Hearing the call to nursing

Called to Nursing

Purpose:This study uncovers reasons students report for wanting to become nurses, to quantify those who feel that they are called to nursing, and to learn what “being called” means to them. Method:A descriptive, cross-sectional survey was conducted with all students enrolled in nursing courses at one program in a private, faith-based university. Findings:Most students decided to go to nursing school while in high school or college and chose nursing because they had a desire to help others. The most common personal characteristics they identified that will be helpful in nursing were being caring or compassionate. Almost two thirds of the students indicated they were “called” by God to become nurses. Conclusion and Implications:Findings can help nursing educators and leaders determine howto better recruit and retain individuals into the nursing profession and howto support and encourage caring and compassionate qualities in all nurses.

The role of religion in the work lives and coping strategies of Ugandan nurses

Nursing in Uganda is a highly stressful, underpaid profession, leading to worrisome attrition levels; yet some nurses do manage to stay on the job and thrive. This study explored the ways in which religion influences the work lives and coping strategies of Ugandan nurses who thrive despite job stress. Participants were 15 female nurses working in faith-based and non-faith-based facilities in Uganda. The nurses were all actively religious people, a fact not known at the time they were recruited. All the nurses revealed that religious values affected their performance positively, enabling them to find meaning even in the face of adversity.

The effect of human patient simulation on critical thinking and its predictors in prelicensure nursing students

Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking.

OBJECTIVE

While there is evidence that HPS improves knowledge, there is no objective nursing data to support HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores.

METHODS

Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing students (age 25.7± 6.7; gender=87.7% female) from 3 schools were studied at the same point in their curriculum using a high-fidelity simulation. Pre- and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style.

RESULTS

There was a mean improvement in knowledge scores of 6.5 points (P<0.001), showing evidence of learning. However, there was no statistically significant change in the critical thinking scores. A logistic regression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P=0.01), baseline "knowledge" (P=0.04) and a low self-efficacy score ("not at all confident") in "baseline self-efficacy in managing a patient's fluid levels" (P=.05).

CONCLUSION

This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to determine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on critical thinking gains.