold through the contrast of true positive rates (VPR) and false positive rates (FPR). To this end, a cross-sectional quantitative observational and analytical study was carried out on 185 fourth-year nursing students. The data collected were anxiety (STAI and VAS-A) and socio-demographic variables during the COVID-19 pandemic. The results showed a correlation between the two scales (VAS-A and STAI). The VAS-A is a useful instrument for assessing students in a crisis that could potentially generate anxiety. The study established a reasonably safe error probability range (>5%), allowing the VAS-A scale to be used as a rapid diagnostic or pre-diagnostic tool, depending on the scores. The study shows that speedy detection of anxiety using the VAS-A and an in-depth approach with the STAI by teaching staff in crises is possible.
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10
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Jackson D, Usher K. Supporting the emergent nursing workforce in the wake of the COVID-19 pandemic. Int J Ment Health Nurs 2022; 31:447-449. [PMID: 35509184 PMCID: PMC9347701 DOI: 10.1111/inm.13011] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- Debra Jackson
- Susan Wakil School of Nursing, Faculty of Medicine and Health, The University of Sydney, Sydney, New South Wales, Australia
| | - Kim Usher
- School of Health, University of New England, Armidale, New South Wales, Australia
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11
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Flanagan C, Lonergan M, Durning J, Frawley T. Role and Function of the Clinical Tutor in Mental Health Nursing in Ireland. Issues Ment Health Nurs 2022; 43:560-567. [PMID: 34941474 DOI: 10.1080/01612840.2021.2009603] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
The clinical tutor (CT) in mental health nursing is a role aimed at supporting the learning needs of mental health nursing students undertaking a 12-month post-registration programme. This paper aims to examine the role of the clinical tutor in mental health nursing in Ireland by describing the experience of nursing students and key service stakeholders. A qualitative descriptive design was employed using focus group discussions and semi-structured interviews. Two focus groups were conducted with 14 nursing students in the final week of their one-year programme. Semi-structured interviews were undertaken with seven service stakeholders and service leaders. Participants reported positive experiences of working with the clinical tutor and valued the role in terms of educational and pastoral support. Participants suggested the role strengthened the link between theory and practice and enhanced the relationship between the higher education institute and clinical sites. However, a lack of clarity existed in terms of role description. Participants suggested the CT role enhanced the link between the university and clinical areas providing benefits to both student and service stakeholders. Implementing similar roles may benefit post-registration mental health nursing students in other jurisdictions. Further investigation on how the role operates from the perspective of those in the post may provide more clarity and enhance the development of such roles in the future.
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Affiliation(s)
- C Flanagan
- Health Service Executive, Dublin South East Mental Health Services, Dublin, Ireland
| | - M Lonergan
- Health Service Executive, South Tipperary Child and Adolescent Mental Health Service, Tipperary, Ireland
| | - J Durning
- School of Nursing and Midwifery, Letterkenny Institute of Technology, Letterkenny, Ireland
| | - T Frawley
- School of Nursing, Midwifery and Health Systems, University College Dublin, Dublin, Ireland
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12
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Espina-López F, Moreno-Sánchez E, Gago-Valiente FJ, Sáez-Padilla J, Salado-Navarro V, Merino-Godoy MDLÁ. Psychological Discomfort in Nursing Degree Students as a Consequence of the COVID-19 Pandemic. J Clin Med 2021; 10:jcm10235467. [PMID: 34884169 PMCID: PMC8658124 DOI: 10.3390/jcm10235467] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 11/18/2021] [Accepted: 11/19/2021] [Indexed: 12/11/2022] Open
Abstract
Students are a population at risk of developing psychological complications, such as psychological discomfort, stress, and anxiety, among other problems, especially during the current health crisis due to the COVID-19 pandemic. The present study's objective was to analyze the effects of the COVID-19 pandemic on the psychological discomfort of final-year nursing students. A cross-sectional descriptive observational study was carried out. To analyze the psychological discomfort of the participants, the Kessler test (previously validated) was used. The results of this test were divided into two levels (High ≥ 21/Low < 21), showing high sensitivity as a screening method for anxiety and depression. Questionnaires were sent via email to final-year nursing students of Spanish and South American universities, inviting them to participate voluntarily. The sample consisted of 400 students, with an average age of 23.29 years and a sex proportion of 82.75% women and 17.28% men. Almost all participants (n = 396) belonged to Spanish universities, and the greatest participation corresponded to Andalusian universities (64.5%). The average psychological discomfort was high (M = 27.94). Statistically significant relationships were detected between age, sex, and feeling ready for the world of work, observing no relationships with the rest of the studied variables. The sample of 4th-year students of the Degree of Nursing presented a high level of psychological discomfort. This pathology does not seem to be related to having suffered from COVID-19 or being in contact with infected people during the practicum and is more strongly related to personal sociodemographic variables and students' preparation for the world of work.
