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Mingo SR, Fitch O, Tierney L, Nesbitt D. Promoting Academic Success in Nursing Education Through Academic Coaching: A Scoping Review. J Nurs Educ 2024; 63:515-524. [PMID: 39120507 DOI: 10.3928/01484834-20240501-02] [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: 08/10/2024]
Abstract
BACKGROUND Academic support services can improve undergraduate and graduate nursing program outcomes such as program completion and passing the NCLEX. Academic success coaching complements traditional support strategies by providing study skills and time management tools, promoting goal setting and self-efficacy, and referring students to support resources. This review examined interventions that academic success coaches use to improve student success and retention, licensing examination pass rates, and academic success. METHOD A scoping literature review identified types of interventions that resulted in significant improvement in student academic and holistic success. RESULTS Four classes of interventions were identified as effective in supporting student success: (1) academic support; (2) social and emotional support; (3) clinical guidance; and (4) course and program design. CONCLUSION Academic coaches are educated to identify student needs, provide support, and refer students to resources to improve academic outcomes. Future research should evaluate the need for academic success coaches to promote academic nursing student success. [J Nurs Educ. 2024;63(8):515-524.].
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Thorigny M, Didelot P, Bouazzi L, Pham BN, Barbe C. Reinforcement during the COVID-19 pandemic: Perception of nursing students and impact on intention to drop-out of nursing education. Heliyon 2024; 10:e29316. [PMID: 38638947 PMCID: PMC11024601 DOI: 10.1016/j.heliyon.2024.e29316] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2023] [Revised: 04/03/2024] [Accepted: 04/04/2024] [Indexed: 04/20/2024] Open
Abstract
Background Although the COVID-19 pandemic's impact on students has already been studied, its impact on nursing students' perception of their training and their conception of their future profession is unknown. Aims To describe nursing students' perception of their involvement in reinforcement during the COVID-19 pandemic and the impact of working as reinforcement staff during the COVID-19 pandemic on nursing students. Design Cross-sectional, comparative case/non-case study. Setting nurse training institutions in France. Participants "Cases" defined as nursing students who worked as reinforcement staff during the COVID-19 pandemic; "non-cases" defined as people who were in final year of nursing studies in 2018-2019 or 2019-2020 and so did not work as reinforcement staff during their nursing studies. Methods questionnaire about representations of the nursing profession, role of the nurse in society, previous thinking of dropping out of nursing education. Results 534 subjects included (310 cases; 214 non-cases). Cases reported feeling useful (38.6%) or very useful (25.7%) as reinforcement workers, while 91.5% concurred that nurses had an important role in the management of COVID-19 patients. Cases more frequently reported that the nursing profession is one where you save lives (61.5% vs 52.5%, p = 0.05). The desire to work as a nurse for a whole life had been more frequently expressed by cases (45.3% vs 34.8%, p = 0.05). Nursing education drop-out has been considered by 63.4% of subjects, without difference between "cases" and "non-cases" (p = 0.63). Subjects who considered dropping out of nursing education were younger (p = 0.01) and less often prone to think that the nursing profession was a profession personally rewarding (p = 0.01) and a life-saving profession (p = 0.03). Conclusion The majority of nursing students reported feeling useful during the pandemic, and underlined the importance of the nurse's role in management of COVID-19 patients. Participation in reinforcement staff during the pandemic had no influence on dropping out of nursing education.
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Affiliation(s)
- Maxime Thorigny
- Laboratoire REGARDS, Université de Reims Champagne Ardenne, EA 6192, France
| | - Pascal Didelot
- Institut de Formation en Soins Infirmier Du CHU de Reims, Avenue Du Général Koening, 51100, Reims, France
| | - Leïla Bouazzi
- Comité Universitaire de Ressources pour La Recherche en Santé, Université de Reims Champagne-Ardenne, REIMS, UFR Médecine, 51 Rue Cognacq Jay, 51100, France
| | - Bach-Nga Pham
- Comité Universitaire de Ressources pour La Recherche en Santé, Université de Reims Champagne-Ardenne, REIMS, UFR Médecine, 51 Rue Cognacq Jay, 51100, France
| | - Coralie Barbe
- Comité Universitaire de Ressources pour La Recherche en Santé, Université de Reims Champagne-Ardenne, REIMS, UFR Médecine, 51 Rue Cognacq Jay, 51100, France
- Laboratoire C2S (Cognition, Santé, Société), Université de Reims Champagne Ardenne, EA 6291, France
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Michinov E, Robin G, Hémon B, Béranger R, Boissart M. Protective resources against stress among student nurses: Influences of self-efficacy, emotional intelligence and conflict management styles. Nurse Educ Pract 2024; 74:103849. [PMID: 38006646 DOI: 10.1016/j.nepr.2023.103849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/21/2023] [Revised: 10/31/2023] [Accepted: 11/16/2023] [Indexed: 11/27/2023]
Abstract
AIMS This study aimed to investigate the levels of stress among French student nurses and the influence of different personal resources on their well-being and stress levels. BACKGROUND Student nurses have to cope with strong emotional demands, leading them to experience academic stress. Recent studies have highlighted the influence of personal resources such as self-efficacy, conflict management styles and emotional intelligence on the ability to cope with stressful situations. However, the contributions of these different factors have so far been explored separately. DESIGN A multicenter cross-sectional survey was performed from February to April 2022. The sample consisted of 1021 first-year student nurses from different nursing schools in France (including 890 women and 113 men), aged 18-55 years. METHODS Students completed an online questionnaire containing measures of well-being, Perceived Stress Scale, Occupational Stress, Generalized Self-Efficacy Scale, Emotional Intelligence and Conflict Management Styles. RESULTS Nearly half (40.4%) of participants reported experiencing symptoms of stress. However, they also reported a satisfactory well-being and high self-efficacy for coping with stressful situations. Multiple regression analyses revealed major contributions of self-efficacy to stress and well-being and additional mediation models showed that these contributions were partially mediated by awareness of one's own and others' emotions. CONCLUSIONS These findings highlight the importance of continuing to work on the construction of appropriate educational activities that are consistent with the technical and, above all, nontechnical skills of student nurses.
