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Jaensson M, Wätterbjörk I, Isaksson AK, Falk-Brynhildsen K. Nursing students' expectations of group supervision while writing a bachelor thesis: A pre-post survey. NURSE EDUCATION TODAY 2024; 139:106257. [PMID: 38795697 DOI: 10.1016/j.nedt.2024.106257] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/17/2024] [Revised: 03/26/2024] [Accepted: 05/13/2024] [Indexed: 05/28/2024]
Abstract
BACKGROUND Writing a bachelor thesis has a central role in nursing education. Nursing students require both information and academic literacy in order to write their theses, and there is an expectation that these skills will contribute to putting their knowledge into practice. OBJECTIVES To describe students' perceptions of the student and supervisor roles and to investigate students' experienced self-efficacy during the supervision of their bachelor thesis. DESIGN A cross-sectional pre-post design. SETTINGS Four universities were included. All four had bachelor thesis courses organized as a group supervision process, with a student active approach. Nursing students met together one hour prior to meeting with their supervisor, in order to discuss concerns, try to solve upcoming problems, and plan the agenda for the upcoming supervision session. PARTICIPANTS A total of 472 undergraduate nursing students were invited to participate. METHODS A web-based questionnaire was used, incorporating the Supervision of Thesis Questionnaire and the General Self-Efficacy Scale. Data were collected at two points: before and after the thesis course. Descriptive statistics and frequencies were calculated, and the independent t-test and Mann-Whitney U test were used for analytic analysis. RESULTS The response rate was 39 % (160/472) pre-course and 28 % (130/472) post-course. Nursing students had high expectations of supervision at both time points. Students reporting high self-efficacy had higher expectations of the supervisor's knowledge of the subject and the methods, compared to those reporting lower self-efficacy. CONCLUSIONS Nursing students reported high expectations for the supervision process, the supervisor, and themselves, both when entering and when ending the bachelor thesis course. Self-efficacy may contribute to these expectations. Active learning in a group (i.e., collaborative learning) may contribute to nursing students' commitment during the group supervision process in a bachelor thesis course. Further studies are warranted on the optimal group composition to support learning during bachelor thesis courses.
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Affiliation(s)
- M Jaensson
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - I Wätterbjörk
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - A-K Isaksson
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden
| | - K Falk-Brynhildsen
- Faculty of Medicine and Health, School of Health Sciences, Örebro University, Örebro, Sweden.
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Merino-Soto C, Angulo-Ramos M, Llaja-Rojas V, Chans GM. Academic performance, emotional intelligence, and academic burnout: A cross-sectional study of a mediational effect in nursing students. NURSE EDUCATION TODAY 2024; 139:106221. [PMID: 38691900 DOI: 10.1016/j.nedt.2024.106221] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/19/2023] [Revised: 04/06/2024] [Accepted: 04/17/2024] [Indexed: 05/03/2024]
Abstract
BACKGROUND Course failure arises as the ultimate result of students' declining academic performance in the face of high course demands. It can eventually lead to dropout and academic dissatisfaction. Emotional intelligence may play an essential role in decreasing the emotional effects of stress, such as academic burnout in nursing students. However, emotional intelligence is conceptualized multidimensionally, and each of its attributes may have a different impact on burnout reduction. OBJECTIVE To explore the dimensions of emotional intelligence that may mediate the association between academic performance (course failure) and academic burnout in nursing students. DESIGN The design was cross-sectional, with survey-based data collection. SETTINGS Educational setting, undergraduate nursing students at a private university in Metropolitan Lima, Peru. PARTICIPANTS 154 students (77.3 % female) with a mean age of 25.9 years. METHODS A multiple mediation strategy was used, using the Wong-Law Emotional Intelligence Scale. Four emotional intelligence attributes (self-emotional appraisal, others' emotional appraisal, use of emotion, and regulation of emotion) were evaluated in the relationship of failed courses (dichotomous variable: yes/no) and academic burnout (single item based on physical and emotional exhaustion). The structural equation modeling framework was used. RESULTS Course failure (academic performance) positively affects academic burnout. Regulation of emotion is the only dimension of emotional intelligence mediating between course failure and academic burnout. The proportion of the mediating effect was 0.315, while the rest was around zero. Statistically significant gender differences were detected concerning burnout, with men scoring moderately higher than women. CONCLUSIONS The results indicate that the regulation of emotion may have a relevant role in reducing burnout compared to other emotional intelligence attributes. These regulatory skills are important for developing health care and positive patient relationships. Interventions focused on the regulatory characteristics of emotions and distinguishing different attributes of emotional intelligence while exploring its mediating effect should be strengthened. These implications are linked to the growing call to include EI in university education.
