The relationship of learned resourcefulness with self-leadership skills: A study with nurse and midwife students

BACKGROUND

It is important for the professionalism that students at the university use their coping skills to solve the problems that may arise before starting the profession, control their behaviours by directing themselves, and motivate themselves in case they face negative situations.

OBJECTIVES

This study was carried out to determine the relationship between the selfleadership skills of students studying in nursing and midwifery departments and their learned resourcefulness skills.

DESIGN

The study a descriptive, correlational and cross-sectional pattern.

SETTINGS

The sample of the study consisted of 380 students studying at the Nursing and Midwifery Department of the Faculty of Health Sciences of a foundation university in Istanbul.

METHODS

The research data were collected using the information form, the Revised Self-Leadership Questionnaire, and the Rosenbaum Learned Resourcefulness Scale. In the analysis of the data descriptive analysis, parametric or non-parametric comparative analyzes and correlational analyzes were used.

RESULTS

In the study; 84.5% of the participants were female and whose mean age was 20.6-61.6% of the participants were studying in the nursing department. The total score the students got from the Revised Self-Leadership Questionnaire was 131.87 ± 23.49, and the total score that got from the Rosenbaum Learned Resourcefulness Scale was 120.81 ± 16.77. The students studying in the third-grade (124.16 ± 13.9) had higher self-control skills compared to the first (118.57 ± 18.8) and the second-grade (119.2 ± 16.7) students, that's, they frequently applied the coping strategies represented in the scale (p < 0.05). There was a positive linear relationship between two scale (p < 0.001).

CONCLUSION

Within the framework of the research results, gender, grade and the department studied are related to the level of self‑leadership. The level of learned resourcefulness was associated with classroom and stress training. Individuals' self‑leadership levels showed a positive relationship with their learned resourcefulness level.

Mediation effects of clinical practice stress between clinical education environment and satisfaction with clinical practice

PURPOSE

The purpose of this study was to identify the possible correlations of 'satisfaction with clinical practice (SA)' with 'clinical learning environment (EN)' and 'clinical practice stress (ST).' We searched for the mediating effect of 'clinical practice stress' on 'satisfaction with clinical practice' when the clinical learning environment influences 'satisfaction with clinical practice.'

METHODS

This research investigated 208 medical and nursing students attending the school of medicine and nursing in Korea. The total number of nursing students was 135 (64.9%); 73 medical students participated (35.1%). We used the Korean-Undergraduate Clinical Education Environment in 24 questions for EN, ST scale in 24 questions, and SA scale in 10 questions. We performed measurement structural equation model analysis to identify a path of the model.

RESULTS

Medical students had significantly higher levels of ST. EN had a significant negative correlation with ST and a significant positive correlation with SA. The ST had a significant negative correlation with SA. The results of the goodness of fit index have fulfilled the criteria of goodness of fit. There was a significant mediating effect of ST on SA when EN influences SA.

CONCLUSION

The clinical learning environment affected satisfaction with the clinical practice directly or indirectly mediated by clinical practice stress. Therefore, educational institutes should try to increase satisfaction with clinical practice by continuously monitoring and improving the clinical learning environment in addition to taking measures for decreasing the clinical practice stress.

The relationship between a disposition of gratitude, clinical stress, and clinical satisfaction in nursing students

PURPOSE

This study assessed a disposition of gratitude, and clinical practice stress and satisfaction in nursing students, to determine the relationship between them and provide some basic information towards improving their satisfaction with clinical practice.

DESIGN AND METHODS

This descriptive research was conducted on 171 nursing students from three universities in South Korea using a structured questionnaire.

FINDINGS

Students who had a stronger disposition of gratitude (t = 3.482; P < .001), lower clinical practice stress (t = -2.998; P < .003), and better health (t = 2.900; P < .004) were more satisfied with their Clinical practice (R² = 0.298; F = 13.853; P < .001).

PRACTICE IMPLICATIONS

The findings emphasized the development of programs to improve disposition of gratitude in curriculum or extracurricular activity to enhance Clinical practice satisfaction.

[Factors Affecting Clinical Practicum Stress of Nursing Students: Using the Lazarus and Folkman's Stress-Coping Model]

PURPOSE

This study was conducted to test a path model for the factors related to undergraduate nursing students' clinical practicum stress, based on Lazarus and Folkman's stress-coping model.

METHODS

This study utilized a path analysis design. A total of 235 undergraduate nursing students participated in this study. The variables in the hypothetical path model consisted of clinical practicum, emotional intelligence, self-efficacy, Nun-chi, and nursing professionalism. We tested the fit of the hypothetical path model using SPSS/WIN 23.0 and AMOS 22.0.

RESULTS

The final model fit demonstrated a satisfactory statistical acceptance level: goodness-of-fit-index=.98, adjusted goodness-of-fit-index=.91, comparative fit index=.98, normed fit index=.95, Tucker-Lewis index=.92, and root mean square error of approximation=.06. Self-efficacy (β=-.22, p=.003) and Nun-chi behavior (β=-.17, p=.024) were reported as significant factors affecting clinical practicum stress, explaining 10.2% of the variance. Nursing professionalism (β=.20, p=.006) and self-efficacy (β=.45, p<.001) had direct effects on emotional intelligence, explaining 45.9% of the variance. Self-efficacy had indirect effects on Nun-chi understanding (β=.20, p<.001) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. Nursing professionalism had indirect effects on Nun-chi understanding (β=.09, p=.005) and Nun-chi behavior (β=.09, p=.005) through emotional intelligence. The variables for self-efficacy and nursing professionalism explained 29.1% of the Nun-chi understanding and 18.2% of the Nun-chi behavior, respectively.

CONCLUSION

In undergraduate nursing education, it is important to identify and manage factors that affect clinical practicum stress. The findings of this study emphasize the importance of Nun-chi, self-efficacy, emotional intelligence, and nursing professionalism in the development of an educational strategy for undergraduate nursing students.