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Affiliation(s)
- Estelle Michinov
- Psychology, Cognition, Behavior and Communication Laboratory (LP3C), Rennes University, Rennes, France.
| | - Gaël Robin
- Medical Training Center (PFPS), Rennes University Hospital, Rennes, France
| | - Brivael Hémon
- Psychology, Cognition, Behavior and Communication Laboratory (LP3C), Rennes University, Rennes, France
| | - Rémi Béranger
- Univ Rennes, CHU Rennes, Inserm, EHESP, IRSET (Institut de Recherche en Santé, Environnement et Travail), UMR-S 1085, F-35000, Rennes, France
| | - Marielle Boissart
- Medical Training Center (PFPS), Clinical Investigation Center, Rennes University Hospital-Rennes University-INSERM, Rennes, France
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van Schaik M, Pasman HRR, Widdershoven GA, De Snoo-Trimp J, Metselaar S. Effectiveness of CURA: Healthcare professionals' moral resilience and moral competences. Nurs Ethics 2023:9697330231218344. [PMID: 38031920 DOI: 10.1177/09697330231218344] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/01/2023]
Abstract
Background: Clinical ethics support instruments aim to support healthcare professionals in dealing with moral challenges in clinical practice. CURA is a relatively new instrument tailored to the wishes and needs of healthcare professionals in palliative care, especially nurses. It aims to foster their moral resilience and moral competences.Aim: To investigate the effects of using CURA on healthcare professionals regarding their Moral Resilience and Moral Competences.Design: Single group pre-/post-test design with two questionnaires.Methods: Questionnaires used were the Rushton Moral Resilience Scale measuring Moral Resilience and the Euro-MCD, measuring Moral Competences. Respondents mainly consisted of nurses and nurse assistants who used CURA in daily practice. Forty-seven respondents contributed to both pre- and post-test with 18 months between both tests. Analysis was done using descriptive statistics and Wilcoxon signed rank tests. This study followed the SQUIRE checklist.Ethical considerations: This study was approved by the Institutional Review Board of Amsterdam UMC. Informed consent was obtained from all respondents.Results: The total Moral Resilience score and the scores of two subscales of the RMRS, that is, Responses to Moral Adversity and Relational Integrity, increased significantly. All subscales of the Euro-MCD increased significantly at posttest. Using CURA more often did not lead to significant higher scores on most (sub) scales.Conclusion: This study indicates that CURA can be used to foster moral resilience and moral competences of healthcare professionals. CURA therefore is a promising instrument to support healthcare professionals in dealing with moral challenges in everyday practice.
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Affiliation(s)
- Malene van Schaik
- Department of Ethics, Law and Humanities, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - H Roeline Rw Pasman
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Guy Am Widdershoven
- Department of Ethics, Law and Humanities, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Janine De Snoo-Trimp
- Department of Ethics, Law and Humanities, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Suzanne Metselaar
- Department of Ethics, Law and Humanities, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
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Kreuziger SB, Snethen JA. College instructors' experiences with undergraduate students who have mental health symptoms: systematic review. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023:1-10. [PMID: 37855735 DOI: 10.1080/07448481.2023.2253920] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/08/2022] [Accepted: 08/25/2023] [Indexed: 10/20/2023]
Abstract
OBJECTIVE to synthesize peer-reviewed research exploring postsecondary instructors' experiences with undergraduate students with mental health (MH) symptoms. METHODS English-language, peer-reviewed primary research articles published between 2010 and 2021 were included. Themes and subthemes were analyzed. RESULTS Ten articles met criteria. Three themes emerged: Instructor Actions in the Moment, with subthemes Talking with Students, Making Referrals, and Doing Nothing; Processing the Complex Emotional Impact, with subthemes Caring and Confidence, Powerlessness and Apprehension, Struggle with Boundaries, and Worry about Safety; and Needs Unmet by the Institution, with subthemes Wanted Disclosure, Wanted MH Training, Wanted Clear Policies, Wanted Institutional Support, and Wanted Robust Campus Counseling Services. Lack of resources was the major reported impediment. CONCLUSIONS Several implications for institutions emerge. MH education should be provided for instructors. Institutions should ensure MH policies are clear and easily accessible. Institutions should acknowledge instructors' efforts with students. Finally, training on applicable laws surrounding student MH should be available.
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Affiliation(s)
- Suzanne B Kreuziger
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, USA
| | - Julia A Snethen
- College of Nursing, University of Wisconsin-Milwaukee, Milwaukee, Wisconsin, USA
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Matteau L, Toupin I, Ouellet N, Beaulieu M, Truchon M, Gilbert-Ouimet M. Nursing students' academic conditions, psychological distress, and intention to leave school: A cross-sectional study. NURSE EDUCATION TODAY 2023; 129:105877. [PMID: 37453407 DOI: 10.1016/j.nedt.2023.105877] [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: 12/13/2022] [Revised: 05/02/2023] [Accepted: 06/12/2023] [Indexed: 07/18/2023]
Abstract
BACKGROUND Psychological distress and intention to leave school are highly prevalent among nursing students. Academic conditions, including psychosocial stressors and school-work-life conflicts, could contribute to psychological distress and intention to leave school. OBJECTIVE To explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school. DESIGN Cross-sectional correlational design. SETTINGS Data collection was performed in February and October 2021 in two nursing schools in Canada: Cegep (publicly funded college, technical degree) and university (bachelor's degree). PARTICIPANTS 230 nursing students (Cegep 131, university 99). METHODS A self-administered online questionnaire assessed academic conditions (psychosocial stressors (Demand-Control-Support, Effort-Reward Imbalance and Overcommitment scales) and school-work-life conflicts (single item)), psychological distress (Kessler-6 scale), intention to leave school, and several covariates. Poisson robust multivariate regression models were built to explore the associations between academic conditions and 1) psychological distress and 2) intention to leave school. RESULTS A large proportion of participants experienced high efforts, school-work-life conflicts, overcommitment, and psychological distress (49.5-84.7 %). One out of five participants had had intention to leave school "many times" (Cegep 20.61 %; university 22.22 %). In adjusted analysis, overcommitment and school-work-life conflicts were associated with a higher prevalence of psychological distress (Prevalence ratio = 2.10; 95 % Confidence Intervals = 1.15-3.84 and Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.24-4.32, respectively). Adverse associations were observed between effort-reward imbalance (Prevalence ratio = 2.32; 95 % Confidence Intervals = 1.09-4.94) as well as school-work-life conflicts (Prevalence ratio = 2.40; 95 % Confidence Intervals = 1.05-5.45) and intention to leave school. CONCLUSIONS Academic conditions might be risk factors for psychological distress and intention to leave school among nursing students. Interventions targeting modifiable academic conditions might improve nursing students' mental health and retention.