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Affiliation(s)
- César Merino-Soto
- Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico.
| | | | - Victoria Llaja-Rojas
- Universidad Nacional Mayor de San Marcos, Lima 15081, Peru; Hospital Nacional Edgardo Rebagliati Martins, Lima 15072, Peru
| | - Guillermo M Chans
- Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico; Tecnologico de Monterrey, School of Engineering and Sciences, Mexico City 01389, Mexico.
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Yiin SJ, Shen KP, Lai CL, Liang JC. An evaluation of nursing students' learning self-efficacy: A multi-dimensional instrument development and structural validation. NURSE EDUCATION TODAY 2024; 135:106118. [PMID: 38325185 DOI: 10.1016/j.nedt.2024.106118] [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: 06/14/2023] [Revised: 01/15/2024] [Accepted: 01/26/2024] [Indexed: 02/09/2024]
Abstract
BACKGROUND Nursing learning self-efficacy (NLSE) is essential in nursing students' learning, and since it is a task-dependent construct, accurate measurements require a multidimensional instrument. OBJECTIVE This research aimed to develop and validate a multidimensional NLSE instrument to measure Taiwanese nursing students' views of nursing learning self-efficacy. DESIGN The cross-sectional study design was used for this investigation. PARTICIPANTS The study included 1143 nursing students from a nursing junior college. METHODS To assess the validity and reliability of the instrument's factors, exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) were utilized. Conceptual understanding, higher-order cognitive skills, practical work, everyday application, and nursing communication were identified as five factors. A comparison of five proposed models was also conducted. RESULTS The study found that the correlated and one-factor second-order models were acceptable and provided a simple structure for evaluating nursing students' perceptions of NLSE. Furthermore, a specific model with two second-order scales (Cognition and Application) and one first-order scale (nursing communication) was identified, highlighting the crucial role of nursing communication in nursing students' self-efficacy. CONCLUSIONS Evaluating nursing students' learning self-efficacy using a valid and reliable instrument is crucial for understanding their learning confidence. The creation of such a scale constitutes the primary contribution of this study.
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Affiliation(s)
- Shuenn-Jiun Yiin
- Department of Nursing, National Tainan Junior College of Nursing, Tainan, Taiwan
| | - Kuo-Ping Shen
- Department of Veterinary Medicine, National Pingtung University of Science and Technology, Pingtung, Taiwan
| | - Chiu-Lin Lai
- Department of Education, National Taipei University of Education, Taipei, Taiwan.
| | - Jyh-Chong Liang
- Program of Learning Sciences and Institute for Research Excellence in Learning Sciences, National Taiwan Normal University, Taipei, Taiwan.
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Smith JG, Tobiano G. What are 'emerging methodologies' in nursing research? Our perspectives as early career researchers. J Adv Nurs 2023; 79:4091-4093. [PMID: 37743601 DOI: 10.1111/jan.15876] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/24/2023] [Accepted: 08/30/2023] [Indexed: 09/26/2023]
Affiliation(s)
- Jessica G Smith
- College of Nursing and Health Innovation, University of Texas at Arlington, Arlington, Texas, USA
| | - Georgia Tobiano
- NHMRC CRE in Wiser Wound Care, Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia
- Gold Coast Health, Gold Coast University Hospital, Gold Coast, Queensland, Australia
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Bai P, Zang X, Liu R, Wang L, Dai C, Yang G. In-situ simulation for nursing students' professional competence development in postanesthesia care: A quasi-experimental study. Nurse Educ Pract 2023; 70:103660. [PMID: 37178479 DOI: 10.1016/j.nepr.2023.103660] [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: 03/06/2023] [Revised: 04/25/2023] [Accepted: 04/30/2023] [Indexed: 05/15/2023]
Abstract
AIM To evaluate the differences in professional competence development between nursing students in routine clinical practice and those who experienced four additional in-situ simulations. BACKGROUND The amount of clinical practice time available to nursing students is limited. Occasionally, clinical settings do not provide all of the content that nursing students are expected to acquire. In high-risk clinical scenarios, such as the postanesthesia care unit, clinical practice may not provide sufficient context for students to develop the professional competence. DESIGN This was a non-blinded, non-randomized, quasi-experimental study. The study was conducted in the postanesthesia care unit of a tertiary hospital in China between April 2021 and December 2022. Nursing students' self-assessed professional competence development and faculty-assessed clinical judgment were used as indicators. METHODS A total of 30 final year undergraduate nursing students were divided into two groups according to the time they arrived at the unit for their clinical practice. Nursing students in the control group followed the routine teaching protocol of the unit. Students in the simulation group received four additional in-situ simulations during the second and third weeks of their practice in addition to the routine program. Nursing students self-assessed their postanesthesia care unit professional competence at the end of the first and fourth weeks. At the end of the fourth week, the nursing students were evaluated on their clinical judgment. RESULTS Nursing students in both groups scored higher on the professional competence at the end of the fourth week than at the end of the first week and there was a trend of higher competence improvement in the simulation group than in the control group. For clinical judgment, nursing students in the simulation group scored higher than the control group. CONCLUSIONS In-situ simulation contributes to the development of professional competence and clinical judgment of nursing students during their clinical practice in the postanesthesia care unit.
