Mediating effects of achievement emotions between peer support and learning satisfaction in graduate nursing students

Understanding Nurse Retention at a Mental Health and Addictions Facility During a Dual Pandemic

BackgroundThe COVID-19 pandemic exposed nurses to new and more severe workplace stressors; exposure to these workplace stressors has exacerbated nurse turnover. Nurses working in mental health and substance use (MHSU) have also experienced the unique stressor of the overdose crisis in British Columbia (BC). MHSU nurses have been at the forefront of working to manage these dual emergencies. There is limited evidence related to the compounding effect of COVID-19 and the overdose crisis on nursing turnover. Understanding the unique conditions that MHSU nurses are currently experiencing and what factors influence a nurse's intention to stay in or leave a healthcare facility is essential in developing strategies to minimize turnover and maximize retention.PurposeTo explore the factors that affect nurse turnover while working through the dual emergencies within a MHSU facility in BC, Canada.MethodsA qualitative descriptive approach with an inductive, descriptive thematic analysis guided this quality improvement project.ResultsFindings were grouped into two main themes: reasons for leaving and reasons for staying. Reasons for leaving included workplace safety, seeking new opportunities, lack of support, and being short-staffed. Reasons to stay encompassed connections with clients, leaders and colleagues, support from colleagues and leaders, and feeling valued, safe, and heard.ConclusionsPerceived personal safety and protection from workplace violence were found to increase the likelihood of intent to leave and turnover among nurses. Further, psychosocial safety and connection among nurses and health leaders were found to decrease the likelihood of turnover.

Unpacking the relationship between adolescents' perceived school climate and negative emotions: the chain mediating roles of school belonging and social avoidance and distress

OBJECTIVE

Guided by Self-System Processes Theory, Social Support Theory, and Stress and Coping Theory, this study investigates how perceived school climate influences adolescents' negative emotions through the chain mediation of school belonging and social avoidance and distress. It also examines demographic differences across gender and grade and tests the structural invariance of the proposed model.

METHOD

A cross-sectional survey of 1,507 Chinese adolescents in grades 5-9 was conducted using validated scales. Independent samples t-tests and one-way ANOVA were used to examine gender and grade differences in the key variables. Structural equation modeling (SEM) tested the hypothesized mediation model, while multigroup SEM assessed structural invariance across subgroups.

RESULTS

Perceived school climate reduced negative emotions both directly and indirectly, with school belonging and social avoidance and distress as key mediators. Peer support demonstrated the strongest indirect effect, while teacher support and autonomy opportunities influenced negative emotions through both direct and indirect pathways. A chain mediation pathway was identified, and structural invariance testing confirmed consistent relationships across gender and grade groups.

CONCLUSION

This study reveals a complex chain mediation mechanism and highlights the stability of structural relationships across demographic groups. The findings provide valuable theoretical and practical insights for fostering supportive school environments to promote adolescent emotional well-being.

How study-related positive emotions and academic psychological capital mediate between teacher-student relationship and academic performance: a four-wave study among high school students

This article presents a theory-driven model in which teacher-student relationships and academic performance are indirectly related through study-related positive emotions and academic psychological capital. A sample of 1,054 Chilean high school students (50.4% females) aged 12-17 (M = 14.46, SD = 1.74) participated in the study. Through structural equation modeling, the direct and indirect effects of the proposed model were calculated. The results show that study-related positive emotions and academic psychological capital mediate between the teacher-student relationship and academic performance. These results have significant implications for improving teaching competencies through positive psychological interventions aimed at developing skills in students and thus improving students' academic performance and general well-being in educational settings.

Exploring the meaning of peer support used by undergraduate nursing students who have experienced clinical-related critical incidents: A hermeneutic study

BACKGROUND

Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents.

OBJECTIVE

To better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents.

DESIGN

Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer's philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents.

SETTING

Participants were recruited from a Canadian university.

PARTICIPANTS

A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022.

METHOD

The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics.

RESULTS

Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection.

CONCLUSIONS

This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.