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Affiliation(s)
- Léonie Matteau
- Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada; Canada Research Chair in Sex and Gender in Occupational Health, Université du Québec à Rimouski, Lévis, QC, Canada; CHU de Québec Research Center, Population Health and Optimal Health Practices Unit, Québec, QC, Canada.
| | - Isabelle Toupin
- Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada.
| | - Nicole Ouellet
- Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada.
| | - Marianne Beaulieu
- Nursing Sciences Faculty, Université Laval, 2325 Rue de l'Université, Québec, QC G1V 0A6, Canada.
| | - Manon Truchon
- School of Psychology, Social Sciences Faculty, Université Laval, 2325 Rue de l'Université, Québec, QC G1V 0A6, Canada.
| | - Mahée Gilbert-Ouimet
- Département des sciences de la santé, Université du Québec à Rimouski, 300 allée des Ursulines, Rimouski, QC G5L 3A1, Canada; Canada Research Chair in Sex and Gender in Occupational Health, Université du Québec à Rimouski, Lévis, QC, Canada; CHU de Québec Research Center, Population Health and Optimal Health Practices Unit, Québec, QC, Canada.
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Badiyepeymaiejahromi Z, Bijani M, Taghizadeganzadeh M, Tehranineshat B. The effects of using the nurse self-concept mobile application on the retention of nursing students. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:331. [PMID: 38023095 PMCID: PMC10670966 DOI: 10.4103/jehp.jehp_117_23] [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: 01/27/2023] [Accepted: 03/02/2023] [Indexed: 12/01/2023]
Abstract
BACKGROUND The high dropout rate among nursing students has become a global concern as it leads to a shortage of nurses on the one hand and a negative impact on the professional motivation of nursing students on the other. The present study was conducted to investigate the effects of using the Nurse Self-Concept Mobile Application (NSCMA) on the retention of nursing students. MATERIALS AND METHODS The present study is an experimental work of research with a longitudinal design conducted from April to December 2021. The study population was second-year nursing students in a nursing school in the south of Iran who were randomly divided into an experimental (n = 49) and a control group (n = 50). The assessment was based on a pretest-posttest design and a one-month follow-up. The collected data were analyzed in SPSS v. 21 using descriptive statistics (frequency, percentage, mean, and standard deviation) and analytical statistics (repeated measures). The P value was set <0.05. RESULTS The means of the students' ages and grades were 21.31 ± 2.43 and 15.30 ± 2.13, respectively. The results showed a statistically significant increase in the experimental group's intent-to-stay mean scores as measured in three stages (P = 0.029), indicating that the intervention enhanced the nursing students' inclination to stay in nursing programs. However, the changes in the control group's mean scores were not statistically significant (P = 0.132). CONCLUSION The Nurse Self-Concept Mobile Application proved effective in enhancing nursing students' inclination to complete their education and follow a career as a nurse. Thus, it is essential that nursing students' education include programs designed to enhance the students' self-concept, especially in the first few years of their education. Also, nursing schools should use this software to encourage students to stay in the nursing major.
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Affiliation(s)
| | - Mostafa Bijani
- Department of Medical Surgical Nursing, Fasa University of Medical Sciences, Fasa, Iran
| | - Mahboobeh Taghizadeganzadeh
- Department of Operating Room, School of Paramedical Sciences, Jahrom University of Medical Sciences, Jahrom, Iran
| | - Banafsheh Tehranineshat
- Department of Nursing, Faculty of Nursing and Midwifery, Hormozgan University of Medical Sciences, Bandar Abbas, Iran
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Zhu P, Xu T, Xu H, Ji Q, Wang W, Qian M, Shi G. Relationship between Anxiety, Depression and Learning Burnout of Nursing Undergraduates after the COVID-19 Epidemic: The Mediating Role of Academic Self-Efficacy. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4194. [PMID: 36901200 PMCID: PMC10002455 DOI: 10.3390/ijerph20054194] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/09/2023] [Revised: 01/31/2023] [Accepted: 02/04/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Although cross-sectional studies on the learning status of nursing undergraduates during the COVID-19 epidemic have surged, few studies have explored the normalization of COVID-19 on students' learning burnout and mental health. The study was designed to investigate the learning burnout of nursing undergraduates in school under the normalization of the COVID-19 epidemic and explore the hypothesized mediation effect of academic self-efficacy in the relationship between anxiety, depression and learning burnout in Chinese nursing undergraduates. METHODS A cross-sectional study was conducted among nursing undergraduates in the school of nursing of a university in Jiangsu Province, China (n = 227). A general information questionnaire, College Students' Learning Burnout Questionnaire, Generalized Anxiety Disorder Scale (GAD-7), and Patient Health Questionnaire depression scale (PHQ-9) were administered. Descriptive statistical analysis, Pearson correlation analysis, and multiple linear regression analysis were performed via SPSS 26.0. Process plug-in (Model 4) was used to test the mediating effect of academic self-efficacy (bootstrap 5000 iterations, α = 0.05). RESULTS Learning burnout (54.1 ± 0.656) was positively correlated with anxiety (4.6 ± 0.283) and depression (5.3 ± 0.366) (p < 0.01) and was negatively correlated with academic self-efficacy (74.41 ± 0.674) (p < 0.01). Academic self-efficacy plays a mediating role between anxiety and learning burnout (0.395/0.493, 80.12%) and a mediating role between depression and learning burnout (0.332/0.503, 66.00%). CONCLUSION Academic self-efficacy has a significant predictive effect on learning burnout. Schools and teachers should strengthen the screening and counselling of students' psychological problems, detect learning burnout caused by emotional problems in advance and improve students' initiative and enthusiasm for learning.