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Affiliation(s)
| | - Emilia Moreno-Sánchez
- Department of Pedagogy, Faculty of Education, Psychology and Sports Sciences, University of Huelva, 21007 Huelva, Spain;
| | - Francisco-Javier Gago-Valiente
- Preventive Medicine and Public Health Area, University of Huelva, 21071 Huelva, Spain
- Correspondence: ; Tel.: +34-635893772
| | - Jesús Sáez-Padilla
- Integrated Didactics Department, Faculty of Education, Psychology and Sports Sciences, University of Huelva, 21071 Huelva, Spain;
| | - Vanesa Salado-Navarro
- Department of Experimental Psychology, Faculty of Psychology, University of Seville, 41004 Seville, Spain;
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13
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Iheduru-Anderson K, Foley JA. Transitioning to Full Online Teaching During Covid-19 Crisis: The Associate Degree Nurse Faculty Experience. Glob Qual Nurs Res 2021; 8:23333936211057545. [PMID: 34761078 PMCID: PMC8573621 DOI: 10.1177/23333936211057545] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2021] [Revised: 10/14/2021] [Accepted: 10/18/2021] [Indexed: 11/17/2022] Open
Abstract
As the COVID-19 crisis escalated in early 2020, schools of nursing and nursing programs in the United States and around the world shut down. Nurse faculty were forced transition to online teaching in a short time. Descriptive phenomenology was used to explore the experiences of associate degree nurse faculty who transitioned to online teaching during the early months of the COVID-19 pandemic. Inductive thematic analysis was performed on the interview data from 41 faculty teaching at associate degree nursing programs in the U.S. The findings of the study are presented under 6 main themes: stressful/overwhelming, feeling emotionally and physically exhausted, support, new knowledge and growth under pressure, new opportunities for nursing education, and leadership in times of crisis. To prevent the worsening of the nurse faculty shortage and help educate nurses for the future, nurse educators must be supported and recognized for their work during this period and beyond.
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Affiliation(s)
- Kechi Iheduru-Anderson
- School of Rehabilitation and Medical Sciences, Herbert H. and Grace A. Dow College of Health Professions, Central Michigan University, Mount Pleasant, MI, USA
| | - Jo Anne Foley
- Department of Nursing, Laboure College, Milton, MA, USA
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14
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Amaral KV, Galdino MJQ, Martins JT. Burnout, daytime sleepiness and sleep quality among technical-level Nursing students. Rev Lat Am Enfermagem 2021; 29:e3487. [PMID: 34730763 PMCID: PMC8570253 DOI: 10.1590/1518-8345.5180.3487] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/18/2021] [Accepted: 05/27/2021] [Indexed: 01/23/2023] Open
Abstract
Objective: to evaluate the association of the burnout syndrome with daytime sleepiness
and sleep quality among technical-level Nursing students. Method: a cross-sectional, analytical and quantitative study, conducted with 213
students from four technical Nursing courses in a city of Paraná, Brazil.
Data collection was carried out using an instrument containing
characterization information, the Maslach Burnout Inventory - Student
Survey, the Epworth Sleepiness Scale and the Pittsburgh Sleep Quality Index.
