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Luciani M, Ardenghi S, Rampoldi G, Russo S, Bani M, Strepparava MG, Di Mauro S, Ausili D. Caring for nursing students is caring for patients: A multicentre cross-sectional study on the relationship between nursing students' caring and the perception of instructors' caring. NURSE EDUCATION TODAY 2024; 137:106154. [PMID: 38508021 DOI: 10.1016/j.nedt.2024.106154] [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: 11/25/2023] [Revised: 02/19/2024] [Accepted: 03/07/2024] [Indexed: 03/22/2024]
Abstract
BACKGROUND Caring in nursing is a fundamental aspect, yet teaching and fostering caring behaviours in nursing students remain challenging. Clinical instructors play a crucial role in this process. OBJECTIVES The aims of this study were a) to describe nursing students' caring behaviours and perceptions of instructor caring, b) to assess sex-related and year of course differences in students' caring behaviours and perceptions of nursing caring, and c) to investigate the association between nursing students' caring and their perception of instructors' caring. DESIGN A multi-centre, cross-sectional observational study was conducted. SETTING The study involved undergraduate nursing students from four teaching hospitals of a university in Northern Italy. PARTICIPANTS A total of 316 nursing undergraduate students participated in the study (83.9 % female, 16.1 % male, 23.1 % 1st year, 48.1 % 2nd year, 28.8 % 3rd year). METHODS Participants completed online self-reported surveys assessing caring behaviours, empathy, burnout, and perceptions of instructor caring. Caring behaviours, expressive and instrumental caring, were measured using the Caring Behaviour Inventory (CBI), and perceptions of instructor caring were assessed using the Nursing Students' Perceptions of Instructor Caring (NSPIC) questionnaire. RESULTS Students' caring behaviours were positively associated with their perceptions of instructor caring, particularly in relation to a supportive learning climate and instructor flexibility. Female students displayed higher scores in expressive caring, while students in their second and third years demonstrated increased instrumental caring behaviours. Responding to Individual Needs was significantly lower in third-years students, compared to first- and second-year ones. CONCLUSIONS This study emphasizes the crucial role of clinical instructors in shaping nursing students' caring attributes. However, the influence of sex on caring behaviours remains unclear, necessitating further investigation. These findings underscore the significance of nurturing caring behaviours in nursing education and offer insights for selecting, training, and supporting clinical instructors, to foster more compassionate and competent nurses.
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Affiliation(s)
- Michela Luciani
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Stefano Ardenghi
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy; Fondazione I.R.C.C.S. San Gerardo dei Tintori, Monza, Italy.
| | - Giulia Rampoldi
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Selena Russo
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Marco Bani
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Maria Grazia Strepparava
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy; Fondazione I.R.C.C.S. San Gerardo dei Tintori, Monza, Italy
| | - Stefania Di Mauro
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
| | - Davide Ausili
- Department of Medicine and surgery, University of Milano - Bicocca, Monza, Italy
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Ardenghi S, Russo S, Rampoldi G, Bani M, Strepparava MG. Medical students' attitude toward patient-centeredness: A longitudinal study. PATIENT EDUCATION AND COUNSELING 2024; 118:108003. [PMID: 37820544 DOI: 10.1016/j.pec.2023.108003] [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: 05/19/2023] [Revised: 09/05/2023] [Accepted: 10/05/2023] [Indexed: 10/13/2023]
Abstract
OBJECTIVES This study explored the trajectories of patient-centered orientation in a sample of Italian medical students throughout medical school. METHODS Four consecutive student cohorts were longitudinally assessed at the second (T0) and fifth year (T1) of medical school. Students completed a questionnaire including demographics and the Italian validated version of the Patient-Practitioner Orientation Scale. RESULTS 352 students completed both administrations. Students became more patient-centered in terms of Sharing along the course of their clinical curriculum, whereas there were no significant changes in Caring. Groups with distinct developmental trajectory patterns of both Caring and Sharing were identified. Students high in patient-centeredness at T0 reported significantly lower scores at T1 while students with lower scores at T0 significantly increased from the first to the last measurement. Female students significantly outscored their male colleagues on Caring and Sharing in both administrations. CONCLUSIONS Findings call for innovative education strategies to sustain patient-centeredness attitudes in medical students entering hospital-based clinical medicine. Further research is needed to identify characteristics of the medical curriculum that are primarily involved in fostering students' patient-centeredness. PRACTICE IMPLICATIONS Including the assessment and monitoring of patient-centeredness throughout the medical school can inform tailored education aiming to foster this dimension.