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Translation and validation of the Chinese version of the Friedman life balance scale among nursing students: A psychometric analysis. Nurse Educ Pract 2023; 66:103505. [PMID: 36462275 DOI: 10.1016/j.nepr.2022.103505] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Revised: 11/08/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022]
Abstract
AIM To conduct a Chinese translation and validation of the Friedman Life Balance Scale (FLBS). BACKGROUND Prevalence of mental disorders is high among nursing students. Life balance is important for nursing students, which may help them increase efficiency in their studies and develop physical and psychological health. Yet, little is known about life balance in nursing students. Therefore, it is crucial to evaluate the status of life balance of the students to lay the foundation for exploring its associated factors. DESIGN A multi-centre cross-sectional design. METHOD The study was comprised of 420 nursing students from 15 hospitals and two educational institutes in East, North and Northeast China from July 2021 to January 2022. The Chinese version of the FLBS was translated and adapted based on published, standardized, international guidelines. Psychometric evaluation included floor and ceiling effects, factorial validity, convergent validity, discriminant validity, internal consistency, test-retest reliability, diagnosis accuracy and calibration. The tests used for validity included floor and ceiling effects, confirmatory factor analysis, average extracted variance (AVE) value, composite reliability, correlations with life satisfaction and subjective well-being. The tests used for reliability incudes Cronbach's alpha and intraclass correlation coefficients. Diagnosis accuracy was tested by the area under the curve and calibration was tested by Hosmer-Lemeshow goodness-of-fit test. RESULTS The Chinese version of the Friedman life balance scale did not demonstrate floor or ceiling effect, showing content validity is not limited. Confirmatory factor analysis showed acceptable model fit after it was modified. Convergent validity and discriminant validity of the Friedman life balance scale were supported, except subscales two and three were not discriminated well by AVE technique. The internal consistency was acceptable and the test-retest reliability was good with 0.858. The area under the curve was 0.762 and the optimal cut-off point for depressive symptoms was 44. Hosmer-Lemeshow goodness-of-fit test showed the calibration to be acceptable. Life balance is moderate among Chinese nursing students. The subscale "self-forgive, compassion, love" had the highest correlations with well-being and life satisfaction. CONCLUSIONS The Chinese version of the Friedman life balance scale is a suitable instrument for assessing life balance in Chinese-speaking contexts. It also may have potential utility in identifying nursing students with or without depressive symptoms that may need further examination. Future work should examine additional samples of Chinese nursing students, as well as, perhaps other student populations to determine the extent to which the psychometric properties of the FLBS generalize to other students and contexts.
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Heath J, Walmsley LA, Braido C, Brouwer K, Wiggins AT, Butler KM. Cultivating practices for resilience with baccalaureate nursing students: A pilot study. Perspect Psychiatr Care 2022; 58:1529-1536. [PMID: 34613628 DOI: 10.1111/ppc.12960] [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: 06/30/2021] [Revised: 08/17/2021] [Accepted: 08/20/2021] [Indexed: 12/01/2022] Open
Abstract
PURPOSE The purpose of Cultivating Practices for Resilience (CPR) was to develop, implement, and evaluate college-wide strategic initiatives to promote wellness and resilience and improve mental health outcomes in baccalaureate nursing students. DESIGN AND METHODS Six hundred and fifty-four students were invited to complete a 24-item survey over 3 weeks in 2021. Descriptive statistics/logistic regression were used for data analysis. FINDINGS One hundred and thirty-one students completed the survey; 61% were sophomores. White students (p = 0.024) and males (p = 0.023) had higher intentions to refer colleagues to mental health services. Those perceiving CPR programming more helpful had higher intentions to refer (p < 0.001) and embrace the ANA's Healthy Nurse Healthy Nation™ campaign (p < 0.001). PRACTICE IMPLICATIONS Stronger strategic efforts are needed to help shape an academic culture for cultivating practices for resilience among baccalaureate nursing students, especially females and underrepresented population groups.
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Affiliation(s)
- Janie Heath
- University of Kentucky, College of Nursing, Lexington, Kentucky, USA
| | - Lee A Walmsley
- University of Kentucky, College of Nursing, Lexington, Kentucky, USA
| | - Cara Braido
- Children's Hospital, University of Kentucky, Lexington, Kentucky, USA
| | - Kent Brouwer
- UK Chandler Hospital, University of Kentucky, Lexington, Kentucky, USA
| | - Amanda T Wiggins
- University of Kentucky, College of Nursing, Lexington, Kentucky, USA
| | - Karen M Butler
- University of Kentucky, College of Nursing, Lexington, Kentucky, USA
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Kirdchok P, Kolkijkovin V, Munsukpol W, Chinvararak C. Prevalence of common mental health problems and associated factors among university students visiting Supara mental health service: A cross-sectional study. F1000Res 2022; 11:1107. [PMID: 37096183 PMCID: PMC10122108 DOI: 10.12688/f1000research.126054.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 09/21/2022] [Indexed: 11/20/2022] Open
Abstract
Background: Early studies found that the mental health problems rate was relatively high in university students. We aimed to investigate the prevalence of mental problems and associated factors in university students. Methods: We conducted a cross-sectional descriptive study at Supara mental health service in the Faculty of Medicine Vajira Hospital between February 2020 to June 2021. The primary outcome was the prevalence of psychiatric diagnosis according to the 10th revision of the International Statistical Classification of Diseases and Related Health Problems (ICD-10). The secondary assessments included the Patient Health Questionnaire-9 (PHQ-9), 8 items from the Mini International Neuropsychiatric Interview (MINI) to assess suicidal risk (8Q), and the Thai Mental Health Indicator (TMHI-15). The prevalence of mental health problems was presented by frequency and percentage. In addition, multivariable regression analysis was used to identify potential predictors of mental health problems. Results: A total of 184 participants (62% female; mean age = 22.49 years (SD 3.93) were recruited. The depressive disorders, adjustment disorders, and anxiety disorders rates were 57.1%, 15.2% and 13.6%, respectively. Grade point averages (GPAs) below 3.0 (OR=3.09, 95%CI: 1.17-8.14) and a family history of mental disorder (OR=3.40, 95%CI: 1.10-10.48) were significant associated factors of moderate to severe mental health problems. Detecting and screening these factors may help the university to provide early detection and treatment for students. Conclusions: Depressive disorders were the most common mental health disorders. Females, low GPAs and a family history of mental disorder were predictors of moderate to severe mental health problems.
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Affiliation(s)
- Pantri Kirdchok
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Varuna Kolkijkovin
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Wanida Munsukpol
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Chotiman Chinvararak
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
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Aukerman R, White L, Gierach M, Miller T, Wolles B. The lived experience of nurses transitioning to professional practice during the COVID-19 pandemic. Nurs Forum 2022; 57:756-764. [PMID: 35690896 PMCID: PMC9350265 DOI: 10.1111/nuf.12759] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Revised: 05/12/2022] [Accepted: 05/15/2022] [Indexed: 12/01/2022]
Abstract
As a result of the COVID‐19 pandemic, newly graduating nurses have entered into rapidly changing clinical environments, experiencing healthcare in a manner for which they were not fully prepared. The purpose of this study is to describe the lived experience of these newly graduated registered nurses (RNs) who transitioned to practice during the COVID‐19 pandemic, and to gain understanding of how to better prepare future graduates for similar situations. A multisite qualitative phenomenological design was used in this study of 12 frontline nurses that graduated in the spring of 2020 and transitioned into their new role as RNs. A trained research team conducted semistructured interviews and completed a thematic analysis of the data. The results were six themes that emerged from the study participants' interviews: (1) fear, (2) emotional conflict, (3) self‐doubt, (4) alone, (5) communication barriers, and (6) finding the positive.