The data were analyzed using descriptive statistics and logistic
regression. Results: the prevalence values of the burnout syndrome, excessive daytime sleepiness
and poor sleep quality were 4.7%, 34.7% and 58.7%, respectively. Excessive
daytime sleepiness significantly increased the chances of high emotional
exhaustion (ORadj: 5.714; p<0.001) and high depersonalization
(ORadj: 4.259; p<0.001). Poor sleep quality, especially
sleep disorders, was associated with all dimensions of the syndrome
(p<0.05). Conclusion: high levels of the burnout syndrome dimensions were associated with excessive
daytime sleepiness and poor sleep quality. Educational institutions should
include sleep hygiene and psychosocial support in their student health
promotion programs.
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15
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Mulyadi M, Tonapa SI, Luneto S, Lin WT, Lee BO. Prevalence of mental health problems and sleep disturbances in nursing students during the COVID-19 pandemic: A systematic review and meta-analysis. Nurse Educ Pract 2021; 57:103228. [PMID: 34653783 PMCID: PMC8496961 DOI: 10.1016/j.nepr.2021.103228] [Citation(s) in RCA: 71] [Impact Index Per Article: 23.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/11/2021] [Revised: 10/04/2021] [Accepted: 10/05/2021] [Indexed: 12/13/2022]
Abstract
AIM To identify the prevalence of mental health problems and sleep disturbances among nursing students during the COVID-19 pandemic. BACKGROUND As a future professional workforce, nursing students are expected to play a role in controlling the COVID-19 pandemic; however, physical and mental health problems may hinder their willingness to stay in the nursing profession. Evidence of the prevalence of the health problems among nursing students related to COVID-19 may allow educators to manage their students' health problems and make them feel more positive about their future careers. DESIGN Systematic review and meta-analysis. This study was prospectively registered with PROSPERO. DATA SOURCES Databases, including CINAHL, Embase, PubMed and Web of Science, were searched for all related journal articles, from database inception to June 29, 2021, published between 2020 and 2021. METHODS This review was conducted following Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines using a PICOS search strategy. A DerSimonian-Laird random-effects model was used to estimate the prevalence and potential heterogeneity among the selected studies using the Cochran Q statistic and I-square test. Publication bias was assessed using the Egger intercept test. RESULTS Seventeen studies were included in the meta-analysis, representing 13,247 nursing students. During the COVID-19 pandemic, the prevalence of four health problems and sleep disturbances were identified. The health problem with the highest prevalence in nursing students was depression (52%). Other COVID-19-related health problems were fear (41%), anxiety (32%) and stress (30%) and sleep disturbances (27%). CONCLUSIONS The findings from this study showed that strategies are necessary to manage nursing students' teaching and learning during the COVID-19 pandemic or similar future situations. Our results suggest that preparing modified distance learning might reduce the prevalence of health problems related to the educational process. In addition, providing regular mental health assessments or online mental health services to students may improve their mental health and increase their well-being. Nursing education policies regarding clinical practice remain to be formulated to ensure the achievement of competencies to support future careers while considering the mental readiness and safety of students.
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Affiliation(s)
- Mulyadi Mulyadi
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia.
| | - Santo Imanuel Tonapa
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan; School of Nursing, Faculty of Medicine, Sam Ratulangi University, Manado, Indonesia.
| | - Suwandi Luneto
- RSUP Prof. Dr. R.D. Kandou, Manado, Indonesia; Muhammadiyah School of Health Science, Manado, Indonesia.
| | - Wei-Ting Lin
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
| | - Bih-O Lee
- College of Nursing, Kaohsiung Medical University, Kaohsiung, Taiwan.