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Affiliation(s)
- Stefano Ardenghi
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy; Fondazione IRCCS San Gerardo dei Tintori, Monza, Italy
| | - Selena Russo
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Giulia Rampoldi
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Marco Bani
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Maria Grazia Strepparava
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy; Fondazione IRCCS San Gerardo dei Tintori, Monza, Italy.
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Zeng X, Yang F, Xu X, He T, Huang S, Luo X, Min L. Employment intention and career planning of male nursing students in different levels of colleges and universities: A qualitative study. Nurs Open 2023; 10:7659-7667. [PMID: 37823429 PMCID: PMC10643848 DOI: 10.1002/nop2.2006] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/07/2022] [Revised: 07/15/2023] [Accepted: 09/17/2023] [Indexed: 10/13/2023] Open
Abstract
AIM To explore the employment intention and career planning of male nursing students at different levels of colleges and universities and provide references for formulating individualized training content. DESIGN Phenomenological research method in qualitative research. METHODS Using a phenomenological research method, 15 male nursing students from three levels of colleges and universities were interviewed in a one-to-half structure, and the data were analysed using NVivo12.0 software and the Colaizzi seven-step analysis method. RESULTS Four themes and 10 sub-themes were extracted. The four themes included professional identity experience, nursing learning experience, career expectation and planning and educational needs. The 10 sub-themes included the negative effects of traditional impressions, the gradual establishment of professional identity, public health events promote professional identity, negative experiences in learning, positive growth from learning, varied career plans, career expectations and influencing factors, a reasonable schedule, diversity of content requirements and the positive effect of teaching teachers. CONCLUSIONS Influenced by many factors, the employment intention and career planning of male nursing students at different higher education levels are varied. Schools and clinical practice units should strengthen the training of employment intention and career planning and make reasonable time adjustments to the training content. PUBLIC CONTRIBUTION In total, 15 male interns accepted our interview request. We utilized their break time to conduct the interviews, resulting in significant contributions to the content of the article.
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Affiliation(s)
- Xiaoting Zeng
- Department of ICU, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Fuxun Yang
- Department of ICU, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Xinyi Xu
- Nursing Department, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Tingting He
- Obstetrics Department, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Shan Huang
- Department of Kidney Medicine, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Xiaoxiu Luo
- Department of ICU, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
| | - Lihua Min
- Nursing Department, Sichuan Provincial People's HospitalUniversity of Electronic Science and Technology of ChinaChengduChina
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March-Amengual JM, Cambra-Badii I, Pineda Galán C, Busquets-Alibés E, Masó Aguado M, Ramon-Aribau A, Feito Grande L, Comella Cayuela A, Terribas I Sala N, Andrade-Gómez E, Martínez-Perez N, Jerez-Roig J. The impact of the COVID-19 pandemic on enrollment in undergraduate health-related studies in Spain. BMC MEDICAL EDUCATION 2023; 23:386. [PMID: 37237295 DOI: 10.1186/s12909-023-04347-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Accepted: 05/10/2023] [Indexed: 05/28/2023]
Abstract
The aim of this study was to determine whether the pandemic has reinforced the choice of pursuing health-related bachelor's degrees, and to identify underlying factors that could contribute to that impact. This is a cross-sectional study using an online survey of 2,344 students of nursing, physiotherapy, medicine, psychology and podiatry who started health-related bachelor's degrees after the COVID-19 outbreak in Spanish higher education institutions. The pandemic influenced the choice of these studies by increasing the desire to help others (33.2%), by increasing citizenship values (28.4%), and by increasing the desire to contribute to improving the situation of the country (27.5%). Women had a significantly greater influence on the increase in social values related to the practice of the profession produced by the pandemic, whereas men and the bachelor's degree in podiatry were more influenced by salary prospects. An increased desire to help others was significantly higher among women and nursing and medical students. Podiatry and psychology were the degrees were most influenced by the pandemic, as more students decided to pursue them, something they had previously doubted, while in nursing, psychology, and medicine the pandemic reinforced their interest in pursuing the degree the most. Students personally affected by COVID-19 reported being more influenced in reconsidering their professional path and in reinforcing their desire to pursue the health-related studies.