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Affiliation(s)
| | - Lynn White
- Augustana University, Sioux Falls, South Dakota, USA
| | | | - Tara Miller
- Avera McKennan Hosptial, Sioux Falls, South Dakota, USA
| | - Brenda Wolles
- Sanford USD Medical Center, Sioux Falls, South Dakota, USA
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13
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Abstract
The purpose of this study was to evaluate the effectiveness of a brief stress management workshop on nursing students' perceived stress and resilience. Students who received the stress management intervention during orientation had significantly higher resilience scores and lower stress scores 1 year later during COVID-19 than the comparison group.
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14
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Lee E, De Gagne JC. The impact of resilience on turnover among newly graduated nurses: A 1‐year‐follow up study. J Nurs Manag 2022; 30:1295-1302. [DOI: 10.1111/jonm.13613] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/29/2021] [Revised: 04/04/2022] [Accepted: 04/07/2022] [Indexed: 11/29/2022]
Affiliation(s)
- Eunhee Lee
- Hallym University School of Nursing/Research Institute of Nursing Science Chuncheon Gangwon‐do Korea
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15
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Petley B, Husted M, Lees A, Locke R. The effectiveness of interventions and behaviour change techniques to reduce stress in student nurses: A systematic review. NURSE EDUCATION TODAY 2022; 109:105212. [PMID: 34799194 DOI: 10.1016/j.nedt.2021.105212] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 10/13/2021] [Accepted: 11/06/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Student nurses experience stress leading to poor health and course attrition (Lovegrove, 2018). OBJECTIVES AND DESIGN This systematic review aimed to evaluate the effectiveness of interventions and 'behaviour change techniques' (BCTs) to reduce student nurse stress. BCTs are active components of interventions that are observable, replicable, irreducible and designed to change behaviour (Michie et al., 2013). DATA SOURCES Thirteen databases were searched from inception to May 2020. REVIEW METHODS The interventions were classified according to their target: 'stressors', 'coping', 'cognitive reappraisal' or a combination of these (Lazarus and Folkman, 1984). BCTs were coded using the BCT taxonomy: a hierarchical framework of BCTs (Michie et al., 2013). RESULTS 28 interventions reported in 23 articles were included in the review. A positive effect was identified in 22 interventions. There were no studies addressing the stressors in isolation and the interventions targeting stressors in combination with coping (n = 1) or cognitive reappraisal (n = 1) found no significant effects. In contrast, 74% of those targeting coping alone (n = 14/19), 100% of those addressing coping and cognitive reappraisal together (n = 4/4) and 66% addressing all three targets together (n = 2/3) were successful. The most common BCTs provided students with information and skills relating to stress management, with 18/21 being successful >50% of the time. CONCLUSIONS Overall, most interventions aimed to teach students skills to cope with stress, with the majority having a short-term effect. However, as some interventions and BCTs were infrequently used or poorly described and all studies had a medium-high risk of bias, there is a need for longitudinal high-quality studies.
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Affiliation(s)
- Becky Petley
- School of Health, Sport and Community, University of Winchester, Sparkford Road, Winchester, Hampshire SO22 4NR, UK.
| | - Margaret Husted
- Psychology Department, University of Winchester, Sparkford Road, Winchester, Hampshire SO22 4NR, UK
| | - Amanda Lees
- Visiting Researcher, University of Winchester, Sparkford Road, Winchester, Hampshire SO22 4NR, UK
| | - Rachel Locke
- School of Health, Sport and Community, University of Winchester, Sparkford Road, Winchester, Hampshire SO22 4NR, UK
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16
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Gaiotto EMG, Trapé CA, Campos CMS, Fujimori E, Carrer FCDA, Nichiata LYI, Cordeiro L, de Bortoli MC, Yonekura T, Toma TS, Soares CB. Response to college students' mental health needs: a rapid review. Rev Saude Publica 2022; 55:114. [PMID: 35019050 PMCID: PMC8687654 DOI: 10.11606/s1518-8787.2021055003363] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/26/2020] [Accepted: 02/08/2021] [Indexed: 11/18/2022] Open
Abstract
OBJECTIVE To present strategic options to support the adoption of mental health strengthening policies for university students in the field of health, to be implemented by university institutions. METHODS Rapid review, without period delimitation, with searches carried out from May to June 2020, in 21 sources of bibliographic data, including gray literature. The following keywords were used: mental health, students and university. The selection process prioritized systematic reviews of mental health interventions for university students in health care courses, and also considered other types of review and relevant primary studies. RESULTS Forty-five studies were included: 34 systematic reviews, an evidence synthesis, an overview, a scope review, three narrative reviews, three experience reports and two opinion articles. The evidence from these studies supported the development of four options: 1) to establish and support policies to strengthen the mental health of students in health care courses; 2) to integrate mental health care programs, expand their offer and facilitate access by students; 3) to promote educational programs and communication strategies related to contemporary psychic suffering and its confrontation, so that students can get to know the services and resources and identify strengthening practices; 4) to continuously monitor and assess the mental health needs of students in health care courses. CONCLUSIONS The options are challenging and require universities to establish institutional commissions to implement a policy to strengthen the mental health of university students in the health area, with the ability to recognize the different health needs, including manifestations of psychic suffering ; to integrate the university's internal actions with each other and with the services of the Unified Health System; to implement and monitor the actions that make up the mental health policy.
