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Merino-Godoy MÁ, Aceijas ZM, Martín MC, Gago-Valiente FJ, Abengozar AV, Padilla JMP, da Costa ET. Navigating Perceived Stress: Experiences of Nursing Students Completing Internships during the COVID-19 Pandemic in Spain. J Clin Med 2024; 13:4943. [PMID: 39201098 PMCID: PMC11355079 DOI: 10.3390/jcm13164943] [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: 07/22/2024] [Revised: 08/16/2024] [Accepted: 08/20/2024] [Indexed: 09/02/2024] Open
Abstract
Background: University students often experience psychological strains such as academic stress, particularly as they approach the transition into the workforce. This stress may have been heightened for nursing students who completed internships during the COVID-19 pandemic. This study aims to analyze the impact of the COVID-19 pandemic on the perceived stress levels of undergraduate nursing students. Methodology: A cross-sectional descriptive observational study was conducted using the Spanish version of the PSS-10 scale, a validated reduction of the English version PSS-14, to evaluate perceived stress. The responses are Likert-type with a total score range of 0 to 40. Questionnaires were distributed electronically to nursing students across all academic years who were engaged in clinical practice. Participation was voluntary. Results: The study included 487 students, the majority of whom were women (78.4%) with an average age of 23.51 years. Most participants were in their third and fourth years (67%). The mean perceived stress score was 20.65 (SD = 5.62) out of a possible 40, indicating moderate stress levels. Statistically significant differences in perceived stress were found between genders, with women reporting higher stress levels than men (Mann-Whitney U = 15,380.000; p < 0.001). Additionally, a significant correlation was observed between the overall perceived stress score and gender, as well as between specific items on the PSS-10 scale and gender, highlighting the importance of gender-specific stress management interventions. Conclusions: Nursing students reported moderate levels of perceived stress, with women experiencing higher stress levels than men. These findings highlight the need for targeted stress management interventions for nursing students, especially during health crises. Addressing gender-specific stressors and fostering a supportive educational environment will enhance students' well-being, academic success, and professional preparedness.
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Affiliation(s)
| | | | | | - Francisco-Javier Gago-Valiente
- Nursing Department, Faculty of Nursing, University of Huelva, 21007 Huelva, Spain;
- Center for Research in Contemporary Thought and Innovation for Social Development (COIDESO), University of Huelva, 21007 Huelva, Spain
| | | | | | - Emilia Teixeira da Costa
- Nursing Department, Health School, University of Algarve, 8000 Faro, Portugal;
- Health Sciences Research Unit: Nursing, Nursing School of Coimbra, 3000 Coimbra, Portugal
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Kuesakul K, Nuampa S, Pungbangkadee R, Ramjan L, Ratinthorn A. Evaluation of antenatal simulation-based learning on satisfaction and self-confidence levels among Thai undergraduate nursing students during the COVID-19 pandemic: a mixed-method study. BMC Nurs 2024; 23:161. [PMID: 38448962 PMCID: PMC10916063 DOI: 10.1186/s12912-024-01824-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2023] [Accepted: 02/23/2024] [Indexed: 03/08/2024] Open
Abstract
BACKGROUND During the COVID-19 pandemic, simulation-based learning (SBL) serves as an alternative teaching strategy for nursing students facing restricted access to antenatal clinical practicum. However, the factors predicting nursing students' satisfaction, self-confidence, and their learning experiences remain unclear. OBJECTIVE To identify factors predict satisfaction and self-confidence and explore the learning experiences of antenatal SBL. METHODS A Mixed methods research of the cross-sectional study design and descriptive qualitative research was conducted. A total of 100 third year nursing students who finished the Maternity-Newborn Nursing and Midwifery Practice course using antenatal simulation-based learning were invited to complete the online questionnaires. A total of seven questionnaires were administered, including a demographic questionnaire, the Attitude Scale toward Simulation-Based Education (SBE), the Professional Identity Scale for Nursing Students, the Perceived Stress Scale, the Evaluation of Teaching Competencies Scale, the Simulation Design Scale: Student Version, and the Student Satisfaction and Self-Confidence in Learning. The 20 nursing students who completed survey were asked to participate a qualitative focus group discussion. Multiple regression analysis was performed to investigate predictors, while qualitative data were analyzed using content analysis. RESULTS The quantitative results showed high levels of satisfaction (mean = 20.55, SD = 3.17) and self-confidence (mean = 32.44, SD = 4.76) after completing the antenatal SBL. In regression analysis, attitude toward SBE (Beta = 0.473, t = 5.376, p < 0.001) and attitude toward antenatal care simulation design (Beta = 0.338, t = 2.611, p < 0.011) were significantly associated with a high level of satisfaction with antenatal SBL, which accounted for 44.0% of the variance explained in satisfaction. Only attitude toward SBE was significantly associated with a high level of self-confidence in antenatal SBL (Beta = 0.331, t = 3.773, p < 0.001), which accounted for 45.0% of the variance explained in self-confidence. The qualitative results generated four themes: (1) positive attitude toward antenatal simulation; (2) turning reassurance into confidence; (3) I am really happy to learn; and (4) being a good nurse motivates and stresses me. CONCLUSIONS Antenatal SBL is an effective teaching strategy that can support nursing students to build clinical confidence. Creating a positive learning environment allows students to have a positive attitude and experience with simulations.