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Affiliation(s)
- Jaume-Miquel March-Amengual
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Irene Cambra-Badii
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain.
| | | | - Ester Busquets-Alibés
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Montse Masó Aguado
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Anna Ramon-Aribau
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | | | - Agustí Comella Cayuela
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
- Chair in Medical Education, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | - Nuria Terribas I Sala
- Grífols Foundation Chair of Bioethics, University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
| | | | - Naiara Martínez-Perez
- Department of Nursing, Faculty of Medicine and Nursing, University of the Basque Country UPV/EHU, Leioa, Spain
| | - Javier Jerez-Roig
- Research Group On Methodology, Methods, Models and Outcomes of Health and Social Sciences (M3O), Faculty of Health Sciences and Welfare, Center for Health and Social Care Research (CESS), University of Vic-Central University of Catalonia (UVic-UCC), Vic, Spain
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Ardenghi S, Russo S, Bani M, Rampoldi G, Strepparava MG. Supporting students with empathy: the association between empathy and coping strategies in pre-clinical medical students. CURRENT PSYCHOLOGY 2023. [DOI: 10.1007/s12144-023-04397-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/05/2023]
Abstract
AbstractHow medical students cope with stress predicts their mental health and academic/clinical performances, making the promotion of functional copy strategies a relevant outcome for medical educators. Empathy has been reported to be connected with coping. This study wanted to explore the most used coping strategies and whether gender differences existed, and to investigate whether and to what extent empathy affected coping in a sample of pre-clinical medical students. In a cross-sectional study design, the Interpersonal Reactivity Index (IRI) and the Coping Orientations to the Problems Experienced - New Italian Version (COPE-NIV) were administered to 398 (53% females) Italian second-year medical students. T-tests and multiple regression analyses were used to explore gender differences and the association between IRI and COPE-NIV scores, respectively. Problem Orientation obtained the highest mean score, whereas Avoidance the lowest one. Females outscored males on Social Support (t = 4.95, p < .001) and Transcendent Orientation (t = 4.04, p < .001). After controlling for gender, Empathic Concern was positively associated with Social Support (β = 0.223, p = .001) and Transcendent Orientation (β = 0.234, p = .001). Perspective Taking was positively and negatively associated with Positive Attitude (β = 0.248, p < .001) and Transcendent Orientation (β = − 0.180, p = .008), respectively. Personal Distress was negatively related to Problem Orientation (β = − 0.250, p < .001). Educational and psychological counselling interventions targeting empathy should be implemented in the pre-clinical years to equip medical students to cope functionally with the emotional distress linked to medical school.
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Gassas R, Salem O. Factors affecting nurses' professional values: A comprehensive integrative review. NURSE EDUCATION TODAY 2022; 118:105515. [PMID: 36030580 DOI: 10.1016/j.nedt.2022.105515] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/04/2022] [Revised: 06/13/2022] [Accepted: 08/11/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVES Values should inform the care every nurse provides. Professional values equally affect patient care and organizational outcomes. In addition, they aid in forming a basis for moral judgments. The aim of this review is to elucidate the whole spectrum of factors affecting the development of nurses' professional values. DESIGN An integrative review approach was chosen. DATA SOURCE The review included searches in four databases - MEDLINE Complete, CINAHL Plus, ERIC, and Scopus - from January 2015 to November 2021, 572 articles were screened resulting in 35 quantitative and qualitative articles that met the inclusion criteria and passed the critical appraisal. RESULT Five major themes and subthemes emerged from the review: Individual determinants was the first theme. Education was the second theme. Experience was the third theme. The fourth theme was nurses' values perceptions. The final theme dealt with the impact of role models. CONCLUSION Understanding the power of nursing values as an effective influencer of nursing practice is important because nurses' values can ensure high-quality care and strengthen the professional brand.
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Affiliation(s)
| | - Olfat Salem
- Nursing Administration and Education Department, College of Nursing, King Saud University, Riyadh, Kingdom Saudi Arabia. Nursing Administration Department, Faculty of Nursing, Menoufia University, Egypt.