School climate and adolescents' prosocial behavior: the mediating role of perceived social support and resilience

Prosocial behavior is crucial for adolescent socialization and plays a positive role in all aspects of adolescent development. Based on ecosystem theory and self-determination theory, this study aimed to explore the relationship among school climate, perceived social support, psychological resilience, and prosocial behavior. With 1,688 high school students being sampled, we utilized the Perceived School Climate Questionnaire, the Perceived Social Support Scale, the Chinese Version of Mental Resilience Scale, and the Adolescent Prosocial Tendency Scale. The results showed that: (1) school climate, perceived social support, psychological resilience, and prosocial behavior were all positively correlated; (2) perceived social support and psychological resilience could independently mediate the relationship between school climate and prosocial behavior; these two mediating variables could develop a chain mediation effect to influence the link between school climate and prosocial behavior.

Analysis of factors affecting the effectiveness of face-to-face marketing learning via TikTok, YouTube and video conferencing

After the COVID-19 pandemic, the use of virtual platforms, social networks and online applications has been totally modified by returning to face-to-face systems. The mandatory use of these tools in the period of social distancing has led to their extensive development. This paper analyzes the effects of the use of ICTs in a purely face-to-face environment. Therefore, it analyzes the factors that affect student satisfaction and effectiveness in marketing learning through the use of digital tools and online applications in face-to-face classes, and this analysis is from a dual perspective of user and learning dissatisfaction. Using a learner-centered approach in university classes, the use of the digital platform Blackboard, the digital tool YouTube and the social network TikTok in university marketing teaching is analyzed. The study is carried out on a sample of 327 university students of different levels. The analysis is performed through a mixed methodology using a symmetric (PLS-SEM) and non-symmetric (fsQCA) approach, allowing a better generalization of the results. In the measurement of effectiveness, both user assessment and student learning assessment are significative, the two being affected in a similar way. However, they are not related to each other, acting independently. Attitude is the construct that has the greatest impact on both types of satisfaction. Perceived enjoyment also exerts a notable influence, especially on learning satisfaction. The study presents one of the first post-pandemic approaches to the analysis of the effectiveness of technological tools (ICT tools) in the face-to-face setting of university marketing classes.

Facilitators and barriers to the transition from registered nurse to nurse practitioner in Canada

BACKGROUND

Understanding factors that affect integration of NPs is likely to address barriers and provide reform strategies that shape a cost-effective, sustainable, accessible, and efficient health care system. There are a limited number of current and high-quality studies examining the transition process of registered nurses (RNs) to nurse practitioners (NPs), especially in Canada.

PURPOSE

To explore the experiences of RNs transitioning to NPs in Canada.

METHODOLOGY

Thematic analysis of audio-recorded semi-structured interviews was conducted to explore the experiences of 17 RNs as they transitioned to NPs. A purposive sampling of 17 participants was completed in 2022.

RESULTS

Six main themes emerged from analysis of 17 interviews. The content of themes varied according to NPs' years of experience and the NP school they attended.

CONCLUSIONS

Peer support and mentorship programs were facilitators in the transition from RN to NP. Conversely, shortcomings in education, financial stressors, and the lack of NP role definition were seen as barriers. Legislation and regulations supportive of NPs, diverse and comprehensive education, and improved availability of mentorship programs may strengthen transition facilitators and help NPs overcome related barriers.

IMPLICATIONS

Legislation and regulations supportive of the NP role are needed, focusing on defining the NP role and establishing an independent and consistent remuneration structure for NPs. A more in-depth and diversified educational curriculum is needed, with increased support from faculty and educators and continual encouragement of initiation and perpetuation of peer support. A mentorship program is beneficial to reduce transition shock from the role of the RN to the NP.

Nursing students' achievement emotions in association with clinical practicums and alternative learning

OBJECTIVES

This study aimed to identify and compare nursing students' achievement emotions associated with clinical practicums and alternative learning during the COVID-19 pandemic.

METHODS

This cross-sectional, descriptive study enrolled 236 nursing students. Participants completed a web-based, self-administered survey regarding achievement emotions. Wilcoxon signed-rank tests were used to calculate mean differences in achievement emotions associated with clinical practicums and alternative learning.

RESULTS

Nursing students who undertook e-learning reported higher negative achievement emotions than those who experienced other alternative learning modalities. Higher achievement emotions were associated with clinical practicums than with alternative learning. The most frequently reported negative emotions were anxiety associated with clinical practicums and boredom with alternative learning.