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16
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Xu H, Stjernswärd S, Glasdam S. Psychosocial experiences of frontline nurses working in hospital-based settings during the COVID-19 pandemic - A qualitative systematic review. INTERNATIONAL JOURNAL OF NURSING STUDIES ADVANCES 2021; 3:100037. [PMID: 34308373 PMCID: PMC8285218 DOI: 10.1016/j.ijnsa.2021.100037] [Citation(s) in RCA: 47] [Impact Index Per Article: 15.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2021] [Revised: 07/07/2021] [Accepted: 07/12/2021] [Indexed: 02/03/2023] Open
Abstract
BACKGROUND Frontline nurses have been directly exposed to the SARS-CoV-2 virus and come in close contact with patients during the COVID-19 pandemic. Nurses execute tasks related to disease control and face multiple psychosocial challenges in their frontline work, potentially affecting their mental well-being and ability to satisfyingly perform their tasks. OBJECTIVES To explore the psychosocial experiences of frontline nurses working in hospital-based settings during the COVID-19 pandemic. DESIGN The qualitative systematic review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) recommendations. Registered in PROSPERO (CRD42021259111). DATA SOURCES Literature searches were performed through PubMed, CINAHL, and the WHO COVID-19 database. Inclusion criteria were: All types of nurses having direct contact with or taking care of patients; Primary, secondary, and tertiary health-care services admitting and treating COVID-19 patients; Experiences, perceptions, feelings, views in psychosocial aspects from the identified population group; Qualitative studies; Mixed methods studies; Language in English; Published date 2019-2021. Exclusion criteria were: Commentaries; Reviews; Discussion papers; Quantitative studies; Language other than English; Published in 2018 or earlier; Studies without an ethical approval and ethical statement. REVIEW METHODS The studies were screened and selected based on the inclusion and exclusion criteria. Quality appraisal was conducted according to the Critical Appraisal Skills Program qualitative study checklist. Data was extracted from included studies and a thematic synthesis was made. RESULTS A total of 28 studies were included in the review. The experiences of 1141 nurses from 12 countries were synthesised. Three themes were constructed: 'Nurses' emotional, mental and physical reactions to COVID-19', 'Internally and externally supported coping strategies', and 'A call for future help and support'. CONCLUSION Nurses working frontline during the COVID-19 pandemic have experienced psychological, social, and emotional distress in coping with work demands, social relationships, and their personal life. The results pointed to a need for increased psychological and social support for frontline nurses to cope with stress and maintain mental well-being, which may subsequently affect nursing care outcomes.
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Affiliation(s)
- Hongxuan Xu
- Department of Health Sciences, Lund University, Sweden
| | - Sigrid Stjernswärd
- Health-promoting Complex Interventions, Department of Health Sciences, Faculty of Medicine, Lund University, Margaretavägen 1 B, Lund S- 222 41, Sweden
| | - Stinne Glasdam
- Integrative Health Research, Department of Health Sciences, Faculty of Medicine, Lund University, Margaretavägen 1 B, Lund S- 222 41, Sweden
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17
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Godbold R, Whiting L, Adams C, Naidu Y, Pattison N. The experiences of student nurses in a pandemic: A qualitative study. Nurse Educ Pract 2021; 56:103186. [PMID: 34555786 PMCID: PMC8452386 DOI: 10.1016/j.nepr.2021.103186] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 07/04/2021] [Accepted: 08/23/2021] [Indexed: 11/28/2022]
Abstract
Aim/objective To record and learn from the experiences of students working on clinical placement in a pandemic. Background In March of 2020, final and second year student nurses in England were given the option to join the Covid-19 pandemic work-force, paid as high-level health care assistants. Methods/design Using qualitative methods and rapid analysis techniques, this study gathered the unique experiences of 16 final year students, from all fields of nursing at a University in the East of England, who chose to complete their final extended placement in a diverse range of clinical placements at the height of the first wave of the pandemic. Data was collected between July and September 2020. Results Five key themes were identified across our data: rationale for undertaking the extended placement, role tensions, caring for patients and their families, the impact on teaching and learning, and personal health and wellbeing. Conclusions While our participants reported largely positive experiences including a perceived heightened preparedness for qualification, their experiences provide important insights for nurse educators for the education and support of future students going into similar situations, in particular relating to welfare and support, preparation for placement, resilience, e-learning and learning on the front line.