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Ardenghi S, Rampoldi G, Montelisciani L, Antolini L, Donisi V, Perlini C, Rimondini M, Garbin D, Piccolo LD, Strepparava MG. Emotional intelligence as a mediator between attachment security and empathy in pre-clinical medical students: A multi-center cross-sectional study. PATIENT EDUCATION AND COUNSELING 2022; 105:2880-2887. [PMID: 35393226 DOI: 10.1016/j.pec.2022.03.030] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/02/2021] [Revised: 03/27/2022] [Accepted: 03/29/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE To explore the association of emotional intelligence (EI) and attachment security (AS) with empathy dimensions in medical students by examining the mediating role of EI. METHODS In a cross-sectional design, the Interpersonal Reactivity Index (IRI), the Emotional Quotient Inventory (EQ-i), the Attachment Style Questionnaire (ASQ), and demographic questions were administrated to second-year medical students of two medical schools in Northern Italy. RESULTS 253 medical students (56.13% female), aged 19-29, participated in this study. AS positively correlated to Empathic Concern (r = 0.17, p = 0.008) and Perspective Taking (r = 0.24, p < 0.001), and negatively to Personal Distress (r = -0.33, p < 0.001). Individuals with the same level of AS and a higher score on EQ-i had a higher score (β = 0.072, p = 0.033) on empathy latent factor (at the basis of Empathic Concern and Perspective Taking) and a lower score (β = -0.290, p < 0.001) on Personal Distress than those with a lower EQ-i score. CONCLUSION This study shows that EI completely mediated the relationship between AS and empathy dimensions among medical students. PRACTICE IMPLICATIONS EI training and workshop should be considered when designing educational interventions and programs to enhance empathy and decrease interpersonal distress in medical students.
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Affiliation(s)
- Stefano Ardenghi
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Giulia Rampoldi
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Laura Montelisciani
- Bicocca Center of Bioinformatics, Biostatistics and Bioimaging (B4 center), University of Milano-Bicocca, Monza, Italy
| | - Laura Antolini
- Bicocca Center of Bioinformatics, Biostatistics and Bioimaging (B4 center), University of Milano-Bicocca, Monza, Italy
| | - Valeria Donisi
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Cinzia Perlini
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Michela Rimondini
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Davide Garbin
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy
| | - Lidia Del Piccolo
- Department of Neurosciences, Biomedicine and Movement Sciences, University of Verona, Verona, Italy.
| | - Maria Grazia Strepparava
- School of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy; Department of Mental Health, Clinical Psychology Unit, San Gerardo Hospital, ASST-Monza, Monza, Italy.
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Aydın GÖ, Turan N, Irmak AY, Çelikkalp Ü, Aygün A, Çakır Z. Nursing students' individual values, inclination to ethical and professional values. Perspect Psychiatr Care 2022; 58:850-860. [PMID: 34028034 DOI: 10.1111/ppc.12863] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Revised: 05/04/2021] [Accepted: 05/06/2021] [Indexed: 11/29/2022] Open
Abstract
PURPOSE To determine the relationship between nursing students' individual values, inclination to ethical and professional nursing values. DESIGN AND METHODS This cross-sectional study was conducted with 315 nursing students in Turkey. Data were collected using the student information form, the Portrait Values Scale, the Inclination to Ethical Values Scale, and Nursing Professional Values Scale. FINDINGS The students' basic values are Tradition and Universalism. It was determined that an inclination toward ethical and professional values was quite high. PRACTICE IMPLICATIONS The fact that nursing students are aware of their individual values how these values affect behaviour can be a guide to human focused values in professional lifes.