CONCLUSIONS

Nurse educators should design and implement supportive clinical learning experiences to engender productive achievement emotions. Implications for an international audience: Nurse educators should play roles in providing well-designed and supportive clinical learning environments to help nursing students regulate achievement emotions.

Exploring the health information seeking behavior of social media users under the background of COVID-19 pandemic: An empirical study based on social cognitive theory

With the outbreak of COVID-19 in late 2019, people's awareness of actively searching for health information has been growing. Coupled with the promotion of "Internet + medical and health," social media, as an important platform for health information dissemination, has become one of the important information sources for users to obtain health information. However, health information seeking behavior in public health emergencies are quite different from those in daily life. Therefore, the research question of this paper is to explore the influencing factors of health information seeking behavior of social media users in the context of COVID-19. To this end, based on the research framework of social cognition theory, this paper selects six variables to construct a structural equation modeling, including information and platform quality, experience, social support, emotional arousal, self-efficacy, and social media users' health information seeking behavior. The empirical study is carried out by collecting 219 valid questionnaires. The research results show that: (1) Information and platform quality, and use experience have a significant positive effect on emotional arousal; (2) Experience, social support, and emotional arousal have a significant positive effect on self-efficacy; (3) Emotional arousal and self-efficacy have a significant positive effect on social media users' health information seeking behavior. The research provides an important theoretical reference for social media users and operators to cope with the huge demand for health information in the post-COVID-19 era.

Exploring the effects of achievement emotions on online learning outcomes: A systematic review

Recently, achievement emotions have attracted much scholarly attention since these emotions could play a pivotal role in online learning outcomes. Despite the importance of achievement emotions in online education, very few studies have been committed to a systematic review of their effects on online learning outcomes. This study aimed to systematically review studies examining the effects of achievement emotions on online learning outcomes in terms of motivation, performance, satisfaction, engagement, and achievement. According to the selection process of Preferred Reporting Items for Systematic Review and Meta-analysis (PRISMA) principles, a total of 23 publications were included in this review. It was concluded that positive achievement emotions, such as enjoyment, pride, and relaxation, could generally exert a positive effect on online learning motivation, performance, engagement, satisfaction, and achievement. It should be noted that excessive positive emotions might be detrimental to online learning outcomes. On the other hand, it has been difficult to determine the effects of negative achievement emotions on online learning outcomes because of disagreement on the effects of negative achievement emotions. In order to improve online learners' learning outcomes, instructors should implement interventions that help online learners control and regulate their achievement emotions. Teaching interventions, technological interventions, and treatment interventions could benefit online learners emotionally and academically. Future studies could examine the moderating roles of contextual factors and individual variables in the effects of achievement emotions on online learning outcomes.

Nursing Students' Emotional State and Perceived Competence During the COVID-19 Pandemic: The Vital Role of Teacher and Peer Support

Background

The COVID-19 pandemic has led to the shutdown of society and created sudden and long-lasting changes in teaching practices, forcing many nursing students to study remotely at home. These students’ relatedness with their teachers and peers has been limited and mainly online. Several studies have indicated that students’ emotional states and mental health have been negatively affected by the pandemic, representing a serious challenge for many countries. Because they use only digital tools, online students have perceived a decline in teacher and peer support. Likewise, these students have reported feelings of sadness, loneliness, anxiety, and stress, affecting their learning and competence development.

Aims

To investigate the associations between peer support, teacher support, emotional state, and perceived competence in nursing students during the pandemic.

Methods

This cross-sectional study collected quantitative survey data from 329 nursing students at a large university in Norway. Structural equation modeling (SEM) was used to test seven associations among peer support, teacher support, emotional state, and perceived competence.

Results

Teacher support had a significant direct effect on perceived competence, while peer support almost had a significant direct effect. However, the emotional state was directly affected by peer support and had a direct impact on perceived competence. Hence, teacher and peer support is important to nursing students’ perceived competence.

Conclusion

During the COVID-19 pandemic, both peer and teacher support can significantly support students’ competence development. Therefore, students should utilize the support of their teachers and peers in a structured manner to bolster their competence development.