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Affiliation(s)
- Rosemary Godbold
- School of Health and Social Work, University of Hertfordshire College Lane, Hatfield, Hertfordshire AL10 9AB, United Kingdom.
| | - Lisa Whiting
- School of Health and Social Work, University of Hertfordshire College Lane, Hatfield, Hertfordshire AL10 9AB, United Kingdom.
| | - Claire Adams
- School of Health and Social Work, University of Hertfordshire College Lane, Hatfield, Hertfordshire AL10 9AB, United Kingdom.
| | - Yogini Naidu
- School of Health and Social Work, University of Hertfordshire College Lane, Hatfield, Hertfordshire AL10 9AB, United Kingdom.
| | - Natalie Pattison
- School of Health and Social Work, University of Hertfordshire College Lane, Hatfield, Hertfordshire AL10 9AB, United Kingdom.
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18
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Dohrn J, Ferng YH, Shah R, Diehl E, Frazier L. Addressing mental and emotional health concerns experienced by nurses during the COVID-19 pandemic. Nurs Outlook 2021; 70:81-88. [PMID: 34503838 PMCID: PMC8809193 DOI: 10.1016/j.outlook.2021.07.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 07/21/2021] [Accepted: 07/29/2021] [Indexed: 01/22/2023]
Abstract
Background Nurses are the majority of the world's health work force and the frontline responders during pandemics. The mental/emotional toll can be profound if it is not identified and treated. Purpose In March 2020, with New York City as the epicenter of the COVID-19 pandemic in the United States, Columbia University School of Nursing organized support circles for faculty and students providing clinical care as a healing method to address trauma. Methods Columbia University School of Nursing adapted guidelines and conducted Circles of Care to share, listen, and acknowledge the new challenges for nurses via Zoom. Analysis of these sessions produced major themes of concern for nurses. Findings Between March 31 and May 31, 2020, we facilitated 77 sessions with 636 attendees. Eight major themes emerged: coping mechanisms, patients suffering and dying, feelings of helplessness, frustration with COVID-19 response, silver lining, disconnection from the world, the thread that holds nurses together, and exhaustion. Discussion This report offers insight into the mental/emotional outcomes of being on the frontlines. Addressing these issues is essential for the well-being of nurses and all health care providers for an effective pandemic response.
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Affiliation(s)
| | - Yu-Hui Ferng
- Columbia University School of Nursing, New York, NY
| | - Ruby Shah
- Columbia University School of Nursing, New York, NY
| | - Erica Diehl
- Columbia University School of Nursing, New York, NY
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19
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Reverté-Villarroya S, Ortega L, Lavedán A, Masot O, Burjalés-Martí MD, Ballester-Ferrando D, Fuentes-Pumarola C, Botigué T. The influence of COVID-19 on the mental health of final-year nursing students: comparing the situation before and during the pandemic. Int J Ment Health Nurs 2021; 30:694-702. [PMID: 33393201 DOI: 10.1111/inm.12827] [Citation(s) in RCA: 33] [Impact Index Per Article: 11.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/28/2020] [Revised: 11/15/2020] [Accepted: 11/19/2020] [Indexed: 01/04/2023]
Abstract
The COVID-19 pandemic has had an important impact on the academic world. It is known that university studies can influence the mental health of students, and especially those studying health sciences. In this study, we therefore sought to analyse whether the current pandemic has affected the mental well-being of final-year nursing students. This was a multi-centre study, with a descriptive, longitudinal, and prospective design. Mental well-being was evaluated using the General Health Questionnaire. A total of 305 participants were included in the study, of whom 52.1% had experienced the COVID-19 pandemic. Statistically significant differences were found between the two groups analysed in terms of age, access to university, average marks, mental well-being self-esteem, emotional exhaustion, and sense of coherence. In the case of mental well-being, a direct association was found with both the pandemic situation (OR = 2.32, P = 0.010) and emotional exhaustion scores (OR = 1.20, P < 0.001), while an inverse association was found with sense of coherence scores (OR = 0.45, P < 0.001). This study shows that the mental health of students is a significant factor and one that must be taken into consideration when training nursing staff at university. There is a need to promote healthy habits and provide appropriate coping strategies. It is also important to train and prepare students for pandemic situations as these can have an important impact on the mental health of both the members of the public who will be treated by these future nursing professionals and the students themselves.