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Affiliation(s)
- Gülsün Ö Aydın
- Department of Nursing, School of Health, Tekirdağ Namık Kemal University, Tekirdağ, Turkey
| | - Nuray Turan
- Department of Fundamentals of Nursing, Florence Nightingale Faculty of Nursing, Istanbul University-Cerrahpaşa, Istanbul, Turkey
| | - Aylin Y Irmak
- Department of Nursing, School of Health, Tekirdağ Namık Kemal University, Tekirdağ, Turkey
| | - Ülfiye Çelikkalp
- Public Health, School of Medicine, Republic of Turkey Trakya University, Edirne, Turkey
| | - Aysu Aygün
- Department of Nursing, School of Health, Tekirdağ Namık Kemal University, Tekirdağ, Turkey
| | - Zehra Çakır
- Department of Nursing, School of Health, Tekirdağ Namık Kemal University, Tekirdağ, Turkey
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Ardenghi S, Russo S, Luciani M, Salvarani V, Rampoldi G, Bani M, Ausili D, Di Mauro S, Strepparava MG. The association between dispositional mindfulness and empathy among undergraduate nursing students: A multicenter cross-sectional study. CURRENT PSYCHOLOGY 2022. [DOI: 10.1007/s12144-022-02829-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
AbstractThe aim of this study was to explore the role of gender, age, and academic year in shaping dispositional mindfulness (DM) and the association between DM facets and empathy dimensions in a sample of undergraduate nursing students. In a multicenter cross-sectional study design, the Five Facet Mindfulness Questionnaire (FFMQ), the Interpersonal Reactivity Index (IRI), and socio-demographic questions were administrated to a convenience sample of Italian nursing students. 622 nursing students (82.2% female) participated in the study (response rate = 86.15%). Females had higher levels of Acting with Awareness (p < .001, d = .54) and lower levels of Non-reacting (p < .001, d = .52) facets of DM than males. Older students displayed higher scores on the Observing (r = .112, p = .005) and on the Non-reacting (r = .187, p < .001) FFMQ subscales than younger ones. No statistically significant differences in DM levels between the three academic years were found (ps > .202). After controlling for socio-demographic factors, DM facets were generally positively related to Perspective Taking (βs from .131 to .208, ps < .007) and Empathic Concern (βs from −.156 to .189, ps < .001), whereas negatively related to Personal Distress (βs from −.141 to −.261, ps < .001). Nursing students with higher levels of DM were more able to consider others’ cognitive perspective and to feel compassion, and were less emotionally distressed when facing tense interpersonal situations. Tailored mindfulness interventions might be useful to foster functional empathy within nursing undergraduate programs.
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Ardenghi S, Russo S, Bani M, Rampoldi G, Strepparava MG. The role of difficulties in emotion regulation in predicting empathy and patient-centeredness in pre-clinical medical students: a cross-sectional study. PSYCHOL HEALTH MED 2021; 28:1215-1229. [PMID: 34753373 DOI: 10.1080/13548506.2021.2001549] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Abstract
While empathy and patient-centeredness (PC) are considered core variables in high-quality healthcare education and care, research suggests that empathy and PC decrease during the clinical years of study and that impairments in empathy and PC may be related to difficulties in emotion regulation. There is a growing interest in identifying the psycho-social variables that sustain and foster empathy and PC in medical students throughout their education. This study explored whether and to what extent emotion dysregulation predicted empathy and PC in medical students controlling for gender. Three hundred ninety-eight pre-clinical medical students enrolled at a university in northern Italy completed the Difficulties in Emotion Regulation Scale (DERS), the Interpersonal Reactivity Index (IRI) and the Patient-Practitioner Orientation Scale - 8 Items - Italian version (PPOS-8-IT). All statistically significant correlation coefficients between DERS, IRI and PPOS-8-IT scores were negative (rs from -.130 to -.336, ps ≤ 01), except for IRI Personal Distress and IRI Fantasy Scale that were mainly positively related to DERS scores (rs from .130 to .305, ps ≤ .01). Hierarchical multiple-regression analyses showed that DERS scores accounted for a significant amount of additional variance in both IRI and PPOS-8-IT components above and beyond gender. Emotion dysregulation was positively associated with Personal Distress (βs from .135 to .250, ps ≤ .007), whereas Empathic Concern, Perspective Taking, and the PC components were negatively predicted by emotion regulation difficulties (βs from -.131 to -.309, ps ≤ .005). Female students showed higher levels of all empathy and PC measures than males (ts from -3.49 to -5.54, ps ≤ 001) except for Perspective Taking. Tailored educational approaches that provide medical students with emotion regulation strategies implemented along the pre-clinical curriculum may sustain empathy and PC and equip students to appropriately and functionally face the emotional and interpersonal aspects of the clinical internship experience.