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Affiliation(s)
- Emiliana Maria Grando Gaiotto
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Carla Andrea Trapé
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Celia Maria Sivalli Campos
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Elizabeth Fujimori
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Fernanda Campos de Almeida Carrer
- Universidade de São PauloFaculdade de OdontologiaDepartamento de Odontologia SocialSão PauloSPBrasilUniversidade de São Paulo. Faculdade de Odontologia. Departamento de Odontologia Social. São Paulo, SP, Brasil
| | - Lucia Yassuko Izumi Nichiata
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
| | - Luciana Cordeiro
- Universidade Federal de PelotasFaculdade de MedicinaPelotasRSBrasilUniversidade Federal de Pelotas, Faculdade de Medicina. Curso de Terapia Ocupacional. Pelotas, RS, Brasil
| | - Maritsa Carla de Bortoli
- Secretaria de Estado da SaúdeInstituto de SaúdeSão PauloSPBrasilSecretaria de Estado da Saúde. Instituto de Saúde. São Paulo, SP, Brasil
| | - Tatiana Yonekura
- Hospital do CoraçãoLaboratório de Implementação do Conhecimento em SaúdeSão PauloSPBrasilHospital do Coração. Laboratório de Implementação do Conhecimento em Saúde. São Paulo, SP, Brasil
| | - Tereza Setsuko Toma
- Secretaria de Estado da SaúdeInstituto de SaúdeSão PauloSPBrasilSecretaria de Estado da Saúde. Instituto de Saúde. São Paulo, SP, Brasil
| | - Cassia Baldini Soares
- Universidade de São PauloEscola de EnfermagemDepartamento de Enfermagem em Saúde ColetivaSão PauloSPBrasilUniversidade de São Paulo. Escola de Enfermagem. Departamento de Enfermagem em Saúde Coletiva. São Paulo, SP, Brasil
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17
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Kirdchok P, Kolkijkovin V, Munsukpol W, Chinvararak C. Prevalence of common mental health problems and associated factors among university students visiting Supara mental health service: A cross-sectional study. F1000Res 2022; 11:1107. [PMID: 37096183 PMCID: PMC10122108.2 DOI: 10.12688/f1000research.126054.2] [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] [Accepted: 03/21/2023] [Indexed: 05/10/2023] Open
Abstract
Background: Early studies found that the mental health problems rate was relatively high in university students. We aimed to investigate the prevalence of mental problems and associated factors in university students. Methods: We conducted a cross-sectional descriptive study at Supara mental health service in the Faculty of Medicine Vajira Hospital between February 2020 to June 2021. The primary outcome was the prevalence of psychiatric diagnosis according to the 10th revision of the International Statistical Classification of Diseases and Related Health Problems (ICD-10). The secondary assessments included the Patient Health Questionnaire-9 (PHQ-9), 8 items from the Mini International Neuropsychiatric Interview (MINI) to assess suicidal risk (8Q), and the Thai Mental Health Indicator (TMHI-15). The prevalence of mental health problems was presented by frequency and percentage. In addition, multivariable regression analysis was used to identify potential predictors of mental health problems. Results: A total of 184 participants (62% female; mean age = 22.49 years (SD 3.93) were recruited. The depressive disorders, adjustment disorders, and anxiety disorders rates were 57.1%, 15.2% and 13.6%, respectively. Grade point averages (GPAs) below 3.0 (OR=3.09, 95%CI: 1.17-8.14) and a family history of mental disorder (OR=3.40, 95%CI: 1.10-10.48) were significant associated factors of moderate to severe mental health problems. Detecting and screening these factors may help the university to provide early detection and treatment for students. Conclusions: Depressive disorders were the most common mental health disorders. Females, low GPAs and a family history of mental disorder were predictors of moderate to severe mental health problems.
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Affiliation(s)
- Pantri Kirdchok
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Varuna Kolkijkovin
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Wanida Munsukpol
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
| | - Chotiman Chinvararak
- Department of Psychiatry, Faculty of Medicine Vajira Hospital, Navamindradhiraj University, Bangkok, 10300, Thailand
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18
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Drach‐Zahavy A, Goldblatt H, Admi H, Blau A, Ohana I, Itzhaki M. A multi-level examination of nursing students' resilience in the face of the COVID-19 outbreak: A cross-sectional design. J Adv Nurs 2022; 78:109-120. [PMID: 34212420 PMCID: PMC8446960 DOI: 10.1111/jan.14951] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2021] [Revised: 05/14/2021] [Accepted: 06/15/2021] [Indexed: 12/30/2022]
Abstract
AIMS To examine nursing students' stress and coping with the coronavirus disease 2019 (COVID-19) pandemic through an ecological model of resilience. Specifically, to examine the relative contribution of different resilience levels in decreasing nursing students' strain symptoms: at the individual level, resilience trait; at the relational level, students' coping strategies; at the university level, nursing students' perceptions on their university's readiness to handle the virus outbreak; and at the national level, nursing students' trust in policymakers' decisions. DESIGN The study used a cross-sectional design. METHODS Undergraduate students of five universities were recruited via an electronic link sent to their emails during the first months of the COVID-19 outbreak: May-July 2020. Of them, 492 participants completed the research questionnaire. RESULTS Hierarchical Regression Analysis revealed that nursing students' resilience, as a multi-level factor, decreased the students' level of strain symptoms above and beyond their stress levels and control variables. Specifically, the nursing students' trait resilience, perceptions of their university's positive response to the pandemic and trust in their national policymakers were negatively associated with their strain symptoms. Conversely, disengagement-in-emotion coping strategies was positively associated with the students' strain symptoms. CONCLUSIONS Nursing students' resilience should be seen as a flexible resource that can be developed and influenced by their academic and clinical training, and by the intentions and actions of their university and the nursing administration at the Ministry of Health (MOH). IMPACT The findings call for the nursing administration at the MOH and for the university deans and department heads to prepare in advance a crisis plan that could be rapidly and effectively implemented when needed. Furthermore, topics such as developing flexible coping strategies should be integrated into the nursing curricula. These would allow students to prepare and cope better with adversity in their routine and in times of crisis.