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Affiliation(s)
- Ping Bai
- Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China
| | - Xianxian Zang
- Teaching Office, Peking University School of Nursing, Beijing 100191, China
| | - Ruili Liu
- Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China
| | - Lu Wang
- Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China
| | - Chao Dai
- Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China
| | - Guoyong Yang
- Postanesthesia Care Unit, Department of Oral and Maxillofacial Surgery, Peking University School and Hospital of Stomatology & National Center of Stomatology & National Clinical Research Center for Oral Diseases & National Engineering Research Center of Oral Biomaterials and Digital Medical Devices, Beijing 100081, China.
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Zhang Y, An Y, Wang L, Zhao Q, Li H, Fan X. Psychosocial factors associated with career success among nurses: A latent profile analysis. J Adv Nurs 2023; 79:652-663. [PMID: 36484162 DOI: 10.1111/jan.15524] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2022] [Revised: 10/29/2022] [Accepted: 11/23/2022] [Indexed: 12/13/2022]
Abstract
AIM In this study, a person-centred approach was used to analyse career success profiles and explore the associated psychosocial factors among nurses. DESIGN A cross-sectional study was conducted from 15 April to 15 October 2019. METHODS A total of 1155 registered Chinese nurses were recruited from two general hospitals using convenience sampling. Participants completed a printed questionnaire, including the Maslach Burnout Inventory, Stress of Conscience Questionnaire, Practice Environment Scale, and Career Success Scale. Latent profile analysis and multinomial logistic regression were performed. The data were analysed with Mplus 8.3 and SPSS version 26.0. RESULTS Three latent profiles of career success were identified: high, moderate and low. Nurses with lower educational levels, more years of work experience, lower emotional exhaustion, higher personal achievement, lower stress of conscience and higher participation in hospital affairs were more likely to have higher career success than the other profiles. CONCLUSIONS Burnout, stress of conscience, practice environment, educational level and years of work experience were associated with career success among nurses. Targeting interventions may help enhance nurses' career success. Future research should combine subjective and objective indicators (salary, title and so on) to assess career success and explore other determinants for formulating interventions to enhance nurses' career success. IMPACT The heterogeneity and psychosocial factors associated with nurses' career success provide valuable evidence for the formulation of individualized interventions. Nursing managers should understand the importance of career success, develop interventions to reduce nurses' burnout and stress of conscience, and improve the practice environment to enhance their career success. NO PATIENT OR PUBLIC CONTRIBUTIONS This study was designed to examine the psychosocial factors associated with nurses' career success. The study was not conducted using suggestions from the patient groups or the public.