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Affiliation(s)
- Stefano Ardenghi
- Department of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Selena Russo
- Department of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Marco Bani
- Department of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Giulia Rampoldi
- Department of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy
| | - Maria Grazia Strepparava
- Department of Medicine and Surgery, University of Milano-Bicocca, Monza, Italy.,Department of Mental Health, Clinical Psychology Unit, San Gerardo Hospital, ASST-Monza, Monza, Italy
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Ardenghi S, Luciani M, Rampoldi G, Ausili D, Bani M, Di Mauro S, Strepparava MG. Personal values among first-year medical and nursing students: A cross-sectional comparative study. NURSE EDUCATION TODAY 2021; 100:104827. [PMID: 33662674 DOI: 10.1016/j.nedt.2021.104827] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Revised: 02/11/2021] [Accepted: 02/16/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Collaboration in healthcare is essential but differences in personal values can be a potential source of disagreements between physicians and nurses. OBJECTIVES The purpose of this study was to verify if and to what extent there were divergences in the personal values profile between medical and nursing students at the beginning of their education and training. A second aim was to explore gender differences in personal values. DESIGN This is an observational cross-sectional study. SETTINGS This study was conducted at one University in northern Italy. PARTICIPANTS We compared the personal values of 393 first-year medical students with those of 403 first-year nursing students. METHODS The Portrait Values Questionnaire-40 was administered and analyses of variance were performed to assess degree group and gender differences in terms of personal values. RESULTS Medical students scored significantly higher than nursing ones on values related to dominance over others and personal success. Female students significantly outscored males on personal values that reflect other-oriented and social focus, whereas male students obtained higher scores than females on personal values related to personal and selfish orientation. CONCLUSIONS Schwartz's Theory of Basic Human Values may be a valuable theoretical framework for interprofessional education to promote a common reflection on personal values held by medical and nursing students since the early years of study.
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Affiliation(s)
- Stefano Ardenghi
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Michela Luciani
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Giulia Rampoldi
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Davide Ausili
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Marco Bani
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Stefania Di Mauro
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy
| | - Maria Grazia Strepparava
- Department of Medicine and Surgery, University of Milano - Bicocca, Italy; ASST Monza, San Gerardo Hospital, Italy.
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12
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Ardenghi S, Rampoldi G, Bani M, Strepparava MG. Personal values as early predictors of emotional and cognitive empathy among medical students. CURRENT PSYCHOLOGY 2021. [DOI: 10.1007/s12144-021-01373-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
Abstract
AbstractThe present study contributes to the literature by examining the association between personal values (PVs), assessed with the Schwartz’s Portrait Values Questionnaire, and empathy, assessed with the Davis’ Interpersonal Reactivity Index, in a sample of first-year medical students. We also examined medical students’ PVs profile and gender differences in terms of PVs. All participants (N = 398) were Italian, young (average age = 19.62 years, SD = 1.22), and unmarried; none had children. Zero-order correlations and hierarchical multiple regression models were performed to verify the association between PVs and empathy; in contrast, t-tests were run to explore gender differences in scoring on PVs. Benevolence and Universalism correlated positively with both the emotional and cognitive dimensions of empathy, whereas Power, Achievement, Hedonism, and Security were negatively associated with empathy. The three most important PVs in the whole sample were Benevolence, Self-Direction, and Universalism. Male medical students outscored their female counterparts on Power, Achievement, and Hedonism, whereas female students outscored the males on Benevolence, Universalism, Conformity, and Tradition. Our findings highlight the importance of fostering self-transcending PVs and discouraging self-enhancing PVs in medical students during the early years of medical school, as a means of supporting other-oriented responses such as empathy in future doctors.
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13
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Liu L, Li M, Zheng Q, Jiang H. The Effects of Case-Based Teaching in Nursing Skill Education: Cases Do Matter. INQUIRY: The Journal of Health Care Organization, Provision, and Financing 2020; 57:46958020964421. [PMID: 33111605 PMCID: PMC7786417 DOI: 10.1177/0046958020964421] [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] [Indexed: 11/16/2022]
Abstract
Nursing skill education plays a very important part for the nursing education. It's necessary to analyze the role of the case-based teaching (CBT) in nursing skill education, to provide insights into the nursing education. The sophomore nursing students who received nursing skill teaching from September 2019 to January 2020 were selected. The students either underwent traditional teaching (control group) or CBT (CBT group) intervention. The objective structure clinical examination (OSCE), autonomous learning ability, questionnaire for effects evaluation of CBT, and student's satisfaction level on CBT were analyzed. A total of 146 participants were included. There were no significant differences in the gender, age and the final exam score as freshman between 2 groups (all P > .05). The OSCE scores and autonomous learning ability in CBT group were significantly higher than that of control group (all P < .05). The most students favored the use of CBT, and most students were satisfied with CBT. CBT is beneficial to improve the nursing skill and comprehensive ability of students, and it's conducive to increase the interest of students, which merits application in nursing education.