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Affiliation(s)
- Sílvia Reverté-Villarroya
- Department d'Infermeria, Facultat d'Infermeria Campus Terres de l'Ebre, Universitat Rovira Virgili, Tortosa, Spain
| | - Laura Ortega
- Departament d'Infermeria, Facultat d'Infermeria, Universitat Rovira i Virgili, Tarragona, Spain.,Hospital Universitari Institut Pere Mata, Institut d'Investigació Sanitària Pere Virgili (IISPV), CIBERSAM, Universitat Rovira i Virgili, Reus, Spain
| | - Ana Lavedán
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
| | - Olga Masot
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
| | | | | | | | - Teresa Botigué
- Nursing and Physiotherapy Department, University of Lleida, St. Lleida, Spain.,Health Care Research Group (GRECS), Biomedical Research Institute of Lleida, St. Lleida, Spain
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20
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Prelicensure Nursing Students' COVID-19 Attitude Impact on Nursing Career Decision during Pandemic Threat in Taiwan: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18063272. [PMID: 33809956 PMCID: PMC8004179 DOI: 10.3390/ijerph18063272] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/17/2021] [Revised: 03/07/2021] [Accepted: 03/15/2021] [Indexed: 12/22/2022]
Abstract
The COVID-19 pandemic may cause a nursing shortage. Prelicensure nursing students who are exposed to high-stress COVID-19 events are related to defective career decision-making. This study validated the COVID-19 attitude scale and clarified how their attitudes about COVID-19 affected their behavioral intentions toward career decision-making. We conducted a cross-sectional study and recruited a convenience sample of 362 prelicensure nursing students from Northern and Central Taiwan. Two measurements were applied, including the Nursing Students Career Decision-making instrument and COVID-19 attitude scale. We used AMOS (version 22.0) to perform a confirmatory factor analysis. The Cronbach α of the COVID-19 attitude scale was 0.74 and consisted of four factors. The most positive attitude was the nursing belief factor, and the least positive factor was emotional burden. Prelicensure nursing students' COVID-19 attitudes were significantly positively associated with their career decision-making attitudes and perceived control (ß = 0.41 and ß = 0.40, respectively; p < 0.001). All the key latent variables explained significantly 23% of the variance in the career decision-making behavioral intentions module. In conclusion, the COVID-19 attitude scale is valid. Although the prelicensure nursing students' COVID-19 attitudes had no direct effect on career decision-making intentions, they had a direct effect on career decision-making attitudes and the perceived control.
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21
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Fitzgerald A, Konrad S. Transition in learning during COVID-19: Student nurse anxiety, stress, and resource support. Nurs Forum 2021; 56:298-304. [PMID: 33484171 PMCID: PMC8014789 DOI: 10.1111/nuf.12547] [Citation(s) in RCA: 75] [Impact Index Per Article: 25.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/10/2020] [Revised: 12/23/2020] [Accepted: 12/28/2020] [Indexed: 12/26/2022]
Abstract
The purpose of this study was to explore anxiety and stress experienced by first‐semester nursing students and identify sources of support during a transition from a face‐to‐face to an online learning platform during the first months of the COVID‐19 pandemic. This descriptive study used a web‐based survey distributed to nursing students 2 months after the completion of their first semester. The survey questions were adapted from the Anxiety Symptoms Checklist and the College Student Stress Scale. The survey link was emailed to 79 students, with 56 consenting, and 50 completing the survey. The most commonly reported symptoms were difficulty concentrating (90%) and feeling anxious or overwhelmed (84%). Most respondents reported anxiety related to the pandemic, with 84% being concerned about a friend or relative contracting COVID‐19, and with 70% fearful of becoming infected themselves. The majority of respondents expressed concerns related to difficulty handling academic workload (62%), and the need to perform well in school (56%). To decrease anxiety and stress, the faculty should foster a structured learning environment; abide by the course schedule; communicate changes or updates in a timely fashion; adapt assignments to fit the learning environment; utilize campus, local, state, and national resources; practice self‐care; and extend grace.