Effects of AR Picture Books on German Teaching in Universities

In this paper, we discuss the teaching effects of augmented reality (AR) technology in German instruction. We conducted one prestudy and three formal studies on German learners in China’s mainland and Taiwan region. In the formal studies, a total of 120 students participated in the survey, allowing us to compare the differences in interest in learning between AR picture books and traditional picture books. A total of 114 students took part in the survey, which enabled us to compare the contribution of AR picture books to teaching when students’ satisfaction and German proficiency were different. To improve satisfaction, 514 students participated in the survey regarding the influence of the interactive narrative design effect and peer learning on satisfaction with using AR picture books. The results suggest that when learning German with AR picture books, satisfaction is the key construct that determines students’ learning states.

Coaching interventions among healthcare students in tertiary education to improve mental well-being: A mixed studies review

OBJECTIVES

To consolidate the available evidence regarding healthcare students' experiences of coaching interventions' effect on their mental well-being in tertiary educational institutions.

DESIGN

A mixed studies review.

DATA SOURCES

Seven electronic databases were searched for relevant studies from their inception dates until July 2021: PubMed, Embase, CINAHL, PsycINFO, Web of Science, Scopus and ProQuest Dissertations and Theses Global.

REVIEW METHODS

This review observed the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines and was guided by Pluye and Hong's (2014) framework for mixed studies review. Quality appraisal of included studies was conducted using the Mixed Methods Appraisal Tool. A convergent qualitative synthesis design for mixed studies reviews was adopted to analyze all findings and thematic analysis was conducted according to Braun and Clarke's (2006) framework.

RESULTS

Three themes and seven subthemes are generated from the 12 included studies. The main themes are: 1) Receiving much-needed help, 2) Unlocking the secrets of success, and 3) Way forward for coaching in healthcare education.

CONCLUSIONS

Many students benefited from the coaching interventions in terms of academic, emotional and psychological support and received guidance in professional development. However, careful preparation of both coaches and students is needed to improve the success of coaching interventions. Future coaching interventions could incorporate both group and individual sessions, assign students to coaches based on their clinical interests and consider conducting online coaching sessions using video calls. Improvement of study rigor would be required to achieve more accurate results. Lastly, future studies should be conducted on healthcare students of more diverse disciplines and cultures to increase results' generalizability.

Applying Control-Value Theory and Unified Theory of Acceptance and Use of Technology to Explore Pre-service Teachers' Academic Emotions and Learning Satisfaction

Academic emotions refer to the emotions related to achievement activities or outcomes. Academic emotions are directly related to learning performance and have been recognized as critical to learners’ learning satisfaction and learning effectiveness in the online learning context. This study aimed to explore the relationship between academic emotions and learning satisfaction and their underlying mechanisms in massive open online courses (MOOCs) learning context using mediation models. This study adhered to the theoretical frameworks of the control-value theory (CVT) and the unified theory of acceptance and use of technology (UTAUT). Participants were 283 pre-service teachers who volunteered from a normal university in Southwestern China. Results revealed that: (a) academic emotions did not predict learning satisfaction; (b) learning interest and technology acceptance fully mediated the influence of academic emotions on learning satisfaction; (c) the four dimensions of technology acceptance did not mediate the relationship between academic emotions and learning satisfaction. This study integrated CVT and UTAUT models, and the results emphasized the importance of academic emotions and learning satisfaction in CVT and provision of additional support for UTAUT. Therefore, these findings have significant implications for improving the quality of MOOCs in the post-pandemic era.

Student's Learning Strategies and Academic Emotions: Their Influence on Learning Satisfaction During the COVID-19 Pandemic

Background: Based on the control-value theory (CVT), learning strategies and academic emotions are closely related to learning achievement, and have been considered as important factors influencing student's learning satisfaction and learning performance in the online learning context. However, only a few studies have focused on the influence of learning strategies on academic emotions and the interaction of learning strategies with behavioral engagement and social interaction on learning satisfaction. Methods: The participants were 363 pre-service teachers in China, and we used structural equation modeling (SEM) to analyze the mediating and moderating effects of the data. Results: The main findings of the current study showed that learning strategies influence students' online learning satisfaction through academic emotions. The interaction between learning strategies and behavioral engagement was also an important factor influencing online learning satisfaction. Conclusions: We explored the internal mechanism and boundary conditions of how learning strategies influenced learning satisfaction to provide intellectual guarantee and theoretical support for the online teaching design and online learning platform. This study provides theoretical contributions to the CVT and practical value for massive open online courses (MOOCs), flipped classrooms and blended learning in the future.