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Affiliation(s)
- Lanfang Liu
- Jiangxi Health Vocational College, Nanchang, China
| | - Mengqian Li
- The First Affiliated Hospital of Nanchang University, Jiangxi, China
| | | | - Hua Jiang
- Jinggangshan University, Ji'an, Jiangxi, China
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14
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González-García M, Lana A, Zurrón-Madera P, Valcárcel-Álvarez Y, Fernández-Feito A. Nursing Students' Experiences of Clinical Practices in Emergency and Intensive Care Units. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17165686. [PMID: 32781646 PMCID: PMC7459869 DOI: 10.3390/ijerph17165686] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/04/2020] [Revised: 07/31/2020] [Accepted: 08/03/2020] [Indexed: 12/20/2022]
Abstract
Clinical practices are key environments for skill acquisition during the education of nursing students, where it is important to encourage reflective learning. This study sought to explore the experience of final year nursing students during their clinical placement in emergency and intensive care units and to identify whether differences exist between female and male students. Using qualitative methodology, a documentary analysis of 28 reflective learning journals was carried out at a public university in Northern Spain. Four themes were identified: "an intense emotional experience", "the importance of attitudes over and above techniques", "identifying with nurses who dominate their environment and are close to the patient in complex and dehumanized units" and "how to improve care in critically ill patients and how to support their families". The female students displayed a more emotional and reflective experience, with a strong focus on patient care, whereas male students identified more with individual aspects of learning and the organization and quality of the units. Both male and female students experienced intense emotions, improved their learning in complex environments and acquired attitudes linked to the humanization of care. However, the experience of these clinical rotations was different between female and male students.
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Affiliation(s)
- María González-García
- Health Care Service of Asturias, Central University Hospital of Asturias, Avda. Roma, s/n, 33011 Oviedo, Spain; (M.G.-G.); (Y.V.-Á.)
- Department of Medicine, School of Medicine and Health Sciences, University of Oviedo, Avda. Julián Clavería, s/n, 33006 Oviedo, Spain; (P.Z.-M.); (A.F.-F.)
- Healthcare Research Area, Health Research Institute of Asturias (ISPA), Avda. Roma, s/n, 33011 Oviedo, Spain
| | - Alberto Lana
- Department of Medicine, School of Medicine and Health Sciences, University of Oviedo, Avda. Julián Clavería, s/n, 33006 Oviedo, Spain; (P.Z.-M.); (A.F.-F.)
- Healthcare Research Area, Health Research Institute of Asturias (ISPA), Avda. Roma, s/n, 33011 Oviedo, Spain
- Correspondence:
| | - Paula Zurrón-Madera
- Department of Medicine, School of Medicine and Health Sciences, University of Oviedo, Avda. Julián Clavería, s/n, 33006 Oviedo, Spain; (P.Z.-M.); (A.F.-F.)
- Healthcare Research Area, Health Research Institute of Asturias (ISPA), Avda. Roma, s/n, 33011 Oviedo, Spain
- Mental Health Center of La Corredoria, Health Care Service of Asturias (Spain), C. Alfredo Blanco, s/n, 33011 Oviedo, Spain
| | - Yolanda Valcárcel-Álvarez
- Health Care Service of Asturias, Central University Hospital of Asturias, Avda. Roma, s/n, 33011 Oviedo, Spain; (M.G.-G.); (Y.V.-Á.)
- Department of Medicine, School of Medicine and Health Sciences, University of Oviedo, Avda. Julián Clavería, s/n, 33006 Oviedo, Spain; (P.Z.-M.); (A.F.-F.)
- Healthcare Research Area, Health Research Institute of Asturias (ISPA), Avda. Roma, s/n, 33011 Oviedo, Spain
| | - Ana Fernández-Feito
- Department of Medicine, School of Medicine and Health Sciences, University of Oviedo, Avda. Julián Clavería, s/n, 33006 Oviedo, Spain; (P.Z.-M.); (A.F.-F.)
- Healthcare Research Area, Health Research Institute of Asturias (ISPA), Avda. Roma, s/n, 33011 Oviedo, Spain
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