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Affiliation(s)
- Kornkanok Kuesakul
- Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Mahidol University, Bangkok, 10700, Thailand
| | - Sasitara Nuampa
- Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Mahidol University, Bangkok, 10700, Thailand.
| | - Rudee Pungbangkadee
- Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Mahidol University, Bangkok, 10700, Thailand
| | - Lucie Ramjan
- School of Nursing and Midwifery, Western Sydney University, Locked Bag 1797, Penrith, NSW, 2751, Australia
| | - Ameporn Ratinthorn
- Department of Obstetrics and Gynecological Nursing, Faculty of Nursing, Mahidol University, Bangkok, 10700, Thailand
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Hansbrough W, Dunker K, Duprey M, Lawrence A. Descriptive Analysis of Newly Hired Academic Nurse Educator Onboarding Practices. Nurse Educ 2023; 48:192-196. [PMID: 37010319 DOI: 10.1097/nne.0000000000001402] [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: 04/04/2023]
Abstract
BACKGROUND Prelicensure nursing programs often hire clinical experts who are novice educators to teach integration of nursing clinical judgment within the context of patient care experiences. PURPOSE To describe practices of schools of nursing to onboard, orient, and mentor newly hired faculty. METHODS Faculty (n = 174) and leaders (n = 51) replied to an online survey. RESULTS The majority (81.63%) of leaders hire novice nurse educators; 58.14% require a minimum bachelor of science in nursing degree; 54.72% have an orientation plan consisting of a mean of 13.86 hours, which was mostly asynchronous learning. Of the 77.08% of leaders with an onboarding plan, 84.13% assign a preceptor; 51.35% of them are compensated. CONCLUSIONS Most schools of nursing hire experienced clinical nurses who are novice nurse educators, without organizational structures to support acquisition of teaching expertise. Academic institutions are called on to support clinical nurse educator professional development. Evidence is needed to design effective and fiscally pragmatic onboarding programs based on the certified nurse educator competencies.
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Affiliation(s)
- Wendy Hansbrough
- Associate Professor and Director (Dr Hansbrough) and Lecturer and Associate Director (Ms Lawrence), School of Nursing, California State University San Marcos; Department Chair (Dr Dunker), Nursing and Health Science, Pacific Union College, Angwin, California; Master's Program Director and Clinical Associate Professor (Dr Duprey), University of Massachusetts Dartmouth
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Nielsen A, Gonzalez L, Jessee MA, Monagle J, Dickison P, Lasater K. Current Practices for Teaching Clinical Judgment: Results From a National Survey. Nurse Educ 2023; 48:7-12. [PMID: 35926130 DOI: 10.1097/nne.0000000000001268] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/13/2022]
Abstract
BACKGROUND Safe patient care is closely linked to clinical judgment. Concerns about inadequate practice readiness and the impending inclusion of clinical judgment items on the NextGen NCLEX have resulted in increasing interest and publications about teaching clinical judgment. However, little is known about actual current practices for teaching this skill. PURPOSE This research describes findings about current strategies to teach clinical judgment used in US prelicensure nursing programs. METHODS Cross-sectional methodology was used to survey program deans and directors across the United States. RESULTS Programs are using multiple strategies to teach clinical judgment. The most common strategies used include case studies and simulation. Participants believed strategies have a positive impact on student thinking, practice readiness, and program outcomes. They described insights into implementation of teaching for clinical judgment. CONCLUSION The results of this research provide foundational data to inform current teaching practices and further research for this essential skill.