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Affiliation(s)
- Anat Drach‐Zahavy
- Department of NursingFaculty of Social Welfare & Health SciencesUniversity of HaifaHaifaIsrael
| | - Hadass Goldblatt
- Department of NursingFaculty of Social Welfare & Health SciencesUniversity of HaifaHaifaIsrael
| | - Hanna Admi
- Nursing DepartmentGraduate ProgramYezreel Valley CollegeJezreel ValleyIsrael
| | - Ayala Blau
- Nursing DepartmentAriel UniversityArielIsrael
| | - Irit Ohana
- Nursing DepartmentRamat Gan Academic CollegeRamat GanIsrael
| | - Michal Itzhaki
- Nursing DepartmentSchool of Health ProfessionsSackler Faculty of MedicineTel Aviv UniversityTel AvivIsrael
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19
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Berglund M, Kjellsdotter A, Wills J, Johansson A. The best of both worlds - entering the nursing profession with support of a transition programme. Scand J Caring Sci 2021; 36:446-455. [PMID: 34939203 DOI: 10.1111/scs.13058] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2021] [Revised: 11/10/2021] [Accepted: 12/12/2021] [Indexed: 11/28/2022]
Abstract
BACKGROUND Transition into clinical practice for newly graduated nurses is a difficult time, with high stress levels defined by a demanding period of personal and professional acclimatisation. Transitions are complicated and multi-dimensional, and to understand this process, it is crucial to identify the factors that facilitate or stand in the way of a healthy transition. AIM The phenomenological study aimed to describe newly graduated nurses' expectations of transitioning into the nursing profession at the start of a clinical nursing introduction programme, including education, supervision, and critical reflection with peers. METHOD The study was based on seven group interviews with newly graduated nurses. The interviews utilised open-ended and follow-up questions and were carried out as a dialogue to enable reflection on the phenomenon of interest. This was explored and illuminated using the reflective lifeworld research approach, based on phenomenological epistemology. FINDINGS "Expectations of transition into the nursing profession via the Clinical Nursing Introduction Programme" is signified by an oscillating movement between uncertainty, security, challenge, and growth on the threshold of a new identity. The phenomenon is constituted by the courage to grow, responsibility and fear, belonging and vulnerability, and support and challenge. CONCLUSION Transitioning into the nursing profession via the Clinical Nursing Introduction Programme means having the best of both worlds. Newly graduated nurses have the opportunity to receive education and structured support at the same time as they work independently in clinical practice.
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Affiliation(s)
- Mia Berglund
- School of Health Sciences, Skövde University, Skövde, Sweden
| | - Anna Kjellsdotter
- School of Health Sciences, Skövde University, Skövde, Sweden.,Research and Development Centre, Skaraborg Hospital Skövde, Skövde, Sweden
| | - Joanne Wills
- School of Health Sciences, Skövde University, Skövde, Sweden
| | - Anita Johansson
- Research and Development Centre, Skaraborg Hospital Skövde, Skövde, Sweden
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20
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Loef J, Vloet LCM, Vierhoven PH, van der Schans L, Neyman-Lubbers Y, de Vries-de Winter C, Ebben RHA. Starting ambulance care professionals and critical incidents: a qualitative study on experiences, consequences and coping strategies. BMC Emerg Med 2021; 21:110. [PMID: 34620095 PMCID: PMC8495434 DOI: 10.1186/s12873-021-00500-9] [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: 02/03/2021] [Accepted: 08/30/2021] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Ambulance care professionals are regularly confronted with critical incidents that increase risks for mental health disorders. To minimize these risks, it is important that ambulance care professionals adequately cope with critical incidents. Especially from the perspective of starting ambulance care professionals it is unknown which coping styles they use when experiencing a critical incident and how they are trained to cope with critical incidents. The aim of this study was to gain insight in (a) what starting ambulance care professionals describe as critical incidents, (b) how they experience these critical incidents and their consequences, (c) how they cope with these incidents, and (d) how they are trained and guided to cope with these incidents. METHODS A qualitative design with individual, semi-structured interviews was used. The data was analyzed by using inductive thematic analysis. RESULTS Twenty-two starting ambulance care professionals were interviewed of which, 11 were male. The age ranged from 23 to 31 years, with 11 participants being 27 years or younger. Three key-themes emerged that make an incident critical: (1) emotional connection versus emotional detachment, (2) feeling loss of control, and (3) incomprehension. All participants experienced several short to middle term physical, psychological and social consequences after encountering a critical incident. Starting ambulance care professionals applied different coping strategies during different phases of the ambulance care process: a mix of depersonification, focus on the medical task, support from colleagues and their own network, seeking confirmation, and distraction. Most starting ambulance care professionals don't actively remember they received education about coping with critical incidents during their initial educational program. During and after traineeships, the workplace preceptor has a crucial role for starting ambulance care professionals to learn them how to cope with critical incidents. CONCLUSIONS Three key-themes interact to make an incident more critical for starting ambulance care professionals. To cope with these critical incidents, starting ambulance care professionals use a variety of coping strategies. These results can be used to develop training and coaching for starting ambulance care professionals so they can adequately cope with critical incidents.
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Affiliation(s)
- Jorik Loef
- Emergency Medical Service Brabant Midden-West-Noord, 's Hertogenbosch, The Netherlands. .,Research Department of Emergency and Critical Care, HAN University of Applied Sciences, School of Health Studies, Nijmegen, the Netherlands.
| | - Lilian C M Vloet
- Research Department of Emergency and Critical Care, HAN University of Applied Sciences, School of Health Studies, Nijmegen, the Netherlands.,IQ healthcare, Radboud University Medical Center, Radboud Institute for Health Sciences, Nijmegen, The Netherlands
| | - Peter-Hans Vierhoven
- Research Department of Emergency and Critical Care, HAN University of Applied Sciences, School of Health Studies, Nijmegen, the Netherlands.,, Dutch platform of Bachelor of Medical Health, Utrecht, The Netherlands
| | - Leonie van der Schans
- Dutch Society of Bachelor of Medical Health, Utrecht, The Netherlands.,Emergency Medical Service Amsterdam, Amsterdam, The Netherlands
| | - Yvonne Neyman-Lubbers
- Emergency Medical Service Brabant Midden-West-Noord, 's Hertogenbosch, The Netherlands
| | - Christine de Vries-de Winter
- Research Department of Emergency and Critical Care, HAN University of Applied Sciences, School of Health Studies, Nijmegen, the Netherlands.,, Dutch platform of Bachelor of Medical Health, Utrecht, The Netherlands
| | - Remco H A Ebben
- Research Department of Emergency and Critical Care, HAN University of Applied Sciences, School of Health Studies, Nijmegen, the Netherlands
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21
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Yu H, Gui L. Compassion fatigue, burnout and compassion satisfaction among emergency nurses: A path analysis. J Adv Nurs 2021; 78:1294-1304. [PMID: 34510523 DOI: 10.1111/jan.15034] [Citation(s) in RCA: 13] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/03/2021] [Revised: 07/27/2021] [Accepted: 08/20/2021] [Indexed: 11/28/2022]
Abstract
AIMS To verify a hypothesized model of the relationships between compassion fatigue, burnout and compassion satisfaction, as well as their influencing factors and consequences, among emergency nurses. DESIGN A descriptive, cross-sectional design. METHODS A hypothesized model was proposed on the basis of the current literature. A convenience sample was conducted of nurses working in the emergency departments of six hospitals in Shanghai, China, from July to September 2020. A total of 445 valid data points were collected using various self-designed and well-validated instruments. Descriptive statistics and correlations were computed, and a path analysis was used to assess model fitness and to investigate direct and indirect effects. RESULTS The final model reported a desirable fit with significant paths. Compassion satisfaction and compassion fatigue directly and inversely affected burnout, and compassion satisfaction positively influenced compassion fatigue. Perceived social support directly improved compassion satisfaction and protected against compassion fatigue. Compassion satisfaction and compassion fatigue directly affected mental health, and burnout directly influenced physical health. Compassion fatigue, burnout and compassion satisfaction had complicated effects on turnover intention. CONCLUSION Emergency nurses' compassion satisfaction and compassion fatigue may be two coexisting constructs, and both affect burnout. Perceived social support acts as a protector of the three dimensions, and their effects on health status and turnover intention can be significant and complicated. IMPACT Emergency nurses may experience high levels of compassion satisfaction and compassion fatigue simultaneously, which can help to explain why compassion fatigue did not directly increase emergency nurses' turnover intention. The direct effects of compassion fatigue and burnout on emergency nurses' health status and working engagement were significantly different. Support from significant others, professional psychological intervention and emergency nursing system reforms are required to tackle emergency nurses' compassion fatigue and burnout and improve their compassion satisfaction.