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Affiliation(s)
- Yilin Zhang
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan, China
| | - Yan An
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan, China
| | - Lyu Wang
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan, China
| | - Qiuge Zhao
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan, China
| | - Haiying Li
- Qilu Hospital of Shandong University, Jinan, China
| | - Xiuzhen Fan
- School of Nursing and Rehabilitation, Cheeloo College of Medicine, Shandong University, Jinan, China
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Xiang D, Ge S, Zhang Z, Twumwaah Budu J, Mei Y. Relationship among clinical practice environment, creative self-efficacy, achievement motivation, and innovative behavior in nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2023; 120:105656. [PMID: 36436269 DOI: 10.1016/j.nedt.2022.105656] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 10/07/2022] [Accepted: 11/14/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Innovation is essential to advance nursing and health care. However, few studies have focused on innovative behavior of nursing students. OBJECTIVES The purpose of this study was to explore the mediating effects of creative self-efficacy and achievement motivation on the relationship between clinical practice environment and innovative behavior in Bachelor of Science in Nursing (BSN) students. DESIGN A descriptive cross-sectional study using an online questionnaire. SETTING Participants were recruited online from five practice hospitals in Henan Province, China. PARTICIPANTS A total of 588 BSN students enrolled in the study. METHODS The participants completed the innovative behavior questionnaire, the clinical practice environment scale, the achievement motivation scale, and the creative self-efficacy scale online in 2022. SPSS PROCESS macro was used for data analysis. The reporting followed the STROBE checklist. RESULTS A total of 499 valid questionnaires were collected. A positive clinical practice environment was associated with more innovative behavior, and this relation was partially mediated by creative self-efficacy and motive to avoid failure. CONCLUSION Our study complements the evidence on the mechanism of action between the clinical practice environment and innovative behavior. Our findings have important implications for nursing educators to develop education strategies to inspire nursing students to pursue innovations in school and clinical settings.
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Affiliation(s)
- Dandan Xiang
- School of Nursing and Health, Zhengzhou University, 101 Science Avenue, Zhengzhou, Henan 450001, PR China
| | - Song Ge
- Department of Natural Science, University of Houston-Downtown, One Main Street, Suite N-725H, Houston, TX 77002, USA
| | - Zhenxiang Zhang
- School of Nursing and Health, Zhengzhou University, 101 Science Avenue, Zhengzhou, Henan 450001, PR China
| | - Jemima Twumwaah Budu
- School of Nursing and Health, Zhengzhou University, 101 Science Avenue, Zhengzhou, Henan 450001, PR China
| | - Yongxia Mei
- School of Nursing and Health, Zhengzhou University, 101 Science Avenue, Zhengzhou, Henan 450001, PR China.
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Zhou Z, Liu H, Zhang D, Wei H, Zhang M, Huang A. Mediating effects of academic self-efficacy and smartphone addiction on the relationship between professional attitude and academic burnout in nursing students: A cross-sectional study. NURSE EDUCATION TODAY 2022; 116:105471. [PMID: 35834868 DOI: 10.1016/j.nedt.2022.105471] [Citation(s) in RCA: 11] [Impact Index Per Article: 5.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/26/2022] [Revised: 05/23/2022] [Accepted: 07/04/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Academic burnout is a common issue that interferes with the role shift from nursing students to qualified nurses and aggravates a shortage of workforce in global healthcare system. According to the Areas of Worklife Scale, developed by Maslach and Leiter, there are six dimensions that encompass the major antecedents of burnout. Therefore, it's well worth an exploration to understand academic burnout and its' underlying mechanism based on the theoretical instrument. Specifically, academic burnout, professional attitude, academic self-efficacy and smartphone addiction were selected as observation variables after widely literature review. OBJECTIVE The purpose of this study is to examine academic burnout and figure out the relationships between academic burnout, professional attitude, academic self-efficacy and smartphone addiction among nursing students. DESIGN A cross-sectional study. SETTING The study was conducted in a nursing department in Anhui province in eastern China. PARTICIPANTS 1445 nursing students. METHODS Academic burnout, professional attitude, academic self-efficacy and smartphone addiction of participants were measured using online questionnaires with a supportive platform called "wenjuanxing". Data were analyzed using descriptive statistics, Pearson's correlations, and path analysis. RESULTS Of all the participants, 44.26 % had a certain degree of academic burnout. Professional attitude and academic self-efficacy were negatively related to academic burnout. Smartphone addiction was positively associated with academic burnout. Meanwhile, academic self-efficacy and smartphone addiction partly mediated the effect of professional attitude on academic burnout. CONCLUSION The compound strategies targeted at boosting positive professional attitude, fostering academic self-efficacy, and controlling the smartphone addiction are warranted for decreasing academic burnout.
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Affiliation(s)
- Zhiqing Zhou
- Nursing Department, The First Affiliated Hospital of Wannan Medical College, Anhui, China
| | - Huan Liu
- Department of Hemodialysis, The First Affiliated Hospital of Wannan Medical College, Anhui, China
| | - Dongmei Zhang
- Department of Nursing, Wannan Medical College, Anhui, China
| | - Huanhuan Wei
- Department of Nursing, Wannan Medical College, Anhui, China
| | - Ming Zhang
- School of Innovation and Entrepreneurship, Wannan Medical College, Anhui, China
| | - Anle Huang
- Department of Nursing, Wannan Medical College, Anhui, China.
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