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Affiliation(s)
- Ann Nielsen
- Associate Professor of Clinical Nursing Emerita (Dr Nielsen), Professor Emerita (Dr Lasater), Oregon Health & Science University, Portland, Oregon; Professor of Nursing (Ms Gonzalez), College of Southern Maryland, La Plata, Maryland; Associate Professor, Assistant Dean for Academics, Generalist Nursing Practice (Dr Jessee), Vanderbilt University School of Nursing, Nashville, Tennessee; Associate Professor (Dr Monagle), School of Nursing, MGH Institute of Health Professions, Boston, Massachusetts; and Chief Officer, Operations and Examinations (Dr Phillip Dickison), National Council of State Boards of Nursing, Chicago, Illinois
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Blanco K, Ely E, DeAlmeida K, Bohr NL. Transitioning to Independent Nursing Practice during COVID-19: A Mixed Methods Study. West J Nurs Res 2022; 45:432-442. [PMID: 36529992 PMCID: PMC9768533 DOI: 10.1177/01939459221144178] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Abstract
The COVID-19 pandemic presented challenges to onboard and support new graduate nurses (NGNs). This study sought to explore the perceptions of nurses entering clinical practice during the COVID-19 pandemic. Using mixed methods, we investigated the experiences of NGNs entering the field during the pandemic and how a nurse residency program (NRP) adapted to meet their needs. Newly graduated nurses entering practice in November 2019 described their transition through nurse experience surveys and focus group discussions. Results from the quantitative data reported on compassion satisfaction, burnout, and exposure to secondary traumatic stress. The qualitative data mirrored these findings with the discovery of the following five themes: transitioning through an NRP, impact to nursing care, value of coworkers, coping, and professional growth. These findings illustrate the need to better support future practice transitions in times of disruption and change.
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Affiliation(s)
| | | | | | - Nicole L. Bohr
- UChicago Medicine, Chicago, IL, USA,Nicole L. Bohr, UChicago Medicine, 5841 S. Maryland MC 1083, Chicago, IL 60637, USA.
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Bodys-Cupak I, Czubek K, Grochowska A. Stress and Sleep Disorders in Polish Nursing Students During the SARS-CoV-2 Pandemic—Cross Sectional Study. Front Psychol 2022; 12:814176. [PMID: 35250696 PMCID: PMC8895395 DOI: 10.3389/fpsyg.2021.814176] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2021] [Accepted: 12/29/2021] [Indexed: 12/19/2022] Open
Abstract
Introduction The world pandemic of the virus SARS-CoV-2 , which causes COVID-19 infection was announced by the World Health Organization (WHO) on March 11, 2020. Due to the restrictions that were introduced in order to minimize the spread of the virus, people more often suffer from stress, depression, anxiety, and sleep disorders. The aim of this study was evaluation of the stress levels and sleep disorders among nursing students during the pandemic SARS-CoV-2 . Materials and Study Methods This is a cross-sectional study conducted among 397 nursing students on March 2020. The research tools used were original questionnaires, Perceived Stress Scale (PSS10), and the Athenian Insomnia Scale (AIS), as well as Coping with Stress Inventory (MiniCOPE). Results Respondents felt a high level of stress, which occurred in 68.8% of interviewees regarding whether there was a danger of contracting COVID-19. Respondents experienced 84% stress levels when a family member suffered from COVID-19. Sleep disorders were determined mainly by the fear of infection and contact with someone who might be infected with the virus. Nursing students who felt a high level of stress often suffered from sleep disorders (70.2%) more frequently than students who felt a low or average stress level (30.4%). The respondents decided to cope with stress by denial, taking psychoactive substances, ceasing action, or blaming themselves. The greater the intensity of stress experienced by students, the more often they undertook avoidance behaviors or showed helplessness. Conclusion During the pandemic, students experienced severe stress, which resulted in sleep disorders and avoidance behaviors.