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Affiliation(s)
- Hairong Yu
- School of Nursing, Second Military Medical University, Shanghai, P.R. China
| | - Li Gui
- School of Nursing, Second Military Medical University, Shanghai, P.R. China
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22
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Velana M, Rinkenauer G. Individual-Level Interventions for Decreasing Job-Related Stress and Enhancing Coping Strategies Among Nurses: A Systematic Review. Front Psychol 2021; 12:708696. [PMID: 34349711 PMCID: PMC8326445 DOI: 10.3389/fpsyg.2021.708696] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 06/24/2021] [Indexed: 11/15/2022] Open
Abstract
Background: Nurses are facing unprecedented amounts of pressure because of the ongoing global health challenges. Improving nurses' resilience to job-related stress and enhancing their strategies to cope effectively with stressors are key issues facing many health care institutions during the COVID-19 pandemic. This literature review aimed to: a) provide a thorough overview of individual-level interventions for stress management among nurses, b) identify measurement tools utilized to evaluate nurses' stress level, and c) provide the best evidence-based recommendations for future research and practice adapted to the current restrictions. Design: Systematic review. Data Sources: Studies published between January 2000 and October 2020 were retrieved from the following sources: EBSCOhost, Dortmund University Library, PubMed, Medline, Google Scholar, Applied Nursing Research, and reference lists from relevant articles. Review methods: Individual-level interventions with a control group or a placebo intervention were included in the final sample. Primary outcome was defined as a change in individual stress level or stress symptoms which were measured by objective or subjective instruments with evidence of validity. Articles published in English or German were included in the present review. Results: In total, 27 relevant studies were included into the current review. There are some indications that technology-delivered interventions with relaxation and stress management interventions comprising cognitive-behavioral components might be effective in decreasing stress among nurses and improving their well-being. Furthermore, although there were some attempts to collect objectively measured parameters for assessing the primary outcome of stress, the majority of the interventions utilized self-reported stress scales. Conclusion: A wide range of interventions are available for nurses. However, it is of utmost importance to develop and implement stress management programs that are conveniently accessible in the workplace and above all, meet the current restrictions for minimizing human contacts. To this end, innovative interventions delivered through digital technology, such as virtual reality, seem to be a promising solution for combating the detrimental impact of stress on nurses. Special attention should be also paid to applying standardized objective measurement tools to allow the assessment of sensitive physiological indices and the generalizability of scientific knowledge.
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Affiliation(s)
- Maria Velana
- Department of Ergonomics, Leibniz Research Center for Working Environment and Human Factors (IfADo) at Dortmund University of Technology, Dortmund, Germany
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23
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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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24
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Bakker EJM, Kox JHAM, Boot CRL, Francke AL, van der Beek AJ, Roelofs PDDM. Improving mental health of student and novice nurses to prevent dropout: A systematic review. J Adv Nurs 2020; 76:2494-2509. [PMID: 32538480 PMCID: PMC7540364 DOI: 10.1111/jan.14453] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2019] [Revised: 05/07/2020] [Accepted: 05/15/2020] [Indexed: 01/03/2023]
Abstract
Aims To provide: (a) an overview of interventions aimed at improving mental health of student or novice nurses; and (b) an evaluation of their effectiveness on dropout‐related outcomes. Design Systematic review. Data sources Research papers published between January 1971–February 2019 were identified from the following databases: Embase, Medline, PsycInfo, CINAHL, ERIC, the Cochrane Library, Web of Science, and Google Scholar. Review methods We followed the procedures recommended by the Editorial Board of the Cochrane Collaboration Back Review Group. We included peer‐reviewed articles with a quantitative research design, examining interventions aimed at improving mental health of student and novice nurses and their effect on dropout‐related outcomes. The large variation in studies prohibited statistical pooling and a synthesis without meta‐analysis of studies was performed. Results We identified 21 studies with three areas of focus: managing stress or stressors (N = 4); facilitating the transition to nursing practice (N = 14); and a combined approach (N = 3). Five studies showed a statistically significant effect on dropout‐related outcomes. The overall risk of bias was high. Conclusion A wide range of interventions are available, but the evidence for their effectiveness is limited. There is a need for high‐quality studies in this field, preferably with a randomized controlled design.
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Affiliation(s)
- Ellen J M Bakker
- Research Centre Innovations in Care, Rotterdam University of Applied Sciences, Rotterdam, The Netherlands.,Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Jos H A M Kox
- Research Centre Innovations in Care, Rotterdam University of Applied Sciences, Rotterdam, The Netherlands.,Department of General Practice, Erasmus University Medical Centre, Rotterdam, The Netherlands
| | - Cécile R L Boot
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,Behavioural Science Institute, Radboud University Nijmegen, Nijmegen, The Netherlands
| | - Anneke L Francke
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands.,NIVEL Netherlands Institute for Health Services Research, Utrecht, The Netherlands
| | - Allard J van der Beek
- Department of Public and Occupational Health, Amsterdam Public Health Research Institute, Amsterdam UMC, Vrije Universiteit Amsterdam, Amsterdam, The Netherlands
| | - Pepijn D D M Roelofs
- Research Centre Innovations in Care, Rotterdam University of Applied Sciences, Rotterdam, The Netherlands.,Department of Health Sciences, Community and Occupational Medicine, University of Groningen, University Medical Center Groningen, Groningen, The Netherlands
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