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Affiliation(s)
| | - Sharon Konrad
- School of Nursing, CSU Long Beach, Long Beach, California, USA
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22
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Baixinho CL, Ferreira ÓR. Ser estudante de enfermagem em tempos de COVID-19. ESCOLA ANNA NERY 2021. [DOI: 10.1590/2177-9465-ean-2020-0541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
Resumo Objetivo Compreender como a pandemia afetou os estudantes de enfermagem nos contextos de Ensino Clínico. Método Este é um estudo de abordagem qualitativa, exploratória, transversal e descritiva. Os participantes foram 5 enfermeiros recém-licenciados que realizaram o último estágio clínico da sua licenciatura durante a pandemia de COVID-19. A análise de conteúdo ocorreu por meio da técnica para a análise dos achados das narrativas. Resultados Emergiram 5 categorias: Dificuldades sentidas na integração; Dificuldades na concretização do ensino clínico; Influência da pandemia nas expectativas dos estudantes ante o ensino clínico de integração à vida profissional; Receios, relacionadas com a COVID 19; e Sugestões para a formação dos licenciados em enfermagem, com vista a capacitá-los para a gestão de situações de pandemia. Conclusões e implicações para a prática O ensino clínico, cujo objetivo é atingir as competências exigidas para o exercício profissional, foi vivenciado com ansiedade, medo e pressão, porém com o suporte possível por parte dos supervisores clínicos, eles próprios também sob pressão, dado o aumento da sobrecarga de trabalho provocada pela pandemia. O estudo permite fazer recomendações para a educação e investigação em enfermagem.
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23
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Goni-Fuste B, Wennberg L, Martin-Delgado L, Alfonso-Arias C, Martin-Ferreres ML, Monforte-Royo C. Experiences and needs of nursing students during pandemic outbreaks: A systematic overview of the literature. J Prof Nurs 2020; 37:53-64. [PMID: 33674110 PMCID: PMC7836857 DOI: 10.1016/j.profnurs.2020.12.004] [Citation(s) in RCA: 42] [Impact Index Per Article: 10.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Indexed: 12/16/2022]
Abstract
Background Recent epidemics have placed overwhelming demands on health systems, leading at times to the deployment of nursing students during the crisis. Little is known about the impact this experience has on students. Although studies have explored nursing students' knowledge about infection control, there are no specific recommendations regarding how these issues should be addressed in nurse education. Purpose To conduct a comprehensive systematic overview of the literature concerning nursing students in the context of emerging infectious disease epidemics or pandemics caused by zoonotic viruses. Methods Systematic overview. Results Forty-eight articles were included. Five themes were identified: education; knowledge, concern about risk and preventive behaviour; willingness to work during a pandemic outbreak; experiences and emotional impact; and ethical dilemmas. Conclusions There is a need to enhance nurse education to ensure that students have adequate education in infection prevention and control and the opportunity to develop the skills and attitudes required to provide care to infected patients during a pandemic. The outcomes of these education programmes would need to be evaluated using valid and reliable instruments so as to enable comparisons to be made to prepare future nurses to deal with new pandemics in an increasingly globalized world.
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Affiliation(s)
- Blanca Goni-Fuste
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Laia Wennberg
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Leandra Martin-Delgado
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Cristina Alfonso-Arias
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - M Luisa Martin-Ferreres
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain
| | - Cristina Monforte-Royo
- Nursing Department, School of Medicine and Health Sciences, Universitat Internacional de Catalunya, Sant Cugat del Vallés, Barcelona, Spain.
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24
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Usher K, Wynaden D, Bhullar N, Durkin J, Jackson D. The mental health impact of COVID-19 on pre-registration nursing students in Australia. Int J Ment Health Nurs 2020; 29:1015-1017. [PMID: 32885572 DOI: 10.1111/inm.12791] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- Kim Usher
- School of Health, University of New England, Armidale, NSW, Australia
| | - Dianne Wynaden
- School of Nursing, Midwifery and Paramedicine at Curtin University, Bentley, Perth, Australia
| | - Navjot Bhullar
- Faculty of Medicine and Health, School of Psychology University of New England, Armidale, NSW, Australia
| | - Joanne Durkin
- School of Health, University of New England, Armidale, NSW, Australia
| | - Debra Jackson
- Faculty of Health, University of Technology (UTS), Sydney, NSW, Australia
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