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Affiliation(s)
- Iwona Bodys-Cupak
- Faculty of Health Sciences, Jagiellonian University Medical College, Kraków, Poland
- *Correspondence: Iwona Bodys-Cupak
| | - Kamila Czubek
- Faculty of Health Sciences, University of Applied Sciences in Tarnow, Tarnow, Poland
| | - Aneta Grochowska
- Faculty of Health Sciences, University of Applied Sciences in Tarnow, Tarnow, Poland
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DiCioccio HC. OB Simulation During the COVID-19 Pandemic. MCN Am J Matern Child Nurs 2021; 46:299. [PMID: 34398830 PMCID: PMC8373383 DOI: 10.1097/nmc.0000000000000744] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Conducting simulations in the hospital setting has been challenging during the COVID-19 pandemic due to safety restrictions to minimize risk of viral transmission and due to perinatal health care workers, such as nurses, midwives, and obstetricians needed in direct care, with little to no time for educational activities. Our guest columnist, Dr. DiCioccio, a perinatal nursing professional development specialist, covers alternatives to in-person OB simulation that are designed to meet The Joint Commission standards for maternal safety.
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Affiliation(s)
- Heather Condo DiCioccio
- Dr. Heather Condo DiCioccio is a Nursing Professional Development Specialist, Mother/Baby, Cleveland Clinic Hillcrest Hospital, Mayfield Hts., OH and a 2021 MCN Editorial Fellow. Dr. DiCioccio can be reached via email at
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Hamadi HY, Zakari NMA, Jibreel E, AL Nami FN, Smida JAS, Ben Haddad HH. Stress and Coping Strategies among Nursing Students in Clinical Practice during COVID-19. NURSING REPORTS 2021; 11:629-639. [PMID: 34968338 PMCID: PMC8608122 DOI: 10.3390/nursrep11030060] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/23/2021] [Revised: 08/03/2021] [Accepted: 08/07/2021] [Indexed: 11/25/2022] Open
Abstract
Stress is common among nursing students and it has been exacerbated during the COVID-19 pandemic. This study examined nursing students' stress levels and their coping strategies in clinical practice before and during the COVID-19 pandemic. A repeated-measures study design was used to examine the relationship between nursing students' stress levels and coping strategies before and during the pandemic. Confirmatory factor analyses were conducted to validate the survey and a student T-test was used to compare the level of stress and coping strategies among 131 nursing students. The STROBE checklist was used. During COVID-19, there was a reliable and accurate relationship between stress and coping strategies. Furthermore, both stress and coping strategy scores were lower before COVID-19 and higher during COVID-19. Nursing students are struggling to achieve a healthy stress-coping strategy during the pandemic. There is a need for the introduction of stress management programs to help foster healthy coping skills. Students are important resources for our health system and society and will continue to be vital long term. It is now up to both nursing educators and health administrators to identify and implement the needed improvements in training and safety measures because they are essential for the health of the patient as well as future pandemics.
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Affiliation(s)
- Hanadi Y Hamadi
- Brooks College of Health, University of North Florida, Jacksonville, FL 32224, USA
| | - Nazik M. A. Zakari
- College of Applied Sciences, Al Maarefa University, Riyadh 11597, Saudi Arabia; (N.M.A.Z.); (F.N.A.N.); (J.A.S.S.)
| | - Ebtesam Jibreel
- College of Applied Sciences, Al Maarefa University, Riyadh 11597, Saudi Arabia; (N.M.A.Z.); (F.N.A.N.); (J.A.S.S.)
| | - Faisal N. AL Nami
- College of Applied Sciences, Al Maarefa University, Riyadh 11597, Saudi Arabia; (N.M.A.Z.); (F.N.A.N.); (J.A.S.S.)
| | - Jamel A. S. Smida
- College of Applied Sciences, Al Maarefa University, Riyadh 11597, Saudi Arabia; (N.M.A.Z.); (F.N.A.N.); (J.A.S.S.)
| | - Hedi H. Ben Haddad
- Department of Finance and Investment, College of Economics and Administrative Sciences, Imam Mohammad Ibn Saud Islamic University, Riyadh 13318, Saudi Arabia;
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Carr DS. The Value of Adapting Clinical Reasoning Teaching Methods. J Nurs Educ 2021; 60:e1. [PMID: 34077313 DOI: 10.3928/01484834-20210520-14] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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